CLASS-IX SYLLABUS
2015 – 2016
INDEX
Table of Contents
Page No.
English
1–5
Hindi
6 –8
Sanskrit
8 – 10
Mathematics
10 – 13
Social Science
13 – 18
Physics
19 – 21
Chemistry
21 – 23
Biology
23 – 25
Physical Education
25 – 26
Computer Science
26 – 27
ENGLISH
MONTH
APR
CHAPTER
SKILLS & VALUES
LITERATURE
OBJECTIVES
To develop a feeling of
empathy towards animals
ACTIVITY
To create awareness of the ways
in which dogs assist humans
FICTION -2 A DOG
NAMED DUKE
MAY
POEM 3 :- THE
SOLITARY REAPER
To develop an appreciation for
the poem and learn to
critically examine it
POEM -4 LORD
ULLIN’S DAUGHTER
To stress on the importance of To build schema
interest in poem
mutual understanding
FICTION -1:
To sensitize the children
HOW I TAUGHT MY to family bonding
GRAND MOTHER TO
READ
To enable the learners to think
imaginatively & creatively
Compare and contrast
the theme of the
To infer the contextual meaning poem Daffodils and
Solitary Reaper by
of the text
William Wordsworth
&
create
To emphasize the
Importance of Woman
Education
To stress on importance of
education in general
MAIN COURSE
BOOK
To develop an understanding
of the positive traits possessed
by people.
To
generate
vocabulary
appropriate to the text
UNIT -1 (PEOPLE)
WRITING SKILLS
NOTICE,DIARY ENTRY
GRAMMAR:EDITING,
VERBFORMS
JUMBLED-UPS
JUL
Develop a flair of writing and
to
recapitulate
the
grammatical topics
To facilitate easy writing
To lay stress on the
importance of principles in
life
To hone the acting skills of
the students
,
LITERATURE
DRAMA :1
Speak for a minute on
the topic ‘Inter-cast
marriage should be
socially accepted’
Complete the given
web chart:
What
do
your
grandparents expect
of you
Give
a
factual
description
of
a
mysterious
person
whom you saw at the
bus stand
Practice Question
From Sample Paper
A proper balance of content
expressions & creativity to
encourage students ,to aim for
higher standards in written
communication
To enable the students analyse
different characters
VILLA FOR SALE
“Do you agree that
pets are like our
friend” Give your
arguments
in
the
favour/against
motion
Oral
discussion
A villa and a shanty
have been mentioned
in the play. There are
some more types of
dwellings. Tell your
partner which of them
would you choose and
why?
Narrate in the class
about a trek or picnic
you have been for
near a brook
POEM 1: THE BROOK
To make them understand
effect
the
cause
&
relationship on the basis of
discussion why brook are
polluted
To develop appreciation of
the poem and poetic device
MAIN COURSE
BOOK
Develop analytical thinking
Develop an interest towards
Write an adventurous
indulging in some adventure story
with
an
sports.
interesting plot and a
catchy title.
UNIT –II ADVENTURE
1
GRAMMAR
To
recapitulate
grammatical topics
the To recapitulate and practices the
correct use of reported speech
Worksheets
REPORTED SPEECH
AUG
MAIN COURSE
BOOK
Appreciate the importance of
adventure in life
Understanding the true meaning
of the word “Exemplary”
List all the
To
develop
diction,
expression,
confidence,
presentation and fluency.
Assessment of
listening skills.
Radio show with the
theme festivals bring
people together.
Chisel the concept of
grammatical
application
through exercises
To enhance student’s
ASSIGNMENT
knowledge & understanding of
English Grammar
ADVENTURE
SPORTS
ALONGWITH PICTURES
UNIT II
(ADVENTURE)
CONTD
Assessment
speaking
listening skills
of
and
GRAMMAR:
GAP FILLING ,
OMISSION
WRITING SKILL:
SPEECH,
LETTER
Novel
Developing creativity
through writing
speaking
and
Develop ability to pen downtheir
views logically
Practice Questions
given in the class
FORMAL
LITERATURE :
POEM 2 :- THE
ROAD
NOT
TAKEN
Sep
MAIN COURSE
BOOK UNIT III :ENVIRONMENT
OCT
LITERATURE
Lesson 1 to 10
Focus on the need of making To enable the students to
paraphrase
the
poem.
careful choices in life
Understanding about how to
encash the opportunities lying
ahead & respond to a situation
Write about the
various job avenues
and which one would
you prefer and why?
To develop sensitivity towards
nature
Write slogan to spread
awareness
and
warning
against
deforestation.
Imaging that you are
one of the cooks in
the cook house. You
and other cooks find
Quelch
extremely
condescending. Write
a diary entry giving
vent to your feelings
To understand the value of
trees &other objects of
nature
Develop in the students an
understanding of the need of
FICTION: THE MAN being humble in life
WHO KNEW TOO
MUCH
To familiarize students with
military vocabulary
POEM :- 5 THE
SEVEN AGES
To infer the contextual meaning
MAIN COURSE
Understand the symbolism of
human life through different
similies
Develop skill in
grammar
To develop interest in classical
literature
Develop a flair for speaking
2
Make a list of all the
Metaphoric
expressions
&
comparisons used in
the poem & Explain
their usage in the
context of a real
Given table to be
completed.
Present a Radio show
on “SUNDAYS ARE
FUN DAYS”
BOOK
UNIT IV :- RADIO
SHOW
NOV
GRAMMAR :
SENTENCE
TRANS
FORMATION
Worksheets
Novel
Lesson 11 to 16
LITERATURE
To analyze dignity of a
profession
To develop understanding of
characters
FICTION :4
KEEPING IT FROM
HAROLD
MAIN COURSE
BOOK
To develop the ability to respond
to a personal dilemma
To develop problem solving
approach.
If you were asked to
change the ending of
the story, how would
you like to end it. Tell
your partner how your
story would read from
the time Harold gets to
know about his father’s
profession.
Inculcate curiosity
UNIT V
(MYSTERY)
POEM :6 OH, I
WISH I HAD
LOOKED AFTER ME
TEETH
To create awareness
about Dental care &
Oral hygiene
To develop in them interdisciplinary approach
Novel
GRAMMAR
Discuss
with
your
partner occasions when
you have not paid heed
to
your
parents,
teachers or any well
meaning
person’s
advice and how you
have paid for it.
Lesson 17 to 20
Develop skill in
grammar
To develop understanding
& knowledge of grammar
Worksheets
SENTENCE
COMPLETION
DEC
LITERATURE
Understand the need to be
genuine in life
To
make
the
students Worksheet
comprehend the subtle mockeries,
human follies, pretence
FICTION :- 5
BEST SELLER
POEM -7
SONG OF THE
RAIN
MAIN COURSE
BOOK
To sensitize the learners to To infer the textual meaning
ideas and emotions that are
evoked by rain.
Appreciate poetic devices
Work in a group and
discuss the agonies of
drought with the
members of your
group. Finally one
student
should
represent his group
and speak for a
minute in the class.
Lay emphasis on woman
Education
Prepare a poster on
“WOMEN
EMPOWERMENT
Understand the value of Education
for children
UNIT VI
(CHILDERN)
3
WRITING SKILLS:
Develop writing flair
To enhance creativity in the realm
of idea & language use
ARTICLE &
DEBATE
Assessment of
speaking & listening
skill
SA-2 ASL exam to be
conducted
Open Text Based
Assessment
JAN
Reading
explanation of
given passages.
DRAMA -2
To understand how far
society is responsible for
making a person criminal
THE BISHOP’S
CANDLE STICKS
To encourage free oral
presentations
To test student’s understanding of
characters
FEB
Practice Questions
from sample paper
MAIN
COURSE To appreciate alternate
BOOK UNIT VII
opinions, sportsman spirit
(SPORTS &
GAMES )
To develop ability to be flexible &
adaptable
Extrapolatory
questions will be given
in the class for
practice
Make a list of things
that are practical for
you to donate excloths, school bag.
Take an appointment
from secretary of an
NGO and deliver the
goods there. You may
also plan a visit and
meet the inmates
there.
Case – Study of your
favourite
sports
personality
ENGLISH – SYLLABUS (TERM –WISE) 2014-2015
UNIT TEST -1
Literature:Prose: - 2 A Dog Named Duke
MAIN COURSE BOOK: - Unit 1 (people) GRAMMAR: - Editing, Verb Forms, Jumbled –Ups WRITING SKILLS: -Bio–Sketch,
Notice, Diary Entry
UNIT TEST-2
Literature:
Prose-1 How I Taught My Grandmother
Poetry-3 The Solitary Reaper
Writing Skill: Story Writing
Grammar:
Editing / Omission, Jumbled Words
SUMMATIVE ASSESSMENT 1 (SA-1)
LITERATURE: - Prose: -1 How I Taught My Grandmother To Read
2 A Dog Named Duke
4
and
the
Poetry:-1 The Brook
2 The Road Not Taken
3 The Solitary Reaper
4 Lord Ullin’s Daughter
DRAMA: - VILLA FOR SALE
MAIN COURSE BOOK: - Unit ii Adventure
Iii Environment
Writing skills: - E-mail, formal / informal letter, Article, Speech or a Debate / Story writing / Diary writing
GRAMMAR: - Sentence Reordering, Sentence Trans formation, Editing, Omission, Gap filling, Dialogue
Completion
LONG READING TEXT: - Three Men In A Boat (chapter 1 to 10)
FA4:Literature: - Prose 5 Best Sellers
Poem:-7 Song of the Rain
MAIN COURSE BOOK: - Unit VI (CHILDREN)
GRAMMAR: - Omission, Sentence Transformation, Sentence Completion, Gap Filling
WRITING SKILLS: - Data Interpretation, Factual Description
SA2:- LITERATURE: - Prose:- 3 The Man Who Knew Too Much
4 Keeping it from Harold
5 Best Sellers
Poetry: - 5 The Seven Ages
6 OH, I wish I Looked After Me Teeth
7 Song of the Rain
Play: 2 The Bishop’s Candlesticks, LONG READING
TEXT: - Three Men In A Boat (chapter 11 to 20)
MAIN COURSE BOOK: - Unit V - Mystery ,VI –Children, VII- Sports & Games
GRAMMAR: - Gap filling, Sentence Completion, / Formal /Informal letter
Dialogue Writing, Article, Speech or Debate
5
rnà”e
bnelt
yŒi˜
vtX / rJMg
ôvNo
vtX-1
Nbto
mkagl
vtX-1 rdÖ˜q
• btlJ seJl bü rbxTxe
fUe brnbt Œr„vtr”„
fUh„u ýY ylwåAu” ˜uFl
• ytrÀbfU rJfUtm
• CrÿU CtJ std½„ fUhlt|
ÔgtfUhK
• CtrMfU fUtiN˜
vºt-yltivatrhfU vºt
• vºt fUt ŒtÁv c„tlt
ôvNo
vtX-2 ”wF fUt yrOfUth- • rlOoltü fuU Œr„ m”CtJlt fUt • CtJtÀbfU fUtiN˜
gëtvt˜
rJfUtm
• ÔgrÿU fUe vnatl
WmfUe vtuNtfU mu ntu„e ni Jt” rJJt”
• ”tuntü fUtu fUkXôƒ fUh
Jtal fUhJtlt|
• ÔgJnth fwUN˜„t YJk seJltuvgtude • JiatrhfU fUtiN˜
ler„gtü fUt Òttl
ÔgtfUhK
JKo rJåAu”, ylwôJth, • J„ole, CtMtÒttl fUt rJfUtm
ylwltrmfU, lw¢„t
• CtrMfU
rJfUtm
ôvNo
vtX-3 YJhuôx buhe rNFh • rlKog Gb„t fUt rJfUtm
gtºtt-cuauàŠe vt˜
• vJo„thtunK fuU Œr„ stdÁfU„t
• ytÀbfUƒt gt ˜uFl fUt rJfUtm
• mtbqrnfU mngtud fUe seJl fUe fUrXltRgtü fUt
mtnrmfU„t fuU mtƒ
CtJlt
mtblt fUhlt|
vtX-4 „wb fUc stytudu • ytr„Úg mÀfUth fUhlt
yr„rƒ
• btir˜fU rak„l
mkagl
vtX-2 ôbÐr„
• btlJeg bqÖg
• mkDMo fUe rsserJMt
• rsÒttmw ŒJÐrút
• c·ztü fuU Œr„ möbtl fUe CtJlt
Gb„t
ÔgtfUhK
mkrO, raºt JKol YJk • haltÀbfU fUtiN˜ fUt rJfUtm
mkJt” ˜uFl, rJhtb
rañl
ôvNo
vtX - yt”beltbt
• yt”be fUe rJrNíx„tytü mu yJd„
ntult
ÔgtfUhK
Wvmdo
rJÒttvl
-
ŒÀgg, • CtrMfU Òttl bü JÐrõ
fUt
• ‘yr„rƒ ”uJtu CJ’ rJMg
vh JigrÿUfU ylwCJ fUtu
fUGt bü Ôg¢„ fUhlt|
• yvlu seJl mu mkckrO„
htubtkafU Dxlt fUt JKol
• yvle rfUme gtºtt fUt
JÐút FéraY|
vtX-3 fUÖ˜q fwUönth fUe • mkôbhKtÀbfU rJOt mu vrhag
WltfUturx
• gtºtt JÐúttk„
OtLbfU ytôƒt std½„ fUhlt|
ydô„
rf½UgtÀbfU fUtgo YJk
dr„rJrOgtâ
• mtbtrsfU bqÖg
• WvurG„tü fUtu ”sto r”˜Jtlt|
• vNw-Œub fuU Œr„ stdh¥fU„t WÀvàl • btlJeg mkJu”lt fUt
rJfUtm
fUhlt
vtX - hneb fuU ”tunu
sw˜tRo
seJl bqÖg
Oq˜-htbrJ˜tm • Oq˜ fUt bnÀJ YJk Wvgturd„t • JiatrhfU fUtiN˜
c„tlt
vtX-9 hi”tm fuU v”
bRo
rNGK Wæuëg
• CtrMfU
rJfUtm
Gb„t
fUt • yÇgtm fUtgo
• „tLfUfU
rJfUtm
rak„l
fUt ˜gtÀbfU Jtal
yÇgtm fUtgo
6
ylwåAu” ˜uFl
• JiatrhfU Òttl bü JÐrõ
raºt ˜uFl
• haltÀbfU fUtiN˜ fUt rJfUtm
FA-2, Unit Test-1
ôvNo
vtX-Oq˜ (d‘)
vtX-”wF fUt yrOfUth
(d‘)
vtX-hi”tm fuU v” (v‘)
vtX-hneb fuU ”tunu (v‘)
mkagl
vtX-rdÖ˜q
ÔgtfUhK
JKo-rJåAu”,
ylwltrmfU,
rJhtb rañl
ylwôJth,
lw¢„t,
rm„öch
SA-1 mkfU˜ltÀbfUvheGt
ôvNo
d‘Fãz - vtX-Oq˜, ”wF fUt yrOfUth, YJhuôx buhe rNFh gtºtt, „wb fUc stytudu yr„rƒ
v‘Fãz - hi”tm fuU v”, hneb fuU ”tunu
mkagl
vtX - rdÖ˜q, ôbÐr„, fUÖ˜q fwUönth fUe WltfUturx, yt”beltbt
yÿqUch
ÔgtfUhK - JKo-rJåAu”, ylwôJth, ylwltrmfU, lw¢„t, Wvmdo, ŒÀgg mu Nç” rlbtoK, mkrO, rJhtb rañl, rJÒttvl ˜uFl,
mkJt” ˜uFl, raºt JKol, yvrX„ d‘tkN, yvrX„ v‘tkN, yltivatrhfU vºt, ylwåAu” ˜uFl
ôvNo
vtX-5 JiÒttrlfU au„lt fuU • rJÒttl fuU Œr„ Ára std½„ fUhlt • ctirõfU Gb„t fUt • vtâa ltuc˜ vwhôfUth
JtnfU
akŠNuFh (rJë˜uMKtÀbfU fUtiN˜)
rJfUtm
rJsu„t JiÒttrlfUtü fUt raºt
JüfUxhtbl
mrn„ rJJhK ”ersY|
mkagl
vtX - buht Atuxt mt • vwô„fU v·Zlu YJk mnuslu fUe Ára
rlse vwô„fUt˜g-OboJeh std½„ fUhlt
Cth„e
lJöch
ÔgtfUhK
mkJt” ˜uFl
ôvNo
vtX - fUea·z fUt fUtÔg
• yÇgtm fUhJtlt
• seJl bü fUea·z fuU bnÀJ fUtu • JiatrhfU fUtiN˜
mbStlt |
vtX - YfU VqU˜ fUe atn • mbts bü ÔgtË„ yôvÐëg„t
btlJ„t fuU Œr„ yvhtO ni - Rm
(v‘)
ct„ mu vrhra„ fUhtlt|
vtX - de„-yde„ (v‘)
ÔgtfUhK
raºt JKol
• mtbtrsfU fUtiN˜
• fUƒtÀbfU fUrJ„t fUtu
fUntle fuU Áv bü r˜rFY|
• btlJ YJk ŒfÐUr„ fuU cea mkckO • JiatrhfU fUtiN˜
ôƒtrv„ fUhlt |
• yÇgtm fUhJtlt
7
r”möch
ôvNo
vtX - Obo fUe yt·z
vtX - yrÉlvƒ
mkagl vtX - ntrb” Ftâ
slJhe
VUhJhe
ÔgtfUhK
rJÒttvl ˜uFl, mkrO
ôvNo
vtX - Nwf½U„thu fuU mbtl
• btlJeg„t fUtu Obtozöch mu vЃfU • JiatrhfU fUtiN˜
fUhlt
• Obo YfU„t fUt btÆgb
ni - rJMg vh vrhaato
• seJl mkDMo ni - Rm CtJ fuU Œr„ • JiatrhfU fUtiN˜
stdÁfU fUhJtlt
• seJl mkDMo fUt ltb
ni fUrJ„tytü fUt
mkfU˜l
• ˜gcõ Jtal
• mbts bü mJo Obo mbCtJ • JiatrhfU fUtiN˜
ôƒtrv„ fUhlt
• seJl arh„ mu Œurh„ ntult
• mÐsltÀbfU fUtiN˜
• yÇgtm fUhJtlt
• mtbtrsfU fUtiN˜
• seJl arh„ mu rb˜lu
Jt˜e ŒuhKt fUtu fU˜bcõ
fUersY|
• mtbtrsfU fUtiN˜
vtX - lY R˜tfuU bü • mbts bü mbtl„t fUt CtJ
FwNcq ha„u nî ntƒ
mkagl
vtX - r”gu s˜ WXu
• ”uNCrÿU fUe CtJlt stdЄ fUhlt,
dtâOese fuU seJl bqÖgtü fUtu
mbStlt YJk yvltlu fuU r˜Y ŒuhKt
”ult|
• ˜g v” Jtatl
• dtâOese fuU ytk”tu˜ltü
fUtu ˜ufUh YfU fUtu˜ts
cltRY|
FA-4, Unit Test-2
ôvNo
d‘ vtX - JiÒttrlfU au„lt fuU JtnfU: akŠNuFh JüfUxhtbl
v‘ vtX - YfU VqU˜ fUe atn, de„-yde„
mkagl
buht Atux mu rlse vwô„fUt˜g
ÔgtfUhK rJhtb rañl, mkrO, Wvmdo, ŒÀgg
SA-2 vheGt
ôvNo
d‘Fãz: vtX - JiÒttrlfU au„lt fuU JtnfU: akŠNuFh JüfUxhtbl, Obo fUe yt·z, fUea·z fUt fUtÔg, Nwf½U „thu fuU mbtl
v‘ vtX - YfU VqU˜ fUe atn, de„-yde„, yrÉlvƒ, lY R˜tfuU bü, FwNcq ha„u nî ntƒ
mkagl
ntrb” Ftâ, buht Atuxt mt rlse vwô„fUt˜g, r”gu s˜ WXu
ÔgtfUhK - JKo rJåAu”, Wvmdo-ŒÀgg, mkrO, lw¢„t, ylwôJth, ylwltrmfU, rJhtb rañl, mkJt”, rJÒttvl ˜uFl, raºt
JKol, yvrX„ d‘tkN, yvrX„ v‘tkN, vºt ˜uFl, ylwåAu” ˜uFl
mkôfÐU„
bnelt
yŒi˜
vtX / rJMg
vtX-1 „„T ÀJbT yrm
vtX-2 yrJJufU: vhbT ytv”tbT v”bT
• ytÀbÒttl ”ult
Wæuëg
dr„rJrOgtâ
• ytÀbÒttl ”ufUh Ægtl füUrŠ„
fUhtlt|
• m”tathe cllu fuU r˜Y Œurh„ fUhlt
rn„tuv”uN vwô„fU fUe fUƒtYâ
fUGt bü mwllt ytih r˜Flt|
8
bRo
ÔgtfUhK
1. JKo WåathK ôƒtl
2. JKo mkgtusl, rJgtusl
3. Wvv” rJCrÿU
4.ŒÀgg - ¢ÀJt, ÖgvT, „wbwlT
• mkôfÐU„ ÔgtfUhK fUt Òttl Œ”tl fUhlt|
• rJCrÿU Òttl Œ”tl fUhlt
FA-1
sw˜tRo
ydô„
ôJôƒ JÐútb fUt af½U cltfUh vtâa Jt¢g
mkôfÐU„ CtMt bü r˜rFY|
vtX-3 vtƒugbT
• Wútb seJl selu fUt btdo”Nol fUhlt|
• ôJtôÚg fUt bnÀJ c„tlt
vtX-4 ôJôƒJÐútb
• mkôfÐU„ ÔgtfUhK fUe stlfUthe ”ult|
ÔgtfUhK
mràO - ôJh, Ôgksl, rJmdo
vtX-5 C½t„Ðôlunô„w ”w˜oC:
vtX-6 rJ‘gt Ctâr„ m”TdwKt:
ÔgtfUhK
Ot„wÁv, Nç”Áv
rm„öch
• JKo ytih WlfuU WåathK ôƒtltü
fUtu rfUme Ce ytfÐUr„ bü cltfUh
r˜Flt
• v·ZtY dY vtXtü bü mu Wvv”
rJCrÿU Jt˜u Jt¢gtü fUtu ZqZâ· lt|
• ë˜tufUtü fUt môJh Jtal
fUhlt|
• seJl bü m”tathe cllu fuU
r˜Y OthK fUhlu Jt˜u ”m dwKtü
fUtu r˜Ftu|
• CdJ” de„t fuU rJMg bü c„tlt
• ¶ehtb se fuU arhºt raºtK vh
fUƒt bü aato fUhfuU r˜Flt|
• rJ‘t fUt bnÀJ c„tlt
• rJ‘t mkckrO„ ë˜tufUtü fUtu
YfUrºt„ fUhfuU Œtusu¢x VUtR˜ bü
r˜FfUh ˜dtlt|
• mkôfÐU„ ÔgtfUhK fUt Òttl Œ”tl fUhlt|
SA-1 vheGt
v·ZtY dY vtXtü fUe vwlhtJÐrút fUhlt|
vtXTgf½Ub
1.JKo, J„ole
2.mràO
3.Wvv” rJCrÿU
4.Ot„wÁv, Nç”Áv
5.ŒÀgg
Nç”Áv
vwrÖ˜kd - ct˜fU, fUrJ, mtOw, rv„Ð
ôºter˜kd -hbt, br„, l”e, bt„Ð
lvwkmfUr˜kd - VU˜, bOw
mJoltb - g„T, „„T, rfUbT, R”bT („eltü r˜kdtü buk) yôb”T, gwíb”
Ot„wÁv
fuUJ˜, ˜xT, ˜Ðx, ˜kd
vhôbiv” - Cq, v·Z, nmT, lbT, dbT, ymT, nlT, f½wUOT, lNT, lЄT, ytvT, NfUT, RMT, ŒåAT, fÐU, Òtt, CGT, raà„T
ytÀbluv” - muJT, ˜CT, h¥aT, bw”T, gtaT
WCgv” - le, †, CsT, vaT
FA-2
vtX - 2, 3 YJ kdkdt mVUtRo yrCgtl vh raºt cltfUh vtâa Jt¢g mkôfÐU„ CtMt bü r˜rFY|
yÿqUch
vtX-7 „hJu lbtusô„w
• ŒfÐUr„ fUe Wvgturd„t c„tlt
• JÐGthtuvK fUhJtlt
vtX-8 fUboKt gtr„ mkrmrõbT
• fU„oÔgvt˜l fuU rJMg bü c„tlt
• yÔggtü fUt Fu˜ (mtâv-me·Ze)
fuU btÆgb mu Òttl fUhlt|
ÔgtfUhK-Wvv” rJCrÿU
lJöch
vtX-9 rJsg„tbT ôJ”uN:
• mkôfÐU„ ÔgtfUhK fUt Òttl Œ”tl fUhlt|
• ôJ”uN Œub stdЄ fUhlt
9
• fUGt bü ltxfU fUt bkal
fUhJtgt stYdt|
r”möch
vtX-10 fUtusnbT J”„w mtöŒ„bT
• mkôfÐU„ CtMt fuU Œr„ h¥ra WÀvàl fUhlt|
ÔgtfUhK
ŒÀgg - ¢„, ¢„J„w
• mkôfÐU„ ÔgtfUhK fUt Òttl Œ”tl fUhlt|
vtX-11 l OboJÐõuMw Jg: mbeÌg„u
• v·ZtY dY vtXtü bü mu ¢„,
¢„J„w ŒÀgg fuU W”tnhK RfUxTXu
fUhlt|
• rJmdo mkrO Åtht CtMt fUt rJô„th • Òttl JÐõtü fUe mqae „igth
fUhlt|
fUhlt|
ÔgtfUhK
yvrX„ d‘tkN, raºt halt, vºt, ŒÀgg • mkôfÐU„ ÔgtfUhK fUt Òttl rJô„th fUhlt|
- N„Ð, Ntla
slJhe
vtX-12 fUJgtrb Jgtrb gtrb
vtX-13 Cth„egbT rJÒttlbT
VUhJhe
• rNGt fUt bnÀJ c„tlt
• rJÒttl mkmth mu vrhra„ fUhtlt
ÔgtfUhK
Nç”Áv
n˜à„ - htslT, CJ„T, ytÀblT, rJÅmT,
dåA„T
mkÏgtJtae Nç” - YfU, rÅ, rºt, a„whT,
v¤alT
vtX-14 Cth„ultrô„ bu seJlbT seJlbT • Cth„ fuU vJo„, lr”gtü mu vrhag fUhtlt
ÔgtfUhK
Ot„wÁv (fuUJ˜ ˜tux, rJrOr˜kd ˜fUth)
vhôbiv” - Cq, vXT, nmT, lbT, dbT, • mkôfÐU„ ÔgtfUhK fUt vrhag
ymT, nlT, f½wUOT, nlT, lNT, lЄT, ytvT,
RMT, ŒåAT, fÐU, Òtt, CGT, raà„T
ytÀbluv” - muJT, ˜CT, h¥aT, bw”T, gtaT
WCgv” - le, †, csT, va
btao
• vtX fuU yr„rh¢„ yàg
vnur˜gtâ YfUrºt„ fUhlu fuU r˜Y
fUnlt|
• fUGt bü N„Ð-Ntla mkckOe
Nç”tü fUtu mwllt|
• rNGt möckrO„ fUntrlgtü fUtu
mwllt
• ytOwrlfU JiÒttrlfU WvfUhKtü
fuU raºt ravfUtfUh WlfuU rJMg
bü r˜Flt|
• zpt. hbtfUtk„ Nw¢˜ Åtht
”qh”Nol mu Œmtrh„ - Ctr„ bü
Cth„bT fUtu mwllt ytih Cth„ fuU
btlraºt bü vtX bü ytY vJo„,
lr”gtü fUtu ”Ntolt|
v·ZtY dY vtXtü fUe vwlhtJÐrút
SA-2 vtXTgf½Ub
vtX - 7 mu 14
ÔgtfUhK - Wvv”rJCrÿU, ŒÀgg, Nç”Áv, Ot„wÁv, vºt, raºt halt, yvrX„ d‘tkN
FA-3
vtX - 7, 8
MATHEMATICS
Month
APR
Chapter
NUMBER
SYSTEM
Learning
Objectives
• Students will learn to
differentiate between rational
numbers and irrational
numbers.
SKILLS & VALUES
Concept building Skills
Concept of rationalizing the
denominator and exponents
will become clear to students
by giving different examples.
• How to find rational and
irrational numbers between
any two given numbers.
e.g. If number of apple trees
are 64⅓ and number of
mango trees are 243⅕ then
students will be able to find
the number of trees of each
type.
10
Activity/Project
To represent
irrational numbers
on number line using
spiral root method.
POLYNOMIALS
MAY
COORDINATE
GEOMETRY
JUN
JUL
LINES AND
ANGLES
TRIANGLES
AUG
INTRODUCTION
TO EUCLID’S
GEOMETRY
Use of different identities will
become clear to students. They
will learn to factories the
given polynomial.
Analytical Skills
If
the
dimensions
of
rectangular plot is given in
the form of polynomial
(16x²-32x+15),then how to
find the length and breadth
of the garden.
Concept building skills
Students will learn to
represent different coordinates
on regular coordinate system.
SEP
To verify the identity
(a+b+c)²
To obtain mirror
image with respect
to a given line.
Students will able to know
the concept, if figure is given
on
the
rectangular
coordinate system then how
to find its coordinates.
HOLIDAYS HOMEWORK
Prepare a maths magazine. Assignment from chapter 1, 2 & 3 will be given.
Students will learn about
To verify the angle
Observation Skills
parallel line and conditions for
sum property of a
the line to be parallel.
Students will be able to judge
triangle.
in any geometrical figure in
day today life, what are the
type of angles used, whether
the lines are parallel or not, if
two lines intersect how many
angles are formed etc.
Knowledge of congruent figure
will be explained to students.
Different
criteria
for
congruency of triangles will be
explained in class
Thinking Skills
e.g. If a plot is in shape of
quadrilateral, and it is
divided into two parts, then
to find whether the two
points are congruent or not
under the given condition.
Properties related to triangle
inequalities will be done in
class.
Students will learn the
definitions of simple geometric
terms.
To find the area of
triangle by paper
cutting and pasting
method.
Decision making skills
An equilateral triangle is a
polygon made up of three
line segments out of which
two line segments are equal
to the third one and all its
angle are 60˚ each. What
terms are used in this
definition
and
what
postulates are applicable.
Different postulates given by
Euclid will become clear.
HERON’S
FORMULA
To verify the
identity (a+b)²
Students will learn to find the
area of triangle when three
sides of triangle are given.
Concept building skills
To find the area of
the cut out of the
given
paper
aeroplane.
Students will be able to find
the area of different shapes
like kite, parallelogram, tiles
with triangular shapes etc.
SYLLABUS FA-1
Multi disciplinary project, Activity Test/MCQ Test, Assignments, Holidays Home Work + Class Work
11
OCT
SYLLABUS FA-2
Number System, Coordinate Geometry
SYLLABUS SA-1
Number System, Polynomials, Coordinate Geometry, Lines and Angles, Triangles, Introduction to Euclid’s
Geometry, Heron’s Formula.
Plot the points on
Analytical Skills
Students will learn to represent
LINEAR
graph by showing
given equation in the form of
EQUATIONS IN
ax+by+c=0
TWO
Students will learn to analyse
different geometrical
VARIABLES
the problems in day today
figures in different
They will also learn to find the
life and represent them in
quadrants.
solution and to represent the
the form of linear equation
linear equation graphically.
and to find the solution.
e.g. If the fare of taxi is
charged @rs.4 per kilometer
for further distance covered,
then represent this situation
in form of linear equation
and find its solution.
QUADILATERALS
AREA OF
PARALLELOGR
AMS AND
TRIANGLES
Student will identify the types
of quadrilateral and their
properties will be
explained.Mid-point theorem
will also be explained.
Critical Skills
Students will understand
different
concepts like
Triangle on the same base and
between same parallels are
equal in area.
Concept Building
Students will critically
analyse whether the given
quadrilateral is a square,
rhombus, parallelogram,
rectangle, trapezium under
the given condition
If a farmer has a plot of land
in shape of quadrilateral and
the Gram Panchayat decided
to take a portion of land to
build health centre in lieu of
it give a piece of land equal
in its area so that his plot is
now
triangular. How can this be
implemented.
Parallelograms on the same
base and between same
parallels are equal in area.
Dec
Circles
If a triangle and a parallelogram
are on the same base and
between same parallels then
area of the triangle is half of
the area of parallelogram. A
median of triangle divides it
into two triangles of equal
area.
Students will learn different
properties related to circles
like- Equal chords of the circle
sustend equal angles at the
centre and vice versa.
The angle in semi circle is right
angle.
Thinking skills
Students will be able to use
these concepts in day to day
life.
e.g.If there is a circular
park.how to find its
area of flower beds in it or
how to find the area of
footpath.
Angle in same segment of circle
are equal.
Angle at the centre is double
12
To find the area of
trapezium.
To verify mid-point
theorem.
To find the area of
parallelogram by
paper cutting and
pasting.
To show that sum of
either pair of
opposite angles of a
cyclic quadrilateral is
supplementary.
STATISTICS
the angle at any other point on
the circle.
Students will learn to make
frequency distribution
table,frequency polygon,bar
graphs and histogram.
Concept building skills
Students will be able to
represent any given data
e.g.literacy
rate,population,runs
scored,marks in subject etc.
in frequency distribution
table and graphical form.
To find mean,mode and
median will also be done.
PROBABILITY
Students will learn to create
sample space and find the
favourable outcomes.They will
learn to find probability of any
event.
Concept building skills
OTBA – Practice will be done
from prescribed CBSE topic.
JAN
CONSTRUCTIONS
SURFACE AREA
AND VOLUMES
FEB
They will be able to find the
probability of a marble taken
out from
a bag containing different
colour, dice, coins etc. in
everyday life.
Analytical skills
Students will learn to do
constructions under given
conditions.
Students will analyse this
concept and use it in
everyday life.
Analytical skills
Students will learn to find the
surface area & volume of cubes,
cuboids, cones, cylindes and
spheres.
e.g. To find the volume of a
tank. Area of four Walls.
Volume of a medicine
capsule, volume of cylindrical
medicine box etc.
Survey related to
finding
mean,mode and
median.
To toss three coins
simultaneously and
find the probability
of different events.
To form a right
circular cone from
paper.
To form a right
circular cylinder from
paper.
SYLLABUS FA3
Survey related to statistics, Activity Test, Model of a solid figure and find its area and
volume, Assignments + Class work.
SYLLABUS FA4
Linear Equations in two variables, Quadrilaterals.
SYLLABUS SA1
Linear Equations in two variables, Quadrilaterals, Area of parallelograms and triangles,
Statistics, Probability, Circles, Constructions, Surface area and volumes.
SOCIALSCIENCE
Month
Apr
Theme & Chapters
Term I
Sub-unit 1.1 : Events
and process
French Revolution :
(a)
TheAncient
Regime and its crises. (b)
The social forces that led to
the revolution. (c)
Objectives
In each of the themes in
this unit students would
be made familiar with
extracts of speeches,
political declarations, as
well as the politics of
caricatures, posters and
engravings. Students
would learn how to
interpret these historical
13
Values & Life
Skills
Analytical
skill/Spirit of
enquiry /
Democratic value/
Cooperation/unity
Activities
Flow Charts;
(a)Old Regime
(b)Noting the
Rights of man .
(c) Subsistence
Crisis
The different
revolutionary groups and
ideas of the time. (d) The
legacy.
Compulsory
(Chapter 1)
May
evidence
Familiarize students with
the names of people
involved, the different
types of ideas that inspired
the revolution, the wider
forces that shaped it.
India : location & size
Recognize
implications of having
vast latitudinal
& longitudinal extent.
Analyze the aerial
extent
& its
advantageous
location
Scientific
outlook.
(Individual activity)
Map Work:
Location Of
important
Latitudes,
Longitudes, Water
bodies Around
India,
The economic story
of Palampore:
Economic transactions
of Palampore and its
interaction with the rest
of the world through
which the concept of
production (including
three factors of
production (land, labour
and capital) can be
introduced
(Chapter 1)
Rise of Nazism
(a)
The growth
of social democracy (b)
The crises in Germany. (b)
The basis of Hitler's rise to
power. (c) The ideology of
Nazism. (d) The impact of
Nazism. (Chapter 3)
Familiarizing the
children with some
basic economic
concepts through an
imaginary story of a
village
Appreciate
the
Role of returns in
the economy.
All suggested
activity in the text
& data analysis.
A project work
was planned for
Holidays
Home
Work
to
understand
the
impart of Green
Revolution
in
different
states
(copy attached)
Analytical skill,
skill of empathy,
value of tolerance
Games &quizzes
– Who am I?
– Odd one out.
Discuss
the
critical
significance of Nazism in
shaping the politics of
modern world.
Role play.
Familiarize
students
with the speeches and
writings of Nazi leaders.
What is democracy?
Why democracy?
Develop
conceptual
of
defining
skills
democracy
What are the different
ways
of
defining
democracy? Why has
democracy become the
most prevalent form of
government in our times?
What
are
the
alternatives
to
democracy? Is democracy
superior to its available
alternatives?
Must every democracy
have the same institutions
and values?
Understand
how
different
historical
processes and forces
have promoted
democracy.
(Chapter 1&2)
Developing
a
sophisticated
defence of democracy
against
common
prejudices
Develop a historical
sense of the choice and
nature of democracy in
India.
14
Democratic
value/
Critical
thinking
Comprehension
of the passage 1.3
& 1.4. Through
MCQ
(Part 1.3 and 1.4
(pages
10-18
of
prescribed
NCERT
Textbook)
will
be
assessed
through
formative
assessment only)
Jul
FA-1 Syllabus
The Size & Location of
India
India: relief, structure,
major physiographic units.
(Chapter 2)
Drainage: major rivers
and tributaries, lakes and
seas, role of rivers in the
economy, pollution of
rivers,
measures
to
control river pollution.
(Chapter 3)
To understand the major
landform features and
the underlying geological
structure; their association
with various rocks and
minerals as well as
nature of soil types.
Analytical skill/
Scientific
temper
(Individual
activity)
Map Work:
Location Of Major
physiographic
features of India.
To understand the river
systems of the country
and explain the role of
rivers in the evolution of
human society.
Analytical
skill/
Scientific temper
Rivers of India
Identification of
Different States
&Union
Territories.
Correct placing of
features on map
Neatness.
Extra questions
Designing of
Democracy in India
How and why did India
become a democracy?
How was the Indian
constitution framed? What
are the salient features of
the Constitution? How is
democracy
being
constantly designed and
redesigned in India?
Aug
FA-2 Syllabus
The French Revolution
The Village Palampur
People as Resource :
Introduction of how
people
become
resource
/
asset;
economic activities done
by men and women;
unpaid work
done by women; quality
of human resource ;
role of health and
education;
unemployment as a
form of non utilization
Analyze the process
of making of the
constitution.
Democratic value/
Analytical skill
Colorful
Presentation
of
Preamble.
Suggestions
to
watch Rajya Sabha
TV- “Samveedhan”
Appreciate the
role
of
labor
productivity in the
economy/
Critical
thinking
A
five
pages
report
preparation (A
Group
activity)
On Unpaid work
done
by
men
&women
Develop respect for
Constitution.
Recognizes
that
constitution is a living
document & undergoes
changes.
Familiarization of a few
population
related
concepts
and
sensitization
of child that people as
asset can participate
and
contribute
in
nation building
15
Sep
Oct
Nov
of human resource;
sociopolitical
implication in simple
form
(Chapter 2)
Revision & SA-1
Economics – Why Democracy
The Village Palampur-Constitutional Design
Geography – Size & Location
Physical Features
Drainage
Pol.Sci. –
Democracies in Contemporary World
French Revolution, Nazism
History –
To identify the various
Term II
Scientific
factors influencing the
temper/ Critical
climate and explain the
Climate:factors
thinking
influencing the climate;
climatic variation of our
monsoonits
country and its impact
characteristics, rainfall
on the life of the people.
and
temperature
distribution;
seasons;
To
explain
the
climate and human life.
importance
and
(Chapter 4)
Appreciate dignity
unifying
role
of
monsoons.
of labor/ respect
the work rendered
Peasants & Farmers;
Forms of changes in
by the farmers for
Show how the agrarian
rural society.
society may transform.
urban
people/
Processes & change
Analytical skill
that has made today’s
Indian rural life
FA-3
Activity / Pen &
Paper Test
Ch – Climate &
Farmers (England)
Natural Vegetation:
vegetation
types,
distribution as well as
altitudinal variation, need
for conservation and
various
measures.
(Chapter 5)
To find out the nature of
diverse flora and fauna
as
well as their
distribution; To develop
concern about the
need to protect the
bio-diversity of our
country;
Wildlife : major species,
their distribution, need for
conservation
and
various
measures.
(Chapter 5)
Sub-unit 1.3 : Culture,
Identity and Society
The themes in this unit will
consider how issues of
culture are linked up
to the making of
contemporary world
16
Realize the
importance
of
flora and fauna/
Analytical skill/
Take
responsibility
towards
the
of
conservation
natural
vegetation
and
wildlife.
To
practice
direction of winds
in
different
Seasons.
Preparation of a
Weather chart.
(individual
Activity)
Picture
comprehension
Assignment
Map work
Sports and politics :
The story of cricket (a) The
emergence of cricket as an
English sport. (b) Cricket
and colonialism. (c) Cricket
nationalism
and decolonialization. Chapter 7)
Dec
FA-4
P.S.A.
History – Peasants &
Farmers
Population: size,
distribution, age-sex
composition, population
change-migration as a
determinant
of
population
change,
literacy,
health,
occupational structure
and national population
policy : adolescents as
under-served
population
group
with special needs .
(Chapter 6)
Map Work (3 marks)
OTBA
Poverty
as
a
challenge facing India:
Who is poor (through
two case studies: one
rural
one
urban);
indicators;
absolute
poverty (not as a
concept but through a
few simple examples) why people are poor ;
unequal distribution of
resources; comparison
between
countries;
steps
taken
by
government for
poverty alleviation
(Chapter 3)
Jan
Electoral politics in
democracy
Why and how do we
elect representatives?
Why do we have a
system of competition
among political parties?
How has the citizens’
participation in electoral
politics
Institutions of
Parliamentary
Evolution of
England &
Appreciate
contribution
cricketers in
of cricket.
cricket in
in India.
the
of Indian
the game
Analytical
skill/
appreciate
the
role of sports in
politics/appreciat
e the need of rules
and regulations in
the
game.
Appreciate
the
value of outdoor
games.
To participate in
the
game
by
playing cricket in
the
school
playground.
(a group activity)
To
analyse
the
uneven
nature of population
distribution and show
concern about the large
size of our population.
Analytical skill/
Self awareness/
appreciate
gender equality
All
suggested
activity in the text
& data analysis
Understanding
of
poverty as a challenge
and sensitization of
the
learner;
Appreciation of the
government initiative
to alleviate poverty
Analytical
skill/
appreciate
the
importance
of
inclusive growth
Review of various
poverty alleviation
programs by Govt.
of India
Develop
an
appreciation
of
citizen’s
increased
participation
in
electoral politics
Recognize
the
significance of the
Election Commission
Democratic
value/analytical
skill
Provide an overview of
Central governmental
Democratic Value/
analytical skill
To understand the
various occupations of
people and explain
various
factors
of
population change;
To
explain
various
dimension of national
policy and understand
the needs of adolescents
as underserved group
17
Election in class:
To elect a monitor
Visit to the
president house
Democracy
How is the country
governed? What does
Parliament do in our
democracy? What is the
role of the President of
India, the Prime Minister
and the Council of
Ministers?
How do these relate to
one another?
(Chapter 5)
structures sensitise to
the key role of the
Parliament
and
its
procedures. Distinguish
between nominal and
real
executive
authorities
and
functions. Understand
the
parliamentary
system of executive’s
accountability to the
legislature
Food Security : Source
of food grains- variety
across the nation famines in the past - the
need for self sufficiency role of government in
food
security
procurement of food
grains - overflowing of
granaries and people
without food- public
distribution system - role
of cooperatives in food
security (food grains, milk
and vegetables ration
shops, cooperative shops,
two-three examples as
case studies)(Chapter 4)
Exposing he child to an
economic issue which is
basic necessity of life;
Appreciate and critically
look at the role of
government in ensuring
food supply
Citizens’ rights
in
democracy
Why do we need rights in
a constitution? What are
the Fundamental Rights
enjoyed by the citizen
under
the
Indian
constitution? How does
the judiciary protect
the Fundamental Rights
of the citizen? How is the
independence of
the judiciary ensured?
Feb
Develop a citizens’
awareness of their
rights Introduction to
and appreciation of the
Fundamental
Rights
Recognition of the ways
in which these rights are
exercised and denied in
real
life situations.
Introduction to judicial
system
and
key
institutions like the
Supreme Court, High
Courts and National
Human
Rights
Commission
Revision & Summative Assessment- 2
Geography –L: 4, 5, 6
Political Science – L: 4, 5, 6
Economics – L: 3, 4
History – Peasants and Farmers, History of Sports
18
Visit
to
parliament
museum.
the
Class discussion
/ presentation
Respect
importance
food/Critical
thinking
the
of
Preparation
of
ration card with all
the Information on
PDS for different
needy groups of
population.
Self awareness skill
/ Democratic
Collection
of
newspaper cuttings
of cases dealt by
Amnesty in
2012/13/14.
PHYSICS
Month
AprMay
Chapter
Chapter 8 : Motion
• Position,
Distance,
Displacement, Speed,
Velocity,
DistanceTime,
Velocity-Time
Graph.
• Derivation of equation
of Motion by graphical
Method.
• Uniform Circular
Motion
• Numericals
Learning Objectives
• Learners will be able to-:
• Describe the position of
object with reference to a
point.
• Develop
concept
of
Distance and Displacement
and read odometer.
• Conceptualize
slope
of
Distance
time
and
Displacement-Time Graph.
• Understand the concept of
Speed and Velocity.
• Plot Speed-Time and
Velocity-Time Graph .
• Interpret Area under the
Velocity-Time Graph.
• Analyze the concept of
Acceleration.
• Graphically analyze Three
equations of Motion.
• Numerically Analyze the
three equations of Motion.
• Analyze
Uniform
Circular
Motion.
Skills and Values
• Learners will be able
to analyse real life
situations
and
interpret the type of
motion.
• Development
of
Mathematical skills
by plotting graphs &
calculating slope.
• Learners will critically
analyze and interpret
the
result
from
graphs.
• Honesty
observing
values(No
manipulation
observation)
Activity/Project
Formative
Assessment 1 (FA1)
• Graph work based
on
real
life
situations.
• To plot following
graphs
(a) Distance - Time
(b) Velocity – Time
and interpret result
in
the
of
Arrive at the Idea of
Centripetal Acceleration.
FA-1
June
July
Syllabus:
Position,
Distance,
Displacement, Speed &
Velocity
Multidisciplinary Project
• Green Revolution
• River Pollution
Chapter-9: Force
• Definition of force
and its effects
• Three laws of
motion
• conservation of
Momentum(relat
ed activities)
Learners will be able to-:
• Arrive at Definition of
Force.
• Differentiate
between
Balanced
and
Unbalanced forces.
• Understand the concept
of Inertia.
• Illustrate Newton’s first
law
with
everyday
examples.
• Analyze
Newton’s
Second law Numerically.
• Hands-on activity on
Newton’s third law of
motion.
• Understand Conservation of
Linear Momentum.
• Apply law of Conservation of
Linear Momentum in various
Situations.
• Numerically analyze law of
19
• Social
Skills
• Learners
will
creatively come up
with
hands-on
activities relevant to
the topic assigned.
• Building
up
of
Scientific
Temperament
• Hands-on
to
demonstrate
Newton’s
Laws
and conservation
of Momentum.
Conservation of Momentum.
Formative Assessment 2 (FA 2) Syllabus :
Chapter 8 Motion – Distance-time, Velocity time graph, graphical derivation of equations of motion and uniform circular
motion
Aug
Chapter 10: Gravitation Learners will be able to-:
• Learners will work in • Simple animation
• Understand
the
group and creatively
to
show ‘g’ is
Universal Law of
concept of Gravitation.
think of ways to
different in each
gravitation & its
• Analyze universal law of
present their ideas.
planet.
Gravitation
• Hypothetical situation • Creative
Importance,
Free
• Analyze numerically Concept • Social Skills and
expression
on
fal,l calculation of
of Freefall.
Communication Skills
“What happens if
value of ‘g’ Mass and
• Calculating the value of g • Development
gravity
is
weight, Weight of an
on surface of earth.
• Interdisciplinary
object on moon
zero”?
• Analyze variation in the
Activity
- Poster Making
value of g.
- Role Play
- Radio Show
Sep
Revision of First term Syllabus
Oct
Chapter 10: Floatation
Thrust and Pressure
Archimedes Principle
relative density
Nov
Chapter 11: Work &
Energy
• Work done by force,
power
• Energy - Kinetic and
potential energy
• Law of conservation of
energy,
commercial
unit of energy.
Dec
Jan
FA3 – Unit Test
Chapter 10 & 11
Chapter 12: : Sound
Sound
and
propagation,
Learners will be able to-:
• Communication Skills
and Social Skills will
• Differentiate between Force
be developed
and Pressure.
• Realize
that
pressure • Building
up
decreases with an increase in
area over which the Force
acts.
• Understand
Archimedes
Principle.
• Apply
Archimedes Principle
in everyday Life like Floating
of a Ship or Boat.
• Numerically
analyze the
Relative Density.
Learners will be able to-:
• Building
up
• Analyze
work
done by
of
Scientific
Force.
Temperament.
• Critical analysis of
• Understand Different forms of
Electricity bills and
Energy.
units consumed.
• Learners will come
• Understand that Energy gets
up with ways to solve
the
Problem
of
Transformed
from one
energy crisis which
form to another.
enhances
problem
solving skill.
• Compare Commercial unit of
Electrical Energy with S.I • Learners will choose
wisely what electric
unit of Electrical Energy.
appliances to use for
conserving electrical
• Numerically Analyze Power
energy.(Decision
Making
ability
enhanced)
• Value of Preserving
Nature
will
be
developed.
• Group teaching (by
learners) Illustrating
real
life
situations
on
pressure,
thrust,
buoyancy etc.
• Collect electricity bill
for 3 months and
find out:
• Sanctioned limit
• Units consumed in a
month
• Calculation of bill
• Plausible causes of
variation in units
consumed
• Steps to conserve
Electricity
Learners will be able to-:
• Learners will listen • Visit the
music
• Understand
how
sound
and
differentiate
room to identify
its
Propagates.
between
various
various
• Differentiate
between
characteristics
of
characteristics of
20
Longitudinal and Transverse
sound i.e. Loudness,
waves.
Pitch, note, tone
etc.(Listening Skills)
• Identify Characteristics of
Sound Waves.
• Social Skills will be
• Compare Speed of sound in
developed.
Different Mediums.
• Building up of
• Experimentally
Verify
scientific
Reflection of Sound Waves.
temperament
• Analyze
Application
of
Reflection of Sound including
Echo.
• Identify Ways of reducing
Reverberation
• Apply
Knowledge
of
Ultrasound.
• Understand Structure and
Function of Human Ear.
Revision of Second term Syllabus
Longitudinal
and
Transverse
waves,
characteristics of sound
waves, speed of sound,
reflection of sound,
uses of reflection, echo,
Range
of
hearing,
velocity
of
pulse,
Application of ultra
sound
SONAR,
structure of human ear
Feb
sound waves.
Summative Assessment-2 (SA-2) Annual Examination Syllabus
Ch-10: Floatation
Ch-11: Work & Energy
Ch-12: Sound
CHEMISTRY
MONTH
APR
MAY
JUNE
CHAPTERS
Lesson –1: Matter in
our surroundings.
Lesson 1 (Contd.)
FA-1 Unit Test-1
L-1: Matter in our
surroundings
Holiday’s
Homework
LEARNING
OBJECTIVES
Learners should:
*be clear about the
characteristics of
matter
*be able to distinguish
between
Three states of matter
and
their characteristics
To understand:
*that three states of
matter are
interconnected
*the terms
condensation,
liquefaction,
evaporation,
sublimation, boiling,
melting and latent heat
*different scales of
temperature.
SKILLS AND VALUES
•
•
•
•
•
•
•
•
•
•
21
ACTIVITY/
ASSIGNMENT
Thinking skill is developed by
focusing on comparison of
results.
Analytical skill is developed by
performing activities.
Values inculcated are
appreciation and respect during
activity.
Concept building about states
of matter.
Critical Thinking skill is
enhanced by preparing Cross
word.
Analytical skill is developed by
understanding the interrelationship between states of
matter and temperature.
Values inculcated are
appreciation and respect
during class activity.
Concept building of inter
conversion of states will be
done.
• To record
observations and
write conclusion of
both the activities
demonstrated in the
class. (Class Work)
• Objective questions
based on above
activities.
Thinking skill and Creative skill
will be developed by preparing
project.
Values inculcated are time
management and self reliance.
Multi disciplinary
project:
• Green Revolution
• River Pollution
• Prepare a crossword
of 10 – 12 words
(5 across, 5 down)
from chapter 1
• Class test based on
crossword
JULY
AUG
Lesson -2
Is Matter
Around Us Pure
Lesson 2(Continued)
SEP
OCT
Lesson -3 Atoms
and Molecules
NOV
Lesson -3 continued
To understand
•
*the difference
between pure and
impure substance
*elements, compounds
and mixtures
*properties of different •
types of mixtures.
Thinking skill is developed by
applying the knowledge of
separation technique.
•
Critical and
Analytical skill is developed by
performing activities.
Values inculcated are respect,
discipline by group discussion.
Formative Assessment- 2 (FA 2) Unit Test-1
Syllabus : L-1: Matter in our surroundings
Children should be
•
Thinking and
*able to understand
Critical skill is enhanced by
the various techniques
observing action of heat on
of separation
solubility.
*able to apply their
• Analytical skill is developed by
knowledge for different
performing activity.
separation techniques. • Values inculcated are
interpersonal relationship,
social behavior during class
activity.
• Concept about various types of
colloids is built.
Summative Assessment-1 (SA 1) Half Yearly Examination
Syllabus : L-1 & 2
To understand
•
Creative
*The Laws of Chemical
Thinking skill is developed by
Combination
writing formulae with beads
*and relate the Laws
and cards.
with
• Mathematical skill is developed
by solving Numerical problems.
Dalton’s Atomic Theory
*and conceptualize the • Values inculcated are positive
thinking and time
terms atom, their
management by calculations.
symbols, relative
•
Concept building about
atomic mass unit and
Atomic theory.
molecules
Students should be able • Critical skill and Mathematical
to
skill is developed by
*differentiate between
calculations.
atom and ion, cation
• Values inculcated are time
and anion
management, team building
*write valency and
• Concept building of
chemical
valency and ions.
formulae.
*solve numerical
problems
based on molecular
mass and mole concept.
Formative Assessment-4(FA 4) Unit Test II
Syllabus: L-3
22
•
Group
Discussion:
a) Methods of
separation of Mixture
b) Applications of
Centrifugation,
Chromatography,
Fractional
Distillation.
c) Activity on
Chromatography
• Differentiate
between unsaturated
and
super - saturated
solutions and effect of
heating and cooling
on
these solutions.
• Collect at least ten
samples of colloids
and display with their
names.
• Assignments
• Writing chemical
formulae of
compounds using
symbols and valencies
with the help of
marbles , coins,
cotton, thermocol
balls
• Calculate molecular
mass and %age
composition of
different elements in
a compound.
• Black-board test
from chemical
formulae
• Numerical Problems
on Mole concept
• Oral Test on Atomic
Mass Unit and
chemical symbols,
valency and formulae
• Assignment
questions based on
lesson content
DEC
Lesson – 4 Structure
of Atom
To understand
*The experiments
behind discovery of
subatomic particles
*the properties of 3
subatomic particles
*the arrangements of
subatomic particles and
nucleus
*Thompson’s and
Rutherford’s model of
an atom
JAN
Lesson – 4
(Continued)
To understand
*Bohr’s model of an
atom
*concept of atomic
number and mass
number
*electronic
configuration
*isotopes, isobars
*and apply their
knowledge to solve
numerical problems
*the application and
importance of Isotopes
.
FEB
Revision
• Thinking skill and
Creative skill is developed
by role play.
• Analytical skill in writing
different chemical
formulae.
• Values inculcated are
time management, self
reliance by participating
in Role Play.
• Concept building in
structure of atom and
sub atomic particles.
• Thinking skill,
Critical skill is developed in
understanding
electronic configuration
and article writing.
• Analytical skill
And Concept building
about isotopes, isobars
and their uses.
• Role Play –
Rutherford, Dalton,
BohrBury
• Class test from
symbol valency and
formulae.
•
•
•
•
• Oral Revision
• Black board Test
• Quiz
• Extempore
presentation on any
topic
Summative
Assessment
Thinking skill
Critical skill
Analytical skill
Concepts
• Assignments
• Article on
Applications of
Isotopes
Summative Assessment-2 (SA-2) Annual Examination
Syllabus :
L-3: Atoms & Molecules
L-4: Structure of Atom
MAR
BIOLOGY
MONTH
APR
May
CHAPTERS
L – 5 Fundamental
unit of life
Sub topics - Cell
and cell theory
Nucleus,cytoplasm,
cell organelles
LEARNING OBJECTIVES
The student learns to
recognize and analyze the
cell structure develops
understanding
of
the
function of the organelles
and conducts experiments
with keen interest
L-6 tissues sub
Topics - Plant
tissues–
Meristematic and
Permanent
The student observes and
understands types of plant
tissues various develops a
scientific attitude towards
the relationship between
structure and function of
the plant tissues
23
ACTIVITY PROJECT
Prepare a temporary mount
of:
(1) Onion peel to study plant
cells
(2) Cheek cells to observe
the animal cell Study
endosmosis and Study
plasmolysis in an onion peel
Observe permanent slides of
plant tissues and identify the
various types of cells that
form the tissues Take a
conical flask and fill it with
water place an onion over it
such that the bulb is in water .
Observe
growth
of
SKILLS/VALUES
To analyse the structure
and understand the
relationship with the
function of organelles
Develops
Scientific
aptitude
and
observation by the help
of practical skills.
To gain clarity and
understanding on the
structure and function of
various plant and animal
tissues.
June
July
L-6 Tissues - contd
Animal Tissues
meristematic tissues in the
flask that grow after a week
HOLIDAY HOME WORK
FA1
Assignment on Lesson-5
Revise lesson-5, for F.A-II
Observe animal tissues from
Observation of the tissues
under
the
compound permanent slides and study
microscope creates a keen
the structure
interest in the learner
He/She
analyses
the
function with the structure
of the various tissues
FA-2 SYLLABUS
FUNDAMENTAL UNIT
LIFE, LESSION-5
Aug
SEP
OCT
NOV
DEC
Promotes interest and
draw inference about
the functions of various
tissues.
OF
L-15 Improvement
of food resources.
The learner observes the
effect of fertilizers and
manure on the growth of
plants , develops thinking and
reasoning skills. The visit to a
farmhouse makes the student
aware
of
the
various
procedures in farming and
appreciates the results of
using proper and modern
farming practices
SUMMATIVE ASSESSMENT – I
SYLLABUS : L – 5 : CELL (FUNDAMENTAL UNIT OF LIFE) L – 6 : TISSUES
L – 15 : Improvement of food resources.
L -7 Diversity in
The student appreciates the Visit a zoological/botanical
living organisms
diversity of plants and park Prepare a list of scientific
animals around them. They names of 20 animals known
develop Scientific aptitude and seen by Students
of finding out scientific Worksheet on Biodiversity.
names
and
learn
to Hands on experiment to
appreciate them.
identify Dicot and Monocot
Plants
L -7 Diversity in
SYLLABUS –l-5
Fundamental unit of life
living organisms
(Cond.)
L-6 Tissues
L-15 improvement of food
Resources
L-13 Why do we The student are made to be list the various vaccines taken
fall iII
aware of the various since childhood by the
diseases
it
creates student
Awareness of how one can
prevent from falling sick
Develop understanding of
the
importance
of
vaccination or immunization
The students realize the A quiz on different diseases.,
L-13-CONTD.
WHY DO WE FALL effect of obesity and he cause, agents and effects
ILL.
discovers ways to prevent it.
A
Quiz
inculcates
a
competitive
spirit
and
Awareness
FORMATIVE ASSESSMENT III
Worksheet on
24
To
develop
observational
and
speaking skills. A first
hand experience by the
visit to farm home
creates a keen interest
on the topic
To
observe
and
appreciate the colossal
biodiversity on earth
Develop
scientific
aptitude and sensitize
the students towards all
living organism
To create awareness
about different diseases
and develop reasoning
to why virus and bacteria
act differently.
Develops a problem
solving approach and
sensitivity
to
the
importance
of
immunization.
Diversity Lesson – 7
JAN
L-14 NATURAL
RESOURCES
(OTBA)
FEB
Chapter -14 contd.
Natural resource
(OTBA)
FORMATIVE ASSESSMENT IV
SYLLABUS: Lesson No.-7 Diversity
The
learner
develops Visit the site of water
knowledge about the water harvesting system on the net
harvesting systems and their and group discussions to
importance. Recalls the follow.
causes of air and water
pollution
To
realize
the
importance of Natural
resources and learn to
conserve
them
understand and develop
effective communication
skills
and
empathy
towards
sustainable
development
Develop understanding And
gain knowledge about the
different
Biogeochemical
cycles in nature A clear
vision of how plants can
prevent soil erosion will be
developed by the learner on
observation
of
the
experiment
Conduct a quiz on importance
of mineral cycles in nature
Take two identicaltrays and fill
them with soil. Plant gram{
brown }seed in one and water
them regularly. Tilt both the
trays and fix them in that
position. Pour equal amt of
water on both trays and
observe how much water
collects in both the trays
SUMMATIVE ASSESSMENT-II
FINAL EXAM LESSONS : 7, 13 AND 14 + OTBA from L-14
PHYSICAL EDUCATION
Month
April
Learning objective
To improve over all physical fitness
Name of the skill
Activity & Assessment
Development of different motor Schedule exercises for
skill components i.e. speed, improvement
strength, endurances, flexibility and
coordinative abilities
Running,
jumping,
endurance exercises.
May
Need and importance of physical Orientation to physical and sports Discussion, participation,
education
education
demonstration
and
interactive session
Motive behind of physically fit
July
Dietary requirement of a student Health and Hygine
with specific need for sports
person
Aug
Being physically and mentally fit. Introduction of YOGA/ Breathing Different
ashes
Having a healthy lifestyle concept techniques meditation
involvement of stretching,
for
wellness.
Improving
bending, etc. practice of
concentration power
Breathing technique /
Pranayama, Meditation.
Sep
Co-ordination, learning of skills Team Games
enhancing fitness and motor skills
creating
friendly
sports
environment
25
Discussion
and
preparation of Diet chart
Different team games i.e.
football,
badminton,
cricket, basketball, volley
ball etc.
Oct
Creating
friendly
between peer group.
atmosphere Recreational Games
Dodge ball, hitting target
skipping race, funnel race
Mental relaxation and having for
through games.
Nov
How to avoid from injuries during Prevention
sports Preventive measure curative injuries
measure and exercises
Dec
Awareness of sport organizations Knowledge of sports bodies and Discussion, chart making
and champion ship.
events
Jan
Learning of different game skills. Fundamental game skills
Recreation throw sports and games
Competitive games and
sports, i.e. football, volley
ball, badminton, cricket,
basketball etc.
Feb
Achieving target, setting goal Competitive Sports
completing
against
opponent
evaluating strength of opponents
Planning strategies
achieving goal
and
cure
of
sport Discussion,
awareness
and exercises, warming
up, cool down
for
Computer Science
Month
Chapters
April
1.Introduction to
Programming
Languages
May
2.Starting with
Visual Basic
July
3.Visual Basic –
Integrated
Development
Environment
August
3.Visual Basic –
Learning Objectives
Life Skills and
Values
Students should be They will
clear about the
understand how
need of
can we
programming
communicate with
languages and types computer using
of softwares
various
programming
languages and
softwares
To understand the
They will be able
IDE of Visual Basic
to design various
and its various
forms in Visual
components
basic by using
various controls of
the toolbox
Activity/ Assignment
Group activity
Debate/Discussion on any topic of
the first Chapter
Designing of the visual basic form
with various tools and their types in
notebook/sheet.
May:(FA1) Maintenance of Notebook
Development of
basic forms and
coding skills at
various events like
Formload, button
Click event by using
REM, CLS, Print,
MsgBox statement,
InputBox function,
separators etc.
Form development
They will be able
to make
interactive form
by displaying
messages and
responses to
various controls as
per the events
and commands
used.
Students will be
26
Design a form to accept a number
and display message on click of a
button.
Design a form to accept first name
and last name and display message
by concatenate them on click of a
button.
Design a form for calculations and
Integrated
Development
Environment
4. Data manipulation
(introduction)
skill will be
enhanced by
implementing the
concept of basic
calculations like
using design a
calculator, calculate
area of circle,
square, rectangle
etc. Concept of
constant and
variables, operator
will be introduced.
and in-built
functions will be
cleared
able to create
form which can
perform
calculations like
add, sub, multiply,
divide on any
input provided by
the user. They will
also understand
how these forms
are created and
used in real life
situations.
name it a calculator.
Design a form to calculate simple
interest.
Design a form to calculate area of a
circle, square and rectangle.
August: Paper pen test on the topics covered from May…..July (FA2)
September: Revision 1,2,3,4 (SA1)
October
4. Data manipulation
(contd..)
Concept of constant
and variable,
datatypes and
inbuilt functions like
ABS(), VAL(),LEN(),
TRIM() etc will be
done,
November
5.Control Structure –
Branching
Concept of
relational and
logical operators by
using if and select
case statements will
be done to
implement
Branching and
control structure
December
6. Option Button and
Check Box
January
Revision of all the
controls and
commands learnt till
now (i.e Ch.3,4,5,6)
Student will be
able to
understand and
implement how to
manipulate the
data entered by
the user.
Design a form for numeric data
manipulation like find the absolute
value, round off a number etc.
Design a form for text data
manipulation like find the length of
a name entered, combine text with
message, extract a part of a string
etc.
They will
Design a form to display grade
understand how
according to the marks entered.
to compare two or Display the greatest number among
more values and
three numbers
how to check for
Design a form to display day/month
multiple
name according to the number
conditions in one
entered.
if condition
November: Form designing (Practical Test) (FA3)
Concept of
branching continues
in implementing
coding for Checkbox
and Option Button
using If and Select
Case statement
They will
understand how
the options
selected by the
user can be
interpreted like if
choices of sports
is selected the
fees due for them
will be shown
Design a form to display subject
streams like science, commerce,
humanities and subject options.
Then display the fees due.
December: Paper pen test on the topics covered from October…..November(FA4)
Sample Applications
and Case Studies
by designing form
using controls and
coding done till now
They will
understand the
use of VB in
various real life
situations
February : Revision 4,5,6 (SA2)
27
Design forms for calculation of
salary with allowances.
Design a form for result analysis like
grade point, CGPA, percentage and
remarks