Syl-Science (VI-VIII)

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SCIENCESCIENCE

CLASSES VI TO VIIIIntroductionThe exercise of revising the syllabus for Science – or Science and Technology – has been carriedout with “Learning without burden” as a guiding light and the position papers of the NationalFocus Groups as points of reference. The aim is to make the syllabus an enabling document forthe creation of textbooks that are interesting and challenging without being loaded with factualinformation. Overall, science has to be presented as a live and growing body of knowledgerather than a finished product.

Very often, syllabi – especially those in Science – tend to be at once overspecified andunderspecified. They are overspecified in that they attempt to enumerate items of contentknowledge which could easily have been left open, e.g., in listing the families of flowering plantsthat are to be studied. They are underspecified because the listing of ‘topics’ by keywords such as‘Reflection’ fails to define the intended breadth and depth of coverage. Thus there is a need tochange the way in which a syllabus is presented.

The position paper on the Teaching of Science – supported by a large body of research onScience Education – recommends a pedagogy that is hands-on and inquiry-based. While this iswidely accepted at the idea level, practice in India has tended to be dominated by chalk and talkmethods. To make in any progress in the desired direction, some changes have to be made at thelevel of the syllabus. In a hands-on way of learning science, we start with things that are directlyrelated to the child’s experience, and are therefore specific. From this we progress to the general.This means that ‘topics’ have to be reordered to reflect this. An example is the notion of electriccurrent. If we think in an abstract way, current consists of charges in motion, so we may feel itshould treated at a late stage, only when the child is comfortable with ‘charge’. But once we adopta hands-on approach, we see that children can easily make simple electrical circuits, and studyseveral aspects of ‘current’, while postponing making the connection with ‘charge’.

Some indication of the activities that could go into the development of a ‘topic’ would makethe syllabus a useful document. Importantly, there has to be adequate time for carrying out activities,followed by discussion. The learner also needs time to reflect on the classroom experience. Thisis possible only if the content load is reduced substantially, say by 20-25%.

Children are naturally curious. Given the freedom, they often interact and experiment with thingsaround them for extended periods. These are valuable learning experiences, which are essential forimbibing the spirit of scientific inquiry, but may not always conform to adult expectations. It is importantthat any programme of study give children the needed space, and not tie them down with constraintsof a long list of ‘topics’ waiting to be ‘covered’. Denying them this opportunity may amount to killing

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their spirit of inquiry. To repeat an oft-quoted saying: “It is better to uncover a little than to cover a lot.”Our ultimate aim is to help children learn to become autonomous learners.

Themes and FormatThere is general agreement that Science content up to Class X should not be framed alongdisciplinary lines, but rather organised around themes that are potentially cross-disciplinary innature. In the present revision exercise, it was decided that the same set of themes would be used,right from Class VI to Class X. The themes finally chosen are: Food, Materials, The World of theLiving, How Things Work, Moving Things, People and Ideas, Natural Phenomena and NaturalResources. While these run all through, in the higher classes there is a consolidation of contentwhich leads to some themes being absent, e.g., Food from Class X.

The themes are largely self-explanatory and close to those adopted in the 2000 syllabus forClasses VI-VIII; nevertheless, some comments may be useful. In the primary classes, the ‘science’content appears as part of EVS, and the themes are largely based on the children’s immediatesurroundings and needs: Food, Water, Shelter etc. In order to maintain some continuity betweenClasses V and VI, these should naturally continue into the seven themes listed above. For example,the Water theme evolves into Natural Resources (in which water continues to be a sub theme) as thechild’s horizon gradually expands. Similarly, Shelter evolves into Habitat, which is subsumed in TheWorld of the Living. Such considerations also suggest how the content under specific themes couldbe structured. Thus clothing, a basic human need, forms the starting point for the study of Materials.It will be noted that this yields a structure which is different from that based on disciplinaryconsiderations, in which materials are viewed purely from the perspective of chemistry, rather thanfrom the viewpoint of the child. Our attempt to put ourselves in the place of the child leads to‘motion’, ‘transport’ and ‘communication’ being treated together as parts of a single theme: Movingthings, people and ideas. More generally, the choice of themes – and sub themes – reflects the thrusttowards weakening disciplinary boundaries that is one of the central concerns of NCF 2005.

The format of the syllabus has been evolved to address the underspecification mentionedabove. Instead of merely listing ‘topics’, the syllabus is presented in four columns: Questions, Keyconcepts, Resources and Activities/Processes.

Perhaps the most unusual feature of the syllabus is that it starts with questions rather thanconcepts. These are key questions, which are meant to provide points of entry for the child tostart the process of thinking. A few are actually children’s queries (“How do clouds form?”), butthe majority are questions posed by the adult to support and facilitate learning (provide ‘scaffolding’,in the language of social constructivism). It should be clarified here that these questions are notmeant to be used for evaluation or even directly used in textbooks.

Along with the questions, key concepts are listed. As the name suggests, these are thoseconcepts which are of a key nature. Once we accept that concept development is a complexprocess, we must necessarily abandon the notion that acquisition of a specific concept will be theoutcome of any single classroom transaction, whether it is a lecture or an activity. A number ofconcepts may get touched upon in the course of transaction. It is not necessary to list all of them.

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The columns of Resources and Activities/Processes are meant to be of a suggestive nature, forboth teachers and textbook writers. The Resources column lists not only concrete materials that maybe needed in the classroom, but a variety of other resources, including out-of-class experiences ofchildren as well as other people. Historical accounts and other narratives are also listed, in keepingwith the current understanding that narratives can play an important role in teaching science. TheActivities column lists experiments, as normally understood in the context of science, as well asother classroom processes in which children may be actively engaged, including discussion. Ofcourse, when we teach science in a hands-on way, activities are not add-ons; they are integral to thedevelopment of the subject. Most experiments/activities would have to be carried by children ingroups. Suggestions for field trips and surveys are also listed here. Although the items in this columnare suggestive, they are meant to give an idea of the unfolding of the content. Read together withthe questions and key concepts, they delineate the breadth and depth of coverage expected.

The Upper Primary or Middle StageWhen children enter this stage, they have just completed their primary schooling. It is important tostart with things that are within the direct experience of the child. The need for continuity withinthematic areas, and the effect this has on the structure, has already been mentioned above.

This is the stage where children can and should be provided plentiful opportunities to engagewith the processes of science: observing things closely, recording observations, tabulation, drawing,plotting graphs – and, of course, drawing inferences from what they observe. Sufficient time andopportunities have to be provided for this.

During this stage we can expect the beginnings of quantitative understanding of the world.However, laws such as the universal law of gravitation, expressed in mathematical form, involvemultiple levels of abstraction and have to be postponed to the next stage.

One of the major structural problems that plagues science education at this level is the lack ofexperimental facilities. Children of these classes usually have no access to any equipment, even ifthe school has functional laboratories for higher classes. While many experiments can be performedwith ‘zero-cost’ equipment, it is unfair to deny children the opportunities of handling, e.g., magnets,lenses and low-cost microscopes. This syllabus is based on the assumption that a low-cost sciencekit for the middle classes can and will be designed. The Syllabus Revision Committee recommendsthat governments and other agencies make enough copies of such kits available to schools, assumingthat children will perform the experiments themselves, in groups. Until a kit is designed andprovided, specific items that are needed should be identified and procured. Glassware, commonchemicals, lenses, slides etc. are items that will be in any such list. Such items are referred to as ‘kititems’ in the resources column of the syllabus.

At this stage, many children enter puberty. They are curious about their own bodies andsexuality, while being subject to social restrictions and taboos. Thus it is important that the topicof human reproduction not be treated merely as a biological process. Thus the syllabus providesspace for addressing social taboos, and for making counselling on these matters part of theclassroom process.

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VIQuestions Key Concepts Resources Activities/

Processes

1. FoodSources of foodWhat are the varioussources of our food?What do other animalseat?

Components of foodWhat is our food madeup of? Why do we eat avariety of food?

Cleaning foodHow do we separate thegrains after harvesting thewheat /rice crop?

2. MaterialsMaterials of daily useWhat are our clothes

Plant parts and animalproducts as sources offood; herbivores,carnivores, omnivores.

Carbohydrates, fats,proteins, vitamins,minerals, fibres, theirsources and significancefor human health;balanced diet; diseases anddisabilities due to fooddeficiencies.

Threshing, winnowing,hand picking,sedimentation, filtration.

Different types of cloth

Examples of food fromdifferent parts of plantsand of food from animalssources.

Mid Day Meal; Charts,pictures/films of childrensuffering from fooddeficiencies and disabilities.

Talking to some eldersabout practices afterharvesting the crop; kitmaterials.

Sharing of prior

(Periods - 20)

Germination of seedssuch as mung, chick peaetc.; preparing a chart onfood habits of animalsand food culture ofdifferent regions of India.

Studying the variety offood in different regionsin India; preparing a menuof balanced diet in thecontext of the diversity offoods eaten in differentparts of the country.Classifying foods accordingto food components; testfor starch, sugars, proteinsand fats.

Discussion on threshing,winnowing, handpicking;experiments onsedimentation, filtration.Separating mixture of saltand sand.

(Periods - 26)

Whole class discussion.

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Questions Key Concepts Resources Activities/Processes

made of ? How didpeople manage when therewere no clothes?

Are some of our clothesmade of materialsobtained from plants?In what kinds of placesdo these plants grow?Which parts of the plantsare used for making clothes?

Different kinds ofmaterialsWhat kinds of things dowe see around us?

How things change/react with one anotherIn what ways do thingschange on being heated?Do they change back onbeing cooled? Why doesa burning candle getshorter?

materials – cotton, wool,silk and synthetics.Development of clothingmaterials.

Plant fibre, especiallycotton and jute;production of cotton, juteand other locally availableplant fibres; types of soilrequired for the growth ofdifferent fibrous plants.

Grouping things on thebasis of commonproperties.

Some changes can bereversed and otherscannot be reversed.

knowledge with parentsand community.Archaeological andhistorical accounts.

Sharing of priorknowledge with parentsand community.

Materials, kit items.

Prior knowledge, kit items.

Simple activities todistinguish amongdifferent types of cloth.

Whole class discussion.Field survey/ collectinginformation on locallyavailable plant fibres(coconut, silk cotton, etc.)

Collecting and groupingthings on the basis ofgross properties e.g.roughness, lustre,transparency, solubility,sinking/floating usingprior knowledge, throughexperiments.

Experiments involvingheating of air, wax, paper,metal, water to highlighteffects like burning,expansion/compression,change of state.Discussion on otherchanges which cannot bereversed – growing up,opening of a bud,

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How much salt can bedissolved in a cup ofwater?

3. The World of theLiving

Things around usAre all things around usliving? What is thedifference between livingand non-living? Are allliving things similar? Do allliving things move?Where do plants andanimals live? Can wegrow plants in the dark?

The habitat of the livingHow does habitat affectplants and animals? How

Solubility, saturatedsolutions.Amount of substancedissolving varies withtemperature.At the same temperatureamounts of differentsubstances that dissolvevaries.

L i v i n g / n o n - l i v i n gcharacteristics; habitat;biotic, abiotic (light,temperature, water, air,soil, fire)

Habitat varies – aquatic,deserts, mountains etc. –

Salt, sugar and othercommon substances, kititems.

Recollection of diversityof living organisms andthe habitat where they live.

Potted plants or seeds,pots, etc; thermometer,

ripening of fruit, curdlingof milk.

Experiments for testingthe solubility ofcommonly availablesubstances. Experimentson the effect of heatingand cooling on solubility.Comparison ofsolubilities of differentsubstances using non-standard units (eg. spoon,paper cone).

(Periods - 36)

Listing of things aroundus, listing of characteristicsafter making observationssay on size, colour, shapeetc., categorisation;observations on habitat;observing germination ofseeds, also observingunder dark conditions;growth and developmentof domestic animals,hatching of birds’ eggsetc., developing drawingskills.

Listing the diverse set ofliving organisms around

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do fish live in water?

Plants – form andfunctionWhat is the structure andfunction of various partsof the plants - stem, leafand roots? How dodifferent flowers differfrom one another? Howdoes one study flowers?

Animals – form andfunctionWhat is inside our bodies?How do animals move?Do all animals have bonesin their bodies? How dofishes move? And birdsfly? What about snakes,snails, earthworms?

plants and animals showadaptation; other plantpart modifications liketendrils, thorns etc.Animals in deserts andwater.

Morphological structureand function of root,stem and leaves. Structureof the flower, differences.

Structure and functions ofthe animal body; Humanskeletal system, someother animals e.g. fish,bird, cockroach, snail.

any water plants, anyxerophytic plants,Information on desert andaquatic plants and animals.

Plants, flowers, blade,hand lens.

Observation of nature;model of skeleton, X-raysof arms or legs, chest,hips, jaws, vertebralcolumn (could be given inthe textbook).

us; prepare herbariumspecimens of differentleaves, plants; studyingmodifications in plants andanimals; observing howdifferent environmentalfactors (water availability,temperature) affect livingorganisms;

Studying plant parts –types of stems, roots,leaves, seeds; experimentto show conduction bystem, activity to showanchorage by roots,absorption by roots.Study of any flower,counting number of parts,names of parts, cuttingsections of ovary toobserve ovules.

Activities to study X-rays,find out the direction inwhich joints bend, feel theribs, backbone etc.Observation/ discussionon movement and skeletalsystem in other animals.

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4. Moving Things,People and Ideas

MovingHow did people travelfrom one place to anotherin earlier times? How didthey know how far theyhad travelled?How do we know thatsomething is moving?How do we know howfar it has moved?

5. How things workElectric current andcircuitsHow does a torch work?

Do all materials allowcurrent to flow throughthem?

Need to measure distance(length). Measurement oflength. Motion as changein position with time.

Electric current: Electriccircuit (current flows onlywhen a cell and othercomponents areconnected in an unbrokenloop)

Conductor, Insulator.

Everyday experience;equipment (scale etc.) tomeasure length.Stories for developingcontexts for measuringdistances.

Torch: cell, bulb or led,wires, key.

Mica, paper, rubber,plastic, wood, glass metalclip, water, pencil(graphite), etc.

(Periods - 12)

Measuring lengths anddistances.Observation of differenttypes of moving objectson land, in air, water andspace.Identification anddiscrimination of varioustypes of motion.Demonstrating objectshaving more than one typeof movement (screwmotion, bicycle wheel,fan, top etc.)Observing the periodicmotion in hands of aclock / watch, sun, moon,earth.

(Periods - 28)

Activity using a bulb, cell andkey and connecting wire toshow flow of current andidentify closed and opencircuits. Making a switch.Opening up a dry cell.

Experiment to show thatsome objects (conductors)allow current to flow andothers (insulators) do not.

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MagnetsWhat is a magnet?

Where on a magnet dothings stick?

How is a magnet used tofind direction?

How do two magnetsbehave when broughtclose to each other?

6. Natural PhenomenaRain, thunder andlightningWhere does rain comefrom? How do cloudsform?

LightWhich are the things wecan see through?

Magnet.

Poles of a magnet.

A freely suspendedmagnet always aligns in aparticular direction. Northand South poles.

Like poles repel andunlike poles attract eachother.

Evaporation andcondensation, water indifferent states. Watercycle.

Classification of variousmaterials in terms oftransparent, translucentand opaque.

Magnet, iron pieces.

Magnet, iron pieces, ironfilings, paper.

Bar magnet, stand, thread,compass.

Two bar magnets, thread,stand.

Everyday experience; kititems.

Previous experience,candle/torch/lamp, whitepaper, cardboard box,black paper.

Demonstrating howthings are attracted by amagnet. Classification ofobjects into magnetic/non-magnetic classes.

Activity to locate poles ofa magnet; activity with ironfilings and paper.

Activities with suspendedbar magnet and withcompass needle.

Activities to show that likepoles repel and unlikepoles attract.

Condensation on outside ofa glass containing cold water;activity of boiling water andcondensation of steam ona spoon. Simple model ofwater cycle. Discussion onthree states of water.

(Periods - 26)Discussion, observation;looking across differentmaterials at a source oflight.

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When are shadowsformed? Do you get ashadow at night – whenthere is no light in theroom, no moonlight orother source of light?What colour is a shadow?

On what kinds of surfacescan we see images?

7. Natural ResourcesImportance of waterWhat will happen to soil,people, domestic animals,rivers, ponds and plantsand animals if it does notrain this year?What will happen to soil,people, domestic animals,plants and animals livingin rivers and ponds, if itrains heavily?

Importance of airWhy do earthwormscome out of the soil whenit rains?

A shadow is formed onlywhen there is a source oflight and an opaque materialobstructs a source it.A shadow is blackirrespective of the colourof the object.

Reflecting surfaces;images are different fromshadows.

Importance of water,dependence of the livingon water.Droughts and floods.

Some animals and plantslive in water; some live onland and some live in

Child’s own experience,candle/torch/lamp, whitepaper, black paper,coloured objects.

Experience, objects withpolished surfaces, mirroretc.

Experience, newspaperreports.

Experience.

Discussion; observingshadow formation ofvarious objects ofdifferent shapes, and ofsame shape and differentcolours; playing andforming shadows withthe hands in sunlight, incandle light, and in a welllit region during daytime;making a pinhole cameraand observing static andmoving objects.

Observing differencesbetween the image andthe shadow of the sameobject.

Estimation of water usedby a family in one day, onemonth, one year.Difference between needand availability.Discussion.Activity: plant growth innormal, deficient andexcess water conditions.

Discussion.

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WasteDo you throw away fruitand vegetable peels andcuttings? Can these be re-used? If we dump themanywhere, will it harm thesurroundings? What if wethrow them in plasticbags?

upper layers of soil; butall need air to breath/torespire.

Waste; recycling of wasteproducts; things that rotand things that don’t.Rotting is supported byanimals/animal and plantproducts.

Observation andexperience.

Survey of solid wastegeneration by households;estimation of wasteaccumulated (by a house/village/colony etc.) in aday, in a year; discussionon ‘what is waste’; Activityto show that materials rotin soil, this is affected bywrapping in plastics.

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VIIQuestions Key Concepts Resources Activities/

Processes

1. FoodFood from whereHow do plants get theirfood?

Utilisation of foodHow do plants andanimals utilise their food?

2. MaterialsMaterials of daily useDo some of our clothescome from animalsources?Which are these animals?Who rears them?Which parts of the animalsyield the yarn? How is theyarn extracted?What kinds of clothes helpus to keep warm?What is heat?What is the meaning of‘cool’/‘cold’ and ‘warm’ ‘hot’?

Autotrophic andheterotrophic nutrition;parasites, saprophytes;photosynthesis.

Types of nutrition,nutrition in amoeba andhuman beings, Digestivesystem – human,ruminants; types ofteeth; link with transportand respiration.

Wool, silk – animal fibres.Process of extraction ofsilk; associated healthproblems.

Heat flow; temperature.

Coleus or any other plantwith variegated leaves,alcohol, iodine solution, kitmaterials.

Model of human teeth,charts of alimentary canal,types of nutrition etc.,chart and model ofamoeba. The story of thestomach with a hole.

Samples of wool and silk;brief account ofsilkworm rearing andsheep breeding.

Potassium permanganate,metal strip or rod, wax,common pins, spirit lamp,matches, tumblers,Thermometer etc.

(Periods - 22)

Need for light, greenleaf for photosynthesis,looking at anysaprophyte/parasite andnoting differences froma green plant.

Effect of saliva on starch,permanent slide ofAmoeba.Role play with children.

(Periods - 38)

Collection of differentsamples of woollen andsilk cloth. Activities todifferentiate natural silkand wool from artificialfibres.Discussion.

Experiment to show that‘hot’ and ‘cold’ are relative.Experiments to showconduction, convectionand radiation.

CLASS VIISCIENCE

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How does heat flowfrom/to our body to/from the surroundings?

Different kinds ofmaterialsWhy does turmeric stainbecome red on applyingsoap?

How things change/react with one anotherWhat gets deposited on atawa/khurpi /kudal if leftin a moist state?Why does the exposedsurface of a cut brinjalbecome black?

Why is seawater salty? Is itpossible to separate saltfrom seawater?

Classification ofsubstances into acidic,basic and neutral;indicators.

Chemical substances; in achemical reaction a newsubstance is formed.

Substances can beseparated bycrystallisation.

Common substances likesugar, salt, vinegar etc, testtubes, plastic vials,droppers, etc.

Test tubes, droppers,common pins, vinegar,baking powder, CuSO4,etc.

Urea, copper sulphate,alum etc, beaker, spiritlamp, watch glass, plate,petridish etc.

Reading a thermometer.

Testing solutions ofcommon substances likesugar, salt, vinegar, limejuice etc. with turmeric,litmus, china rose.Activity to showneutralisation.

Experiments involvingchemical reactions likerusting of iron, neutralisation(vinegar and baking soda),displacement of Cu fromCuSO4 etc.Introduce chemical formulaewithout explaining them.

Making crystals of easilyavailable substances likeurea, alum, coppersulphate etc. usingsupersaturated solutionsand evaporation.

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Surroundings affect thelivingWhy are nights cooler?How does having wintersand summers affect soil?Are all soils similar? Canwe make a pot with sand?Is soil similar when youdig into the ground? Whathappens to water when itfalls on the cemented/bare ground?

The breath of lifeWhy do we/animalsbreathe? Do plants alsobreathe? Do they alsorespire? How do plants/animals live in water?

Movement ofsubstancesHow does water move inplants? How is foodtransported in plants?Why do animals drinkwater? Why do we sweat?Why and how is thereblood in all parts of the

Climate, soil types, soilprofile, absorption ofwater in soil, suitability forcrops, adaptation ofanimals to differentclimates.

Respiration in plants andanimals.

Herbs, shrubs, trees;Transport of food andwater in plants; circulatoryand excretion system inanimals; sweating.

Data on earth, sun – size,distance etc, daily changesin temperature, humidityfrom the newspaper,sunrise, sunset etc.

Lime water, germinatingseeds, kit materials.

Twig, stain; improvisedstethoscope; plastic bags,plants, egg, sugar, salt,starch, Benedicts solution,AgNO3 solution.

(Periods - 42)

Graph for daily changes intemperature, day length,humidity etc.; texture ofvarious soils by wettingand rolling; absorption /percolation of water indifferent soils, which soilcan hold more water.

Experiment to showplants and animals respire;rate of breathing; what dowe breathe out? What doplants ‘breathe’ out?Respiration in seeds; heatrelease due to respiration.Anaerobic respiration,root respiration.

Translocation of water instems, demonstration oftranspiration, measurementof pulse rate, heartbeat;afterexercise etc.Discussion on dialysis,importance; experiment

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body? Why is blood red?Do all animals have blood?What is there in urine?

Multiplication in plantsWhy are some plant partslike potato, onion swollen– are they of any use tothe plants? What is thefunction of flowers?How are fruits and seedsformed? How are theydispersed?

4. Moving Things,People and Ideas

Moving objectsWhy do people feel theneed to measure time?How do we know howfast something is moving?

Vegetative, asexual andsexual reproduction inplants, pollination - cross,self pollination;pollinators, fertilisation,fruit, seed.

Appreciation of idea oftime and need tomeasure it.Measurement of timeusing periodic events.Idea of speed of movingobjects – slow and fastmotion along a straight line.

Bryophyllum leaves, potato,onion etc.; yeast powder,sugar.

Daily-life experience;metre scale, wrist watch/stop watch, string etc.

on dialysis using eggmembrane.

Study of tuber, corm, bulbetc; budding in yeast; T.S./L.S. ovaries, w.m.pollengrains; comparison ofwind pollinated andinsect pollinated flowers;observing fruit and seeddevelopment in some plants;collection and discussion offruits/seeds dispersed bydifferent means.

(Periods - 16)

Observing and analysingmotion (slow or fast) ofcommon objects on land,in air, water and space.Measuring the distancecovered by objects movingon a road in a given timeand calculating their speeds.Plotting distance vs. timegraphs for uniform motion.Measuring the time takenby moving objects tocover a given distance andcalculating their speeds.Constancy of time periodof a pendulum.

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5. How Things WorkElectric current andcircuitsHow can we convenientlyrepresent an electriccircuit?Why does a bulb get hot?

How does a fuse work?

How does the current ina wire affect the directionof a compass needle?What is an electromagnet?

How does an electric bellwork?

6. Natural PhenomenaRain, thunder andlightningWhat causes storms? Whatare the effects of storms?Why are roofs blown off?

LightCan we see a source oflight through a bent tube?

Electric circuit symbols fordifferent elements ofcircuit.Heating effect of current.

Principle of fuse.

A current-carrying wire hasan effect on a magnet.

A current-carrying coilbehaves like a magnet.

Working of an electric bell.

High-speed winds andheavy rainfall havedisastrous consequencesfor human and other life.

Rectilinear propagation oflight.

Recollection of earlieractivities. Pencil and paper.

Cells, wire, bulb.

Cells, wire, bulb or LED,aluminium foil.Wire, compass, battery.

Coil, battery, iron nail.

Electric bell.

Experience; newspaperreports.Narratives/stories.

Rubber/plastic tube/straw, any source of light.

Drawing circuit diagrams.

Activities to show theheating effect of electriccurrent.Making a fuse.

Activity to show that acurrent-carrying wire hasan effect on a magnet.Making a simple electro-magnet.Identifying situationsin daily life whereelectromagnets are used.Demonstration of workingof an electric bell.

(Periods - 24)

Making wind speed andwind direction indicators.Activity to show “lift” dueto moving air.Discussion on effects ofstorms and possible safetymeasures.

Observation of the sourceof light through a straighttube, a bent tube.

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How can we throwsunlight on a wall?

What things give imagesthat are magnified ordiminished in size?

How can we make acoloured disc appearwhite?

7. Natural ResourcesScarcity of waterWhere and how do youget water for yourdomestic needs? Is itenough? Is there enoughwater for agriculturalneeds? What happens toplants when there is notenough water for plants?Where does a plant gowhen it dies?

Reflection, certain surfacesreflect light.

Real and virtual images.

White light is composedof many colours.

Water exists in variousforms in nature.Scarcity of water and itseffect on life.

Glass/metal sheet/metalfoil, white paper.

Convex/concave lensesand mirrors.

Newton’s disc.

Experience; mediareports; case material.

Observing reflection oflight on wall or whitepaper screen.Open ended activitiesallowing children toexplore images made bydifferent objects, andrecording observations.Focussed discussions onreal and virtual images.Making the disc androtating it.

Discussions.Case study of peopleliving in conditions ofextreme scarcity of water,how they use water in ajudicious way.Projects exploring variouskinds of water resourcesthat exist in nature indifferent regions in India;variations of wateravailability in differentregions.


Forest productsWhat are the products weget from forests? Doother animals also benefitfrom forests? What willhappen if forestsdisappear?

Waste ManagementWhere does dirty waterfrom your house go?Have you seen a drain?Does the water stand in itsometimes? Does thishave any harmful effect?

Interdependence of plantsand animals in forests.Forests contribute topurification of air andwater.

Sewage; need fordrainage/sewer systemsthat are closed.

Case material on forests.

Observation andexperience; photographs.

Case study of forests.

Survey of theneighbourhood,identifying locations withopen drains, stagnantwater, and possiblecontamination ofground water by sewage.Tracing the route ofsewage in your building,and trying to understandwhether there are anyproblems in sewagedisposal.

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VIIIQuestions Key Concepts Resources Activities/

Processes

1. FoodCrop productionCrop production: Howare different food cropsproduced?What are the variousfoods we get from animalsources?

Micro-organismsWhat living organisms dowe see under amicroscope in a drop ofwater? What helps makecurd? How does food gobad? How do wepreserve food?

2. MaterialsMaterials in daily lifeAre some of our clothessynthetic? How are theymade? Where do the rawmaterials come from?

Crop production: Soilpreparation, selection ofseeds, sowing, applyingfertilizers, irrigation,weeding, harvesting andstorage; nitrogen fixation,nitrogen cycle.

Micro organisms – usefuland harmful.

Synthetic clothingmaterials.Other synthetic materials,especially plastics;

Interaction and discussionwith local men andwomen farmers aboutfarming and farmpractices; visit to coldstorage, go- downs; visitto any farm/ nursery/garden.

Microscope, kitmaterials; informationabout techniques offood preservation.

Sharing of priorknowledge, sourcematerials on petroleumproducts.

(Periods - 22)

Preparing herbariumspecimens of some cropplants; collection of someseeds etc; preparing atable/chart on differentirrigation practices andsources of water indifferent parts of India;looking at roots of anylegume crop for nodules,hand section of nodules.

Making a lens with a bulb;Observation of drop ofwater, curd, other sources,bread mould, orangemould under themicroscope; experimentshowing fermentation ofdough – increase involume (using yeast) –collect gas in balloon, testin lime water.

(Periods - 26)

Survey on use of syntheticmaterials.Discussion.

CLASS VIIISCIENCE

153Syllabus

forClassesat the

ElementaryLevel

Syllabusfor

Classesat the

ElementaryLevel154


Do we use other materialsthat are synthetic?

Do we use cloth (fabric)for purposes other thanmaking clothes to wear?What kind of fabric dowe see around us?What are they used for?

Different kinds ofmaterials and theirreactions.Can a wire be drawn outof wood?Do copper or aluminiumalso rust like iron?What is the black materialinside a pencil?Why are electrical wiresmade of aluminium orcopper?

How things change/react with one anotherWhat happens to the waxwhen a candle is burnt? Isit possible to get this waxback?What happens tokerosene/natural gaswhen it is burnt?Which fuel is the best?Why?

usefulness of plastics andproblems associatedwith their excessive use.There are a variety offibrous materials in use. Amaterial is chosen basedon desired property.

Metals and non-metals.

Combustion, flame

All fuels release heat onburning. Fuels differ inefficiency, cost etc. Naturalresources are limited.Burning of fuels leads toharmful by products.

Collection of materialfrom neighbourhood orshould be part of the kit.

Kit items.

“The Chemical Historyof a Candle”, byM. Faraday, 1860.

Collecting informationfrom home and othersources.

Testing various materials –for action of water,reaction on heating, effectof flame, electricalconductivity, thermalconductivity, tensilestrength.

Simple observationsrelating to physicalproperties of metals andnon-metals, displacementreactions, experimentsinvolving reactions withacids and bases.Introduction of wordequations.

Experiments with candles.

Collecting information.Discussions involvingwhole class.

155Syllabus

forClassesat the

ElementaryLevel



Why conserveWhat are reserve forests/sanctuaries etc? How do wekeep track of our plantsand animals? How do weknow that some species arein danger of disappearing?What would happen if youcontinuously cut trees?

The cellWhat is the internalstructure of a plant –what will we see if welook under themicroscope? Which cellsfrom our bodies can beeasily seen? Are all cellssimilar?

How babies are formedHow do babies developinside the mother? Whydoes our body changewhen we reach our teens?How is the sex of thechild determined? Wholooks after the babies inyour homes? Do all

Conservation ofbiodiversity/wild life/plants; zoos, sanctuaries,forest reserves etc. flora,fauna endangered species,red data book; endemicspecies, migration.

Cell structure, plant andanimal cells, use of stainto observe, cell organelles– nucleus, vacuole,chloroplast, cellmembrane, cell wall.

Sexual reproduction andendocrine system inanimals, secondary sexualcharacters, reproductivehealth; internal andexternal fertilisation.

Films on wild life, TVprogrammes, visit to zoo/forest area/sanctuariesetc.; case study withinformation on dis-appearing tigers; data onendemic and endangeredspecies from MEF, Govt.of India, NGOs .

Microscope, onion peels,epidermal peels of anyleaves, petals etc, buccalcavity cells, Spirog yra ;permanent slides ofanimal cells.

Counsellors, films,lectures.

(Periods - 44)

Discussion on whether wefind as many diverse plants/animals in a ‘well kept area’like a park or cultivated land,as compared to any area leftalone. Discussion ondepletion of wild life, whyit happens, on poaching,economics.

Use of a microscope,preparation of a slide,observation of onion peeland cheek cells, other cellsfrom plants e.g. Hydrillaleaf, permanent slidesshowing different cells,tissues, blood smear;observation of T.S. stemto see tissues; observingdiverse types of cells fromplants and animals (somepermanent slides).

Discussion withcounsellors on secondarysexual characters, onhow sex of the child isdetermined, safe sex,reproductive health;observation on eggs,young ones, life cycles.

Syllabusfor

Classesat the

ElementaryLevel156


animals give birth toyoung ones?

4. Moving things,People and Ideas

Idea of forceWhat happens when wepush or pull anything?How can we change thespeed, direction of amoving object?How can we shape theshape of an object?

FrictionWhat makes a ball rollingon the ground slowdown?

Idea of force-push orpull; change in speed,direction of movingobjects and shape ofobjects by applying force;contact and non-contactforces.

Friction – factors affectingfriction, sliding and rollingfriction, moving;advantages anddisadvantages of frictionfor the movement ofautomobiles, airplanesand boats/ships;increasing and reducingfriction.

Daily-life experience, kititems.

Various rough andsmooth surfaces, ballbearings.

Discussion on Genderissues and social taboo’s.

Observing and analysingthe relation between forceand motion in a variety ofdaily-life situations.Demonstrating change inspeed of a moving object,its direction of motion andshape by applying force.Measuring the weight ofan object, as a force (pull)by the earth using a springbalance.

Demonstrating frictionbetween rough/smoothsurfaces of movingobjects in contact, andwear and tear of movingobjects by rubbing (eraseron paper, card board,sand paper).Activities on static, slidingand rolling friction.Studying ball bearings.Discussion on othermethods of reducingfriction and ways ofincreasing friction.

157Syllabus

forClassesat the

ElementaryLevel


PressureWhy are needles madepointed? Why does aballoon burst if too muchair is blown into it? Whydoes an inverted glass/bottle/pitcher resist beingpushed down into water?How can air/liquids exertpressure?

SoundHow do we communicatethrough sound? How issound produced? Whatcharacterises differentsounds?

Idea of pressure; pressureexerted by air/liquid;atmospheric pressure.

Various types of sound;sources of sound;vibration as a cause ofsound; frequency;medium for propagationof sound; idea of noiseas unpleasant andunwanted sound and needto minimise noise.

Daily-life experiences;E x p e r i m e n t a t i o n -improvised manometerand improvised pressuredetector.

Daily-life experiences; kititems; musical instruments.

Observing the dependenceof pressure exerted by aforce on surface area of anobject.Demonstrating that airexerts pressure in a varietyof situations.Demonstrating that liquidsexert pressure.Designing an improvisedmanometer and measuringpressure exerted by liquids.Designing improvisedpressure detector anddemonstrating increase inpressure exerted by a liquidat greater depths.

Demonstrating anddistinguishing differenttypes (loud and feeble,pleasant/ musical andunpleasant / noise, audibleand inaudible) of sound.Producing different typesof sounds. using the samesource. Making a ‘JalTarang’. Demonstratingthat vibration is the causeof sound.Designing a toy telephone.Identifying various sourcesof noise. (unpleasant andunwanted sound) in the

Syllabusfor

Classesat the

ElementaryLevel158


5. How Things WorkElectric current andcircuitsWhy do we get a shockwhen we touch an electricappliance with wet hands?

What happens to aconducting solution whenelectric current flowsthrough it?

How can we coat anobject with a layer ofmetal?

6. Natural PhenomenaRain, thunder andlightningWhat is lightning?What safety measuresshould we take againstlightning strikes?

LightWhat are the differences

Water conducts electricitydepending on presence/absence of salt in it. Otherliquids may or may notconduct electricity.

Chemical effects ofcurrent.

Basic idea ofelectroplating.

Clouds carry electriccharge. Positive andnegative charges,attraction and repulsion.Principle of lightningconductor.

Laws of reflection.

Rubber cap, pins, water,bulb or LED, cells,various liquids.

Carbon rods, beaker,water, bulb, battery.

Improvised electrolyticalcell, CuSO4

Articles on clouds andlightning; kit items.

Mirror, source of light,

locality and thinking ofmeasures to minimisenoise and its hazards(noise-pollution).

(Periods - 14)

Activity to study whethercurrent flows throughvarious liquid samples (tapwater, salt solution, lemonjuice, kerosene, distilledwater if available).Emission of gases fromsalt solution. Depositionof Cu from coppersulphate solution. Electricpen using KI and starchsolution.Simple experiment toshow electroplating.

(Periods - 26)

Discussion on sparks.Experiments with comband paper to showpositive and negativecharge. Discussion onlightning conductor.

Exploring laws of

159Syllabus

forClassesat the

ElementaryLevel


between the imagesformed on a new utensiland an old one? Why isthere this difference?When you see your imagein the mirror it appears asif the left is on the right –why?Why don’t we see imageson all surfaces around us?What makes things visible?

How do we see images ofour back in a mirror?

Why do we sometimes seecolours on oil films onwater?

What is inside our eye thatenables us to see?

Why are some peopleunable to see?

Characteristics of imageformed with a planemirror.

Regular and diffusedreflection.Reflection of light froman object to the eye.

Multiple reflection.

Dispersion of light.

Structure of the eye.

Lens becomes opaque,light not reaching the eye.Visually challenged useother senses to makesense of the worldaround.

ray source (mirror coveredwith black paper with athin slit).

Plane glass, candle, scale.

Experience.

Mirrors and objects to beseen.

Plane mirror, water.

Model or chart of thehuman eye.

Experiences of children;case histories.Samples of Braille sheets.

reflection using ray sourceand another mirror.

Locating the reflectedimage using glass sheetand candles.

Discussion with variousexamples.Activity of observing anobject through an objectthrough a straight andbent tube; and discussion.Observing multipleimages formed by mirrorsplaced at angles to eachother.Making a kaleidoscope.Observing spectrumobtained on a white sheetof paper/wall using aplane mirror inclined on awater surface at an angleof 45°.Observing reaction ofpupil to a shining torch.Demonstration of blindspot.Description of casehistories of visuallychallenged people whohave been doing well intheir studies and careers.Activities with Braille sheet.

Syllabusfor

Classesat the

ElementaryLevel160


Night skyWhat do we see in the skyat night? How can weidentify stars and planets?

EarthquakesWhat happens during anearthquake? What can wedo to minimise its effects?

Alternative technologyavailable.Role of nutrition inrelation to blindness

Idea about heavenlybodies/celestial objectsand their classification –moon, planets, stars,constellations.Motion of celestial objectsin space; the solar system.

Phenomena related toearthquakes.

Observation of motionof objects in the skyduring the day and at night;models, charts, role-playand games, planetarium.

Earthquake data; visit toseismographic centre.

Observing and identifyingthe objects moving in thesky during the day and atnight.Observing and identifyingsome prominent stars andconstellations.Observing and identifyingsome prominent planets,visible to the naked eye,(Venus, Mars, Jupiter ) inthe night sky and theirmovement.Design and preparingmodels and charts of thesolar system,constellations, etc. Role-play and games forunderstanding movementof planets, stars etc.

Looking at structures/large objects and guessingwhat will happen to themin the event of anearthquake; activities toexplore stable andunstable structures.

161Syllabus

forClassesat the

ElementaryLevel


7. Natural ResourcesMan’s intervention inphenomena of natureWhat do we do withwood?What if we had nowood?What will happen it we goon cutting trees/grasswithout limit?

What do we do with coaland petroleum?Can we create coal andpetroleum artificially?

Pollution of air andwaterWhat are the variousactivities by human beingsthat make air impure?Does clear, transparentwater indicate purity?

Consequences ofdeforestation: scarcity ofproducts for humans andother living beings,change in physicalproperties of soil,reduced rainfall.Reforestation; recyclingof paper.

Formation of coal andpetroleum in nature.(fossil fuels?).Consequences of overextraction of coal andpetroleum.

Water and air areincreasingly gettingpolluted and thereforebecome scarce for use.Biological and chemicalcontamination of water;effect of impure wateron soil and living beings;effect of soil containingexcess of fertilisers andinsecticides on waterresources. Potable water.

Data and narratives ondeforestation and onmovements to protectforests.

Background materials,charts etc.

Description of somespecific examples ofextremely polluted rivers.

Narration and discussions.Project- Recycling ofpaper.

Discussion.

Case study and discussion.Purification of water byphysical and chemicalmethods including usingsunlight.Discussion on othermethods of waterpurification.

Syl-Science (VI-VIII)

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Transcript of Syl-Science (VI-VIII)