Unitization of Syllabi
Year, 2016
STATE INSTITUTE OF EDUCATION
KASHMIR
I
PREFACE
Among other programmes and activities the syllabi review and its Unitization is one of the
significant activities of SIE. The document, with an eye on main learning objectives, is prepared to
facilitate teachers to plan their classroom activities in a time bound manner. To bring in an element
of accountability is another big objective of this exercise.
The text- book development being a continuous process at J&K Board of School Education, the
review and updating of syllabi always call for its modernization to meet the challenges of modern day
world. Therefore, SIE always welcomes the constructive suggestions from the stake holders to make
this exercise more effective in future.
I am thankful to DIET/SIE faculty and the subject experts from the field, especially, the ones who were
practically involved in getting this document set.
My special thanks go to wing heads and the field advisors N. A. Kanth, Promod Durani and A. K.
Saniyal for sharing their rich experiences in shaping this document.
Principal/Joint Director Trainings
State Institute of Education
Kashmir
II
Child Desires
Trust and confidence to approach the teachers and the peers.
Freedom to express himself/herself before the teachers.
The sense of values and compliments.
Feel confident to make mistakes, explore and learn.
III
SEARCH
What are the purposes which the school seeks to achieve?
What are those experiences to be provided which are expected to
achieve these purposes?
How are these experiences be meaningfully organised to achieve
these purposes?
How are these experiences evaluated to ensure that these purposes
are indeed being achieved?
IV
Guiding Principles of Curriculum Development

Connecting knowledge to life outside school.

Ensure that learning is shifted away from rote methods.

Enriching the curriculum to provide for overall
development of children rather remain text book centric.

Making Examination more flexible and integrated with
classroom life.

Nurturing and overriding identity informing by caring
concerns within the democratic polity of the country.
NCF 2005
V
Diagonal Linkage
Unitization –cum-Weightage Scheme
Term
T-1
T-2
Academic
Spell
Content
Load
Weightage Break-up
Unit
Test
Term
1st
Term
2nd
Total
G.Total
Unit -1st
10 %
6
2
2
10
Unit- 2nd
10 %
6
2
2
10
Term-1st
30 %
…
26
4
30
Unit -3rd
10%
8
0
2
10
Term- 2nd
40%
…
…
40
50
50
Total
100%
20
30
50
100
100
VI
50
INSTRUCTIONS
1. The Unit Courses U1and U2 shall carry Aggregate weightage of 10 marks each. The term
test T1 shall carry the weightage of 30 marks. This test shall be based on the entire course
meant for Term 1st including the chapters specified under U1 and U2.
2. The unit course U3 shall carry aggregate weightage of 10 marks and the term course T2 a
weightage of 40 marks. The term 2nd shall be based on the entire course meant for 2nd term
including the chapters covered under U3.
3. In both term tests, a weightage of 02 marks shall be given to each of the related unit course.
4. To appreciate the element of diagonal linkage, a weightage of 08 marks in T2 test shall be
earmarked for the assessment of contents prescribed for Term First.
5. The diagonal linkage shall continue essential component of tools in T2 test.
6. The multiple assessment tools and techniques in both scholastic and co-scholastic course
areas shall be used. For this weightage of one-unit test shall be earmarked for testing
technique other than the routine paper pencil type.
In class 1st and 2nd, Student’s Records of Observations, Teacher’s record of
observations (Teacher Diary), class work (note book etc.) are suggestive techniques.
Likewise, Students Portfolio (covering different work samples and even achievement in
different tests) and Surveys are suggestive options. In addition to the technique /Tool,
Concept of mapping and projects are also recommended for upper classes.
7. EVS for class 3rd to 5th is a single subject of study and activities. The practice of fragmenting
this into social science with two separate periods and therefore testing separately
discourages the objective of its integration besides overburdens the learner. The schools
shall ensure its testing as a single subject.
VII
Note for English language Teachers
In Jammu and Kashmir English is the medium of instructions but not necessarily the mother tongue. The children may
or may not be familiar with the school language when he/she first joins the school. The bridging with home language has to be
done for scaffolding through the variety of means. The teachers need not to be held between various theories of teaching and
learning on one hand and demand of the situation on the other. The teacher needs understand the demand of the situation and
build comfort with the teaching and learning of the language. Simultaneously, the children need not to be forced to use heavy or
overloaded sentences in the day to day. Broken sentences and utterances should be encouraged at the initial level of learning. It
is as such recommended that known and loan words should be used initially in the classroom situation. Guided conversation
nursery rhymes and storytelling need to be encouraged.
The language is learnt in its natural order i.e. listening, speaking, reading and writing. The teacher should adopt the same
natural order for teaching of English as well. Therefore, the prime thrust should be to teach English as a language for
communication and not as a content subject.
The first and the foremost task of the teacher would be to relate the home langue to the school language. The teacher
will have to consciously compensate for the low exposure of students through the initiation of communicative tasks so that an
early exposure is given to the student to exploit their inborn talent by the simplest techniques of conversation by practicing
greeting, giving thanks, apologizing, agreeing, disagreeing, inviting, asking for help, giving introduction, enquiring etc. However,
the conversation could be bilingual at the beginning. The story telling, singing of rhymes and the pronunciation drill of words
could be very useful at this level.
The old adage that “a picture is worth a thousand words” is as true today as it has always been. The effect of using visuals
is truly staggering!
Use of TLMS
a)
Use of TLMS Should be versatile in nature. Loose materials are generally more versatile as they can be put to use in multiple way
for different levels of learning.
b) The picture used should be familiar and contextually relevant.
c) Work-books should be provided to children for practice writing
d) Assessment should be an integral part of learning.
e) Writing practice on 4-line note-book should be encouraged.
f) Drawing and Coloring etc should be encouraged for psychomotor development of students.
g) Small team games, that can be played without any specific accessories should be encouraged.
h) Role play based on real life characters and experiences need to be encouraged.
i) Number games can also be helpful in understanding the learning level of students.
Page-1
Class 1st
Course Contents
Unit I
1.Introduction to Letters
2.Thumb King
1.My Family
Unit II
2. Good Habits
Term I
Unit III
1.
2.
3.
4.
Learning about the Time
Our Tree
Going on a Picnic
Our Chinar tree
1. If I were an Apple
2. A kite
Term
II
1.
2.
3.
4.
Raja’s Mango tree
Sundari
The Tailor and his Friend
Flying-Man
English (Tulip Series Book I)
LEARNING GOALS AND TIPS FOR TEACHERS
1. Recognition of letters and words.
2. The poem is for fun so that the children enjoy and develop listening and speaking skills.
1. Social relations, who is who?
Use of I, he, she, you, it, we and they etc.
2. Developing good habits:
Brushing of teeth, bathing daily and combing of hair etc.
1. Developing Listening and speaking skills.
2. Understanding of Nature through fun.
3. Learning of good manners .
4. Usefulness of trees:
1. Vocabulary building regarding fruits
of ( if ) for imaginary situation/wish/desire.
use of ( which ) for particular one or ones.
2.Child imagination ……… children fancy .
use
and
1. Story telling for the use of simple past/present.
2. Language learning through fun because toys and kites are the things children love and
talk to them and consider them having life.
3. Language learning through interesting stories.
word categories/people and their
professions :
Note: ‘’The teachers shall apply different methods and materials to enable children develop the understanding of concepts embedded in the themes wherein
multilingual approach has also a role. Moreover, the activity oriented textual exercises are important for the linguistic development of students and these should
be transacted through variety of activities viz games, puzzles, jigsaw, matching, Questioning, debating, discussing, role playing and dramatizing etc etc. The
project work and art integrated learning are also the foremost strategies of teaching.’’
Page-2
Class: 2nd
Course
Unit I
Contents
1. Listening and speaking vis –a- vis learning of good manners.
2. Eco- friendliness and language development through picture description
3. Seasons – climate and weather patterns.
1. Snowfall
2. Animals are our friends
3. Abu Ali Counts his Donkeys
1. Experiences of winter in Kashmir
Use of the expression what time…..? Use of simple present / simple past .
2. Animal sounds , word building for vocabulary development ,
3. Narrating of story for understanding
Making of adjectival phrase , pronunciation of contractions like, I’ve
1.
2.
3.
4.
First Day at School
Haldi’s Adventure
I am lucky
I Want
Unit III
1. The Wind and the Sun
2. A Smile
Term II
LEARNING GOALS AND TIPS FOR TEACHERS
1. Health and Hygiene
2. Monkeys are not litter bug
3. The Months
Unit II
Term I
Sub: English (Tulip Series Book II)
1. On my Blackboard I can Draw
2. The Mouse and the Pencil
3. Granny, Granny, Please Comb
My Hair
4. The Magic Porridge
1. Reading of facial expressions and child feelings
2. Use of child emotions in language learning,
Reading of facial expressions
3. Recitation for emotional development vis- a -vis language learning;
would………..
I cannot………but I can……..
Word building etc
4. Learning through fun \ one word used for a group
If I were ----- I
1. Dramatization through variety of speech styles and dialogues.
To teach
language expressions, present simple , exclamatory ,
Structures like, I can……..
I will…………,I must.....I have….etc.
2. Learning through FUN and action
If you are happy and…………..,clap your hand.
1.Picture description with language items like , as big as / as black as/etc.
2.Use of fable for vocabulary building.
3.Parental care, concern, love and affection for children and how children feel about them .
4.Narration of folk tale for learning variety of speech expressions.
Note: ‘’The teachers shall apply different methods and materials to enable children develop the understanding of concepts embedded in the themes wherein
multilingual approach has also a role. Moreover, the activity oriented textual exercises are important for the linguistic development of students and these should
be transacted through variety of activities viz games, puzzles, jigsaw, matching, Questioning, debating, discussing, role playing and dramatizing etc etc. The
project work and art integrated learning are also the foremost strategies of teaching.’’
Page-3
Class: 3rd
Course
Contents
Unit I
1. Happy trees
2. Nina and the baby Sparrow
3. My Home
Unit II
1. How creatures move
2. Where there a will, there is a way
3. He is my brother
Term I
1. Rain of the Night
2. The Story of the Road
3. Don’t tell
4.
The Ship of the Desert
Unit III
1 .Sea Song
2. A little Fish Story
Term II
1. The Balloon Man
2. The Yellow Butterfly
3. What’s in the Mail box
Sub: English (Tulip Series Book III)
LEARNING GOALS AND TIPS FOR TEACHERS
1. Usefulness of trees (How trees are important for us )
word opposites
2. for nature ( picture comprehension )
(How we need to live for each other)
3. Concept of sweet home; (East or west home is the best) children at home.
1. Style of moving of different creatures.
2. Hard work brings the success.
3. Concept of care and inclusion
Living for each other, words showing manner i.e. adverbs
Understanding of sign language used by CWSN.
1. Child’s experience and observation---rhyming of words
2. Child’s experience and observation--Pleasures of morning
picture comprehension
3. Child’s heroism and gallantry.
4. Use of fable for teaching conversation skill , different words with same sound/ use of
pronoun/ use of a ,an , the /finding of missing sounds. Formation of correct sentences.
1. Concept of aquatic animals--- (.How different species communicate).
2. Self confidence building of a little fish----(Use of conjunction)
1. Child’s perception about a balloon man
2. Child’s love for Natural things. ----( use of simple preposition as in the Text)
have interest in outdoor activities.
3. All about letters and messages/ People and profession.
4. Child innocence--- belief about animals?
How children
4. My Silly Sister
Note: ‘’The teachers shall apply different methods and materials to enable children develop the understanding of concepts embedded in the themes wherein
multilingual approach has also a role. Moreover, the activity oriented textual exercises are important for the linguistic development of students and these should
be transacted through variety of activities viz games, puzzles, jigsaw, matching, Questioning, debating, discussing, role playing and dramatizing etc etc. The
project work and art integrated learning are also the foremost strategies of teaching.’’
Page-4
Class: 4th
Course
Contents
Sub: English (Tulip Series Book IV)
LEARNING GOALS AND TIPS FOR TEACHERS
Unit I
1. Budsha- The Great
2. The Blind Boy
3. All things Bright and Beautiful
1. Promotion of cultural heritage / art. 2.
Concept of sympathy /compassion .
3. Love for nature:
Development of Speaking listening skills /
Use of punctuation marks/ use of link words
Unit II
1. Mansar lake
2. Ladakh, the land of passes
3. Resting on a Bridge
1. Natural balance / Ecology. ------. water resources.
2. Preservation of Cultural heritage . ----- pleasure in listening
3. Oral presentation ( role playing, Singing etc)
Correcting sentences having grammatical
errors
letters , emails, and application writing.
Term I
1.
2.
3.
4.
Unit III
With A little bit of luck
Tom and his New Medicine
An Evening Prayer
The Naughty Boys
1, From Alice in Wonderland
2. Against Idleness and Mischief
Term II
1. Promotion of virtues and values through story reading
Regard and reverence for parents ; 2. Language learning
through fun.
3. Regard and reverence for parents ;
4. Childs inner feelings
Appreciate reciting of the poems with proper pronunciation, intonation and stress.
1.
Development of imagination through story telling.
2.
Development of imagination through creativity / Value of hard labour word
order and vocabulary
Recitation of poems ( Clearly and Fluently)
Personal pronouns I,we, you, he, she , they, it
1, Development of language through folk tale of bravery
2, Language through conversation and storytelling
3. Concept of wit and bravery
Concept of diversity
4. Animal sounds---- Language learning through fun ,Enjoying rhyme and rhythm, Developing
vocabulary. (laughter through mimicry )
Note: ‘’The teachers shall apply different methods and materials to enable children develop the understanding of concepts embedded in the themes wherein
multilingual approach has also a role. Moreover, the activity oriented textual exercises are important for the linguistic development of students and these should
be transacted through variety of activities viz games, puzzles, jigsaw, matching, Questioning, debating, discussing, role playing and dramatizing etc etc. The
project work and art integrated learning are also the foremost strategies of teaching.’’
Page-5
1.
2.
3.
4.
Robin Hood
Be Adventures
Foreign Lands
What Animals Do
Class: 5th
Course
Unit I
Contents
LEARNING GOALS AND TIPS FOR TEACHERS
2. The idiot Box
Moral, Unity/harmony ---- day to day conversation, Pairs of words
Substitution, imperative sentences.
Modern craze for television: humour , fun ,wisdom ,presence of mind.
3. Birbal the wise
Animals and their homes, phrasal verbs , simple past ,narration ( wh questions)
1. The fowler end the quails
Unit II
1.
2.
3.
The Shadow
Gulliver among the Lilliput
From The Pied Piper of Hamelin
Term I
1.The Man Who Swallowed a Snake
2.You are Old, Father William
3.The Man Who Empowered the Blind
Unit III
1. The Eagle
2. The Prodigal Son
3.The Fountain
Term II
Sub: English (Tulip Series Book V)
Child’s inner spirit, rhyming words, recitation of poem with proper tone
pronunciation , opposite words.
Satire on society with an element of humour/ Synonyms, reflexive pronouns Language
through fun and laughter .
wisdom and intelligence use of had, might have, irregular verbs , narration
( yes/ no type questions)
Language through pleasure and fun , making of compound words Sense
of inclusiveness ----- use of would.....& used to……….
Love of birds --- rhyming words
Love and forgiveness of parents
Prepositions ---for ,to, about, at, on etc
Sense of pleasure --, rhyming words
The Cat’s Paradise
Paper Boats
Pangong Tso
This Land of Ours
Animal story ------concept of clause
Childhood memories (Innosence)
Love for country
Dialogue learning (short form of words) -- won’t , shan’t, etc
Note: ‘’The teachers shall apply different methods and materials to enable children develop the understanding of concepts embedded in the themes wherein
multilingual approach has also a role. Moreover, the activity oriented textual exercises are important for the linguistic development of students and these should
be transacted through variety of activities viz games, puzzles, jigsaw, matching, Questioning, debating, discussing, role playing and dramatizing etc etc. The
project work and art integrated learning are also the foremost strategies of teaching.’’
1.
2.
3.
4.
Page-6
Class: 6th
Course
Sub: English (Tulip Series Book VI)
Contents
LEARNING GOALS AND TIPS FOR TEACHERS
Unit I
1. A Different Kind of School
2. First Day At School
3. A Tale of Two Birds.
1. Sympathy and sharing of worries , use of present continuous in questions
2.Eenvironment moulds the character
3. Understanding of the lessons Development of listening and speaking skills.
Textual Exercises. Development of story from a given outline. .Use of conjunction (and, but, or)
Unit II
1. Prophet Muhammad (PBUH)
2. Mosa Ali’s Camel
3. Beauty
4. The Shepherd’s Treasure
1. Moral values, Prophet Muhammad(PBUH),Reformer/ Benefactor .
2. Camel habitat --development of reading and writing skill , concept of
3. Concept of beauty/ Development of aesthetic value.
4.Victory of honesty and wisdom
Use of relative pronouns(who, which,, that, whose) Narration
Term I
1. The Kashmiri Shawl
2. Who Did Patrick’s Homework
3. Where Do All Teachers Go
4. A House A Home
5. The Friendly Mongoose
1. Art and crafts of Kashmir ( A rich heritage)Learning of adjectives, prepositions
2. Development of creativity and imagination social relations
3.Development of positive attitude
4.Experiential Learning
5.Concept of human /animal behaviour
Writing Skill ( paragraph, ,letter, essay) Vocabulary building(word opposites/synonyms)
Unit III
1. An Indian- American Woman in
Space
2. Why Do We Plant?
3. Granny’s Fabulous Kitchen
1. Inculcating scientific temper
2. Importance of plantation
Grammatical exercises on Present and Past Perfect continuous , Concord (subject- verb agreement)
Knowing poetic devices.
Term II
1. Reusing The Waste.
2. Time You Old Gypsy Man
3. Vocation
4. What Is Green
5. The Story Of Hills
Usefulness of waste material
Value of time:
Work is worship ………one should do some activity for livelihood
A nature poem ;……… What nature makes man feel. Pastoral life experiences.
Language work: Developing reading skill, Formation of new words through affixation
Conjugation of verbs.
Clauses—dependent and independent, future tense,
Homographs, Developing writing skill
Page-7
singular/plural
Class: 7th
Course
Unit I
Contents
1. The Markhor
Sub: English (Tulip Series Book VII)
LEARNING GOALS AND TIPS FOR TEACHERS
1.Fauna of Ladakh ;
2.Imagination pleasure and fun;
2. Windows
3. Three Questions
3.Value of wisdom polite expressions;
4.Hazards of tobacco
Textual Exercise
4. Tobbaco
Sequence of words, phrases modals, pronunciation of words,
Awareness about the wild life and endangered species, Story writing ,word sequence.
Unit II
1. Lal Ded
1.Heritage (Lalded);
2.Recitation;
2. Trees
3. The Little Girl
3.Love and forgiveness of parents
Textual Exercise
Formation of compound words, suffix and prefix, pairs of words, use of prepositional phrase,
Term I
1. A Mad Tea Party
1.Language through fun and pleasure;
2.Use of short forms don’t ,haven’t ;
2. Abu Bin Adam
3. The Rebel
3.Inculcating virtues in the children
Love for traditions and customs, values
Textual Exercise
4. Face Showing
Types of questions, tenses, character sketches , kinds of nouns, antonyms, link words, idioms,
use of progressive tense, moral of stories, personal pronoun and use, pronunciation of words,
word pronunciation,
Page-8
Unit III
1. Macbeth
1. Introducing students the great dramatist(Shakespeare)
2.Inculcating humane qualities in children
2. Sympathy
3. A Shadow
3. Childhood memories
Textual Exercise
Countable and uncountable nouns, past and past perfect…continuity of time and action, character sketch,
Verb forms, use of abstract noun, narration and word pronunciation.
Term II
1.Fetching The Doctor
Virtue of Obedience
2 . Diversity of culture
2. Bahu Fort
3. To Sleep
3. Protection of cultural heritage
4. Love for animals
5.Inculcating sense of sympathy
4. The Gambie Cat
5. Lala Ji
Textual Exercise
Use of phrases into sentences , degree of comparison, pronoun its kinds, contractions, rhyme and rhythm,
Sounds of animals and birds, use of imagery in poems, paragraph/story writing, one word substitution,
Change narration of imperative sentences, word pronunciation.
Note: ‘’The teachers shall apply different methods and materials to enable children develop the understanding of concepts embedded in the themes wherein
multilingual approach has also a role. Moreover, the activity oriented textual exercises are important for the linguistic development of students and these should
be transacted through variety of activities viz games, puzzles, jigsaw, matching, Questioning, debating, discussing, role playing and dramatizing etc etc. The
project work and art integrated learning are also the foremost strategies of teaching.’’
Page-9
Class: 8th
Course
Contents
Unit I
1.How Teachers Learn
2. A Nation’s Strength
3. Pours And His Elephant
4. The Unthankful Man
Unit II
1. Life
2. The Bangle Sellers
3. Prayer for Strength
4. Achilles
Term I
1. Global Warming
2. For God’s Sake, Hold
Thy Tongue
3. Mercy
4. Wrinkles
5. Rustum And Sohrab
English (Tulip Series Book VIII)
LEARNING GOALS AND TIPS FOR TEACHERS
1.
Looking at things through child’s eye.
2.
Real strength of Nation-----its honest people \
3.
Animals are never ungrateful.
4.
Virtue is its own reward………. Use of irony / If clause ( conditional) Textual Exercises past participle, use of
phrases, paragraph writing , message writing, prefix and suffix, consonant sounds ,use of parts of speech ,
questions tags and rhyme scheme of poems.
1.
Discussion about life, helping others, self-motivation for doing things.
2.
Use of imagery and alliteration.
3.
A religious service ---- Supplication
4.
fairy tale- wherein there is wit and humour. Textual Exercises use of infinitive , non-finite ,transitive and
intransitive verbs antonyms and synonyms , narration of assertive and imperative sentences , formal letter
writing, development of writing skill viz, poster writing, Diary entry, note making and Short paragraph writing,
Consonant sounds, how to make anagrams, Countable and Uncountable Nouns, Homographs.
1. Making students aware about the effects of global warming.
2. Not to speak ill of others/ no back biting/think before you speak.
3. Concept of mercy and love of God.
4 Love for parents--- use of imagery. Textual Exercises use of dictionary , use of compound words and phrases ,
use of gerund ,Use of adverb. Personification , imagery, simile , metaphor , themes of the poems profile of a poet
, character sketch writing , Sentence connectors change of exclamatory Sentences, Clauses…..Dependent and
Independent, Essay Writing, Introducing to historical stories. dialogue and conversation
Page-10
Unit III
1. Games_ typical of Kashmir/ co curricular activity/love for sports.
1.Polo-The King of Games
2. Use of irony/ connotative and denotative meaning of words.
2. Meeting Poets
3. Introducing children to local stories…….. .values, customs and traditions.
3. Colours of Rainbow.
4. Concept of imagery visual, sound, alliteration and assonance
4. The Brook
Textual Exercises
Term II
1. A historical play—love for literature.
1. Julius Caesar
2 Use of imagery………….(Introduction to local poets)
2. Stars Speak To Man
3. Nature poetry…..( imagery, compare and contrast)
3. Summer And Winter
4. A dream story……. Use of fun laughter and humour.
4. A Strange Trail
Textual Exercises
5. Polyene a disaster
Story writing , Narration of interrogative Sentences ,pairs of Sentences Change of Voice , use of contraction ,
dialogue writing ,character sketch of a play actor, Shakespeare as a playwright, Collocation, Clauses, use of short
form of speech in conversation
5. harmful effects of polythene , development of monologue
Note: ‘’The teachers shall apply different methods and materials to enable children develop the understanding of concepts embedded in the themes wherein
multilingual approach has also a role. Moreover, the activity oriented textual exercises are important for the linguistic development of students and these should
be transacted through variety of activities viz games, puzzles, jigsaw, matching, Questioning, debating, discussing, role playing and dramatizing etc etc. The
project work and art integrated learning are also the foremost strategies of teaching.’’
Page-11
Class:- 8th
Course Content
1. Rational Numbers
Unit I
2. Linear Equation in
one variable
Unit II
1. Understanding
Quadrilaterals
2. Data Handling
1. Practical Geometry
Term
1
2. Square and Square
roots
3. Cubes and Cube
Roots
Subject:
Mathematics
.
Key learning goals
To have the concept of Rational numbers.
Understanding of different properties of Rational numbers such as Closure, Commutative, Associative, Distributive and
their use
Additive
andconcept
multiplicative
identities
and their properties. Skill of representing the numbers on number line.
To have the
of variable
and coefficient.
Knowledge
ofsolve
identifying
rationalwith
numbers
theon
given
numbers.
To
be able to
the equation
Linearbetween
expression
onetwo
siderational
and numbers
on other side.
To be able to solve equation with Variables on both the sides.
To be able to frame the linear equation from the given situation and be able to use the linear equations in day to day
problems.
To be able to reduce the equations to simpler and linear form.
To develop conceptual understanding of polygons (convex and concave.) and their classification
To develop conceptual understanding of Angle-sum property of polygons.
To develop conceptual understanding of different kinds of Quadrilaterals (trapeziums, kite, parallelogram, rhombus
rectangle, square)
To be able to know the importance of quadrilaterals in the environment.
To have the understanding of raw data and grouped data.
To be able to represent the given Data in different graphical forms (Pictograph, Bar graph , Double Bar graph, Circle
graph, Histogram)
To develop the skill of Organizing and Grouping the Data to draw meaningful inferences.
To have conceptual understanding of random experiments and probability.
To be able to represent day to day life situtations graphically.
To be able to construct unique quadrilaterals within the different given measurements.
To enhace the underdtandng of the situations wherein the quadrilaterals can and cannot be constructed.
To be able to guess the perfect squares without calculations.
To develop the understanding of different properties and patterns of square numbers.
To be able to construct Pythagorean triplet with given one number out of three numbers.
To be able to find square root by different methods (repeated subtraction, prime factorization, division Algorithm).
Applications of square and square roots.
To be able to relate the content with different solids in the immediate environment,
To have the knowledge of Hardy—Ramanujan numbers.
Page-12
To have the concept of Cube and Cube Roots.
To be able to find the cube root of perfect cubes through factorization and estimation.
To be able to guess the nearest cube and cube root of a number.
To be able to compare quantities in terms of their ratios and percentages.
To have conceptual understanding of percentage profit, percentage loss, discount, VAT.
4. Comparing
To able to calculate cost price, selling price, profit, loss, discount, VAT when other parameters are given.
Quantities
To have conceptual understanding of Compound Interest and be able to calculate it using formula and without using formula.
To be able to find the solution of the life related word problemes.
To have the knowledge of exponents and powers.
1. Exponents and
Laws of exponents and their applications
powers
Unit III
To be able to express very small and very large numbers in standard form.
2. Direct and inverse
To develop conceptual understanding of direct and inverse proportions.
proportion
To be able to solve day- to- day problems using direct and inverse proportions.
To have the concept of different kinds of expressions e.g. language, mathematical and algebraic etc.
Algebraic expressions
To be able to operate algebraic expressions.
and Identities
To be able to use the identities in problem solving
To be able to construct the algebraic expressions for various expressions.
To have the Conceptual understanding of formulas used to find out the area of different figures.
To have the skill of finding the area of different type and size of Geometric shapes (rectangle, square, triangle,
Mensuration
Term
parallelogram, circle, trapezium, rhombus and other polygons).
II
To have the Conceptual understanding of surface area of cube, cuboid and cylinder and their calculations.
To have the Conceptual understanding of volume of cube, cuboid and cylinder and their calculation.
To have the concrete concept of Factorization.
Factorization
To be able to factorize algebraic expressions by different Methods. (Using identities, splitting middle term and by regrouping the terms)
To be able to divide a polynomial by another polynomial using division algorithm and factorization method.
To be able to read and represent the data through Bars, Pie, Histogram, line Graph;
Introduction to Graphics
To have the understanding of importance of graphs
Note: In addition of using the different pedagogical aspects like child centered pedagogy, activity based learning, and learning with the help of mathematics
modals (Math lab) etc; the project work in some of the ares can be more useful and require to be adopted on priority. The due weightage for such activities
can prove the source of encouragement for learners.
Page-13
Class: 7th
Course
Contents
Integers
Sub: Mathematics
Learning Goals
Conceptual understanding of Integers and their representation on number line.
To have the concept of properties like Closure, commutative, associative and distributive properties and their
application in operations.
To be able to concretise the concept of fractions by solid operations.
Unit I
To have the concept of fractions as decimals
Fractions and Decimals
T have the Conceptual understanding of operations on fraction & fraction, fractions & integers.
Operations on decimals.
To be able to compare decimals and fractions.
To have the Skill of collecting, recording & organizing data and representing it graphically.
Data Handling
To be able to Calculate Mean, Mode and Median of data and understanding their applications in day to day life.
To have the Conceptual understanding of probability and its use.
Unit II
To have the concept and understanding of equatons.
Simple Equations
To have the ability to frame linear equations from statements and their solutions.
To be able to apply simple equation in day to day life.
To have the Conceptual understanding of point, line, line segment and the plane.
To have the knowledge of different types of angles and their identification and importance in the surroundings.
Lines and Angles
To have the knowledge of transversal of parallel lines and properties of corresponding angles, alternate interior
angles and interior angles on the same side of a transversal.
Term I
To have the conceptual understanding of triangle and its elements.
The Triangle and its
properties.
To have the conceptual understanding of exterior angle of a triangle and its property.
Angle sum property of a triangle and its application to find some unknown angles.
Page-14
To have the concept of altitude and perpendicular in a triangle.
Right angled triangles and Pythagoras property and its application in the day to day life
To have the conceptual understanding of rational numbers and their need.
To be able to compare of rational numbers and their representation of a number line.
Rational Numbers
T be able to Identify rational numbers between two given rational numbers. (using given method)
Operation on rational numbers.
To have the understanding os role of identities in the operation of rational numbers.
To have the conceptual understanding of congruency in plane figures, line segments, angles and triangles.
Congruence of
Triangles
To have the knowldge of Criteria for congruence of triangles (SSS, SAS, ASA, RHS).
To have the knowledge of importance of congruency.
To have the the conceptual understanding of ratio, proportion & percentage and their conversion with each other.
Unit III
To be able to convert fractional numbers to percentage and vise versa.
Comparing quantities
To have the concept of buying, selling, profit and loss and their calculation.
To have the concept of simple interest and its application.
To be able to construct a line parallel to a give line.
Practical Geometry
To be able to construct triangles using different criterion (SSS, SAS, ASA, RHS).
To have the conceptual understanding of the area and the perimeter of the different shapes and its application in the
Perimeter and Area.
Term II
field. (Geoboard may help)
Project: A record of the perimeters and area of classrooms, Playground, Office room etc. be put on a chart.
Formation of algebraic expressions and their conceptual understanding.
Algebraic Expressions
Addition and subtraction of algebraic expressions.
Understanding of exponents and laws of exponents.
Exponents and powers
Expressing large numbers in the standard
form.
Page-15
Class: 6th
Course
Contents
Unit I
Whole Numbers
Sub: Mathematics
Learning Goals
To have the uerstanding of whole numbers and concept of predecessor and successor. (Addition and subtraction using
number line concept)
To have the understanding of division as repeated subtraction which also deals with the concept of division by zero (0)
not applicable
To have the understanding of Commutative, Associative and Distributive property and their uses in whole numbers.
To be able to observe patterns to develop thinking and reasoning.
Playing with Numbers
Formation of divisibility tests by examples of various numbers and their use.
To have the understanding of Prime and Composite numbers by activities.
To be able to carry concrete operations with TLM/SLM
Unit II
Playing with Numbers
Understanding of factors and multiples,
To have the concept of divisor and factor.
Understanding of Prime factorization, L.C.M and H.C.F.
Integers
To have the understanding of integers using concept of temperature, buying and selling etc and their need.
Representation of Integers on the number line.
Addition and Subtraction of Integers with the help of number line with the help of concrete examples.
Term I
Basic Geometrical
Ideas
Conceptual understanding of point, line, line segment and plane.
Parallel lines and non-parallel lines and their application.
Understanding of simple closed figures, sides, vertices and diagonals.
To have the understanding of Interior and exterior parts of different figures.
Understanding
Elementary Shapes
Understanding of concepts; corners, faces, edges and shapes.
Angles with their types
Page-16
To be able to measure the angles by protractor.
Classification of triangles on the basis of angles and sides.
To have the understanding of three dimentional shapes.
Menstruation
Understanding of regions and boundaries of different shapes.
Concept of perimeter and area. (Geoboard and other models may help to understand the concept well)
Construction of formulas for the area of square and rectangle with application in the field. (Geoboard and other
models may help to understand the concept well)
Unit III
Fractions
To have the concept of fractions and their types.
Representation of fractions on number line and comparison of fractions.
Addition and subtraction of fractions and use of fractional numbers in day to day life.
Decimals
Term II
Understanding of decimals and types of decimals e.g like and unlike decimals.
Understanding fraction as decimal
Comparison of decimals.
Algebra
Concept of variable through induction method.
Use of variable and construction of expressions with variable.
Concept of equation and its solution.
Ratio and proportions
Understanding of Ratio, Ratio as a comparison of two numbers.
Understanding of proportion and concept of unitary method.
Practical Geometry
Introduction to Geometrical instruements
Use of geometrical instruments to construct circle and line segment
Drawing of perpendicular bisector by paper folding activity. Concept of radius by paper folding activity.
Use of ruler and compass to construct some angles known and unknown
Page-17
Course
Unit I
Contents
Shapes and Angles
How Many Squares
Class: 5th
Sub: Mathematics
Learning Goals
To have Concept of shape, size and the angles through daily life based activities.
Use of paper folding activity to make right angle.
To know Different ways to make line segments, angles. Concept of vertex.
To have Understanding of perimeter and the boundaries of rectangular, square shaped figures.
Unit II
Parts and Wholes
Does it Look Same
To have Concept of area of perimeter of square, triangle, rectangle etc.
To be able to do the operations on calculation of perimeter and the area of the different figures. (Geo board may also
help)
( unit square card board may be used to measure the area of figures)
To have Understanding of the parts of the whole by different activities as a fraction.
To have Understanding of Equivalent fractions and their graphical interpretation.
To have the concept of mirror images of diffent English Alphabet.
Activities regarding the parts of the whole as coloring the part of the whole.
Addition, Subtraction and multiplication of the fractions
To have the understanding of the similar figures by different activities. Comparing quantities by different ways
Term I
Unit III
Term II
Be My Multiple I will
be your factor
To have the understanding of multiples, factors, Common factors.
Can you see the
pattern
To have the understanding of patterns to develop reasoning power among students. Number patterns and picture patterns
Use of various patterns to learn the tricks in the basic operations.
To have the understanding of decimals, Comparison between the decimals,
To have the understanding decimal as a fraction. Pictorial representation of fractions/decimals.
To be able to understand the different dimensions of the figure by using different scales.
To be able to measure length, breadth and height by different activities.
To have concrete concept of area by different methods. (Geo board may also help)
To have the understanding of different charts, framing of different charts from the environment.
To have the understanding of the need of these smart charts in our daily life.
Different activities regarding the division and multiplication. Expanded multiplication etc.
To have the conceptual understanding of weight and volume of the different objects.
Different activities regarding the understanding of volume and weight of the object.
Page-18
Tenths and
Hundredths
Area and its
Boundary
Smart Charts
Way to multiply and
Divide
How Big how Heavy
To be able to solve Problems based on the application of factors and multiples.
Class: 4th
Course
Unit I
Contents
Long and Short
Tick Tick Tick
Sub: Mathematics
Learning Goals
To be able tocComparison of lengths by different activities.
To have the understanding of different units of length, Activities regarding the measurement of length between two spots.
To have the awareness about time, Reading of both analogue and Digital clocks.
To be able to compare 12 and 24 hour clock.
To have the concept of Morning, Mid-Day, Evening, Night, After Noon, Before Noon with respect time.
Unit II
The Junk Seller
To have the concept of selling and buying,
Project regarding the selling and buying of different items.
Term I
Jugs and Mugs
To have the concept of litre and millilitre.
Various activities regarding the measurement liquid quantities through various measuring vessels.
Charts and
Wheels
To have the concept of circular shapes.
To have the concept of radius, Diameter, Circumference,
Activities to know the center of the circular shapes.
Unit III
Halves and
Quarters
To have the conceptual understanding of fractions in different area, such as in Rupees, things, Kgs, etc.
Circular things in the environment and their estimated radius and circumference.
Tables and
Shares
Term II
Learning of various multiplication tables by activities,
To be able to use these tables.
How Heavy How To have the concept of mass. Units of Mass. Weighing different quantities by using different measuring units
light
To be able to compare the different measuring units of mass.
Fields and Fences To have the understanding of perimeter. Concept of area of the field.
Activities regarding the calculation of perimeter such as measuring the perimeter of the school ground etc.
Smart Charts
To be able to coolect data, family data, School Data
Food charts, charts of the weights of the students of the class.
Activity regarding the framing of different charts from the environment.
Page-19
Class: 3rd
Course
Sub: Mathematics
Learning Goals
Contents
To develop the concept of Estimation.
Unit I
Fun with Numbers
To develop the concept of counting by grouping things in different groups.
To develop the concept of counting by grouping things in groups of hundreds, tens and ones.
To develop the concept of addition.
Give and take
Adding two/three digit numbers by using different logics.
Solving day to day problems involving addition.
Unit II
To develop the concept of subtraction.
Fun with give and
Take
Time goes on
Subtracting two/three digit numbers by using different logics.
To be able to solve different mathematical problems involving the fundamentals of addition and subtraction.
To have the understanding of time and be able to relate their experience with time.
To have the competence of relating different familiar objects with geometrical shapes.
Term I
Geometrical Shapes To have concept of curved and straight lines.
Formation of shapes with the help of objects.
How many times
Unit III
Length-Mass or
Weight and
capacity
Can we Share
Term II
Rupees and Paisa
To have the conceptual understanding of repeated addition.
To have the have the competence of measuring different objects with the help of tape and scale
Working knowledge of weighing objects by standard units.
To be able to measure the capacity of different containers through standard capacity containers
Concept of division.
To have the skill of calculating the amount to be paid for the purchase of different things.
To be able to divide the objects in different desirable parts.
Fractional Numbers
To be able to represent the fractional parts in terms of fractional numbers.
Page-20
Course Content
Class:- 2nd
Subject:- Mathematics
Learning Goals
To develop the concept of counting by arranging the objects in groups.
To encourage the child to observe the groups of things in and outside the school and have a reasonable guess and
Unit I
Counting in Groups
articulation.
Concept of counting by 2s, 3s, 4s … to lay the foundation of multiplication and division.
To develop the concept of sequence of numbers.
To develop the concept of ascending and descending order and the number inbetween.
How Much Can You
Carry
Unit II
To develop understand of the concept of weight (heavy and light).
To compare weights of different things by holding them in their hands.
To develop the understanding and observation skill about the things in the surroundings by comparing their weights.
To develop the concept of grouping things in 2's ,3's,4's,5's etc.,
Counting in Tens
To develop the concept of counting by grouping things in tens.
To develop the concept of skip counting in 2’s, 3’s, and 4’s, 5’s etc., by using number line, tables and patterns.
To develop the concept of regrouping the numbers from ones to tens.
Tens and ones
To develop the concept of tens (place value) by using currency (play money)
To develop the concept of grouping of numbers as tens and ones.
To develop the knowledge about days of week and months of year
Term I
My Funday
Concept of today, yesterday and tomorrow. And knowledge about calendar with emphasis on sequence of days and
months.
To have the Knowledge about the month and the climate & fruits grown in that month(Hot, Cold & Rain/Snow)
To understand the concept of Volume.
Jugs and Mugs
To measure the capacity of containers available in and outside the school.
To have a reasonable idea of volume of different liquids used in day to day life.
Page-21
Add Our Points
To develop the concept of addition orally (mental calculation).
To develop the concept of addition of numbers less than 9 by suitable rearrangement.
To develop the concepts of lines and curves.
Unit III
Lines and Lines
To develop the concept of horizontal, vertical and slanting lines.
To develop the skill of drawing lines and picture drawing by using lines.
To develop the concept of addition and subtraction by grouping things into tens and ones
Give and Take
To develop the concept of addition and subtraction through money transaction while shopping.
To develop the concept of addition and subtraction in columns.
Term II
The Longest Step
Birds Come Birds
Go
To develop the concept of length (distance & height) using non-standard units.
Comparing the lengths of different objects.
To develop the concept of addition and subtraction using the concept of tens and ones
To develop the concept of breaking a number into the sum or difference of two numbers.
How Many
To develop the concept of multiplication by using the things in your surroundings.
Ponytails?
To develop the multiplication tables by using numbers and patterns.
Page-22
Class: 1st
Course
Contents
Sub: Mathematics
Learning Goals
To develop the understanding of the shapes and spatial relationship.
To develop the organizational understanding of the things around a child in and outside the school.
To develop language vocabulary related to the mathematical concepts used in day to day life viz inside-outside,
Unit I
Shapes & Space
bigger-smaller, biggest-smallest, top-bottom, nearer-father, nearest-farthest, above- below, on-under.
To identify different objects and their distinguishable features.
Three dimentional shapes: visual recognition of a spherical, cylindrical, cuboids and conical shapes.
Ideas of rolling and sliding. Two dimentional shapes: visual recognition of circle, square, rectangle and triangle.
To be able to colour different shapes for development of writing Skill.
Matching, sorting, classifying and ordering concrete objects.
Conceptual understanding of numbers one to nine and zero.
Unit II
Number One to Nine
Compare the things on the basis of their number.
Develop the vocabulary: more, less, as many as, the same number.
To be able to write the numbers 1-9.
Term I
Addition
To develop the concept of putting (combining) collections together where attention is focused on the number
of objects in the collection.
To learn the commutative aspect of addition.
Verbal problems related to addition.
Subtraction
To develop the three aspects of the concept of subtraction viz: taking away, comparison and complementary
addition.
Verbal problems related to subtraction.
Page-23
Number from Ten to twenty The concept of grouping the objects in groups of ten (10) by concretization.
The conceptual understanding of Numbers Ten to Twenty.
To be able to add and Subtract the numbers up to twenty.
Unit III
Time
To be familiarized with certain time-based activities that help them to understand the concept of time ( day, night,
morning, evening etc) and meaning of terms like earlier-later.
To be able to compare two objects on the basis of their length.
To be able to compare two objects on the basis of their weight.
Measurement
Ordering three or more objects according to length.
Ordering three or more objects according to weight.
Development of vocabulary: as long as, as tall as as thick as, as heavy as, as light as, ……..
Term II
Number from Twenty one
Group the things in tens and ones. Use of abacus is important for the concept of tens
to fifty
To b able to write numbers from 21 to 50 along with their conceptional understanding. .
Pattern
Development observation relationships to find connections and to make deductions, generalizations and
predictions.
Numbers
To group the number up to 100 in Tens and ones and add. Representation of Numbers.
To be able to write the numbers up to 100.
Money
To provide children experiences in dealing with collections of Coins and notes.
Differentiate the currency as per their value.
Note: Whle teaching mathematics at primary level the focus should be on development of mathematical thinking. The concrete operations with due use of
teaching learning material/ play learning material must be followed while transacting the curriculm. In order to develop the better understanding of different
concepts every step be taken to link the knowledge with the childs life out side the classroom.
Page-24
Class: 8th
Course
Contents
MicroorganismFriends and Foe
Unit I
Sub: Science
Learning Goals
Microorganisms and their classification. (Bacteria, Fungi, Protozoa, algae and viruses).
Friendly microorganism (making curd and bread), commercial use of microorganisms- medicinal use – antibiotics, vaccine.
Nitrogen fixing bacteria. Harmful microorganisms, (Diseases caused by microorganisms in plants, humans and animals). Food poisoning,
Food preservation and its different methods, Nitrogen cycle (graphic)
Assignment: Prepare a list of vaccines available in nearby hospital used to cure some common diseases in human beings like Cholera,
tuberculosis, Small pox, hepatitis, polio.
Assignment: Ask students to collect different fungi, algae and preserve their dried samples in a classroom.
Coal and petroleum
Natural resources (exhaustible/inexhaustible) Coal: Formation: types of coal. Constituents of natural gases and its uses. Important mineral
resources in J & K.
Project Work: Collection of five local minerals.
Project: Ask students to explore the energy conservations initiatives in their homes/ transport.
The cell
Cell structure, parts of a typical Plant/Animal cell as viewed through microscope, and their functions. Distinguish between plant and animal
cell. Diversity in cell and common features in cell.
Unit II
Activity: Study the parts of microscope
Project: observation of cell in onion peel.
Sound
Vibrations. Production of sound by the vibrations. Need of medium for propagation of sound. Sound produced by humans (Vocal cords)
Hearing by ear. Loudness and pitch. Characteristics of vibration. (Amplitude, time period, frequency and velocity) Audible range for human
ear. Noise and noise pollution and its effects, control.
Conservations of plants and
animals.
Deforestation, its causes. Effects of deforestation- (soil erosion, desertification). Conservation of forests, wild life. Biosphere reserves-its flora
and fauna. Wild life sanctuaries of J & K. National parks of J & K. Recycling of paper ( Encouraging students to use recycled paper).
Endangered species and effect on J &K . Reforestation.
Food production and
Management
Term 1
Agriculture
and basic products.
Main crops
of J and K. Various practices in agriculture. (Nursery development, weeding, harvesting, seeding,
Project: Identification
of local migratory
birds
Transplantation, Winnowing storage, crop improvement, plant breeding and crop rotation. Multiple cropping) Pests and weeds, Diary industry.
Domestication of animals. Poultry, Pesciculture and apiculture.
Page-25
Combustion and flame
Combustion. Necessities for combustion and types. Calorific value and ignition temperature. Fuel and its types, CNG as a fuel, Characteristics
of a good fuel. Harmful effects of fuel burning. Global warming, Flame-its zones, Flammable and inflammable substances,
Extinguishing of fire and extinguishers. Acid rain.
Light
Definition of light. Reflection and laws of reflection (Activity based) Regular and diffused reflection, Human eye, (brief) Care of eyes, Braille
System. Dispersion-spectrum.
Some natural phenomena
Concept of some natural phenomena (Lightning, charging by rubbing, interaction of charges, transfer of charges) Lightning conductors,
Lightening safety. Structure of lithosphere. Earthquakes) Richter scale, Seismograph, Do’s and don’ts during earthquakes.
Unit III
Reaching the age of
adolescence
Adolescence, puberty, Changes in puberty, Role of hormones in reproductions, Reproductive phases of life in humans, sex determination,
Friction
Friction, Definition, And activity to show friction, Types of friction, laws of limiting friction, Causes of friction, examples in our daily life,
Reproductive health. Say no to drugs.
friction due to liquids and gases, (Water-air), friction is necessary evil, Disadvantages of friction, methods to reduce friction (lubrication, Soap,
solution, polishing etc.) Use of ball bearing
Reproduction in animals
Reproduction and modes of reproduction. Sexual reproduction (Animals) , Reproduction types in animals, male and female organs of
reproduction, fertilization, internal/external with examples, Zygote formation, and development of Embryo up to fetus formation. Define fetus,
Embryo. Viviparous, and oviparous, Asexual reproduction, budding, Binary fission, ,
Project: Life cycle of frog. (Model)
Chemical effects of electric
current
Electrolyte and non- electrolyte, Conduction of current through liquids, Conductors and insulators, Chemical effects of current. LEDS,
Force and pressure
Force and its applications in daily life, Effects of force(motion/shape), Contact and non-contact forces, Pressure, Atmospheric pressure, liquids
Electrodes, Anode, Cathode, Ionization, Electroplating, process of electroplating,
and gases exert pressure,
Term II
Materials; Metals and nonmetals
Physical properties of metals and nonmetals, Difference between metals and nonmetals,. Acidic and basic oxides, uses of metals and nonmetals
Pollution of air and water
Air and its constituents, Air pollution, its causes and effects, Greenhouse effect, Global Warming, prevention of air pollution, potable water,
in our daily life, Mineral wealth of J and K, (Metallic and Non Metallic Minerals),
water pollution and its causes, purification of water,
Project: A field visit to nearby water treatment plant.
Stars and the solar system
Define universe, Astronomy, solar system, heavenly bodies, stars, Planets etc., How stars emit light, Light Year, Constellation, satellites, Moon,
Formation of days and nights, Meteors and meteorites, Difference between stars and planets,
Project: Make a model of Solar system.
Page-26
Class: 7th
Course
Contents
Unit I
Nutrition in Plants
Sub: Science
Learning Goals
Nutrition and nutrients. Modes of nutrition in plants . Autotrophic and heterotrophic mode. Saprotrophic nutrition and Symbiosis .
Activity: Collect some leaves of various shapes/ patterns and preserve them.
Nutrition in Animals
Essential parts of human digestive system. Functions of various parts of elementary canal (Human Beings). Stepwise digestive process in
human beings. Digestion in ruminants (Cow). Digestion in unicellular organisms (Amoeba) .
Activity: to prepare a chart of human digestive system.
Group work : Prepare a dental formula on chart indicating the functions of different teeth.
Activity: Students may be asked to prepare ORS (Oral Rehydration Solution) which is very important in case of excessive loss of waterdiarrhea.
Acids, basis and salts
Acids, bases and salts.. Acid base indicators; General physical properties of acid and bases with examples .Neutralization ( brief idea)
Activity: Check the acidic and basic nature of different fruit juices and sodium bicarbonate, soap solution using litmus paper
Unit II
Fiber to fabric
Animal fiber, wool, silk, Rearing/breading of sheep. Processing fiber into wool. Life history of silk moth.
Heat
Heat and temperature and their difference. Measurement of temperature, Use of clinical and lab thermometer. Transfer of heat through
conduction, convection, radiation. Good and bad conductors of heat.
Activity: Recording the body temperature of class mates.
Term I
Physical and chemical
changes
Concept of physical and chemical change and their types viz, Galvanization, Rusting of iron and crystallization.
Weather, Climate and
adaptation of animals to
climate.
Distinguish between weather and climate. Wet and Hot climate. Humidity and rainfall.
Activity : prepare the crystals of common salt (NaCl) from brine using crystallization method.
Activity: Discuss with your students the working of State Meteorological Department
Project: Collect pictures and make a collage related to September 2014 flood in Kashmir and the cite the possible reasons of that flood.
Motion and Time.
Understanding of motion and rest. Motion and its types, measurement of speed and time and its SI units. Distance – time graph
Assignment: Identify the types of motion in sewing machine. wing and ,march past of soldiers.
Activity: Make a modal of the sand clock.
Water
Wastewater story
Water as a natural resource. Importance of water for sustaining life. Sources of water. Physical states of water. Water as universal solvent .
Water cycle in nature. Water pollution, causes, effects and prevention. Hydroelectric power projects in J and K. portable water, physical
properties of water. Salinity of sea water. Desalination of sea water.
Project: Important canals and lakes in J and K.
Sources of water, defining wastewater or sewage, contaminants of waste water. Treatment of polluted water.
Sanitation and some water borne diseases.
Project: Observe the sanitation pattern in the vicinity and advocate the reform
Page-27
Soil
Soil and its gradients. Soil profile and soil types. Properties of soil percolation, absorption, Soils in J and K. Soil erosion.
Assignment: Enlist the natural ways to enrich soil fertility.
Activity: Find out the moisture content of soil sample.
Unit III
Respiration in organisms
Respiration, Types and process of respiration/ Respiration, breathing (Differences). Respiratory system in human being. Role of Diaphragm,
chest, lungs and ribs in breathing. Composition of inhale and exhale air. Exchange of gases in plants through stomata.
Activity/ Project: Observe and compare the X-ray chest of a normal person with a person who is chain smoker and enlist the findings.
Light
Proving rectilinear propagation of light. Reflection of light. Spherical mirrors and their uses. Lenses, Kinds of lenses and their uses.
Dispersion of light (Brief explanation) Formation of rainbow, Spectrum.
Term II
Transportation in animals
and plants.
Transportation of material in plants. Transpiration and its importance
Activity: Show transpiration to the students by covering the leaf of live plant by transparent polythene .
Functions of xylem and phloem. Circulatory system in man . process of blood circulation.. Blood pressure, heart beat and pulse . Excretion in
animals (Unicellular and multicellular) Excretion in man. Different organs of excretion. Excretory system in humans , Dialysis
Project: Teacher is advised to demonstrate the structure of; (1) Heart (2) Kidneys of sheep or ox by dissection.
Reproduction in plants
Reproduction and its need. Main modes of reproduction in plants. Different methods of asexual reproduction. Vegetative propagation and its
advantages. Sexual reproduction in plants (Brief) sexual parts in flower. Pollination and fertilization.
Parts of typical seed (Gram Seed), Parts of typical fruit (Pea and mango)
Activity: Study all parts of live flower
Assignment : Ask students to collect different seeds
Electric current and circuits
Forests
Winds, Storms and cyclone.
. Electric current. Electric circuit, heating and magnetic effects of current. Electric fuse and its principles. Electric bell and its working.
Activity: to make an electric fuse.
Project: Prepare an electromagnet
Activity: precautions/ safety measures while handling electric devices.
Forests as a natural resource, Food chain, forests as ecosystem. Soil erosion. Decomposers, Role of forest in preservation of flood.
Maintaining balance of O2 and CO2 in atmosphere. Important forest products.
Concept, causes and effects of wind-storm and cyclone. Effective safety measures against cyclone.
Page-28
Class 6th
Course
Contents
Unit I
Food, where does it come
from
Subject: Science
Learning Goals
Different food items and their ingredients. Plants and animals as source of food. Edible parts of plant, animal products used as food
Identification of herbivores, carnivores and omnivores.
Activity: Demonstration of beehive edible plants used as food
Components of food
Source of proteins, vitamins, carbohydrates, fats and minerals. Functions of various components of food.
Activity: Simple test for starch, protein and fats.
Balanced diet and its use.
Project and Assignment: 1. Students to be asked to prepare their diet chart at home for a week.
2. Prepare a list of food items you consume which are rich in Carbohydrates, Proteins, Vitamins, fats and minerals.
Unit II
Motion and the
measurement of
substances
Different modes of transport. Elementary idea of motion/rest.
Types of motion; Rectilinear and circular motion, periodic motion and rotatory motion.
Concept of measurement, measurement of length (Standard Unit)
Project: With the help of ruler, measure objects like Table, black board, legs of a chair and your class room.
Air around us
Air and its constituents. Importance of air constituents, concept of air pollution.
Interdependence of plants and animals in oxygen cycle (brief Idea).,
Wind energy (brief Idea).
Project: Designing a model of wind mill.
Term I
Fiber to fabric
Concept of fibre, yarn and fabrics.
Sources of fibre (Plant and Animals) Natural and synthetic fibres.
Project: Collection of natural and synthetic fibres found in your locality.
Light, Shadow and
reflection
Concept of transparent, opaque and translucent objects.
Concept of light and shadow.
Mirrors and reflections,
Activity 1: Reflection of light through plane mirror.
Activity 2: Construction of pinhole camera.
Page-29
Water
Water and its uses in daily life. Misuses of water. Sources of water and conservation of the sources of water. Evaporation and
condensation. Water cycle, transpiration vis-à-vis Evaporation. Rain water harvesting. (Brief)
Project: preparation of posters showing the misuses of water and the proper use of water.
Project: Students to carry out a rally in the school vicinity to aware people about conservation of water preferably on World
Water Day (22nd March)
Project: Prepare a simple modal of rain water harvesting.
Separation of substances
Methods of Separating mixtures- handpicking , threshing, winnowing, sieving. Sedimentation, Decentation, filtration Evaporation
with their explanation by local examples.
Water as universal solvent. Saturated and unsaturated solutions with activity. Solute, solvent and solution.
Group Work: Separate different mixtures like Muddy water; mixture of rice, sand and salt; mixture of water and sugar.
Changes around us
Examples of physical and chemical changes. Fermentation, reversible and irreversible- changes occurring in the environment.
Assignment: Students to be asked to visit their kitchen and observe changes taking place and classify these changes into
reversible & irreversible changes
Sorting material into
groups
Materials and their properties. Classification of material on the basis of solubility and transparency. Importance of grouping of
materials.
Project: Collect materials from your surroundings and group them on the basis of their solubility and transparency.
Getting to know plants
Concept of herbs, shrubs and trees. Parts of the typical plants with their important functions. Identification of the different parts of
the typical flower.
Project: paste different types of the leaves on a chart.
Project: Take a flower and study its different parts and draw the same on a chart.
Term II
Electricity and circuit
Concept of electric circuit. Parts of an electric cell and torch blub and the functions of a switch.
Electric conductors and insulators.
Project: Prepare an electric circuit consisting of a cell or battery, connecting wires, switch and bulb.
Page-30
Fun with magnets
Concept of magnetism and uses of magnets. Poles of the magnet with their properties. Distinction between magnetic and
nonmagnetic substances.
Project: To magnetize a piece of iron rod.
Garbage in Garbage out
Concept of waste, types of waste, concept of 3R’s. Recycling of paper. When waste is problem. Sources of waste, garbage,
compositing. (brief Idea)
Plastic and polythene and non-decomposable wastes.
Assignment: Prepare handmade posters displaying the message of harmful effects of non-degradable wastes and paste them at
visible places of the vicinity.
Body movements
Movements of the body parts, joints of human body. Fixed joints and moveable joints. Ball and socket joints, Pivotal joints and
hinge joints.
Movement of the earthworm and the fish
Project: collect old x-ray films and observe the structure of different joints. Ask your teacher for help & guidance.
Page-31
Class: 8th
Acd.
Spell
Contents
Unit I
Studying Modern Period
From Trade to Territory
Resources
Unit II
Foreign Policy of India
Ruling the Countryside
Colonialism and Tribal Societies
Land, Soil, Water, Natural
Vegetation and wild life resources
Rebellion of 1857
First War of Independence
Term I
Subject: Social Science (History and Civics & Geography)
Colonialism and the City
The Story of an Imperial capital
Crafts and Industries
Mineral and Power resources
Agriculture
Key Learning Goals
To understand/know/appreciate/learn:
Changes occurring in the subcontinent-Major developments during the period- Sources of the period are
different from those of the earlier period, Activity List changes that have occurred in our life during recent
years
Developments leading Company to become a political power-The consolidation of British power was linked to
the formation of colonial armies and administrative structure.
Definition of resources, their variety, location and distribution – sustainable development
Project: Make a survey of resources in your vicinity.
Relations of India with the other countries of the world-peaceful coexistence-Panchsheel and NAM
Broad view of changes within rural society-Continuity and changes with earlier societies-Growth of new crops
often disrupted the life of peasants and led to revolts.
Different forms of tribal societies-Use of government records to reconstruct histories of tribal societies.
Activity: Collect details about the life of tribal people in our state.
Importance of resources in our life – Judicious use of resources for sustainable development – Awareness
about resource conservation
How Revolts originate and spread-Changes in the Colonial rule after 1857- Use of Vernacular and British
accounts to understand the rebellion
Nature of urban developments in the 19th and 20th centuries- History of urban areas through photographs Emergence of new forms of towns.
Activity: Find out Towns/ New Towns/ Cities of your state.
Process of de-industrialization and industrialization, Technologies of weaving and the lives of weavers.
Mineral- Definition, Importance and types, distribution- judicious use and conservation of resources. Power
resources – importance and kinds
Conditions necessary for agriculture, types of farming, crops, agriculture development, instances of farming in
India and USA
Page-32
Unit III
India and her Neighbours
Education and British Rule
Women, Caste and Reform
Industries
The United Nations
Changes in the Visual Arts
Term II
The National Movement: 1870s1947
India after Independence
Afghans take Over Kashmir
Human Resources
Know about J & K State
Global Issues
Disaster Management
India’s relations and issues with its neighbours-Aims and objectives of SAARC
History of education in India-Politics of education is linked to the question of power and cultural identity
Reformers struggle to improve condition of women - New laws effecting women’s lives- Use of
autobiographies, biographies and other literature to reconstruct history of women and tirade against caste
system
Project: Identify the evils in the present society and suggest measures to reform these evils.
Definition, Classification and manufacturing of industries, factors required for industrial development- Distribution
Project: List small and large scale industries located in j & K.
Foundation of U N O Structure and functions of U N O-Its organs and agencies-Achievements of U N O, India
and U N O
Major developments in the sphere of arts-Changes in these arts are linked to the emergence of a new cultureUse of paintings and photographs to understand the cultural history of the period.
Project: Make a chart depicting some prominent arts of Kashmir.
Major developments within the national movement- Growth and course of Khilafat and Non-Cooperation, Civil
Disobedience and Quit India Movements
Successes and failures of Indian democracy since independence-use of Newspapers and recent writings to
understand contemporary history
Project: Prepare a project highlighting the developmental works undertaken in your area after independence.
Salient features of Afghan and Sikh rule in Kashmir, Architecture under Afghan and Sikh rulers, Jammu under
Ranjit Dev- diplomatic relation and pattern of administration, Political instability in Ladakh- Dogra conquest of
Ladakh
Human resources, factors influencing its growth and distribution- population change, composition of
population.
Figures and facts about J & K
Issues confronting the present world and their implications.
Disaster, definition and its types, awareness and methods of disaster Management-Disaster management in
India-preventive measures.
Page-33
Class 7th
Academic
Spell
Unit 1st
Unit 2nd
Contents
Periodization and Major
Developments
Our environment
We and Our Government
New Kings and Kingdoms
Changing face of the earth
To Know/Understand/Familiarize:
Changing names of the land-Broad historical trends-Kinds of sources historians use for studying this period
Definition, different spheres of environment and biodiversity
Relationships between government & the citizens, functions of government, different forms of government
Political developments and military conquests-Gujara Prathihars, Rashtrakutas, Palas, Chahmanas and Ghaznavids,
Relationship b/w political & economic processes-use of inscriptions to write history
Composition of earth’s surface and interior layers. Rocks and their classification
Project: Collect models of different types of rocks
Definition of constitution-history of constitution framing in India-preamble and features of Indian constitution
Development of political institutions & relationship amongst rulers-strategies of Military control & resource
mobilization , Use of travellers’ accounts, court chronicles & historical buildings to reconstruct history
Political history of the 16th& 17th centuries-Impact of imperial administration at the local/regional level-Akbarnama
and Ain–i-akabari as a source. Project: Make a project about any Mughal monument in Kashmir.
Range of materials, skills & styles used for buildings-Engineering & construction skills, artisanal organisation
&resources required for building works-Use of contemporary documents, inscriptions & the buildings to rewrite
history.
Project: Arrange a visit to any heritage building of your area or state. Try to know more about it and make a
newspaper report ( if possible publish it in any local newspaper)
Forces shaping earth, formation of soil, deltas and glaciers
Air around us
Different layers of atmosphere, pollution and greenhouse effect
Water surrounding the
continents
Water cycle, water budget, ground water, waves and tides, currents and their effects on surrounding areas,
Activity: Keeping your area in view Make a report on how water is polluted and we can preserve water resources /
save water.
Definition, fundamental rights, Fundamental duties & Directive principles, difference between fundamental rights
and directive principles. Project: As a responsible citizen, how would you help in keeping your vicinity clean.
National symbols of India- The National
Page-34Flag, The National Anthem, The National Song, The National Animal, The
Earth’s interior.
Term
1st
Subject : Social Science (History and Civics & Geography)
Learning Goals
Making of the Constitution
The Delhi Sultans
The Mughal Empire
Rulers and Buildings
Fundamental Rights and
Duties Directive Principles
Our Identity
Unit 3rd
Term 2nd
State Animal, The National bird, The State Bird, The National Flower, the National Tree, The state Tree, The
National Fruit, The National Sport
Towns, Traders and Crafts
Origin & histories of towns-differences b/w founded towns and those that grow as a result of trade- Use of
persons
Travellers’ accounts, contemporary maps & official documents in reconstructing history
Project: Prepare a report on the village/ town/city highlighting its origin, major events and its importance.
Government at Centre
Functioning of govt. at centre, its constituents-the parliament, the president, the prime minister and their powers/functions
Natural Vegetation and
Factors affecting growth of vegetation Variation in Natural Vegetation –Forests, Grasslands and Deserts Types of –
wildlife
Forests-Tropical Evergreen, Tropical deciduous, Coniferous,Types of Grasslands-Tropical & Temperate, Types of Deserts -Hot & ColdDevotional Paths to the
Major religious ideas & practices that began during the period-Kabir & Nank challenged formal religions-Use of
Devine
Written/ oral traditions in reconstructing history.
Make a project on any local sufi saint detailing his contribution.
The Emergence of Regional Cultures Development of regional cultural forms, including ‘Classical’ forms of dance and music
Eighteenth Century Political Formations Developments related to the Sikhs, Marhatas, Rajputs, later Mughals, Nawabs of Awadh, Bengal & Nizam of Hyderabad
Human Environment
Human Settlement( Meaning), Types of settlements( Rural and Urban ) Transport –Roadways, Railways, waterways, Airways)
Communication (Meaning), Development in the means of Communication
Life in Deserts
Information about the Biggest hot desert-Sahara, Its Climate, Flora and Fauna Information about the Cold DesertLadakh, its agriculture, animals , minerals and people
Medieval Jammu and
Political development during 14th-17th centuries-Establishment of Sultanate-Development of arts & crafts, religious
Kashmir
tolerance under Zainulabidin-Chak rule –impact of Mughal rule-Engineering skills & material under the Sultans &
the Mughals-Prominent Sufis & Saints of the period-Spread of Islam -Ladakh consolidation under the Namgyalssome features of Gompas-Jammu emerges under Dev dynasty- their administration
Government in States
Functioning of govt. in the states-, the state legislature, Governor, Chief Minister and Council of Ministers, Union Territories.
Project: Make a list indicating your assembly/ parliamentary/ constituency/members, Tehsil, District heads
Life in Tropical and Subtropical
Information about the life in Ganga-Brahmaputra Plain—its climate and, Flora and Fauna
Life in the Temperate
The life in the Prairies (the temperate grasslands of North America)-its climate, Flora and Fauna, and People Information about
Grasslands
The life in the Veld The temperate grasslands of South Africa—its Climate and Flora and Fauna
Administrative Structure of Structure of the government at the different levels-state, district, sub-division/tehsil level, developmental schemes
the Government
Project: List an account of developmental works in your area
Media and Democracy
Relation of media with Democracy –significance –freedom of press
Page-35
Class 6th
Academic
Spell
Unit 1st
Contents
Unit 2nd
The earliest People
What, Where, How and
When
The Earth in our Solar System
Living and Working together
The Changing Face of your
villages
Term 1st
Life and work in villages
How Globe & Maps help us
From Gathering to Growing Food
Subject : Social Science (History and Civics & Geography )
Learning Goals
To understand/Know/Appreciate/learn
Major developments to be studied- Our pasts- description of sources used to reconstruct history
The composition of solar system, the earth and the moon
Understand and appreciate various forms of diversity in their everyday environment.
Develop sensitivity towards pluralism and interdependence.
The skill and knowledge of hunter gathers – stone artefacts as archaeological evidence
Challenges faced by Indian Villages—Poverty, Economic inequality, Illiteracy and Ignorance, social evils, unequal
distribution of land, Rural indebtedness, Low status of women and caste system-Planning to improve conditions of
Indian Villages through improving agricultural production, Education, Health and sanitation, transport &
communication, cottage and small scale industries.
Life in villages in J & K. Diversity- people and lands
Use & importance of maps & globes in studying geography- types of maps
The diversity of early domestication – the material culture generated by people in relatively stable settlements
In the earliest cities
What books and burials tell
us
How Days & Seasons are
caused
Locating Places on Earth
The distinctive life in cities – the archaeological evidence of urban centres – Its use to reconstruct processes such as craft production.
Different developments were taking place in different parts of the sub-continent simultaneously.
Simple strategies of textual analysis. Skill of archaeological analysis.
Calculation of time of a place with longitudinal extension. Formation of days & nights.
Life and works in cities
Life in J & K cities. Variety in population, problems in cities.
What is government
Why government is required. How Government is formed.
How democracy works
Need for universal franchise-need to make decisions with collective sanction-key elements influencing the
functioning of democracy
Concept of longitudes, latitudes-local time, standard time.
Page-36
Unit 3rd
Kings, Kingdoms and New
Ideas
Major Domains of Earth
Who looks after our villages
Term 2nd
Empires, Cities and villages
Traders, kings and pilgrims
New empires and kingdoms
Buildings, paintings and
Books
India at a Glance India:
Climate, Vegetation and
Wild Life
Pollution
Who takes care of our cities
We in J & K: Different and
alike
Struggle for equality
Concept of state and its varieties- Use of textual sources in this context – basic tenants of upanisdas Jainism and
Buddhism and the context in which they developed and flourished
Domains of air, land, water-Pollution-continents and acid rain.
Local level of government functioning-officials connected with the villages and their related issues-working of the
panchayat raj and its importance
Concept of empire- inscriptions as sources – variety of early urban centres. Use of coins, sculpture, textual sources
to reconstruct social and economic histories.
Different contexts of contacts between distant lands, and the motivating forces (including conquests) Implication
of journeys within the sub-continent. Use of textual and visual material for reconstructing the histories of such
contacts.
Strategies of expansion – Development of different administrative systems – Use of prashastis to reconstruct
political histories.
Textual and visual tradition of the period – Excerpts from texts and visual material for analysis and appreciation
Factors influencing Climate-Definition of natural vegetation, wild life and its importance for human life. Project:
Importance of natural vegetation and wild life through art & painting. Resources, Climate and figures
Pollution, types, impact and preventive measures
Functioning of Government at local level. Working of municipalities/ town area committees and their importance.
Conditions that underline and influence life strategies of various groups of people- Diversity in J & K
Conditions and opportunities for making a living are not equally available to all- discrimination and equality.
Page-37
Class 5th
Accd Spell
Unit 1
st
Contents
Super Senses
From Tasting to Digesting
Unit 2nd
Seeds and Seeds
Experiments with Water
Term 1st
Our Health Services
A Treat for Mosquitoes
First Aid
Rocks and Minerals
Up You Go!
A Shelter so High
The Earth
Unit 3rd
When the Earth Shook!
Term 2
nd
Across the Wall
A Seed Tells a Farmer’s
Story
Whose Forests
Like Father, Like Daughter
On the Move Again
Who will do this Work
Sunita in Space
Air: Its Uses and Pollution
Clothing and Culture
Subject: EVS
Learning Goals
Sense organs-Comparison with humans-activities such as eating, sleeping, seeing, hearing, smelling etc.
Tasting food becomes sweeter on chewing-Digestion begins in the mouth-Glucose is a sugar;
Proper/Balanced food,
Discussion; importance of proper chewing of food, improper food habits
Seed germination, root and shoot axis, baby plant, storage of food in the seed, seed dispersal, germinating time for
different seeds
Activity: “Chana germination Activity” Detect condition suitable for germination.
Assignment : Students to collect different seeds.
Basic observation and classification related to floating and Sinking… solubility in water-oil and water are liquids that
do not mix, basic concepts about liquids.
Community health services-its different types. Activities on Health awareness to be done,Vaccination
Malaria-causes-detection and preventive measures, Anemia
First aid, its components –situations necessitating first aid
Rocks, types-minerals and metals
Mountains, expeditions and the spirit of adventure-some idea of training for high altitude
Variation in shelter -regional difference-difference due to climate and material available, economic status
Assignment : Collecting cut outs of different houses from newspapers,pasting them on charts and discussing them
Earth-its structure-earth quakes, its causes-Formation of days and nights, seasons-its effects on us-Solar and lunar eclipses
Disasters and trauma of losing one’s home-community help; Relief and Rehabilitation; Preventive and precautionary
measures to adopt during disasters.
Importance of team spirit, obedience -gender, class stereotyping in play-different types of games
Improvements and changes in growing crops-over use of natural resources
Activity : Discussion with farmers on crop yields from different seed varieties
Tribal life-effects of deforestation-communities dependent on forest produce.
Discussion: Timber smuggling ,a curse for J&K forests
Relationships-Impact of larger socio economic forces are changing family structure, resemblances in the family,traits
Shifts in habitation-migration-Associated difficulties
Dignity of labour-dependence of society on such essential services.
Activity: Encouraging children for self help
The sky in the day and night-basic exposure to the aerial view of the earth.
Air, composition, uses-Pollution, sources, effects, measures to check it.
Project: Enlist the Sources of Air Pollution in the surroundings
Diversity in culture- environment effects culture; Discussion: Respecting cultural diversity
Page-38
Academic
Spell
Unit I
Unit II
Term I
Unit
III
Term II
r
Class: 4th
Contents
Subject: EVS
Key Learning Goals
Going to School
Living and Non-living Things
Thirst for schooling, Different modes of reaching school ,difficulties faced in different terrains.
Characteristics of living and non-living things,plant movements,preparing of food by plants
Project: List living and non-living things and look outside the class for them
Ear to Ear
From the Window
Some animals have external ears, hair on their body,animals laying eggs,animals giving birth to young ones,
Travel by train- its description, different people,their clothing ,language
Relationships change with time – Family tree, different events in family
Changing Families
Discussion: Equal importance of baby girl and boy, Social evil of early marriages.
Safe Drinking Water
Natural sources, inland and sea water-Safe handling and use of water- purification of water
How Days and Nights are Activity: Observe sources of water in your vicinity.
Formed
Campaign: Awareness through rallies by students for safe drinking water
A Busy Month
Formation of days and nights, movement of earth
Activity: Experiment formation of days and nights using a torch/candle and a ball/globe
Birds make nests for laying eggs-Nesting habits of different birds vary-different material are used for nest- birds have different teeth, beaks,
claws and feet for different needs
Activity: Collect details including pictures of birds found around us
A visit to J & K
Abdul in the Garden
Eating Together
Life and culture of Jammu and Kashmir State
Roots hold plants to the ground-Roots like carrot, radish eaten by people-Aerial roots of some plants
Community eating-Mid day Meal-Cultural diversity in foods associated with special occasions like festivals, concept of togetherness
Food and Fun
The World in My Home
Food-taste and nutrients
Activity: List foods we use on different occasions and festivals
Family as a microcosm- family values-decision making-caste, religion perceptions etc-emotional response to a caress/slap, ‘good’ and ‘bad’
touch
Different land forms ,languages, clothing, food habits, currency, some idea of another country
High ambition needs rigorous hard work- Nature of job in armed forces
Home and Abroad
Defence Officer: Wahida
Sensitivity to people who are differently abled/ children with special needs ,Empathy with them.
Chuskit Goes to School
From Home to Market
Journey of food from field to market, then to house- fruits, vegetables, cereals, pulses ,oil seeds, spices grown by farmers
Page-39
Term I
Unit II
Unit I
Academic
Spell
Class: 3rd
Contents
Poonam’s day out
The Plant Fairy
Water O water
Our first School
Foods we eat
Flying high
What is cooking
From here to There
Work we do
Term II
Unit III
Sharing our feelings
The Story of food
Games we Play
Here comes a letter
A house like this
Our friends-Animals
Drop by Drop
Families can be different
Left- Right
A beautiful Cloth
Web of life
Subject: EVS
Key Learning Goals
Exploring children’s ideas of animals –their living places –eating habits-common features, sounds,movements
Exploring children’s ideas about a ‘plant’-Leaf diversity-colour, shape, texture aroma etc. Plants at present & Extinct Plants ( Brief
idea),importance of trees, compassion for plants.
Project: On scrap book paste at least 10 animals; 10 colours and 10 Leaves; also 10 trees with local and beautiful names.
Uses of water. Floods ( tell students to visualise September 2014 floods),Water sources, Water bodies
Family as a support system –Values and habits, skills learnt at homes, relationships, roles in a family, family etiquettes
Types of food and tastes , its significance, balanced food, food habits, regional differences in food habits
Birds and their sounds; Beaks; eggs; food or Feeding habits.
Types of food. Raw, cooked, boiled etc.,
Project: tel students to enlist different sources of heat used for cooking in their homes
Different modes of transport- Journey by trains-Scenes; Sounds,noise etc. Different vehicle we travel,emergency vehicles,
Different occupations, important buildings and their role
idea of working time and leisure time ,
Feelings,Empathy and Compassion for the old and physically challenged –Basic idea about Braille,
Project: Pasting of different birds on scrap book with local and scientific names.
Cultural diversity in food- plants used as food, medicine. Healthy Habits.
Leisure- games in school and outside-past and present-for some play is work,Traditional games ( brief idea)
Communication-Letters-people associated with post office- uses of telephone
Assignment: To ask students to enlist modern means and ways of communication.
Houses/shelters are built & decorated in different ways in different cultures & climate,diversity
Project: Prepare model of different types of houses.
Animals as our friends-Compassion for animals,Sensitivity about cruelty to animals pet Animals. Different modes of feeding of Animals
Water scarcity-wastage and recycling- Water harvesting, judicious use of water.
Family relationships- foster parents and adoption,
Concept of Directions-mapping-Symbols and Signs.
Diversity in types of clothing we weave, even with unstitched.
Man surrounded by environment
Project: Prepare your family tree and paste different types of cloth with names.
Page-40
   
   

         
  


          
    
       
            
  
Page-41

 
   

             
       
 
   

 

 
  


 
    
       
 
   

 

   
  
 
      
           
  
   
   
         
Page-42
   
   



       
  

  






 
 
             
           
 
            
            
 
 


 

 

      
 
      

    
  
    
Page-43
  

    
  
 



 
 

 

 
 
     
     
       
        
     
       
     
    

 

 
 

 
 




 

 
             
 
Page-44
   
   



     
    
   
   
    
    

          

        
  
       

     


 
  
  

     
Page-45

 

     
       
 

 
 

 
 

 
      

 
      
 
          

 

 
      

   
        
 

      

 
 
 


 
  
   

 

              
           
Page-46
   
   

       

          
   
  

 
  

  
  
   

 
      

    
  
  
 
Page-47

 

      

 

 
 
     

 
 
        

 
 

     
 


         
 
   Diagonal Linkage  U3,T1U2,U1 

 
        



 
 
  




 
              
      
    
Page-48



    
   

     

 
        
  

 
     

        
     
  
 


 
 

 

 
Page-49

 
 
      
     
 

 
 
    
 
     

    
   
   
 
   

 
 




 
 
 



        
 

  
           
  
Page-50
  
   

        

     
    

     
  
    
    
 
 
        

  
      
          
      


      
        
  
    
Page-51

 


             
    
 

 
 
 




 
 
    
 
      
  
 

 
            
      
     

 


  
 
 

 
  
  
     
 
            
   
          
Page-52
  
   

   
    
   
 
      
  
    
    
  
 
     

 
  
    

       
  
   
 
  
     
 
Page-53
 

 

 
 
 

   
 

 
        
          

 
  

  
      



 

  
  
     
     
     

 
 

 


 
   
  
  
 
  
       
      
Page-54
  
   
   

     
      
      
       
  
   

    
     

      
    
     
  

    
         
 
      
        
     

Page-55


 

 

 
    

 
 
 

      

  
 
  

 
   
 
    
  
   
   
 


       
     

         
   

 

 
    
 
 

   
  
      
   
      
 
  
     

   
    

 

 


 
         
       
      



  
           
 

    
Page-56
    



Learning Outcome



  
 

      










          
  
   
   




    

  
 
   




 








































   
        
       
   
 
  
 

    


































   
               
        
       
 
 
  
  
 
      
  
 
 

    


     









































































  
 






 








                   
   

  


    
  



































     
          
     
       

  

 
   
















                         
    
   
  

  






































                    
 
      
       
   
   

 




















  










































 
Page-57
Content Course
(1-4)


 

(5-9



 

(10-18

(19-28


(29-44) 
 

 
  






 
Learning Outcomes
 
  

         
 




  
















  
        

 



Content Course

(1-6



 
























    
               
(7-10


















   
   

    















               
       (11-18








 

























              
   

 

 





 

 































          
                 (19-27
 
   

 

   

 
 
   



 
  



      

     





   
     
    
 
  (28-36
 
  
    
  
 












     
                    
   
 



 






 
   
  
 

 
  


 

Page-58
 

 
  





 

 
Learning Outcomes
 
 


 
 


 
    
   
  
   
  
   
  


 











               















Content Course

 

      
   

 
















    

             
 
  
 

  




      
























              
           

  




  


 

 



















































              
          



 
  

 










    




      
  
         
  

 
  



 




         

   



  
















 











 













               
            
 


  
 

 






         
 



    




















































              
 
             


   


 




  













      
           
  

  
Page-59





 

 

 
  





   




Learning Outcomes
Content Course
 

 



   

 
 
 


  
  
 
   
 
  
  
  
  
 
 

















































 
  
   
  
                         


















































      
          
   
   



   
 

 
 
       
   

    

   
 


 

 
  
 























                       


 





   







































                       

 

 







 

  


      


 

  
    

  
   
  


 

 
  
 
  

 





 

 


































      
 
  
           
   
























           
  

             
 
 
 















    
            
  

   



  

























             
  
  

















 
              
   
  


Page-60


 

 

 



 



Learning Outcomes
 



  
  
 

 

 



 
 
  
 
    
 









   
 

































                   




 
 



 




   

 
    

  


  
 

  
     


 
  







 
















































               
  
         









 


 
 

  

   
 
   
   
  

   



  

  

 


  

 
    
   




   
   
    
  

 
 
 
  
 












































  
                     
 
      











































                       






  
 

  
 
      


  
       
  
 



  









     
       
Page-61
Content Course


  
 
 

   









    
   


  


 

 
 



    





 

 

 
  








  
Learning Outcomes



Content Course


     

 

  


       
 

 
 
    




   










 


          
  
   

 

  
  














































                       
  


   


 




  


  


 

























  



























      







   





































                   
  

     
































       
             


 
 





 
  



   
    
    
 

 
  
   
 



 










         
  
  
 



























 
                    
  
 
 
 











   
















 















   






         














































   
   
  
  
























    
       
 

 
 
Page-62





 

 

 
  






  
Learning Outcomes



Content Course
 


 


     
 
    



    

   
   
  

 


  
  




 
         
    




 





































                  
 




  
 
   



 


 
























  
            
       






 






















 




             
       
  
  
   
 
     


    





















  



(sms



































  

   
   

 



























 
  
 
          
     
  
   





 

       
    
  
      
 




 
 




 


   
          

 
  
    


   
 

 




 






















































               
    
             

  
 




 















































              
 
         

   



    
Page-63





 

 

 
  







   
Learning Outcomes



Content Course
 

 

 
 




  


   
   
 

   
  

   

   
 




























   
                        

  

































 
  




 
        
           
 
  











































            
 
  
 
           
  




 

 






















  
   
           
       
  
 
   

 
  
 

 



  






















                   
   
         

 
 

   
 













 
     
           sms   

         
  

   
 





  













  

















    


                          
  








    





















  

          
         
     
   
 
 
 





 
 


   
 
    
 
 
 
  
   



 

 


 





   






















       
        
           

  




    
 
 







































               
     
       
 

  























                 
Page-64
'kS{kf.kd ;kstuk ds vuqlkj 2015&2016 dk ikB~;Øe
'kS{kf.kd ;kstuk
bdkbZ&,d
bdkbZ&f}rh;
izFke l=
ikB
1- t; tu Hkkjr
dfo % lqfe=kuUnu iar
2- gsjQsj
ys[kd % lqn'kZu
3- D;ksa ;g vkx cq>kvksxs\
dfo % jke/kkjh
4- jktsUnz ckcw
ysf[kdk % egknsfo oekZ
5- vijkftrk
ysf[kdk % f'kokuh
6- jktk lsxs ueX;y ¼foHkkxh;½
7- thou ugha ejk djrk
dfo % xksiky nkl *uhjt*
8- eqfDr
ys[kd % Jh ';ke O;kl
9- ys[kk tks[kk
ysf[kdk % bUnw tSu
10- eaxj
ysf[kdk % jkeo`{k csuhiqjh
11- tEew d'ehj esa fgUnh
¼foHkkxh;½
12- unh dk jkLrk
dfo % cky d`".kk jko
13- bczkfge xknhZ
ys[kd % o`Unkou yky oekZ
lh[kus dk mn~ns';
dfork ds ek/;e ls ns'k isze txkuk] cks/k vkSj ljkgukA
cks/k fopkj djuk] fyax] opu o eqgkojksa dk iz;ksxA
dfork dk lizlax O;k[;k A
cks/k vkSj ljkgukA
jktsUnz ckcw dk thou ifjp;A
cks/k vkSj fopkj djukA
vikfgt thou dh eqf'dysAa
cks/k vkSj fopkjA 'kCn dh O;qRifRr
Jktk uex;y dk 'kklu dky] cks/k vkSj fopkjA
in~;ka'kksa dh lizlax O;k[;kA
cks/k vkSj ljkgukA
if{k;ksa dh enn djukA
cks/k vkSj fopkjA fØ;k dk iz;ksxA
tiku ;k=k dk o.kZu] cks/k vkSj fopkjA milxZ o izR;; ls
okD; cukuk] ;k=k ij fucU/k
cks/k vkSj fopkj
incU/k o ;kstd 'kCnksa dk okD; iz;ksxA
tEew&d'ehj jkT; dh tkudkjh] cks/k vkSj fopkj] fo'ks"k.k
'kCn
dfork ikB
cks/k vkSj ljkguk
ns'k izse tkx`r djuk] cks/k vkSj fopkj] iz'u okpd 'kCn]
i;kZ;okph o foykse 'kCn
Page-65
r`rh; bdkbZ
f}rh; l=
14- fot; csyk ¼,dkadh½
ys[kd % txnh'k pUnz ekFkqj
15- d'ehj dk yksd
ukVd % ^ ckWM ikMFkj*
16- lkxj ygjs
dfo % Bkdqj xksiky 'kj.k flag
17- fl.Msªyk dk LoIu
ysf[kdk % lw;Zckyk
18- tEew dh fp=dyk ¼foHkkxh;½
vktknh ds ek;us le>uk] cks/k vkSj fopkj] okD; 'kq)
djukA
yksd ukVd dk o.kZu] cks/k vkSj fopkj] ;qXe 'kCn ,oa
rRle] rn~Hko 'kCnA
in~;ka'kksa dk lizlax O;k[;kA
cks/k vkSj ljkgukA
xjhc yMdh ds LoIu dh ppkZ] cks/k vkSj fopkj] okD;
iz;ksx] 'kCn dks'k dk iz;ksxA
tEew dh fp=dyk dk o.kZu] cks/k vkSj ljkguk ftUnxh esa]
O;atu&;qXe 'kCn] loZuke o mlds HksnA
ftUnxh esa gkSlyk cuk;s j[kuk] cks/k vkSj fopkj okD;
iz;ksx] vifBr x|k'ka fucU/k ys[kuA
thou es gkL; fouksn dk egRo] cks/k vkSj fopkj]
Hkkookpd laKk dk iz;ksxA
izsepUn th ds thou o d`fr;ksa dh tkudkjh] cks/k vkSj
fopkj] nqjjh ds fy;s izkFkZuk i=]
Fe=rk dk egRo] cks/k vkSj fopkj] 'kCn vFkZ] okD; iz;ksx]
fucU/k ys[kuA
Dfork esa uo fuek.kZ dk ldsar] cks/k vkSj ljkgukA
19- galh ds eq[kkSVs
ys[kd&jes'k pkS/kjh vkfjiwfM
20- thou esa gkL; fouksn dk egRo
ys[ku%& opu nso dqekj
21- izse pUn
ys[kd ukxktZqu
22- fe=rk
ys[kd %& jkepUnz 'kqDy
23- miyfC/k;ksa dh nsjh
dfo;=h % jek flag
24- dyjo dwftr dy;qx
ys[kd % vkR;kuUn feJk
25- ve`rk 'ksjfxy
ys[kd % Jh dUgS;k yky uUnu
26- vks uHk esa e.Mjkrs ckny
ys[kd % Jh jkes'oj 'kqDy
foKku dk egRo le>ukA cks/k vkSj fopkj] dfBu 'kCnkFkZ]
lkekfld 'kCn
ve`rk 'ksjfxy dk thou ifjp;A cks/k vkSj fopkj] eqgkojs]
foykse 'kCn o i= ys[ku
/kjrh ij I;kl c>kus dh xqtkfj'k
cks/k vkSj ljkgukA
Page-66
Punjabi 8th 2016
Page-67
Page-68