CDLO_SCI_VII_202425 (3)

SCIENCE
ll as, on the day-to-day

performance under the Continuous and Comprehensive Evaluation (CCE).
There will be six formal examinations in a session:
• Pre Mid-Term Formative Assessments (FA1 & FA2) includes the syllabus as mentioned in the portion for FAs in the CDLO.
• Mid-Term Assessments (MT) is cumulative in nature and includes the entire syllabus of Term-1.
• Post Mid-Term Formative Assessments (FA3 & FA4) includes the syllabus as mentioned in the portion for FAs in the CDLO.
• Annual Examinations (AE) This is cumulative in nature and will be based on selected content from the syllabus of Term-1 and the entire syllabus
from Term-2.
Evaluation of Academic Subjects in Classes VI-VIII
Percentage of weightage in academic Duration of written

Term Type of Assessment Components of Assessment
session assessment
Written (FA1+FA2)=10%
Formative Assessments
PF/NB=5% 45 mins
Term-1
(FA1 & FA2)

SE=5%
Mid-Term (MT) MT=80% 3 hours

Written (FA3+FA4)=10%
PF/NB=5% 45 mins
Term-2
(FA3 & FA4)

SE=5%
Annual Examination
AE=80% 3 hours
(AE)
Mid-Term Result: FA [Written - FA1 + FA2 (10%)]+ [PF/NB (5%) + SE (5%)]+ MT (80%) = 100 %
Annual Result: FA [Written - FA3 + FA4 (10%)]+ [PF/NB (5%) + SE (5%)] + [AE (80%)] = 100%
Continuous Assessment
Sl.no. Assessment Evaluation criteria Marks
I. CLASS WORK/ HOMEWORK / ASSIGNMENT • Regularity & Punctuality: Student records the tasks carried out in class as 5
RECORD taking down running notes, drawing diagrams, note down dictated
matter and solve assignments given in the prescribed notebooks in every
period.
• Completes the home assignment at home and brings it to class on the day
instructed.
• Neatness: The notebooks are maintained well and the task in recorded
neatly
• Attentiveness.
II. PRACTICAL SKILL Manipulative skills of the student would be evaluated based on: 5
Sl.no. Assessment Evaluation criteria Marks
• Students would be carrying out a variety of • Following instructions

activities/ experiments during the academic
•
session to facilitate learning by doing.
the laboratory or in the field must be assessed.
• Students to work on various aspects of the
• Working with coherence and coordination in groups.
practical task as designing, data collection,
interpretation of results. • Recording the activity, observations and interpretation in appropriate
manner, drawing neat and appropriately labeled diagrams
• The skills used during these activities will be
continuously evaluated throughout the academic
session.
Written Assessment
What are the skills being evaluated?
This section includes the cognition levels at which the students would be evaluated, marks distribution in terms of percentage for each cognition
level and the commonly used terminology for framing questions under each cognition level.
Cognition Level % What does it mean?
Has the child assimilated the facts, figures and theories discussed in the classroom? This includes questions like define,
Knowledge 20
Stating Laws, Theories, Expansion of abbreviations etc.
It tests whether the child has comprehended the concepts. This includes questions like describe, differentiate, compare,
Understanding 30
justify, reason, derive, classify, illustrate etc.
Application/skil Can the child apply the concepts learned, in daily life situations? This includes questions like Problem solving, numerical
50
l interpretation of data, reasoning, predicting, analyzing, synthesis, drawing diagrams, application in daily life situation etc.
How will the students be evaluated?
This section includes the structure of question paper and the marks distribution pattern for various types of questions.
The question paper has three sections, the details of which are given below. (Total = 20 Marks, Duration: 45 mins)
SECTIONS No. of Questions Total

½ mark 1 mark 2 mark Marks
A (MCQ) (Knowledge, understanding,

Nil 8 nIL 8
application)
B (Knowledge, understanding, application) Nil 2 2 6
C (Understanding and application) Nil Nil 3 6
Total 20
MID TERM & ANNUAL EXAMINATION (MT AND AE)

The question paper will have four sections, the details of which are given below: ( Total-80 marks, Duration of Theory Exam: 3 Hrs.)
No of questions under each section
Section Total Marks
1 mark 2 marks 3 marks
Section A (Knowledge) 5 3 NIL 11
Section B (Understanding) NIL 6 3 21
Section C (Application/skill) 3 6 6 33
Section D (MCQ) (Knowledge, understanding, application) 15 NIL NIL 15
TOTAL 80
Introduction
Science is a dynamic, expanding body of knowledge, covering new domains of experiences. It is a human endeavour to understand the world by
building-up conceptual models on the basis of observations and thus arriving at theories, laws and principles. In a progressive society, science can play
a truly liberating role, helping people escape from the vicious cycle of poverty, ignorance and superstition. People today are faced with an increasingly
fast-changing world where the most important skills are flexibility, innovation and creativity. These different imperatives have to be kept in mind in
shaping science education. Good science education is true to the child, true to life and true to the discipline.
As consistent with the stage of cognitive development, science is being taken as core subject in the curriculum at upper primary stage. At this stage, it
is a gradual transition from environmental studies of the primary stage to the elements of science. It is important to expand the horizon of child
gradually and start with things that are within the direct experiences of child. The child should be engaged in learning the principles of science through
familiar experiences, working with hands to design simple technological units and models and continuing to learn more about the environment and
health, including reproductive and sexual health. Scientific concepts are to be arrived at mainly from activities, experiments and surveys. Group
activities, discussions with peers and teachers, surveys, organisation of data and their display through exhibitions, etc., in schools and the
neighbourhood should be important components of pedagogy.
Curricular Expectations
Science curriculum at the upper primary stage intends to develop:
• Scientific temper and scientific thinking.
• Understanding about the nature of scientific knowledge i.e., testable, unified, parsimonious, amoral, developmental and creative.
• Process skills of science which includes observation(s), posing question(s), searching various resources of learning, planning investigations,
hypothesis formulation and testing, using various tools for collecting, analysing and interpreting data, supporting explanations with evidence,
critically thinking to consider and evaluate alternative explanations, reflecting on their own thinking.
• Appreciation for historical aspects of evolution of science.
• Sensitivity towards environmental concerns.
• Respect for human dignity and rights, gender equity, values of honesty, integrity, cooperation and concern for life.
The curriculum has been organized around the following themes that are cross disciplinary in nature:
• Food
• Materials
• The World of the Living
• Moving Things, People and Ideas

• How Things Work
• Natural Phenomena
• Natural Resources
Suggested Pedagogical Processes
The learner is to be provided with opportunities in pairs/groups/ individually in an inclusive setup and encouraged to:
• Explore surroundings, natural processes, phenomena using senses viz. seeing, touching, tasting, smelling, and hearing.
• Pose questions and find answers through reflection, discussion, designing and performing appropriate activities, role-plays, debates, use of ICT, etc.
• Record the observations during the activity, experiments, surveys, field trips, etc.
• Analyse recorded data, interpret results and draw inference/ make generalisations and share findings with peers and adults.
• Exhibit creativity presenting novel ideas, new designs/patterns, improvisation, etc.
• Internalise, acquire and appreciate values such as cooperation, collaboration, honest reporting, judicious use of resources, etc.
What you need to know?
This section contains the term wise details of the syllabus, portion for PT 1 & 2, MT & Annual exams and the SCM schedule. It gives an overview of
the specific objectives topic wise. The expected outcome, i.e. what the students must know after the subtopic is covered, is mentioned in the form of
learning outcomes.
TERM-I (03.04.2024 TO 15.09.2024) CLASS-VII, SCIENCE

Course No. of Portion for Assessments
Month Learning Outcome Activity/ Art Integration Activity
Description Period & Topics of SCMs
April NUTRITION IN • Recall the term nutrients. HOME ACTIVITY 2

PLANTS
• Name the major components • Collect food items and classify them
of food. based on major nutrient content. FA1 30.07.2024
(4.1.1.1) • Nutrition in Plants
Nutrition • List the major function of
• Heat
nutrients. • Make a structure of stomata using
kidney beans.M0 FA2- 27.08.2024
• Understand that cell is the • Acids, Bases and
unit of life. THINK AND DISCUSS Salts
• Differentiate between • What if we could convert CO2 to • Nutrition in Animals
autotrophic and heterotrophic glucose in laboratory?

mode of nutrition.
Topics of SCMs:
Photosynthesis • List down the raw materials LAB ACTIVITY 3
• Nutrition in Plants
required for photosynthesis.
• Extraction of chlorophyll from leaf. • Heat
• Explain the role of stomata, • Nutrition in animals
• To test for presence of starch in leaf.
leaves and vessels with • Acids, Bases & Salts
(Activity File)
reference to photosynthesis. • Motion & Time
• To observe stomata using permanent • Physical and
• Explain the process of
or temporary slide. (4.1.1.1.4) Chemical Changes
photosynthesis.
• Predict the energy changes OUTDOOR ACTIVITY

occurring during
• Collect and observe non green leaves.
photosynthesis.
Understand the mode of nutrition in
• Write the word equation of non-green leaves. (4.1.1.1)
photosynthesis.
• Justify the significance of

photosynthesis.
• Predict how plants synthesize

proteins.
MT 27.09.2024
• Draw diagrams of stomata, • Nutrition in Plants
section of leaf, schematic • Heat
representation of • Nutrition in animals
photosynthesis, pitcher plant • Acids, Bases & Salts
and cell. • Motion & Time
• Prove that light is essential for • Physical and
photosynthesis. Chemical Changes
• Predict/ investigate the mode

of nutrition in plants with
colourful leaves
Other modes of • Explain parasitic, saprophytic HOME ACTIVITY 2

nutrition in and symbiotic modes of
• Craft Students can draw the
plants (parasitic, nutrition.
structure of stomata and they can
saprophytic and
• Differentiate between parasitic decorate it with some craft items.
symbiotic)
and saprophytic mode of (4.1.2.1.1)
nutrition
LAB ACTIVITY
• Give examples of parasites,
• Observe the specimens/slide of
saprophytes and symbionts.
lichen, mushroom, bread mould &
• Identify mushroom, mould, cuscuta. Draw diagrams and
Cuscuta, lichen. comment on their mode of nutrition.
(4.1.1.1, 4.1.1.1.1)
• Correlate the symbiotic mode
of nutrition to soil fertility HOME ACTIVITY
• Grow fungus on bread and study

condition necessary for its growth.
(4.1.2.1.2)
Other modes of • Explain the mode of nutrition LAB ACTIVITY 2

nutrition in in insectivorous plants.
• Observe preserved specimens of
plants
• Identify pitcher plant. insectivorous plants. (4.1.1.1)
(insectivorous)
HOME ACTIVITY
• Visit a greenhouse if there is one

near your place/research on how
plants are raised. Find out how the
light, water and carbon dioxide is
regulated.
• Collect pictures of insectivorous

plants. (4.1.1.1.9)
May/June Nutrient • Correlate symbiotic mode of LAB ACTIVITY 1

replenishment in nutrition and replenishment
• Observe root nodules in leguminous
the soil. of nitrogen in soil by
plants (4.1.1.1)
Rhizobium.
• Interpret methods of
replenishing soil fertility in
environment friendly manner
HEAT • Develop concept of heat as a CLASSACTIVITY

form of energy.
• To feel cold, hot and warm water by 2
• Understand the effect of heat. using sense of touch
Hot and cold
• Know that sense of touch is • Making a basic thermometer (4.1.4.1)

not a reliable source to
measure heat.
Measuring • Learn to measure temperature LAB ACTIVITY 2

temperature of a body by using a
• Demonstrate laboratory and clinical
thermometer.
thermometer and explain the
• Draw clinical thermometer. differences in their construction.
(4.1.2.1.1)
• Also discuss the different types of

clinical thermometers like mercury,
digital and latest heat sensor based.
Reading a • Able to read the temperature LAB ACTIVITY 1

thermometer correctly from the
• Demonstration of reading
thermometer.
thermometers.
Laboratory • Able to differentiate between a LAB ACTIVITY 1

thermometer clinical thermometer and a
• Measuring melting and boiling point
laboratory thermometer.
of ice and water using lab
thermometer.
• Know the range of a

laboratory thermometer.
Transfer of heat • Develop knowledge about LAB ACTIVITY 2

different modes of transfer of
• To show conduction. (wax pin
heat & their applications.
experiment) (Activity File)
(4.1.1.1.6)
• Demonstration of convection current

in water. (4.1.2.1.2)
• To show that less dense objects rise

up.
Kinds of clothes • Know the types of clothes OUTDOOR ACTIVITY 1

we wear in which we feel comfortable in
• To show the difference between the
summer and different seasons.
rate of heat absorption by a white
winter
• Explain why we prefer light- and a black body.
coloured clothes in summer &
HOME ACTIVITY
dark coloured in winter.
• Multi Boil: To show that different

materials have different heat
absorption capacity. (4.1.1.1.6)
Ref:
http://www.arvindguptatoys.com/t
oys/heatexp.html
Woollen clothes • Describe why woollen clothes Disaster Risk Reduction(DDR): 1

keep us warm in provide warmth. Discuss the rising temperature on
winter.
greenhouse effect and global
warming.
• List the characteristics of acids
ACIDS, BASES HOME ACTIVITY:
and bases.
AND SALTS
Kitchen chemistry: Find some
Characteristics of kitchen acids and bases.
acids and bases
Indicators • Comprehend the indicator and LAB ACTIVITY (Activity File) 2

Litmus papers, know the colour of certain (4.1.2.1.2).
China rose, indicators in acidic, basic
Phenolphthalein solution.
• Investigates whether extract • Preparation of natural indicators like

of coloured flowers be used as turmeric paper, solution of China rose
acid-base indicator. flower etc.
• Use of indicators & observe the

change in colour of various acids and
bases.
HOME ACTIVITY:
• Designing cards with turmeric paper.
July Neutralization • Comprehend neutralization LAB ACTIVITY 2

reaction and its reaction.
• Demonstration of neutralization
application in
• Writes word equations for reaction using an acid & a base.
daily life.
chemical reactions. Formic acid & NaHCO3 (to get relief
from ant sting)
• Appreciates and applies its
application in daily life • Writing and revealing Secret
situations- dealing with message (Using baking soda & beet
acidity, testing and treating root). (4.1.3.1)
soil.
HOME ACTIVITY
To collect information regarding what

causes acidity in humans. How to
• List the causes and effects of
treat it? What is the chemical
acid rain on monuments,
Acid Rain process involved? What happens
forests, lakes, soil, aquatic
when overdose of antacid is taken?
organisms, and human health.
Disaster Risk Reduction(DRR):
• Describe how acid rain
Discuss the causes and effects of acid
indirectly affects human
rain on monuments, forests, lakes,
health through water
soil, aquatic organisms and human
contamination and air quality
health. They will also discuss ways
degradation.
to control acid rain and mitigate its
effects.
August MOTION AND • Develop the concept of motion CLASS ACTIVITY

TIME and rest.
Show the physical implications of the 1
• Compare slow & fast motion. terms slow & fast.
Slow or Fast • Cite example of slow- and fast-

moving objects
Speed & average • Define speed & average speed. OUTDOOR ACTIVITY 1
speed
• learn to calculate speed of a Determine the speed and average

moving object. speed of the school bus with the help
of speedometer & odometer.
Simple • Understand periodic motion. LAB ACTIVITY 1

pendulum
• Know oscillation and time- Find time-period of a simple
period. pendulum to complete one oscillation.
• Learn to make a simple

pendulum.
• Learn to calculate time-period

of a simple pendulum.
Units of time • Know the unit of time and Constructing a Sun dial 1
and speed speed.
Measuring speed • Define speed. Disaster Risk Reduction(DDR): 2

Accidents due to high speed
• Learn to calculate speed, time
vehicles.- Discuss the causes and
or distance covered by a
effects of road accidents and
moving object.
precautionary measures to be taken
when driving fast.
• Know the function of https://www.youtube.com/watch?

Speedometer & Odometer. v=fVl88Q5DJ2w
https://www.youtube.com/watch?v=
92qF_SmIC58
Distance - time • Develop skill for plotting CLASS ACTIVITY (Activity File) 1
graph distance time graph. • To plot a distance time graph of a
given problem, calculate speed and
discuss the nature of graph. (4.1.1.1.1)
PHYSICAL AND • State the characteristic of LAB ACTIVITY

CHEMICAL physical and chemical change.
• To show that physical changes are
CHANGE
generally: (4.1.2.1.1)
1
(a) Temporary by stretching &
Characteristics of releasing a rubber band,
physical and
(b) Reversible by evaporation &
chemical change.
condensation of water.
(c) Not accompanied by the

formation of a new substance by
preparing salt solution.
• To show that the chemical changes 1

are generally:
(a) Permanent by burning a candle.
(b) Irreversible by burning of leaves.
Accompanied by the formation of a

new substance by burning of
magnesium ribbon.
Examples of • Cite examples of physical and LAB ACTIVITY (Activity File) 3

Physical and chemical changes. • To demonstrate the following
Chemical chemical reactions: (4.1.2.1.1)
• Writes word equations for
Changes
chemical reactions. (a) Baking Soda with vinegar
(b) Mg ribbon burning in air
(c) Displacement reaction of CuSO4

solution by iron nail.
• (d) To demonstrate test for CO2

(Lime water test).
Rusting of Iron • List the factors responsible for LAB ACTIVITY 2

rusting of iron and its • To demonstrate the condition for
Galvanization
preventive measures. rusting of iron.
CLASS ACTIVITY
To discuss ways in which rusting of

Iron is prevented thereby enabling
it to be used extensively.
Crystallization • Comprehend the concept of LAB ACTIVITY 1

crystallization.
To show the crystallization of Salt
crystals and CuSO4 crystals.
September • Apply the concepts learnt in • Oral / class test / diagram test/ 12
First and Second Term rapid fire/ quiz/ teach a concept/
activity-based test.
TERM-II (18.09.2024 5) CLASS- VII, SCIENCE

Month Learning Outcome Activity/Art Integration Activity
Description Periods & Topics of SCMs
October RESPIRATION IN • Recall respiration as a life CLASS ACTIVITY

ORGANISMS process.
• Arrange the jumbled flash card to 2 FA3 26.11.2024
• Differentiate between aerobic show correct sequence of reaction • Respiration in
and anaerobic respiration. of respiration. (4.1.1.1.9) Organisms
Types of
respiration • Cite examples of aerobic and HOME ACTIVITY • Electric Current & its
anaerobic respiration. 2 Effects

• Prepare model of respiratory FA4 21.01.2025
• Give the word equation for system of human. (4.1.4.1) • Forests: Our Lifeline
anaerobic and aerobic • Transportation in
respiration. Animals & Plants
• Correlate nutrition and • Prepare slogans/ flash cards/

respiration. collage highlighting ill effects of
smoking (4.1.1.1.9)
• Explain the steps of respiration.
(c) Breathing exercises for
• Draw neat labeled diagram of
relaxation.
human respiratory system.
Mechanism of • Differentiate between CLASS ACTIVITY 3

breathing mechanism of inhalation and
• Study the effect of breathing on
exhalation.
the chest size.
• Prove that CO2 is given out
• Form groups and record the Topics of SCMs:
during respiration.
changes in breathing rate under • Respiration in
• Draw neat labeled diagram different conditions. Organisms
explaining mechanism of • Electric Current & its
• Model/chart of human respiratory
breathing. Effects
system to study the structure of
• Demonstrate mechanism of respiratory system. (4.1.4.1) • Transportation in
breathing with the help of a Animals and Plants
LAB ACTIVITY • Reproduction in
model
• To show that exhaled air Plants
November contains CO2 • Light
• Forests: Our Lifeline
THINK AND DISCUSS
• Waste-water story
Breathing exercises and fitness

for all
Breathing in • Explain the mechanism of LAB ACTIVITY 2

cockroach, breathing in cockroach,
• Observe and study preserved
earthworm, fish earthworm, fish and plants.
specimen of fish/earthworm
and plants
• Compare respiration in plants (4.1.1.1)
and animals.
• Draw diagram of breathing

organ of fish
ELECTRIC • Develop concept of electric LAB ACTIVITY

CURRENT AND current & circuits.
• To prepare an electric circuit using 2
ITS EFFECTS
• Know the symbols of electrical a battery, switch and a bulb.
Symbols of electric components. (4.1.4.1, 4.1.2.1.3)
components
Heating effect of • Draw electric circuit diagrams LAB ACTIVITY

electric current using symbols.
• Demonstration of heating effect of
electric fuses.
electric current
1
• Explain the heating effects of • Class Activity

current and its use in practical while working with electric
life. circuits and boards.
• Understand the term Disaster Risk Reduction (DRR):

Discuss about the safety measures
to be followed when electric poles
• Understand the dependence of
are uprooted due to strong winds,
heat produced on material
storm and cyclones.
length and thickness of wire.
Appreciate the use of fuses and
•
MCBs to prevent fire outbreaks
• Know the use of fuse in electric caused by short circuits and
circuit. overloading.
Magnetic effect of • Appreciates the contribution of LAB ACTIVITY 2

electric current scientists involved- Hans
• To prepare an electromagnet.
Christian Oersted in the
(Activity File) (4.1.4.1, 4.1.2.1.3)
discovery of electromagnetism.
CLASS ACTIVITY
• Know the magnetic effects of
current and its use in practical Demonstration and explanation of
life. the circuit of an electric bell.
• Know about the construction 1

of an electromagnet and
explain its working
• Differentiate between
electromagnet and natural
magnet/ permanent magnets
FORESTS OUR • Narrate the visit to forest, HOME ACTIVITY 1

LIFELINE wildlife sanctuary, biosphere
• Visit to a forest and observe the
reserves.
Visit to a forest canopy. (4.1.1.1)
• List down the products
• Interview forest officials.
obtained from forest
CLASS ACTIVITY
• AV Video on types of forest and

forest ecosystem
• Draw a landscape depicting forest

life and canopy (4.1.1.1.2)
• Use of applique work to show

the layers of forest. (4.1.3.1)
Class Presentation (Group or

Individual)-4.4.2.3, 4.4.2.4
1. Story of a seed.
2. Role of forests.
3. Consequences of deforestation
Sensitizing others on
environmental concerns
Significance of • Identify different type of HOME ACTIVITY 2

forests canopy.
• Dig a small pit. Put vegetable, fruit
• Explain the role of forest. peels, leaves and other organic
wastes. Cover them with soil.
• Realize the importance of
Make observations to note the
forest.
changes occurring for two weeks.
• Justify forest as a dynamic (4.1.1.1)
living entity.
OUTDOOR ACTIVITY
• Predict the consequences of
Student collect a bury leaves &
deforestation.
develop a hypothesis about what
will happen to the leaves. They
observe the changes that occur

over time.
Decomposers • Give examples of food chain, CLASS ACTIVITY 2

decomposers.
• Write slogans highlighting the
• Correlate mode of nutrition to significance of forests and the
the process of decomposition. need to conserve them (4.1.4.4)
• Explain the formation of • Enacting of Chipko movement by

humus group of students in class (4.4.2.4)
THINK AND DISCUSS
If your school campus was a

sprawling dense forest as in the
Vedic times.
Conservation of • Apply the policy of Disaster Risk Reduction (DRR): 1

forests afforestation.
Deforestation leading to floods-
• Spread awareness/sensitizing Discuss about devastating effects
others on environmental of flood in Kaziranga National
concerns- Excessive Park, Assam (2022) and suggest
measures which can be taken to
consumption of natural protect and rescue animals during

resources. floods in forests.
https://www.youtube.com/watch?
v=tP9P_7hsTAo
https://youtu.be/wNf8o0ORBPM
TRANSPORTATIO • Enlist the components of CLASS ACTIVITY 2

N IN ANIMALS & human circulatory system.
• Find out the blood group of your
PLANTS
classmates and record it in tabular
column.
Blood HOME ACTIVITY

Understand the components and
1
function of blood. • Research on favourable conditions
for storing blood in blood banks.
LAB ACTIVITY
Observe the permanent slide of 1

blood smear and study structure
of Blood cells.
Blood vessels • Differentiate between arteries, THINK AND DISCUSS 2

veins and capillaries
• If plants had circulatory system
Correlate the role of arteries, like mammals (4.1.1.1)
veins and capillaries
Heart • Explain the structure of heart. CLASS ACTIVITY
• Draw neat labelled diagram of • Teacher to carry model /chart of

human heart. heart and human circulatory
system. Diagram of heart to be
Schematic representation of
drawn on board (4.1.1.1.8)
circulation in humans.
Game: Few students act as organs of
body as heart, lungs, arms, legs, head.
Others pretend to be blood. Organs
spread in the class room and the
students acting as blood move from
heart to organs, back to heart, to
lungs, heart organs and so on. Every
time they indicate deoxygenated
blood, they could raise their hand.
This will help students understand

double circulation.
Heartbeat • Explain the mechanism of HOME ACTIVITY

heartbeat.
• Prepare a model of human heart
• Measures and records pulse (4.1.4.1)
rate.
CLASSROOM ACTIVITY
• Is able to construct a
• Find out the pulse rate of your
stethoscope and explain its
friend.
working.
HOME ACTIVITY
Correlate heartbeat to pulse rate
• Making a stethoscope. (4.1.4.1)
• Collect information about ECG
Circulation in • Explain transportation in LAB ACTIVITY

lower organism Hydra.
Observe permanent slide of Hydra 1
Appreciate William Harvey (4.1.1.1)
Transportation of • Explain the mechanism of LAB ACTIVITY (4.1.1.1)

substances in water absorption & nutrient
• Observe the permanent
plants uptake by plants.
slide/model /chart of stem/root
• Differentiate between xylem /leaf and locate xylem and
and phloem. phloem.
• Demonstrate water movement Stem conducts water (Activity

using potato. File)
Draw neat labelled diagram

showing pathway of water
movement in a root
Excretion in • Define excretion. CLASS ACTIVITY 1

animals
• Justify the need to excrete. Make three columns and place
animals into respective column
Classify organisms based on
based on excretory product with
major excretory product.
the reasoning behind it. (4.1.6.3)
Human excretory • List the organs of human CLASS ACTIVITY

system excretory system.
• Understand the importance and • Model of excretory system to be 1

principle of dialysis. used to explain the structure and
function. (4.1.1.1)
• Draw neat labelled diagram of
human excretory system HOME ACTIVITY
• Collect information about dialysis

(4.1.1.1)
Transpiration • Define transpiration. OUTDOOR ACTIVITY 1
• Predict the role of transpiration • To demonstrate the process of 2

in upward movement of water. transpiration
REPRODUCTION • Recall the term reproduction. HOME ACTIVITY (4.1.2.1.1,

IN PLANTS 4.1.2.1.2)
• Differentiate between sexual
and asexual reproduction. • Cut the branch of champa, rose,
2
money plant, etc and grow new
Asexual • Explain different modes of
plants in pots.
reproduction vegetative propagation.
• Grow money plant in a jar from
• Explain asexual reproduction
stem cutting and record the
by budding, fragmentation and
number of days taken for roots to
spore formation.
grow.
• Cite examples of asexual • Take a fresh potato and observe

reproduction. scars on it with the help of
magnifying glass. Cut few pieces
• Draw neat labelled diagram of
of potato, each with an eye and 2
budding in yeast, vegetative
bury them in soil. Water these
propagation, fragmentation,
pieces and observe their progress.
bread mould, to show sori in
fern. LAB ACTIVITY
• Applies learning of scientific • Observe the specimens of

concepts in day-to-day life. Eg Bryophyllum, onion, ginger,
cultivation by vegetative potato, grass and study the mode
propagation. of reproduction.
• Study budding in hydra and yeast

using permanent slide.
• Show the permanent slide of

Rhizopus and study spore
formation.
• Observe spore in fern.
Sexual • Identify the parts of a flower. LAB ACTIVITY (4.1.1.1, 4.1.2.1.2)

reproduction
• Differentiate between • Dissection of flower to study parts

unisexual and bisexual flowers. of a typical flower and describe
the flower with floral key.
• Explain the steps of sexual
reproduction in flowering HOME ACTIVITY
plants.
• Collect different kinds of flowers
• Differentiate between self and and make a floral album with
cross pollination. scientific and vernacular names.
• Draw neat, labelled diagram of • Germinate seeds of different kind

a typical flower, stamen, and and observe the young plant
pistil depicting fertilization, enclosed inside it grow.
seed showing adaptations for
THINK AND DISCUSS
dispersal.
• If plants reproduced only
• Dissect a flower and display
asexually
the parts.
REPRODUCTION • Predict the fate of floral parts CLASS ACTIVITY 1

IN PLANTS after fertilization
KHETIFY/SEED GARDEN: Roof
top farming. Observe the mode of
reproduction in various plants.
Fruits and seed
formation
Students can interview gardener

for the same. (4.1.4.2)
• Split the fruit and seeds to examine

the special characteristics. Record
the observation.
• Observe ovary of flowers in

mustard/ china rose to study
arrangement of ovules. The same
ovules change to seeds inside the
fruit.
HOME ACTIVITY
• Observe the fruits of some

common plants. (4.1.1.1)
Seed dispersal • Understand the importance of HOME ACTIVITY (Activity File)

seed dispersal.
Collect seeds of drumstick, Rajma, 1
• Cite examples of different Maple, wheat, maize etc. Study
modes of seed dispersal. their parts and mode of seed
dispersal (4.1.1.1)
LIGHT • Develop concept of light as a LAB ACTIVITY (4.1.2.1.3) 1

form of energy.
• Demonstrate rectilinear
• Know properties of light. propagation of light using a rubber
Rectilinear
pipe. (Activity File)
propagation of • Explain how things become
light. visible • Ray of light and laws of reflection
by using two plane mirrors
covered with black paper
Reflection of light • Develop concept of reflection. LAB ACTIVITY 1
• Know the laws of reflection • Demonstrate reflection of light

from a mirror. (4.1.2.1.3)
Real and virtual • Develop the concept of real and LAB ACTIVITY
image. virtual image.
• Demonstrate real & virtual image
with the help of plane and
spherical mirrors and also with
lens.
Image formed by • Develop knowledge of 2

plane mirror and refraction and formation of
nature of image images through lenses.
formed lateral
inversion.
Refraction • Study the phenomenon of LAB ACTIVITY

dispersion (seven
• Demonstration of refraction
components of white light)
through glass slab/ prism/water in
• Appreciates the contribution of a beaker.
scientists involved- Sir Isaac
Newton in the field of light.
December Spherical mirrors- • To identify different mirrors by LAB ACTIVITY 2

formation and looking at the image.
• Demonstration of image
nature of image
formation by spherical mirrors /
formed.
spherical lenses.
Application and • Study practical applications and HOME ACTIVITY 2

uses of mirrors use of plane and spherical
Magnification: Fishbowl lens using
mirrors.
round transparent glass container
plane and
spherical.
Image formed by • Know some practical 2

lenses - applications of lenses.
• Differentiate between concave

and convex lens.
• Draw concave & convex lens.
• Understand the type of image

formed by lenses
Sunlight • To demonstrate that white HOME ACTIVITY 1

light is composed of seven
•
colours, use a prism to separate
(4.1.1.1.8)
it into its component
VIBGYOR colours.
WASTE-WATER • Be aware of the importance of

STORY water in life.
Water our
lifeline.
January Sewage and • Know the types of sewage and LAB ACTIVITY (Activity File)
Sewerage their point of origin.
Demonstrate Jal Tara Water
Testing Kit for
• pH
• Temperature
• Turbidity
• Hardness
Treatment of • List the various methods for • Learn about Bio-toilets and its
polluted water treatment of polluted water for working.
reuse.
Water Treatment • Know the working of a water OUTDOOR ACTIVITY

Annual Examination
Plant treatment plant.
To carry out a campaign against • Respiration in
release of certain substances down Organisms
the drain. (4.1.5.1)
• Electric Current & its

Better • Know the ways to minimize or CLASS ACTIVITY
Effects
housekeeping eliminate waste and pollutants
• Discussion on the topic • Transportation in
practices at their source. (DDR)
Animals and Plants
(4.1.5.2) • Reproduction in Plants
• Light
Discussion on Swachh Bharat
• Forests: Our Lifeline
Abhiyaan started by the
• Waste-water story
government to stop open
defecation. (4.4.2.3)
Importance of • Have awareness about the 1

sanitation importance of sanitation and
the ill effect caused by poor
sanitation.
REVISION • Apply the concepts learnt • Oral /class test /diagram test/rapid 12
throughout the year. fire/quiz/reteach the important
February concept/activity-based test.

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SCIENCE

ll as, on the day-to-day

There will be six formal examinations in a session:

Evaluation of Academic Subjects in Classes VI-VIII

Percentage of weightage in academic Duration of written

(FA1 & FA2)

Mid-Term (MT) MT=80% 3 hours

(FA3 & FA4)

Sl.no. Assessment Evaluation criteria Marks

• Students would be carrying out a variety of • Following instructions

What are the skills being evaluated?

Cognition Level % What does it mean?

How will the students be evaluated?

SECTIONS No. of Questions Total

A (MCQ) (Knowledge, understanding,

C (Understanding and application) Nil Nil 3 6

MID TERM & ANNUAL EXAMINATION (MT AND AE)

Section A (Knowledge) 5 3 NIL 11

Section B (Understanding) NIL 6 3 21

Section D (MCQ) (Knowledge, understanding, application) 15 NIL NIL 15

Science curriculum at the upper primary stage intends to develop:

• Scientific temper and scientific thinking.

• Appreciation for historical aspects of evolution of science.

• Sensitivity towards environmental concerns.

• The World of the Living

• Moving Things, People and Ideas

Suggested Pedagogical Processes

• Exhibit creativity presenting novel ideas, new designs/patterns, improvisation, etc.

What you need to know?

TERM-I (03.04.2024 TO 15.09.2024) CLASS-VII, SCIENCE

April NUTRITION IN • Recall the term nutrients. HOME ACTIVITY 2

autotrophic and heterotrophic glucose in laboratory?

• Predict the energy changes OUTDOOR ACTIVITY

• Justify the significance of

• Predict how plants synthesize

photosynthesis. Chemical Changes

• Predict/ investigate the mode

Other modes of • Explain parasitic, saprophytic HOME ACTIVITY 2

• Grow fungus on bread and study

Other modes of • Explain the mode of nutrition LAB ACTIVITY 2

• Visit a greenhouse if there is one

• Collect pictures of insectivorous

May/June Nutrient • Correlate symbiotic mode of LAB ACTIVITY 1

HEAT • Develop concept of heat as a CLASSACTIVITY

• Know that sense of touch is • Making a basic thermometer (4.1.4.1)

Measuring • Learn to measure temperature LAB ACTIVITY 2

• Also discuss the different types of

Reading a • Able to read the temperature LAB ACTIVITY 1

Laboratory • Able to differentiate between a LAB ACTIVITY 1

• Know the range of a

Transfer of heat • Develop knowledge about LAB ACTIVITY 2

• Demonstration of convection current

• To show that less dense objects rise

Kinds of clothes • Know the types of clothes OUTDOOR ACTIVITY 1

• Multi Boil: To show that different

Woollen clothes • Describe why woollen clothes Disaster Risk Reduction(DDR): 1

Indicators • Comprehend the indicator and LAB ACTIVITY (Activity File) 2

• Investigates whether extract • Preparation of natural indicators like

• Use of indicators & observe the

• Designing cards with turmeric paper.