8_SCI_VIII_202223

SCIENCE
ll as, on the day to day

performance under the Continuous and Comprehensive Evaluation (CCE). Four formal assessments are conducted twice in each term.
There will be four formal examinations in a session:
 Pre Mid-Term Assessments (PT-1) includes the syllabus covered in Term 1 till the test date.
 Mid-Term Assessments (MT) is cumulative in nature and includes the entire syllabus of Term-1.
 Post Mid-Term Assessments (PT-2) includes the syllabus covered in Term 2 till the test date
 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 Duration of
Term Type of Assessment Weightage in Month Written Max Marks
academic session Assessment
Written -10%
Pre-Mid Term (Written & Continuous Assessment) Jul 2 hours Written-40 marks + CCE-10 marks
CCE-10%
1&2
Mid Term (Written Assessment) 80% Sep 3 hours Written-80 marks
Written -10%
Post Mid Term (Written & Continuous Assessment) Dec 2 hours Written-40 marks + CCE-10 marks
CCE-10%
3&4
Feb-
Annual Examination (Written Assessment) 80% 3 hours Written-80 marks
March
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
 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.
Can the child apply the concepts learned, in daily life situations? This includes questions like Problem solving, numerical
Application/skill 50
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.
PRE MID-TERM AND POST MID-TERM (PT1 AND PT2)
The question paper has five sections, the details of which are given below. (Total = 40 Marks Duration: 2 Hours)
No of questions under each section

Section Total Marks
½ mark 1 mark 2 marks 3 marks
Section A (MCQ) (Knowledge, understanding, application) 10 Nil Nil Nil 5
Section B (Knowledge, understanding, application) Nil 5 Nil Nil 5
Section C (Knowledge) Nil 2 1 Nil 4
Section D (Understanding) Nil 2 3 1 11
Section E (Application/skill) Nil 1 4 2 15
TOTAL 40
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 evidences,
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 (04.04.2022 TO 23.09.2022) CLASS-VIII, SCIENCE
No. Of Portion for Assessments

Month Course Description Learning Outcome Activity/ Art Integration Activity
Period & Topics of SCMs
April MICROORGANISMS:  Recall the term microorganism CLASS ACTIVITY

FRIEND AND FOE and its types.
Activity File PT1 (13.07.2022)
 Appreciate the contribution of  Microorganisms:
 Make diagrams of different groups
scientists involved. Friend and Foe
Discovery of micro-organisms.
 Force & Pressure
 Understand the advancements in
 Synthetic Fibres &
scientific methods leading to 1
Plastics
discovery of microbes.
 Stars and Solar
System
Habitat  List down the diverse habitat of  To grow fungus on bread. 4.1.2.1.3 1
microbes.
 Justify the cause of its diversity.
 Explain viruses
Friendly  Explain use of microorganisms in HOME ACTIVITY 1

Microorganisms preparation of curd & bread. Topics of SCMs:
 To know the conditions ideal for
 Understand the conditions fermentation of milk to yogurt.  Microorganisms:
necessary for formation of curd. 4.1.2.1.3 Friend and Foe
 Stars and Solar
 Appreciate the contribution of
System
Louis Pasteur
Commercial use of  Cite examples of blue green algae LAB ACTIVITY (4.1.2.1.2) 1
Plastics
microorganism and its importance in agriculture.
 To study the structure of Nostoc,  Cell Structure and
 Explain the role of Rhizopus, Penicillium, Amoeba and Function
microorganism in food, beverage Paramecium using permanent  Materials: Metals and
and chemical industry. slides Non- metals
 Friction
 Correlate the functions of  To demonstrate the process of
 Crop Production and
microorganisms in increasing soil fermentation by yeast /Pizza base
fertility and in cleaning the making activity in class using Management
 Coal and Petroleum
environmental. yeast.
 Draw diagrams of Nostoc, HOME ACTIVITY

Penicillium, Spirogyra, Yeast,
 To study the process of
Rhizopus.
decomposition by allowing
materials to rot and make daily
observations. 4.1.2.1.3
 To investigate on popular
fermented foods around the world
with special reference of India.
4.1.2.1.3
Medicinal use of  Explain the mechanism of HOME ACTIVITY 1

microorganism antibiotic action.
 Prepare a report on polio
 Appreciate the contribution of eradication efforts of the
Alexander Fleming. Government of India.
 Define vaccine and vaccination. 
 Explain the importance of

vaccine.
 Correlate vaccination and

antibodies.
 Appreciate Edward Jenner.
Harmful  Define the term pathogen. LAB ACTIVITY 1

microorganism
 Understand the concept of  To observe preserved /fresh
pathogenesis. specimen of the common plant
 Differentiate between diseases and note down the

communicable and non- symptoms (rust of wheat, citrus
communicable diseases. canker, yellow vein mosaic of
bhindi) 4.1.2.1.2
 Correlate the role of carrier in
disease transmission. HOME ACTIVITY
 Apply knowledge to prevent  Research on some of the common

malaria. human diseases caused by
microbes, their modes of
 List common plant and animal
transmission, prevention, diagnosis
diseases, causative agent and
and treatment.
their mode of transmission.
Food poisoning  Role of microorganism in HOME ACTIVITY 1

spoilage of food.
 To study the characteristics of food
 Identify the characteristics of unfit for consumption.
spoilt food.
Food preservation  Explain methods and principles HOME ACTIVITY

of food preservation.
 To prepare one food item based on
 Explain the process of principle of preservation. 4.1.2.1.3
pasteurization.
 Visit a dairy farm with family and
 Give examples of preserved food
items. friends
Nitrogen cycle  Draw the nitrogen cycle. 1
 Correlate the role of microbes in

cycling of nitrogen in nature.
 Explain the role of nitrogen

fixation in nitrogen cycle.
STARS & THE  Form idea about heavenly CLASSROOM ACTIVITY

SOLAR SYSTEM bodies/celestial objects.
Group discussions & quiz on solar 2
What do we see in  Know motion of celestial objects system & universe.
the sky at night? in space.
How can we identify Understand solar system.

stars and planets?
The Moon Define moon, planets, stars, 1

constellations.
Phases of Moon  List the names of different CLASSROOM ACTIVITY 2

shapes of moon in its various
 4.1.3.1. Make a Flip Book:
phases.
Demonstrate how the shape of
Know about the surface of moon moon changes. (Activity File)
Draw diagram of the phases of

moon.
The stars Know about stars 1
Constellations  Develop the idea of constellation. CLASSROOM ACTIVITY 2
Compare galaxy and 4.1.2. Three-Dimensional Activities

constellation
Formation of constellations by
students
Some other members  Know about Asteroids, Comets, Explore the Astronomical event- 2
of the solar system Meteors and meteorites
 Understand the working of

artificial satellite
FORCE & PRESSURE  Understand the idea of force as CLASSROOM ACTIVITY 1

push or pull
Force-A push or a  Identify different actions as push
pull or pull and record the observations
in a table
Forces are due to an  Differentiate and classify forces 1

interaction as contact and non- contact
force.
May/ June A Force can change  List the Effects of force in CLASSROOM ACTIVITY 1
the State of Motion. changing.
 Demonstration of effects of force
A Force can change 1. Direction with the help of rubber ball
the shape of an
2. Speed & 4.1.2.1.1; 4.1.2.1.2; 4.1.2.1.3
object
3. Shape of an object
Contact Forces  Develop concept of muscular 1

force.
 Understand friction
Non-contact forces  Know Magnetic force, LAB ACTIVITY 1

Electrostatic force &
 To measure the weight of an object
gravitational force
as a force (pull) by the earth using
a spring balance.
 To demonstrate that gravitational

force depends upon mass of an
object with the help of spring

/spring balance.
Pressure  Define Pressure as Force per unit LAB ACTIVITY 1

area.
 To observe the dependence of
 Understand why needles are pressure exerted by a force on
made pointed. surface area of an object.
Pressure exerted by  Know that gas/liquid also exerts LAB ACTIVITY (Activity File) 1
liquids and gases pressure.
 To demonstrate that pressure
 Understand why an inverted exerted by water at the bottom of
glass/bottle/pitcher resist being the container depends on the
pushed down into water. height of its column.
 To show that liquid exerts pressure

on the walls of the container.
 LAB ACTIVITY 4.1.2.1.1
 Pressure in Liquid jar using straw &

Plastic bottle.
 To show that liquid exerts equal

pressure at the same depth.
 To show that the pressure exerted

by the liquid at a particular level is
same in all directions.
Atmospheric  Realize the effects of CLASSROOM ACTIVITY 1

Pressure atmospheric pressure.
 To observe the effect of
 Understand barometer atmospheric pressure on the
rubber sucker
SYNTHETIC FIBRES  Differentiate between natural CLASSROOM ACTIVITY 2

AND PLASTICS and synthetic fibres.
 To show different articles made up
of cotton, plastic, glass etc. and
classify them as natural fibre or
Introduction
artificial fibre.
Synthetic fibres  List some synthetic fibres, their LAB ACTIVITY 2

sources & their uses like rayon,
 Compare tensile strength of
nylon, polyester and acrylic.
different fibres.
CLASSROOM ACTIVITY
 To make a list of articles made up

of different synthetic fibres
namely Rayon, nylon, polyester

and acrylic.
Characteristics of  List the characteristics of LAB ACTIVITY (Activity File) 1

synthetic fibres synthetic fibres. 4.1.2.1.2; 4.1.2.1.3
 Classify plastics as thermosetting  To compare between synthetic

and thermoplastics. fibre and natural fibre (cotton) on
Introduction to
the basis of following properties:
plastic and its
classification. - Absorption of water
- Drying time
Characteristics of  List the properties of plastic. LAB ACTIVITY 2

plastics  To demonstrate various properties
 Study the effect of plastics on
of plastic like durability, resistance
environment.
to corrosion, insulator etc.
 Understands importance of
Class Discussion/Presentation:
segregation of waste as
biodegradable and non- Story telling on the uses and
biodegradable. harms of plastic; Plastic as a
material of choice or the effects of
 Remembers the 5R principle- plastic on our environment.
Reduce, Reuse, Recycle, Recover (4.4.2.7, 4.4.2.4)
and Refuse
July CELL- STRUCTURE  Recall the lower levels of CLASSROOM ACTIVITY 2

AND FUNCTION organization.
 Discuss the methods used by
Discovery  Appreciate the scientists who scientists to study cell
helped to unveil the world of
cell.
Cell shape, size,  Draw cells of different shapes. CLASSROOM ACTIVITY 2

structure and
 Appreciate the variety of cell  Display chart depicting different
function
shape and size. types of cells in the classroom to
study the variety of cell shapes.
 Give examples of cells of
different shapes and sizes.  To prepare cell model with clay, by
decorating cakes. (4.1.2.1.1)
 Define tissue.
 Understand how cells form

tissues and organs.
Parts of the cell  Define cell organelle. LAB ACTIVITY (Activity File) 3
 Explain structure and function of  To prepare temporary mount of

cell organelle. onion peel and study the structure
of plant cell.
 Draw diagrams of cell organelles.
 To prepare temporary mount of
 Correlate the role of gene in cheek epithelium and study the

determining hereditary structure of animal cell.
characteristics.
MT (12.09.2022)
 Differentiate between
 Microorganisms:
prokaryotic and eukaryotic cell
Friend and Foe
Comparison of plant  Differentiate between plant cell CLASSROOM ACTIVITY 2
and animal cell and animal cell.
 To display charts of typical plant Plastics
 Draw diagram of plant cell and and animal cell  Stars and Solar
animal cell and label various System
parts  Cell Structure and
Function
MATERIALS:  To identify and classify the LAB ACTIVITY -4.1.2.1.1 2  Materials: Metals and
METALS AND NON- objects around us as metals/ non- Non-metals
 To observe various samples of
METALS metals.  Friction
Metals like Fe, Al, Cu, Mg etc and
 Crop Production and
Introduction to Non-metals like S, Coal, graphite
Management
Metals and Non- (pencil).
 Coal and Petroleum
metals
 Physical properties  List the physical properties of LAB ACTIVITY

of metals and non- metals and non-metals.
 To study the following physical 2
metals
properties of metals.
 State (exception Mercury)
 Hardness (exception Sodium)
 Malleability
 Conductivity
 Sonority
Chemical properties  Describe the action of air and LAB ACTIVITY (Activity File) 3
of metals and non- water on metals and non-metals.
 To show burning of Mg ribbon in
metals
 Writes word equation for air
chemical reactions of metals and
 To show burning of S in air
non-metals.
 To show that Na reacts vigorously
with water whereas Fe does not.
Uses of metals and  List and appreciate uses of metals 2

non-metals and non-metals
August FRICTION  Define friction. LAB ACTIVITY (ACTIVITY FILE)
Force of friction  Classify friction into static,  To demonstrate the force of 2

friction by pulling a brick with the
What makes a ball sliding and rolling friction. help of a spring balance.
rolling on the ground
slow down?
Factors affecting  Know the factors affecting CLASSROOM ACTIVITY 1

friction friction.
 To show that rolling friction is less
than sliding friction (4.1.2.1.3)
Increasing and  Know ways to increase and OUTDOOR ACTIVITY 1

reducing friction. reduce friction.
 To study motion of an object
moving on different types of
surfaces
Advantages and  Know the advantages and CLASSROOM ACTIVITY 1

disadvantages of disadvantages of friction for the
 Making Balloon Hovercraft
friction movement of automobiles, aero
planes and boats/ships.  (4.1.2.1.3)
Fluid friction  Form the concept of friction in 1

fluids.
CROP PRODUCTION  Recall the term agriculture & OUTDOOR ACTIVITY

AND
MANAGEMENT crop. Visit local agricultural fields at the

time of cultivation of Rabi crops
Agricultural practices  Classify the crops into Kharif and 1
and Kharif crops. (4.1.5.4)
Rabi crops.
KHETIFY/SEED GARDEN: Roof top
 Explain the importance of
farming. Observe the various
various agricultural practices
agricultural practices followed.
Students can interview gardener
for the same. (4.1.4.2)
Preparation of soil  List various steps involved in CLASSROOM ACTIVITY

preparing the soil.
 Study the economic importance of
 Explain the significance of plants and enlist the part of plant
ploughing and levelling. yielding the useful product. 1
Sowing  Identify the methods of selection OUTDOOR ACTIVITY

of healthy seeds.
 Study the effect of depth of 1
 Justify the advantage of seed sowing on seed germination.
drill.
HOME ACTIVITY

 Making of water sprinkler
 Making of water wheel
LAB ACTIVITY (Activity File)

 Selection of good quality seeds.
Manure and  Justify the importance of adding LAB ACTIVITY 1

fertilizers manure and fertilizers to field.
 To study root-nodules of a
 Prepare manure through leguminous plant.
vermicomposting.
HOME ACTIVITY
 Differentiate between manures
 Compare the effect of fertilizers
and fertilizers.
and manures on growth of plants
 Predict different methods of
natural replenishment of soil
fertility as crop rotation, bio
fertilizers etc.
Irrigation  Explain the importance of CLASSROOM ACTIVITY

irrigation.  Pictures of different methods of
 Understand the different irrigation to be displayed in class.
traditional and modern methods  To show furrow irrigation,
of irrigation. overhead sprinkling & drip
 Identify advanced and water irrigation.
conserving techniques of  To recognize various agricultural
irrigating the fields in different 1
practices in a Warli art (4.1.1.1.9,
areas. 4.1.1.1.2)
Protection from  Recall the term weeds. OUTDOOR ACTIVITY

weeds
 Explain ways of its removal.  Visit nearby field, identify the
weeds present there and discuss
 Reason out the effect of weeds
how they cause damages to crop
on crops.
plants
 Predict the ill effects of
weedicides.
1
Harvesting  Identify the implements used for OUTDOOR ACTIVITY
1
harvesting.
 Observe and identify various
 Enlist the harvesting period of implements used in harvesting of
common crops. crops.
 Correlate harvesting and

winnowing.
Storage  Justify the importance of storing HOME ACTIVITY 4.1.5.4 1

the grain and other food items.
Food from animals  Visit nearby village and find out
 Suggest various ways of safe the ways farmers use to store
storage. grains
 Define animal husbandry.  Observe local poultry farms,

fisheries and cattle farm and
 Suggest the factors (food, shelter, collect information regarding their

and breeding) essential for upkeep.
maintenance.
 List down the products obtained

from animals.
COAL AND  Differentiate between CLASSROOM ACTIVITY

PETROLEUM inexhaustible and exhaustible
 A group activity to show that 1
natural resources.
Introduction with increase in consumerism
natural resource is decreasing.
Coal  Describe the formation of coal & LAB ACTIVITY

petroleum in nature.
 To study the physical appearance 1
 List and describe the useful of coal. (4.1.2.1.1)
products obtained from coal.
CLASSROOM ACTIVITY
 To locate the top three coal

producing places in the map of
India and world.
 Describe the formation of LAB ACTIVITY

Petroleum 2
petroleum.  To show samples of byproducts
 List the various constituents obtained as a result of Fractional

obtained by refining of Distillation of Petroleum like
petroleum. petrol, kerosene, paraffin etc.
CLASSROOM ACTIVITY
(Practical File)
 To locate the petroleum refineries
in the map of India (4.1.1.1.1)
HOME ACTIVITY
 To collect information about
various oil producing companies of
India and world.
September Natural gas  State the uses of natural gases. CLASSROOM ACTIVITY 1
 State the consequences of over  Group discussion among students

utilization of fossil fuels on consequences of over utilization
of fossil fuels
REVISION  Apply the concepts learnt in First  Oral /class test /diagram test/rapid 12
Term fire /quiz/teach a concept/activity
based test
TERM-II (26.09.2022 TO March 2023) CLASS-VIII, SCIENCE
Activity/ Art Integration No. of Portion for Assessments &

Month Course Description Learning Outcome
Activity Periods Topics of SCMs
October COMBUSTION &  Comprehend the term LAB ACTIVITY 1

FLAME combustion & fuel, supporter of PT2 (22.12.2022)
 To investigate the condition for
combustion, inflammable  Combustion and flame
What is combustion to take place.
substances.  Light
combustion?
 To investigate the characteristics  Reproduction in
Conditions  List the conditions necessary for
of different flame zones. animals
necessary for combustion.
(Activity File)  Reaching the age of
combustion
adolescence
Ignition  Explain the term Ignition LAB ACTIVITY 1

Temperature temperature.
 To demonstrate that different
substances have different
ignition temperature.
 To show that a substance burns

only at its ignition temperature
or to show that attainment of
ignition temperature is necessary
for a substance to burn (using
paper cup & water).
Types of  List and differentiate between LAB ACTIVITY 2

combustion the various types of combustion.
 To show samples of inflammable
and non-inflammable substances.
Topics of SCMs:
 To show the reaction taking
 Combustion and Flame
place in soda acid fire
 Light
extinguisher.
 Reproduction in
animals
Flame  Identify the different parts of a LAB ACTIVITY 2
 Reaching the age of
candle flame and study the
 To show different types of flame adolescence
structure of flame.
(a candle & Bunsen burner) and  Chemical Effects of
 study its different parts. Electric Current
 To show that incomplete  Some Natural
combustion takes place, when a Phenomena

candle burns by the formation of  Sound
soot.  Conservation of Plants

and Animals
Fuel  List the characteristics of a good CLASSROOM ACTIVITY  Pollution of Air and
fuel. Water
 Group discussion on using 1
 Explain the term calorific value
hydrogen as a fuel and its
 List the harmful effects of consequences.
burning fuel
Global warming  Describe the cause and

consequences of global warming.
LIGHT  Know how we see things. LAB ACTIVITY
What makes things  Understand the phenomena of  To demonstrate rectilinear 1

visible? reflection and its laws. propagation of light through a
straight and bent tube
 Is able to measure angle of
incidence and reflection  To verify the laws of reflection
Laws of Reflection
with the help of plane mirror 1
Regular & Diffused  Classify Regular and diffused CLASSROOM ACTIVITY 1

Reflection reflection.
 To demonstrate regular &
irregular reflection through
smooth and rough surface.
When you see your  Exploring characteristics of CLASSROOM ACTIVITY 1

image in the mirror image formed with a plane
 To show lateral inversion by
it appears as if the mirror.
plane mirror
left is on the right
why?
 Understand Reflection of light 1

images on all from an object to the eye.
surfaces around us?
Multiple Images  Understand the concept of LAB ACTIVITY 1

multiple reflections through
 Observe multiple images formed
plane mirrors, when two plane
by mirrors placed at various
What makes things mirror subtend at certain angle
angles to each other.
visible? with each other.
HOME ACTIVITY 4.1.1.1.
How do we see
images of our back  Construction of a kaleidoscope
in mirror? (application of multiple
reflections) Activity File
Sunlight white or  Awareness of the phenomenon LAB ACTIVITY 1

coloured of Dispersion of light,
 To demonstrate dispersion and
 Develop the concept and reason formation of rainbow with the
of dispersion, help of a plane mirror and water.
 Construct ray diagram for 4.1.1.1.

dispersion through prism.
What is inside our  Draw the structure of human CLASSROOM ACTIVITY 2

eye that enables us eye.
 Demonstration of the model of
to see?
 List different visual defects and eye
their reasons.
 Learn how to take care of our

eyes
November Visually Challenged  Know why some people cannot 1

Persons can Read & see.
Write
 Realize how the visually
challenged use other senses to
make sense of the world around.
REPRODUCTION IN  Recall the term reproduction.

ANIMALS
 Understand the importance of 1
Modes of reproduction.
Reproduction
 Differentiate between sexual and
asexual reproduction
Sexual reproduction  Define sexual reproduction. HOME ACTIVITY

 Explain the structure of male  To observe eggs of the frog,

and female reproductive system. lizard, butterfly, moth, hen, crow
or other animals. Make drawings
 Explain the functioning of male
of the eggs observed. 2
and female reproductive system
 Recall the term fertilization.
 Differentiate between external

and internal fertilization,
oviparous and viviparous
animals.
Sexual reproduction  Draw diagrams of male and CLASSROOM ACTIVITY: 2

female reproductive system, life
 Display charts of male and
cycle of frog, sperm cell, zygote
female reproductive system.
formation and development of
embryo.  Prepare a flip book on asexual
reproduction in hydra and
 Explain steps of development of
amoeba. (4.1.3.1)
embryo.
Asexual  Define asexual reproduction. LAB ACTIVITY (Activity File) 1

reproduction
 Explain different modes of  To observe permanent slides of
asexual reproduction. Hydra. Look out for any bulges
 Draw diagram of budding in from the parent body. Count the

hydra and binary fission in number of bulges that you see in
amoeba. different slides. Also, note the
size of the bulges.
 Differentiate between sexual and
asexual reproduction.  To observe permanent slide of
binary fission in amoeba.
REACHING THE  CLASS DISCUSSION: 4.4.2.3 1

AGE OF
TOPICS:
ADOLESCENCE
Changes in body during
Adolescence and
adolescence,
puberty
Hygiene, Balanced diet, AIDS,
Stress related diseases, Peer
pressure
Changes at puberty  Define adolescence and puberty. CLASSROOM ACTIVITY 1

 Interactive session on how
 Correlate adolescence and
students feel different from
puberty.
what they felt a few years ago
with respect to themselves, their 1
parents and friends.
Secondary sexual  Identify the changes in the CLASSROOM ACTIVITY

characters height.
 Discuss in groups (Boys and Girls 1
 Identify the changes in body separately) on the concept of
shape. Adolescence and Puberty. Draw a
body map depicting changes
 Reasons out the formation of
during adolescence.
 Calculation of height at the end

 Differentiate between endocrine
of growth period
and exocrine gland.
 Give reasons for occurrence of

acne and pimples.
 Recognizes the development

taking place in sex organs.
 Apply the understanding of

changes during adolescence in
coping with the changes
efficiently.
 Define secondary sexual 

characters.
 List down the secondary sexual

characters of males and females.
 Understand the role of sex 1

hormones in determining
secondary sexual characters.
 Correlate the role of pituitary

gland in development of
secondary sexual characters.
Role of hormone in  Correlate the role of hormones to CLASSROOM ACTIVITY

reproductive the functioning of reproductive
 To draw flow chart depicting role 1
function system.
of hormones.
Reproductive phase  Explain reproductive cycle in 1

of life in human females.
 Define menstruation.
 Differentiate between
menopause and menarche.
Sex determination  Explain the mechanism of sex CLASSROOM ACTIVITY 1

determination.
 To give schematic representation
 Compare the advantage and of cross depicting sex
disadvantages of sex determination in humans.

determination.
Hormones other  Identify the positions of HOME ACTIVITY 1

than sex hormone different endocrine glands in
 To collect information from
human body.
magazines/dieticians/
 Explain the importance of doctors/internet and prepare a
hormones in human body. note on the importance of
consuming iodized salt.
 Identify the diseases caused due
to deficiency of various (4.1.1.1.9)
hormones.
LAB ACTIVITY
Role of hormone in  Define metamorphosis.
 To study the life cycle of
completing the life
 Explain the role of hormones in silkworm using preserved /fresh
history of insects
controlling metamorphosis. specimen
and frogs
(4.1.1.1)
Reproductive health  Apply the principles of CLASSROOM ACTIVITY

reproductive health and saying
(Activity File)
no to negative peer pressure in
daily life.  List down the food consumed 1
during a week. Identify the
 Realize the importance of
healthy diet and exercise for items responsible for proper

adolescents. growth and the junk food that
had been consumed.
 Awareness of modes of
transmission and prevention of HOME ACTIVITY 4.1.1.1.9
HIV/AIDS.
 To collect newspaper cuttings
and information in magazines
about HIV/AIDS. Write an article
of 250 words on HIV/AIDS
mentioning history, cause, effect
and preventive measures. Take
help from internet/books and
other resources.
THINK AND DISCUSS
I am a responsible adolescent.
CHEMICAL  Know why we get a shock when LAB ACTIVITY 2

EFFECTS OF we touch an electric appliance
 To test conduction of electricity
with wet hands.
ELECTRIC in lemon juice or vinegar
CURRENT  Acquire knowledge that water
 To demonstrate humans are
conducts electricity depending
conductors by completing an
on presence/absence of salt in it.
Do liquids conduct Other liquids may or may not electric circuit by joining hands
electricity? conduct electricity. with connecting wires, 9V
battery and a LED.
 Differentiates liquids as
conductors and insulators. LAB ACTIVITY (Activity File)
  To build a simple electric device

called a conductivity tester.
4.1.2.1.3
December Chemical effects of  Understand Chemical effects of LAB ACTIVITY 2

electric current current.
 To demonstrate electrolysis of
 Contribution of William water
Nicholson
 To demonstrate electrolysis of
KI solution/salt solution using
turmeric.
Electroplating  Define the terms ions, electrode, LAB ACTIVITY (Activity File) 1
What happens to a electrolyte and electrolysis.
 To demonstrate the method of
conducting solution  Understand the process of electrolysis of the aqueous
when electric electrolysis solution of Copper sulphate.
current flows
through it?
How can we coat an  Understand electroplating and LAB ACTIVITY 1

object with a layer electro purification of metals
 To demonstrate the method of
of metal?
electroplating a paper pin or a
coin with copper.
SOME NATURAL  Develop the concept of charge. CLASSROOM ACTIVITY 1

PHENOMENA
 Understand the cause for  To show charging and the effects
atmospheric electricity and its of charges with the help of
harmful effects. plastic straws
What is lightning?
  Demonstration of electric spark
contributions to science by using battery and wires
Types of charges &  Develop concept of positive and CLASSROOM ACTIVITY 1

their interaction negative charges.
 To demonstrate interaction
 Understand force between two between two charged balloons.
charged bodies
4.1.2.1.3
Transfer of Charge  Understand the working of 1

electroscope
Lightning Safety  List the measures taken to save LAB ACTIVITY (Activity File) 1
ourselves from lightning strike.  To construct and explain the
 Know & understand the working of an electroscope.
functioning of lightning 4.1.2.1.3

conductor.
Earthquakes  Know phenomena related to 1
earthquakes. ANNUAL
 Define Seismic waves EXAMINATION
 Know the function of a  Cell structure and
seismograph. Function
Protection against  Know the Effects of 1  Materials- Metals and

Non-metals.
earthquake earthquakes & various methods
 Light
to minimize its effects.
 Reproduction in animals
 List the precautions taken
 Reaching the age of
during earthquake. adolescence
 Know various types of sound and CLASSROOM ACTIVITY  Chemical Effects of
January SOUND 2
sources of sound. Electric Current
 Striking a metal dish to produce
Sound is produced  Some Natural
 Understand vibration as a cause sound. 4.1.2.1.3
by a vibrating body Phenomena
of sound.  Play Jal tarang (4.3.1.3)  Sound
 Is able to construct musical LAB ACTIVITY  Conservation of Plants
instruments using materials and Animals
 To show that vibrating dish
from surroundings.  Pollution of Air and
produces waves in water Water
(Activity File)
 Demonstration of vibration of
tuning fork
 Demonstration of sound
production by musical pipes
(straws)
HOME ACTIVITY
 4.3.1.3 Short notes on at least
four musical instruments, their
main components and the
characteristics of the sound
(music) they produce.
 4.3.2.1 Tuning and playing of any
one of the following
instruments: Sitar, Sarod, Violin,
Flute, Veena, Mandolin, Guitar
(accompaniment of Tabla).
 Observe and investigate how
musical instruments produce
sound.
 Construct Ektara using hollow
coconut shell/earthen pot.
Sound Produced by  Know the function of vocal cord CLASSROOM ACTIVITY 1

Humans and larynx in producing sound  To observe the working of vocal
cord by using rubber strips/paper

strips
Sound needs a  Develop an idea about medium CLASSROOM ACTIVITY 1

medium for for propagation of sound.  To demonstrate that sound can
propagation travel through solids.
HOME ACTIVITY (4.1.2.1.1)
 Constructing a toy telephone
We hear sound  Understand the structure and the LAB ACTIVITY 1

through our ears function of human ear.  To show the model of human ear
 Draw diagram of Human ear & explain the phenomena of
hearing.
2
Amplitude, time  Understand oscillation and CLASSROOM ACTIVITY
period and frequency.
 To demonstrate the pulse
frequency of a
 Know the unit of frequency. propagated through a stretched
vibration
string/slinky.
 Understand amplitude
Loudness and Pitch  Understand pitch and loudness LAB ACTIVITY 1

 To demonstrate the dependence

Audible & Inaudible  Know about infrasonic and 1
of loudness & pitch on amplitude
sound ultrasonic
& frequency of vibration by
stretched rubber band or tuning
Noise Pollution  Form the idea of noise as 1
fork.
unpleasant and unwanted sound
CLASSROOM ACTIVITY
 Distinguish different types of
sound (loud and feeble, pleasant/  Take the straw whistle. As it is
musical and unpleasant / noise, blown, keep cutting it. You will
audible and inaudible) and need notice that the sound becomes
to minimize noise. shriller.
CONSERVATION  Recognize the wide variety of CLASSROOM ACTIVITY

OF PLANTS AND life forms.
(Activity File) 1
ANIMALS
 Recall the term deforestation.
 Students to collect newspaper
 Explain the causes and clippings on deforestation, global
Deforestation consequences of deforestation. warming, and other
causes and environmental concern, read
 Correlate deforestation to global
consequences them to class and paste them in
warming, droughts,
their activity file. 4.1.1.1.2, 4.1.1.1.9
desertification and flood.
Conservation  Interpret the causes of loss of HOME ACTIVITY 4.1.5.4

forest and wild life biodiversity and its impact.  Visit local Garden/ forest/ 1
 Identify the Biodiversity of Biological Park and try to
India. identify the flora and fauna of
your area and list them.
 Define flora and fauna.
 Suggest the ways to conserve
Biodiversity.
Biosphere reserve  Explain the role of biosphere CLASSROOM ACTIVITY 1

reserve in conserving  Detailed discussion on
biodiversity. biodiversity and the threats to
 Explain the structure of biodiversity
biosphere reserve.
 Locate various biosphere reserves
on the map of India.
Endemic species  Define species. HOME ACTIVITY 1

 Interpret the role of endemic  To find out the endemic plants
species in biodiversity. and animals of the region where
 Give examples of endemic you live
species found in India
Wild life sanctuary  Differentiate between zoo and HOME ACTIVITY 4.1.5.4 1
wildlife sanctuaries.  Visit nearby Zoo. Observe the

conditions provided to the
 Identify endangered species.
animals, their suitability for the
 Locate the sanctuaries and the animals. Prepare a diary of your
endemic species which are trip.
conserved in those sanctuaries.
National Park  List the important national parks CLASSROOM ACTIVITY 2
 Discuss the relevance of project  List national parks, Wild-life

tiger. sanctuaries and Biosphere
reserves of India.
 Define the term ecosystem and
the role of each organism in it  Show the biosphere reserves in
outline map of India. (Activity
 Differentiate between biosphere
File)
reserve, wildlife sanctuary and
national park.
Red data book  Explain the importance of red Class Presentation (Group or 1
data book. Individual)- On any one of the
Migration given topics. 4.4.2.3, 4.4.2.4
 Explain the significance of
Recycling of paper migration.  Significance of migration in
 Give examples of migratory bird. Animals.
Reforestation
 Explain the significance of  Significance of recycling of
recycling. waste.
 Practice reuse and recycling of  How to Practice reuse and
paper. recycling of paper.
 Apply knowledge to conserve  Significance of reforestation.
paper. 
 Explain the significance of participation that has been a
reforestation. landmark in conserving
 Biodiversity.
participation that has been a  How to practice principle of
landmark in conserving preservation and conservation in
Biodiversity. daily life
 Practice principle of preservation  List the cause, effect and
and conservation in daily life methods to control air pollution.
 Cause and Consequences of
deforestation.
POLLUTION OF AIR  Comprehend the term Pollution LAB ACTIVITY 1

AND WATER & pollutants.  To demonstrate air pollution by
the reaction of acid + CaCO3
Introduction
(Corrosion of monuments).
Air Pollution  List the cause, effect and HOME ACTIVITY 1

methods to control air pollution.  To survey in your locality &
 Realize how global warming is a make a report on people suffering

serious threat to human beings. from respiratory problem. 4.1.5.4
 Relates processes and LAB ACTIVITY:
phenomenon with causes eg:  Pawan Tara Kit for determining
Smog formation with the the level of pollutants
presence of pollutants.
February Water pollution  List the causes & effects of water CLASSROOM ACTIVITY 1
pollution  Group discussion on various
tragedies caused by water
pollution.
LAB ACTIVITY:
 Jal Tara Kit for determining the
level of pollutants (Activity File)
Purification of  Describe Physical & chemical LAB ACTIVITY 1
water methods to purify water. To show various methods to 1
purify water - Filtration, Boiling,
etc.
REVISION  Apply the concepts learnt Oral/ class test/ diagram test/ 12
throughout the year rapid fire/ quiz/ reteach the
important concept / activity-based
test

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SCIENCE

ll as, on the day to day

There will be four formal examinations in a session:

Evaluation of Academic Subjects in Classes VI-VIII

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?

No of questions under each section

Section A (MCQ) (Knowledge, understanding, application) 10 Nil Nil Nil 5

Section B (Knowledge, understanding, application) Nil 5 Nil Nil 5

Section C (Knowledge) Nil 2 1 Nil 4

Section D (Understanding) Nil 2 3 1 11

Section E (Application/skill) Nil 1 4 2 15

No of questions under each section

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

 How Things Work

Suggested Pedagogical Processes

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

TERM-I (04.04.2022 TO 23.09.2022) CLASS-VIII, SCIENCE

No. Of Portion for Assessments

April MICROORGANISMS:  Recall the term microorganism CLASS ACTIVITY

 Justify the cause of its diversity.

Friendly  Explain use of microorganisms in HOME ACTIVITY 1

 Draw diagrams of Nostoc, HOME ACTIVITY

Medicinal use of  Explain the mechanism of HOME ACTIVITY 1

 Define vaccine and vaccination. 

 Explain the importance of

 Correlate vaccination and

 Appreciate Edward Jenner.

Harmful  Define the term pathogen. LAB ACTIVITY 1

 Differentiate between diseases and note down the

 Apply knowledge to prevent  Research on some of the common

Food poisoning  Role of microorganism in HOME ACTIVITY 1

Food preservation  Explain methods and principles HOME ACTIVITY

Nitrogen cycle  Draw the nitrogen cycle. 1

 Correlate the role of microbes in

 Explain the role of nitrogen

STARS & THE  Form idea about heavenly CLASSROOM ACTIVITY

How can we identify Understand solar system.

The Moon Define moon, planets, stars, 1

Phases of Moon  List the names of different CLASSROOM ACTIVITY 2

Know about the surface of moon moon changes. (Activity File)

Draw diagram of the phases of

The stars Know about stars 1

Constellations  Develop the idea of constellation. CLASSROOM ACTIVITY 2

Compare galaxy and 4.1.2. Three-Dimensional Activities

 Understand the working of

FORCE & PRESSURE  Understand the idea of force as CLASSROOM ACTIVITY 1

Forces are due to an  Differentiate and classify forces 1