Suggestive Formative Tasks with Assessment Rubric Samples

“Value Addition with Training”

Suggestive FORMATIVE TASK -1

I. CLASS : IX

II. TERM : SECOND III. CHAPTER / CURRICULAR CONCEPTS COVERED : STRUCTURE OF ATOM IV. LEARNING OBJECTIVES

To enable the learners to get familiarized with the contributions of different scientists to establish the atomic structure.

To develop research aptitude.

To appreciate that scientific discoveries are often the result of inquiry.

To know about sub atomic particles.

To enhance the scientific inquiry skills

V. NATURE OF TASK with DETAILS HAND OUT

SCIENTIST PROPOSED MODEL OF ATOM Features of Atomic Model

Limitations

Democritus

Greek philosopher (400 B.C)

John Dalton

English Chemist [proposed atomic theory in 1803]

He proposed the Atomic theory of matter based on his

experimental observations.


Joseph John Thomson

British Physicist and Nobel laureate

PLUM –PUDDING MODEL

Eugene Goldstein a German physicist

Sir Earnest Rutherford

Nobel prize 1908

James Chadwick

English Physicist & Nobel laureate

Danish physicist Niel Bohr

VI. ASSESSMENT TECHNIQUE : RUBRIC ( refer appendix)


Suggestive FORMATIVE TASK - 2

I. CLASS : X

II. TERM : FIRST

III. CHAPTER / CURRICULAR CONCEPTS COVERED : METALS & NON METALS

IV. LEARNING OBJECTIVES

To enable learners to understand the physical and chemical properties of the metals

and non-metals.

To understand the role of electrons in outermost shell as the basis for combining

capacity of elements.

To know about uses of metals & non metals.

To understand that metals and non metals have different characteristics.

To predict outcome of reactions of some of the metals.

To acquire the knowledge that every element is classified as a metal, non-metal or

semimetal (metalloid) based on its individual properties.

V. NATURE OF TASK with DETAILS

WORKSHEET- Each student will be assigned one element only

RESUME OF AN ELEMENT

1. ELEMENT NAME :

Nick Name (symbol) :

2. PERSONAL HISTORY

Origin of Name :

Date of Birth (year of discovery) :

3. FAMILY HISTORY

Family (group name & number) :

Siblings ( naturally occurring isotopes) :

Children ( number of sub atomic particles)

Protons ____ Neutrons ____ Electrons____ :

4. PERSONAL DATA

Gender

Metal :

Non Metal :

Weight (atomic mass) :

Social Security Number (atomic number) :

General Appearance (description) :

5. PERSONALITY

Reacts with Air ____________________________________________

Reacts with Water ____________________________________________

Reacts with Base ____________________________________________

Reacts with Acid ____________________________________________

6. Positions for which the element is qualified

( uses of the element , products made from it etc.)

VI. ASSESSMENT TECHNIQUE : RUBRIC (refer Appendix)



I. CLASS : X

II. TERM : FIRST

III. CHAPTER / CURRICULAR CONCEPTS COVERED : EFFECTS OF CURRENT


To conduct energy audit viz: electrical meter reading, power rating of appliances,

electrical energy consumption in Kilowatts.

To understand the functioning of an electric meter.

To create awareness among people to save electricity.

To bring about an attitudinal change in the community towards electricity usage.

To explore the basic premise of critical enquiry & analysis.


CONDUTING ENERGY AUDIT

The tasks suggested will make students aware of the power crisis which is posing both

environmental and developmental challenge to the society. It will also make them learn to calculate

and understand their electricity bills and focus on the importance of sustainable development in

power usage.

o Survey among the students and neighbourhood to collect information regarding

electricity bills and views towards the problem of power cuts.

o Preparation of questionnaire on the basis of survey report.

o Taking electrical meter readings on daily basis for three months and compare the

electrical units consumed for the same period.

o Calculating tentative monthly electrical bill on the basis of the readings taken.




I. CLASS : IX

II. TERM : FIRST

III. CHAPTER / CURRICULAR CONCEPTS COVERED : TISSUES


To identify the tissues based on their structure, location and function in living

organisms.

To develop creative skill of cutting fine section of stems to prepare slides.

To learn the names of different tissues.

To understand that how do multi cellular body cells specialize to perform

specific functions

V. NATURE OF TASK with DETAILS ( Materials Required & Procedure)

PLANT TISSUES SLIDE PRAPARATION

o Collect samples of different plants from your school garden / surroundings.

o Cut stem and roots of these plants into very thin slices or sections with the help of

teacher.

o Stain the slices with safranin stain.

o Place one neatly cut section on a slide, and put a drop of glycerin.

o Cover with a cover-slip and observe under a microscope.

o Take help of textbook to locate the tissues in a plant stem.

o Pluck leaves of different plants and take out the peel. Put it in a watch glass filled

with water.

o Add a few drops of safranin stain.

o Wait for a couple of minutes and then transfer it onto a slide.

o Gently place a cover slip over it. Observe it under microscope and locate stomata

o Draw sketches of different types of plant and animal tissues.




I. CLASS : IX

II. TERM : SECOND

III. CHAPTER / CURRICULAR CONCEPTS COVERED : GRAVITATION


To enable learners explore their psychomotor domain.

To learn that gravitational attraction due to earth acts vertically downwards

on all objects.

To understand that all freely falling bodies gain same acceleration or all bodies

accelerate equally irrespective of their mass.

To exercise the skill of mental alertness and application during hands on activities


DESIGNING PAPER PARACHUTES

Cut a 22 in. (56 cm) by 22 in. (56 cm) square from a newspaper.

Cut 4 separate strings about 20 in (50 cm) long.

Tie a string to each corner of the newspaper square.

Tie the 4 ends of the strings together in a knot. Be sure the strings are all the

same length.

Use a string about 4 in. (10 cm) long to attach 3 washers to the knot in the

parachute strings.

Drop parachutes from an agreed height, use stop watches to determine the

length of time to land and record time of landing in seconds on a piece of

paper.




I. CLASS : X

II. TERM : FIRST

III. CHAPTER / CURRICULAR CONCEPTS COVERED : LIFE PROCESSESS


To understand the significance of balanced diet and its role in improving health.

To generate awareness and to promote healthy living.

To enable to collect on line data and analyse .


CONDUCTING RESEARCH

To research on how fatty food items affect blood vessels due to cholesterol deposit

and block the flow of blood to heart.

Obtaining a copy of a fast-food menu online or from the restaurant.

Calculate the amount of calories and fat they might consume in a regular meal.

Suggesting a healthier alternative meal from the same restaurant.

Conduct further research by asking other students to compare the fat and calorie

counts between similar products from various fast-food chains.




I. CLASS : X

II. TERM : SECOND

III. CHAPTER / CURRICULAR CONCEPTS COVERED : HEREDITY & EVOLUTION


To understand the process of formation of fossils over the geological times and their

importance.

To understand the role of fossils in tracing the evolutionary relationships.

To enable learners explore their psychomotor domain.


CLAY MODEL OF FOSSILS

Take a rectangular box made up of plastic or metal.

Keep a leaf and a dead insect in the box at some distance from each other.

Make a paste of POP and pour it slowly over the leaf and the dead insect.

Let POP get dried in sun which will turn into a hard mass on drying like a rock.

Invert the block carefully to obtain the impression of the leaf and the dead insect.

This block now can be used as a fossil to study the leaf and the insect.

Demonstrate the model of fossil to other students in biology laboratory.

Timeline the process of formation of fossils.

Investigate the ways of determining the age of fossils.



A NOTE FOR FA ACTIVITIES

Every task has three categories based on the type of learner. These can be conducted

simultaneously under one task.

FORMATIVE ASSESSMENT TASKS – TEAM VIVEKANANDA CLASS –VI SCIENCE

FORMATIVE ASSESSMENT-- I (TASK—I) Time -10 minute Marks--5

TERM I

CHAPTER- GETTING TO KNOW PLANTS

LEARNING OBJECTIVES-To enable the learners

to identify the parts of a plant

to identify the location 9underground/above the ground)

to know and understand the functions of parts of a plant

NATURE OF TASK WITH DETAILS- WORKSHEET

FOR VISUAL LEARNERS

Select the functions of plant parts from the following hints to complete the given

concept map-Absorption of water, Photosynthesis, Transporting water to leaves,

holding the plant in soil, Reproductive part of plant.

Assessment Technique-

Correct filling of spaces—1 mark

FOR AUDITORY LEARNERS-

1. Name the parts of plant which perform the following functions-

a) Absorb water and minerals-

b) Prepare food for the plant-


c) Have nodes and internodes-

d) Develops to make fruit-

e) Makes a new plant-

Assessment Technique

Each correct answer- 1 mark

FOR TACTILE LEARNERS-

Students will role play the different parts of a plant explaining the structure and function of

each part.

Assessment Technique

Parameters -> Effectiveness of

the presentation

Justification of

the role

Creativity Total

Marks -> 2 2 1 5

FORMATIVE ASSESSMENT-- I (TASK—II)

Time -10 minute Marks --5

TERM: I

CHAPTER- COMPONENTS OF FOOD/CONCEPT:DEFICIENCY DISEASES

LEARNING OBJECTIVES:To enable the learners

1. To understand the importance of vitamin and minerals.

2. To identify the symptoms of diseases.

3. To corelate diet and health

NATURE OF TASK WITH DETAILS-

WORKSHEET –For visual learners

(a)Identify the deficiency diseases in the given pictures , also write the name of vitamins

/minerals which leads to these disorders.

DEFICIENCY DISEASE/DISORDER NAME OF DEFICIENT VITAMIN /

MINERALS

------------------------------------------ , ------------------------------------------.


----------------------------------------------- , -------------------------------------------.

-------------------------------------------------- , --------------------------------------

.

------------------------------------------------ , ----------------------------------------.

ASSESSMENT TECHINIQUE: RUBRIC

1. Time Management

2. Correct identification

of disease.

3. Correctness of correlating

vitamin/minerals

1 Mark 2 Marks 2 Marks

FOR AUDITORY LEARNERS-

Match the Deficiency disease with the vitamin/Mineral deficient in the body-

DEFICIENCY

DISEASE/DISORDER

NAME OF DEFICIENTVITAMIN/MINERALS

Anemia Vitamin A

Goiter Vitamin C

Rickets Iron

Night blindness Iodine

Scurvy Vitamin A

ASSESSMENT TECHINIQUE:

Correct matching 1 mark each


TACTILE / KINESTHETIC LEARNERS –

Presentation (May be Power point/Oral presentation)-a group of 2-3 students

1. Meaning of deficiency disease.

2. Cause of the disease

3. Symptoms.

4. Diet needed.

ASSESSMENT TECHINIQUE:


the presentation

Correctness of

concepts

Creativity Total

Marks -> 2 2 1 5

FORMATIVE ASSESSMENT I TASK-- III

Chapters- Food-where does it come from, Components of food, Fibres to Fabrics

MM-40

Time-90 Minute

Q.No. Marks

1 Name the major nutrients present in our food?

2

2 From which part of plant are cotton and jute obtained?

2

3 Write the two sources of a) Fats b) Proteins.

2

4 How can we prevent wastage of food & its nutrients in our homes? Mention

any two ways.

2

5 Why is cow called a herbivore? Name two more animals of the same group

2

6 Explain the three steps of making cotton fabric from cotton bolls.

3

7 Draw a plant showing different parts.

3

8 Fill in the blanks—

I) Deficiency of vitamin c causes -----

II) Beri-Beri is caused due to deficiency of---

III) ___ &---- are made from coconut fibres

3


9 Against each of the following foods write whether they are obtained from a

plant or an animal?---Rice, fish, Spinach, Nuts, Mustard oil, Honey.

3

10 Differentiate between natural fibres and synthetic fibres. Give two

examples of each kind.

3

11 What do you mean by the term ingredients? Name the ingredients used to

make poori & halwa.

3

12

Match the nutrients with the sources—

Energy giving------------------------------------------------------- Proteins

Needed for growth-----------------------------------------------Iron

Vitamin required for maintaining good eyesight-------- Carbohydrates & Fats

Mineral needed for healthy bones---------------------------- Vitamin A

Mineral needed for blood----------------------------------------Calcium

5

13

M.C.Q.s –Choose the most appropriate ans.—

a)Sweet juice of flowers collected by bees is called—

Nectar/Sugar/Oil/Pollen

b)Dietary fibers are also known as—Starch/Vitamin/Roughage/Protein

c)Silk fibre is made by Mulberry tree/Silkworm/Jute stems/None of the

above

d)The process of separating seeds from cotton bolls is -

Spinning/Weaving/Knitting/ginning

e)Carnivores eat-- Flesh only/Plant products/Both plants and flesh/All the

things

f)Jute plant is cultivated during—Summers/Rainy season/Winters/Autumn

g) Balanced diet has—Only major nutrients/Fats & carbohydrates/More

proteins/All nutrients in adequate amount.

7

FORMATIVE ASSESSMENT II TASK--I

SCIENCE CLASS—VI

TERM I

CHAPTER- ----COMPONENTS OF FOOD

Learning objectives-To enable the learners

To know about food nutrients and balanced diet.

To enable the students to Sprout grains & follow simple cooking procedures.


Developing health consciousness and interest in learning.


A group of students with Audio, Visual and Tactile learners can be made to perform the

activity in collaboration with each other

ACTIVITY---Sprout Moong/chana/Moth and prepare a dish using more ingredients so as to

prepare a balanced meal.

MATERIALS REQUIRED—Children can use any materials as per their choice. Some of the

suggested materials are as follows—

Moong/Moth dal/Chana, water to soak, Muslin cloth, Peanuts, cucumber, Pomegranate,

Paneer, Tomatoes, Onion (optional), salt, black pepper, edible oil, Bread slices .

ASSESSMENT TECHNIQUE—

For all three types of learners

1. Choice of materials. 1x3

2. Whether all the nutrients are available in the dish or not.

3. Presentation by the group

Viva—

1. Name the nutrients added by each ingredient in the dish 1/2 X4

2. What is Balanced diet?

3. Name the source of proteins and carbohydrates in your dish.

4. What is the advantage of sprouting the grains?

FORMATIVE ASSESSMENT II TASK-- II

TERM—FIRST

CHAPTER—FIBRE TO FABRIC

LE ARNING OBJECTIVES—

To enable the students to identify various kinds of fabrics.

To help them feel and observe the texture of different types of fabrics.

To observe the weaving pattern.

To develop creativity of students

NATURE OF TASK WITH DETAILS—

Students will collect pieces of different kinds of fabrics.(From tailor’s shop/home/old torn

clothes at home)


They cut the pieces in different patterns to make a scenery/Aquarium/wall hanging/any

design of their choice by pasting the patterns on a sheet of paper/Chart.

Label the types of fabrics used in their design.

Left over pieces can be used to study weaving of the fabric.

Some pieces can also be used to identify plant/animal/synthetic fibre by burning under the

guidance of a teacher.

ASSESSMENT TECHNIQUE—Rubrics (Marks distribution)

Visual learner Audio learner Tactile learner

Type of fabrics

collected--

1 1 1

Identifying the

fabrics--

2 2 2

Creativity-- 2 1 1

Viva - 1 1

Questions for viva-

FOR AUDIO LEARNER-

1. Name the sources of the fabrics used by you.

2. Have you used any synthetic fibre?

3. What is the difference between a natural fibre and a synthetic fibre?

FOR TACTILE LEARNER-

1. How can you differentiate between cotton and silk by touching it?

2. How will you differentiate between a natural fibre and a synthetic fibre by its

burning smell?

3. How are clothes woven?

FORMATIVE ASSESSMENT II TASK-- III

Time- Two periods Marks--10

TERM I

CHAPTER/CONCEPT—MEASUREMENT OF LENGTH & RELATED UNITS

Learning objectives-To enable the learners

To use the measuring devices properly.

To Know the SI unit of length and also the smaller units used in daily life.

To convert smaller unit to SI unit.(Numerical skills)


NATURE AND DETAILS OF THE TASK

Make use of meter scale/small scale /measuring tape and thread to find the length of the

following items in the class-

1 Length of Science notebook.

2 Length of your desk

3 Length of your pencil

4 Length of the classroom

5 Draw outline of your water bottle on a paper and measure its circumference

ASSESSMENT TECHNIQUE-

1. Selection of correct device 2 marks

2. Proper use of measuring-device 2 marks

3. Accuracy of Measurement 3 marks

4. Conversion of m into cm &vice- versa 3 marks

FORMATIVE ASSESSMENT-2 TASK-- IV

TERM:FIRST

CHAPTER- WATER/CONCEPT: WATER CONSERVATION

LEARNING OBJECTIVES:

To understand the importance of conserving water in our daily lives.

To create awareness among people to save water.

To bring attitudinal change in the community towards water usage.

NATURE OF TASK WITH DETAIL

Students with different abilities can select a different task as per their competency.

Draw poster or write slogan/poem/paragraph/prepare a presentation on water

conservation .

ASSESSMENT TECHINIQUE: RUBRIC

Parameter Concept development Presentation Creativity Innovative idea

Marks 2 1 1 1


FORMATIVE ASSESSMENT--IV TASK-- I

TERM-II

CHAPTER/CURRICULAR CONCEPTS COVERED-GARBAGE IN, GARBAGE OUT


to know about biodegradable and non bio-degradable garbage.

to develop research aptitude.

to enhance the scientific inquiry skill.

to develop scientific skill among the students

to develop observational skill.


Students put the house hold garbage in separate pots and cover it with soil.

Observe it after two weeks. On the basis of their observation they group the materials into

BIODEGRADABLE AND NON BIO-DEGRADABLE materials--

Name of the garbage Biodegradable Non bio-degradable

Vegetable peels Yes No

Pieces of cloth

Egg cells

Polythene

Waste food

Broken glass

Tea leaves

Food wrappers

Newspaper

………………..(any other)

*ASSESSMENT TECHNIQUE- Rubric

FORMATIVE ASSESSMENT-III TASK--II

Time –one period Marks-5

TERM-II

CHAPTER/CURRICULAR CONCEPTS COVERED-FUN WITH MAGNETS

LEARNING OBJECTIVES- To enable the learners

to know about magnetic and non magnetic materials.

to develop research aptitude.


to enhance the scientific inquiry skill.

to know the properties of magnets.

to develop observational skill.


Students will bring a magnet near the materials available in the class to check whether a

material is magnetic or non magnetic. All students may be given a chance to suggest a

material fin the classroom and to check it.

Name of the

object

Material which the object is made of Attracted by magnet(Yes/No)

Iron ball Iron ………………..

Scale Plastic ………………….

Shoe Leather …………………

Chair Wood …………………….

Door Wood ……………………

Book Paper ……………………

Water bottle Plastic …………………

Door handle Aluminium …………………..

Key Iron …………………

………(any

other)

………………………… …………………..

*ASSESSMENT TECHNIQUE

Parameter Handling of things Observations Inference

Marks 1 2 2

FORMATIVE ASSESSMENT III TASK --III

M.M.—40 TIME—1.5Hr

Chapters—Living organisms, Body movements, light and Shadows, Electricity

Q.No Marks

1 Fill up the blanks

a) The habitat of plants and animals that live in water is called------------

b) ----- and —are the natural sources of light.

c) Soil, air and water are the--------components of a habitat.

d) Joints of the bones help in the __ of the body.

e) Light travels in a _____

5

2 What is filament? What happens if the filament is broken? 2


3 Which of the following are non living—Plough, mushroom, earthworm,

radio, pen, lotus, table.

2

4 Explain the purpose of using an electric switch in a circuit?

2

5 How is a shadow formed? Out if a transparent, translucent and an opaque

object which will form a dark shadow?

2

6 Choose transparent, translucent and an opaque objects from the following-

Tracing paper, ground glass, card board, water.

2

7 Moon shines at night but is not considered a Luminous sources of light?

Explain why.

2

8 What type of motion do the following perform—

A) A moving bus on a straight road

B) Girls sitting in a Merry go round.

C) A bullet fired from a gun.

D) The pendulum of a clock.

2

9 State the characteristics of an image formed by a plane mirror. 2

10 Name the type of joint present in our Knee, Shoulder, skull, Elbow 2

11 Mention the adaptation of the following plants/animals to survive in their

habitat-

a) Fish to breathe in water-

b) Camel to keep the body away from heat-

c) Yak to survive in cold climate-

d) Cactus to prepare food in absence of leaves-

e) Lotus to float in water-

5

12 List any five characteristics common to all living organisms. 5

13 Choose the most appropriate answer for the following-

I) Break down of food to release energy is called-

Digestion/Respiration/Excretion/Movement

II) Light travels in a –Curve/circle/straight line/Zigzag.

III) Changes in our surroundings to which we respond are---

Stimulus/Response/adaptation/habitat

IV) The living place of an organism is called--

adaptation/habitat/nest/shed.

V) Production of a new organism from the parents is

Response/respiration/reproduction/Movement.

VI) Length of a book measured with a broken scale, if the initial &

final readings are 2Cm. and 25.7 Cm. will be –23Cm, 25Cm,

222.7Cm, 23.7Cm

VII) To measure the length of a curved line we use a—

Scale/Pencil/thread only/ thread & scale


FORMATIVE ASSESSMENT—IV TASK--I

PROBLEM SOLVING ASSESSMENT

Time—15 Minute Marks--10

1. The streamlined body is found in a ----------

a) snail b) earthworm

c) fish d) jellyfish

2. Mist is a

(a) Translucent medium (b) Transparent medium

(c) Opaque medium (d) Homogenous medium

3. Which of the following animal has its body covered by a hard shell?

(a) Snake (b) earthworm

(c) fish (d) snail

4. The place where living beings live is called their ______________

(a) Adaptation (b) Habitat

(c) Habit (d) Movement

5. In Cactus plant, _____________ are reduced to spines

(a) Leaves (b) Flowers

(c) roots (d) Stem

6. The process followed to separate grains form the stalks is called

(a) Winnowing (b) Threshing

(c) Sieving (d) Hand picking

7. The rate of sedimentation is increased by adding ____ to the water.

(a) Salt (b) Sugar

( c) Alum (d) Soap

8. Growth in living things is ____________

(a) Temporary & reversible (b) Permanent and irreversible

(c) Both (a) & (b) (d) None of the above


9. The process of producing energy by the break down of food is called ______________

(a) photosynthesis (b) transpiration

(c) respiration (d) reproduction

10. Stars are

(a). Non luminous bodies (b) Luminous bodies

(c) Artificial sources of light (d) Opaque bodies

FORMATIVE ASSESSMENT IV TASK-- II

TERM II

CHAPTER/CONCEPT- --ELECTRICITY & CIRCUITS/CIRCUIT, CONDUCTORS & INSULATORS

LEARNING OBJECTIVES-To enable the learners to

Construct a simple circuit.

Test the conductivity of materials.

Develop observational skills.

Develop scientific attitude of testing/researching things.

NATURE OF TASK WITH DETAILS

Students will construct a circuit using two electric cells, a small bulb, connecting wires,

safety pin (as switch)

They will test a coin, plastic string, pencil lead, pen, match stick etc. to test whether these

are conductors/insulators.

ASSESSMENT TECHNIQUES-

Visual learners

1. Draw a circuit diagram for the activity shown.

2. Mark the direction of current flowing in the circuit.

3. Identify the positive and the negative terminal of the cell.

4. How many terminals does a bulb have? Does it have a positive and the negative terminal?

5. Name the conductors and the insulators on the basis of your observation.

Auditory learners—

1. How many terminals does a cell have? On which side of the cell are they located?

2. Define the terms conductor and insulator.

3. How are two cells connected in a circuit?

4. How much voltage does a) one cell b) two cells provide?

5. What is the filament of a bulb?


Tactile learners—

1. Can we use a rope for connecting the components of the circuit?

2. Why does the bulb glow brighter on using two cells?

3. How are two cells connected in a circuit?

4. What is the material of the wires used by you?

5. What is the role of the switch in the circuit?

Marks distribution—

a) Construction of circuit – Use of proper materials, proper connection, handling of

apparatus while testing conductivity………. 5 marks

b) Correct answers 1x5 marks

FORMATIVE ASSESSMENT IV TASK--III

TERM II

CHAPTER/CONCEPT- --THE LIVING ORGANISMS AND THEIR SURROUNDINGS


to observe the nature

to identify living and non living organisms in the surroundings

to observe the habitats of living organisms


Students will be taken for a Nature walk in the school premises.

They will make a list of all the objects seen by them

Group all the things as living & non living.

Classify the living organisms as plants & animals.

Group discussion about the habitat.

ASSESSMENT TECHNIQUES-

1. No of objects listed 2

2. Proper grouping-Living & Non living 2

3Classification as plants & animals 2

4. Group discussion 2

5. Active participation 2

*******


FORMATIVE ASSESSMENT TASKS – TEAM srijan CLASS –ViI SCIENCE

Formative Task-1 M.M.-10

1.Class-VII

2.Term-First (FA-I)

3.Chapter/Curricular concepts covered:-Nutrition in animals

4.Learning objectives:-

(i)To know about main steps of nutrition

(ii) To know about different parts of human digestive system

(iii) To understand the role of digestive organ/glands

(iv) Draw well labeled diagram.

5.Nature of task with details:- 1*10=10

QUIZ:-

(a)What is the process of intake of food by human being called?

(b) How many teeth does a six years old girl has?

( c) How many sets of teeth do we have?

(d) Name the tearing teeth.

(e) In which part of alimentary canal food is absorbed?

(f) Name the part of digestive system where bacteria is killed.

(g) Name the type of carbohydrate that is digested by ruminants.

(h)Name the part of alimentary canal where water is reabsorbed.

(i)Name a ruminating animal.

(j)Name the finger like projections in the small intestine.

Assessment technique:- RUBRIC 3(Collaboration in group activities)


Formative Task-2 M.M.-10

1.Class-VII

2.Term-First (FA-I)

3.Chapter/Curricular concepts covered:-Nutrition in plants

4.Learning objectives:-

(i)To enable the learners to get acquainted with terms /process of photosynthesis.

(ii) Modes of nutrition in plants

(iii) To explore the different types of fungi in & around.

5(A).Nature of task with details:- 1*4=4

A B C D

Picture Name of Modes of

nutrition

Name of Some

Organisms

Important feature

A

B

C

D

5(B).Nature of task with details:- 1*6=6

Worksheet :-

RESUME OF PHOTOSYNTHETIC REACTION

(i) Define Photosynthesis:- ……………………………………………

(ii) Raw Materials for Photosynthesis:- …………………………………….

(iii)End products in photosynthesis:- ……………………………………

(iv)Small pores on the undersurface of leaves:- …………………………..

(v) Additional function of stomata:- ……………………………….

(vi)Green colour pigment:- ………………………………….

Assessment technique:-

(A)-RUBRIC11(Drawing)

(B)-RUBRIC 3(collaboration in group activities)


FORMATIVE ASSESSMENT - I M.M.-40

1.Class-VII

2.Term-First

3.Chapters covered:-Fiber to fabric, Heat ,Acids, Bases& Salts, Weather, Adaptation of

animals to climate

1.Fill in the blanks:- 1*5=5

(a) Scientific name of mulberry is………………………..

(b) The normal human body’s temperature is…………………………

(c)……………………… is a natural indicator that is extracted from Lichens.

(d)The two regions of earth with extreme climatic conditions are ……………… And ………………

2.Match the following:- 1*5=5

S.No. A B

1 Sericulture Cultivation of mulberry trees

2 Laboratory thermometer 35oC to 45oC

3 Clinical thermometer Production of silk on large scale

4 Turmeric -10oC to 110oC

5 Moriculture Changes bases to red colour

3.Answer the following questions:- 2*5=10

(a).Name the elements that determine the weather of a place.

(b).In the of hot climate it is advised that outer wall of houses be painted white.why?

(c)Why factory waste is neutralized before disposing it into water bodies?

(d)Give two examples each of Conductor and Insulators of heat.

(e)Give two differences between clinical and laboratory thermometer.

4.Answer the following questions:- 3*5=15

(a)Mention any three adaptive features of polar bear that enable it to survive in polar region.

(b)Draw a labelled diagram of life cycle of silkworm.

(c)Differentiate between acids and bases.

(d) Describe the process of neutralization with the help of an example.

(e)Why wearing more layers of clothing during winter keeps us warmer than wearing just one thick

piece of clothing?

5.Answer the following question:- 1*5=5

(a)Describe the step involved in getting wool from sheep.


1 FORMATIVE ASSESSMENT- 2

2-CLASS VII

3-CHAPTER/CONCEPT C0VERED:NUTRITION IN PLANTS AND ANIMALS

4-LEARNING OBJECTIVES

.To enable the students to understand the meaning of nutrition.

.To enable learners to explore different types of nutrition.

.Identify the type of nutrition in given plant and animal.

5-Nature of task with details Conducting research

-Get a piece of bread and wet it

-Keep it for 2 or 3 days in moist and dark place

-After 2-3 days the bread will be covered with greenish black layer

-Using brush take the this greenish black portion on the glass slide

-Put cover slip and observe under the microscope

-Draw sketches of the organism observed under the microscope

SKILLS TO BE DEVELOPED:

Observation, Analyze, Application, Investigatory Skill

FORMATIVE ASSESSMENT-2

CLASS-VII

CHAPTER/CONCEPTS COVERED-FIBRE TO FABRIC,HEAT

LEARNING OBJECTIVES

.To enable the students to get familiarized with the different types of fabrics.

.To know about the processing of different types of fabrics

.To make students aware about the ways of heat transfer.

.To apply the knowledge in daily life.

NATURE OF TASK-MCQ

1-Rearing of silk worm is called-

a- pisiculture b. sericulture c. apiculture d. none of the above


2. which of the following doesn’t yield wool

a. yak b. camel c. goat d. woolly dog

3.The process of removing fleece of sheep is called

a. shearing b. scouring c. sorting d .all of the above

4. The normal temperature of human body is-

a.360C b.370C c.380C d.390C

5.The bulb of a thermometer contains –

a. silver b. gold c. mercury d. iron

6. Plastic is an example of –

a. insulator b. conductor c. both a and b d. none of these

7. Woollen clothes keeps us warm because-

a. wool is a poor conductor of heat b. air trapped inside wool fibres

c. both a and b d. none of these

8.Scientific name of mulberry is –

a. Morusalba b. Morusbulba

c.Moruskulba d.Morusculba

9.Silk fibre is made up of –

a. fats b. carbohydrates

c. minerals d. proteins

10.We get heat from the sun by which method of heat transfer

a. conduction b. convection

c. radiation d. both a and b

SKILLS TO BE DEVELOPED:

Recall, recollect information, analyze, application ,Understanding.


SUGGESTIVE FORMATIVE TASK-1(FAIII) MM: 10

CLASS :- VII

CHAPTER/ CURRICULUAR CONCEOPTS COVERED : RESPIRATION IN ORGANISMS

LEARNING OBJECTIVES

To enhance the observation skill of the Students.

To understand the importance of Respiration in Human being.

To know about the types of Respiration.

To differentiate between Inhalation and Exhalation.

To assess the scientific phenomenon by diagrams.

To develop the following skills

Independent thinking

Observation

Inferring

Spirit of enquiry

Originality

Critical thinking


Observe the picture given below and differentiate between the two phenomenon

associated with the Respiratory System:

S.No Name of phenomenon Name of phenomenon

1

2

3

4

ASSESSMENT TECHNIQUES (10 Marks)

Observation (3 Marks)

Scientific content (3 Marks)

Inference drawn (2 Marks)

Interpretation (2Marks)


SUGGESTIVE FORMATIVE TASK-2(F.A.III) MM: 10

CLASS :- VII

CHAPTER/ CURRICULUAR CONCEOPTS COVERED : SOIL

LEARNING OBJECTIVES

To enable students to understand the physical properties of soil.

To understand the role of soil sustaining on the Earth.

To know about the formation of soil.

To acquire the knowledge about texture of the soil in different parts of the soil.

To learn about the uses of soil depending on the type of soil.

To develop the following skills

Collection of data

Analyzing the data

Inferring

Peer Learning

Search for information

Voluntary participation

Social Stability


The Students will be grouped into number of six and they are assigned the task of

collecting samples of soil from the different areas and then tabulate the information as

given below.

They are also directed to share their information among the class

ASSESSMENT TECHNIQUES (10 Marks)

Methodology (3 Marks)

Collection of Data (3 Marks)

Inference drawn (2 Marks)

Interpretation (2 Marks)


FORMATIVE ASSESSMENT – III (2014-15) CLASS -VII

VERY SHORT ANSWER TYPE QUESTIONS: 1 MARK EACH

I. Rusting of Iron is a ___________________ Change?

II. What type of soil is used by the potter to make the pots?

III. Name two organs of the respiratory System of Human being?

IV. Name the main circulatory organ of Human being?

V. When Carbon dioxide is passed through lime water, it turns milky due to the

formation of ________________.

VI. The process of formation of soil is called ___________________ .

VII. Haemoglobin is present in _______________________ cells.

VIII. If Lungs is to Human being then Gills is to ______________ .

IX. Changes in with new substances are formed are called _______ Changes.

X. Write two examples of Physical changes?

SHORT ANSWER TYPE QUESTIONS: 2 MARKS EACH

I. Write one difference between Red Blood Cells and White Blood Cells?

II. What is transpiration?

III. Write two differences between Clayey and Loamy soil?

IV. What is the rate of percolation if 200ml of water is percolated in the soil in

10seconds?

V. Write two practical methods of preventing soil erosion?

LONG ANSWER TYPE QUESTIONS: 3 MARKS EACH

I. Describe how crystals of Copper Sulphate are prepared?

II. What are stomata? Write two functions of Stomata?

III. Draw a well labelled diagram of Human Excretory System?

IV. List the similarity and difference between Aerobic and Anaerobic Respiration?

V. Identify them as Chemical and Physical changes

(a) Photosynthesis (b) Burning of Coal (c) Dissolving sugar in water (d) Melting of Wax (e) Setting of Curd (e) Condensation MULTIPLE CHOICE QUESTIONS: 1 MARK EACH

I. In Plants transportation of water is done through:

II. Xylem (b) Phloem (c) Stomata (d) Leaves

III. In Cockroaches the air enters through

IV. Lungs (b) Gills (c) Skin (d) Spiracles

V. Identify the type of soil that is suitable for the growth of Wheat:

VI. Clayey (b) Loamy (c) Sandy (d) All of them

VII. Fishes respires through

VIII. Gills (b) Lungs (c) Spiracles (d)Skin

IX. Identify the type of Horizon suitable for the growth of plants:

X. A Horizon (b) B Horizon (c) C Horizon (d) Bedrock


FORMATIVE ASSESSMENT- IV CLASS-VII

CHAPTER/CONCEPTS COVERED – SOIL

LEARNING OBJECTIVES

.To develop research aptitude

.To enhance the scientific inquiry skills

.To develop the skill of data collection among the students

ACTIVITY-SURVEY WORK

Collect the soil from ----

School garden, School play ground, Road side, kitchen garden and make the soil profile

Take four glass tumbler and fill them with three quarters of water

Then add a handful of soil type in each of them.

Stir them well using a stick to dissolve the soil

Let them stand undisturbed for sometime.

Observe the different layers of particles of soil.

SKILL TO BE DEVELOPED- Observe& Analyze, Data Handling & Interpretation,Investigatory

Approach

FORMATIVE TASK-2 M.M.-10

1.Class-VII 2.Term-Second (FA – 4) 3.Chapter/Curricular concepts covered:-Transportation in plants and animals, Reproduction in plants 4.Learning objectives:-

(i)To know about the different modes of reproduction in plants.

(ii)To familiarize the students with methods of fertilization and seed dispersal.

(iii)To understand the process of blood circulation in human beings.

5. Nature of the task with details:- 2*5=10

Collection of seeds with modified structures

Visit school garden/open area.

Collect the seeds having thrones, spines, wings, fibres etc.

These modified structures help them in dispersal.

Categorise them as seeds dispersed by wind ,water& animals as per their modification.

To observe different modes of vegetative propagation

Visit school garden/kitchen

Find out different modes of vegetative propagation in different plants.

Classified them as following:-

Stem cutting, Eyes, leaf margins etc


ASSESSMENT TECHNIQUE:- RUBRIC

PROBLEM SOLVING ASSESSMENT (FA-IV) CLASS-VII

A- Quantitative Ability;

Q.1 Complete the pattern 1, 4, 9, 16---------------.

(a) 20 (b) 25 (c) 36 (d) 49

Q.2 A pendulum completes 10 oscillations in one second. What will be its Time period?

(a) 1s (b) 0.1s (c) 10s (d) All of these

B-Qualitative Ability;

Q.3 Acid: Sour:: Base:___________

(a) Sweet (b) Bitter (c) Salty (d) Sour

Q.4 Time is to second as distance is to_________

(a) Km (b) cm (c) m (d) None Of These

Q.5 Father:____________: : Mother :Daughter

(a) Son (b) Grandson (c) Daughter (d) Grand daughter

C- Qualitative Passage Based MCQ

Water is essential for the survival of the living organisms on the earth. To use water

judiciously on 22 March 2005 world water day was celebrated.

United Nations declared the period 2005-2015 as the International Decade for action on

“Water for Life”. The minimum amount of water recommended by United Nations is 50

Litters per person per day. About 71% of the earth’s surface is covered with water .

However most of this water is not fit for human consumption.

Q.6 When do we observe world water day:

(a) 5June (b) 11July (c) 22 March (d) 5 September

Q.7 United Nations Declare Water decade:

(a) 2000-2010 (b) 2005-2015 (c) 2010-2020 (d) All of these

Q.8 Recommended amount of water per person per day is

(a) 25 Liters (b) 50 liters (c) 40 Liters (d) 30 Liters

Q.9 How much of water available on the earth is not safe for drinking.

(a) 71% (b) 29% (c) Most of the water (d) None of these

Q.10 (I) Water is essential for life

(II) A person needs 50 liters of water per day

I and II are correct (b) I is correct II is incorrect

I is incorrect II is correct (d)I and are II are incorrect

*******


FORMATIVE ASSESSMENT TASKS – TEAM c v raman CLASS –ViiI SCIENCE

Formative Task: 01

1. Class: VIII

2. Term : I

3. Chapter/Curricular Concept Covered: Crop Production and Management

4. Learning Objectives:

a) To learn about different agricultural practices.

b) To know about traditional of method of irrigation.

c) To create awareness among people how to save water .

5. Nature of task with details:- Identification

Identify the following figures (as traditional of method of irrigation& implements )

Rahat, Chain pump, Moat, Dhekli, Sprinkler system,Hoe, Cultivater,Plough, Seed

drill)

a) ___________________________________

b) ________________________________

c) ___________________________________


d) __________________________________

e) _________________________________

f) __________________________________

g) __________________________________

h) _______________________________


i) __________________________________

j) __________________________________

6. Assessment Technique : Rubric

S.No. Name of the Students

All 10 correct identification

8 correct identification


Weight age out of 10

1 10 8 6

2

FA 1 (Formative Task: 02)

1. Class: VIII

2. Term : I

3. Chapter/Curricular Concept Covered: Micro Organisms


a) To learn about different microorganisms.

b) To know about beneficial & harmful microorganisms.

c) To create awareness among people Health and hygiene.

Nature of task with details: - Knowledge and understanding. Q.1 Complete the following table. (5 Marks) Human Disease Casual Organism Mode of Transmission Measles ............................. Air Typhoid Bacteria ............................. Malaria ............................. Mosquito Polio Virus .............................


Tuberculosis ............................. Air

Q 2 Name the scientist: a) Who discovered the process of fermentation? …………………………………………………………

b) Who discovered Germ theory of disease?

………………………………………………………………

c) Who discovered penicillin?

…………………………………………………………

d) Who developed Vaccine?

…………………………………………………………

e) Who discovered Bacterium Anthracis which causes anthrax disease?

…………………………………………………………

Assessment Technique: Rubric


All 10 correct answers

8 correct answers

6 correct answers


1 10 8 6

2


1. Class: VIII

2. Term : I

3. Chapter/Curricular Concept Covered: Coal & Petroleum


a) To know about Sources of Exhaustible natural resources& Non Exhaustible natural

resources.

b) To learn about byproducts of petroleum.

c) To create awareness about the environment among the people.

Nature of task with details:-Multiple Choice Questions 1) Which resource is inexhaustible by human activities? a) Coal b) Petrol c) Air d) Minerals 2) Which fuel does not leave residue? a) Coal b) Wood c) Kerosene oil d) Cow dung cakes 3) Which fuel produce less pollution? a) Petrol b) Coal c) CNG d) Wood.


4) When coal is burnt, which gas is produced? a) Oxygen b) Carbon dioxide c) Nitrogen d) Hydrogen 5) Which is pure form of carbon? a) Coke b) Coal c) Coal Tar d) Coal Gas. 6) The variety of coal which has highest content of carbon a) Peat b) Bituminous c) Anthracite d) Liquate 7) LPG is the mixture of a) Methane and Hydrogen b) Ethane & Carbon monoxide c) Ethane and propane d) Butane, propane & ethane 8) Chemical which is used for making explosion? a) Toluene b) Phenol c) Naphthalene d) None of the above 9) A gas which always collects above the petroleum in an oil well. a) Petroleum gas b) Methane gas c) Natural gas d) Carbon dioxide 10) Fraction of petroleum which is used as aviation fuel. a) Asphalt b) Kerosene oil c) Diesel oil d) Petrol Assessment Technique: Rubric


All 10 correct answers

8 correct answers

6 correct answers


1 10 8 6

2

PEN PAER TEST SAMPLE PAPER FORMATIVE ASSESSMENT 1

MM 40 Time 90 Min

1. Multiple choice questions: i) Rabi crop is:

a) Paddy b) cotton

c) pea d) soya bean

ii) The farm appliance Combine is a combined

a) Plough and Harvester b) seed drill and Thresher

c) Harvester and Thresher d) Harvester and Sprayer

iii) Medicine used to kill or stop the growth of microbes is

a) Antiseptic b) Antibodies

c) Antibiotic d) All the above


iv) Bakelite and Melamine are examples of

a) Thermosetting plastic b) Thermoplastic

c) Rayon d) Silk

v) Parachutes are made from

a) Rayon b) Nylon

b) c) Cotton d) Polycot

2. Fill in the Blanks:

i) ___________________ is a weedicide.

ii) Malaria is caused by _________________

iii) Rayon is also known as ________________.

iv) _________________ Microorganism causes the citrus canker disease of plants.

v) Crops grown in the rainy season is called _______________.

3. Match the following:

i) Manure a) Viral

ii) Curd b) Natural Fibre

iii) Dengue c) Lactobacillus

iv) Artificial Fibre d) Organic Compound

v) Silk e) Nylon

4. Very Short Answer Type Question (one marks each 1*5=5)

i) Which tool is used to sow the seeds in soil?

ii) Name one chemical compound used as food preservatives.

iii) What are the monomers of PVC?

iv) Which bacteria fix the free nitrogen in leguminous plants?

v) Give one example of fertiliser.

5. Short Answer Type Question (two marks each 2*5=10)

i) Give the differences between artificial and natural fibre.

ii) Which irrigation system would you use for uneven land surface and why?

iii) What do you mean by Pasteurisation?

iv) What are antibodies? Why we should not overuse the antibiotic?

v) Write down the characteristics of Plastics.

6. Long Answer type Questions (five marks each 5*2=10)

i) What are the advantages of Manure over Fertiliser?

ii) Comment “Plastic Boon or Curse”.

OR Draw Nitrogen Cycle.


1. Class: VIII

2. Term : I

3. Chapter/Curricular Concept Covered: : Cell Structure and Function


a) To learn about the differences between the plant cell and animal cell.


b) To learn about importance of cell in plant and animal.

c) To respect team work among cell organalles.

5. Nature of task with details:-Role Play

Plant cell and Animal cell

Anita:-Hi! I am a plant cell.

Rohan:-Hi! I am an animal cell.

Anita:-I have cell wall made up of cellulose.

Rohan:-I don’t have a cell wall.

Anita:-I have larger vacuoles.

Rohan:-I have small vacuoles.

Anita:-I have plastids{chloroplasts}.

Rohan:-I don’t have plastids.

Anita:-I have Nucleus.

Rohan:- Oh! Even I have a nucleus.

Anita:- I have cytoplasm

Rohan:- Oh! Yes even I have Cytoplasm


S.No. Role Play Marks Alloted

1. Coordination between The Team 2

2. Relevance 3

3. Scientific Thought 3

4. Presentation 2

Total 10


1. Class: VIII

2. Term : I

3. Chapter/Curricular Concept Covered: : SYNTHETIIC FIIBRES AND PLASTIICS


a) To learn about the different types of fabrics.

b) To identify different types of fabrics.

c) To know about the uses of various fibres.

Nature of task with details:-Collection of samples Paste the sample of cloth made up of type of fibre as mentioned below.

Rayon Acrylic


Polywool Nylon

Polyester


S.No. Sample Collection Marks Allotted


2. Relevance 3


4. Presentation 2

Total 10


1. Class: VIII

2. Term : I

3. Chapter/Curricular Concept Covered: Reaching the age of adolescence


a) To understand the changes occurring during adolescence.

b) To accept the changes as it comes during adolescence.

c) To learn to respect the other gender .

d) To learn about the hormones and their functions.

Z M Y A N G T C G I

I E T P O H H D F H

Y N I I P I Y E E N

X O S T S C R F D E

S P E U R K O V A G

I A B I L L X S C O

T U O T S I I P B R

S S W A A C N E A T

E E N R T M E R A S

T X N Y R A L M B E


Nature of task with details:-Puzzle Solve this word puzzle search , to find words associated with adolescence. The letters are arranged in several different ways – horizontally left to right and right to left, vertically, upside down, diagonally etc. Identify the terms, the clues for which are provided below: (Clue No 1 is solved for your convenience)

CLUES: Female Hormone

1. Controls blood glucose level 2. Its deficiency causes goiter. 3. Found on oily skin. 4. Stoppage of menstruation. 5. Male reproductive Organ 6. Voice box 7. Male gametes 8. Master endocrine gland. 9. Female gametes

10. Results from imbalanced diet


S.No. Puzzle Marks Allotted


2. Relevance 3


4. Presentation 2

Total 10


1. Class: VIII

2. Term : I

3. Chapter/Curricular Concept Covered: Metals and Non-metals


a) To understand the

b) To accept the changes as it comes during adolescence.

c) To learn to respect the other gender.

d) To learn about the


Nature of task with details:- Observe the following activity and answer the questions in the given table below: -

A B C D

E

ZnSO4 FeSO4

Beaker Reaction Change in the colour

Reason for the change

Beaker A Copper sulphate (CuSO4) + Zinc granule (Zn),

Beaker B Copper sulphate (CuSO4) + Iron nail (Fe)

Beaker C Zinc sulphate (ZnSO4) + Copper turnings (Cu)

Beaker D Iron sulphate (FeSO4) + Copper turnings (Cu)

Beaker E Zinc sulphate (ZnSO4) + Iron nail (Fe)


S.No. Experiment Marks distributed

1. Correct set up 3

2. Correct handling 2

3. Observation 2

4. inference 3

Total 10


KENDRIYA VIDYALAYA SAMPLE PAPER

Formative Assessment – 3 MM: 40

Class – VIII SCIENCE Time: 90 Min.

Choose the correct option from the following :- 8 Marks

1. Fusion of male and female gamete is called

(a) Embryo (b) Fertilization

(c) Foetus (d) Gametes

2. Amoeba reproduce by

(a) Budding (b) Binary fission

(c) Regeneration (d) All of above

3. Changes during puberty is due to

(a) Hormones (b) Sex cells

(c) Enzymes (d) Fatty diet

4. Unit of pressure is

(a) Pascal (b) Newton/m2

(c) Newton (d) None of these

5. The friction is due to the

(a) Roughness of two surfaces in contact -

(b) Roughness of one surface

(c) Smoothness of the two surfaces in contact-

(d) None of the above

6. Sound travel fastest in

(a) solid (b)Liquid

(c) Gases (d) None of these

7. The method to reduce friction is

(a)Polishing (b) Streamlining

(c)Lubricating (d) All of the above

8. Insulin regulates the

(a)Growth of the body (b) spermatogenesis

(c)Oogenesis (d) Sugar level in blood

Fill in the blanks:- 6 Marks

9. (a) Higher the ________ more is the pitch.

(b)Pressure=___________ / _________

(c)Sex chromosomes in made is ___________.

(d) Sperms are produced by _________.

(e) ________ initiate reproductive function.

(f) Sound with frequencies more than 20,000 H2 is called __________.


10.Give scientific term:- 2 Marks

(a) Sound receiving organ in human.

(b) Friction affered by fluid.

11. Write True or False 4 Marks

(a) Loudness of sound depends on amplitude.

(b) Friction cools the part of machine.

(c) Pressure in atmosphere decreases with height.

(d) Estrogen is produced by ovary.

12. Give reason:- 2 Marks

(a) School bags have broad straps.

(b) Aeroplanes and fishes have streamlined body.

13. What is the difference between infrasound and ultrasound.Give examples. 3 Marks

14. Give examples:- 3 Marks

(a) Applied force causes change in shape

(b) Magnetic force

(c)Applied change the state of motion of an object

15. Give the usefulness/advantages of friction force. 4 Marks

16. Show sex determination in humans with the help of neat diagram. 5 Marks

17. Draw and label following part of female reproductive system 5 Marks

(a) Ovary

(b) Uterus

(c) Fallopian tube

FA 3(Formative Task: 01)

1. Class: VIII

2. Term : II

3. Chapter/Curricular Concept Covered: Force and Pressure


a) To learn that liquid exerts pressure in all directions and on the walls of the

container.

b) To learn about force and its types.

Nature of task with details:- Conclusion/ Fill up Q. 1 In the figures shown below, what conclusion can you draw about the pressure exerted by liquids.


(a)

................................................. (b)

................................................. Q. 2 A . Suppose a man is standing behind the car. Does the man exert the force on the car?

…………………….......................................... B. If the members of two teams, in a game of tug-of-war, are trying to pull the rope in their respective directions and the rope does not move. Which team pulls with more force.

…………………………………………


Q. 3. Write one word for the following sentences. a) A pull or a push on an object is called ________________________. b) A force exerted by a magnet ________________________. c) A force acting on a unit area of a surface ________________________. d) A pressure exerted by air ________________________.

Assessment Technique : Rubric


All 10 correct Conclusion/Answers

8 correct Conclusion/Answers

6 correct Conclusion/Answers


1 10 8 6

2


1. Class: VIII

2. Term : II

3. Chapter/Curricular Concept Covered: Chemical effects of electric current


a) To know about conductors and insulators.

b) To understand the correct setup of the activity related to Conductivity of solution.

c) To learn how to handle electric current.

5. Skill to be developed: Observation skill.

Nature of task with details:- Observation Q. 1 An experiment was set as shown below:

(i) Label the parts indicated by arrows in diagrams.

(ii) Will the bulb glow if the sodium chloride is in:

(a) Solid state

(b) Molten state

(c) Aqueous state

Explain your answer. 5


Q. 2 A tester is used to check the conduction of electricity through two liquids, labeled 1

and 2. It is found that the bulb of the tester glows more brightly for liquid 1then for

liquid 2. What would you conclude? 3

Q.3 What will you do to make distilled water conducting?

2

Assessment Technique : Rubric


Q.1 Correct labeling (2 Marks)

Q 1. All three correct answers (3Marks)

Q 2. correct Answer (3 Marks)

Q.3 correct Answer (2 Marks)


1 2 3 3 2 10

2


1. Class: VIII

2. Term : II

3. Chapter/Curricular Concept Covered: STARS AND THE SOLAR SYSTEM

Learning Objectives:

a) To learn about the stars and solar system.

b) To know about zodiac signs of the individuals.

c) To learn to observe different stars and constellations.

4. Skills to be developed: Observation and understanding

Nature of task with details: - Quiz Q.1.Name the planet that appears in the northern sky before sun rise? Ans: Q.2. Name the planet which has 28 moons? Ans Q.3. In which direction stars move except Polar star? Ans: Q.4. Why pole star appears stationary? Ans: Q.5.Which two planets have asteroids between them? Ans: Q.6. Which comet visit the earth after 76 year? Ans:


Q.7.What happen to meteors when enters the earth’s atmosphere? Ans: Q.8.What is the high tog geostationary satellite from the earth surface? Ans: Q.9. what does term INSAT mean? Ans: Q.10.Name the first Indian satellite launched success fully. Ans: 11. What is the vast space which includes everything around us called? Ans: 12. Name the various objects that constitute the universe? Ans: 13. What is the distance travelled by light in one year called? Ans: 14. How much time sunlight takes to reach the earth? Ans: 15. What material the stars are made up of? Ans: 16. Name the celestial bodies you see in night sky? Ans: 17. Why celestial bodies appear to move from east to west in the sky? Ans: 18. Name the stars which appear stationary when sea from earth? Ans: 19. Name the galaxy we belong to? Ans: 20. What is the most distinguish Feature of Jupiter? Ans: Assessment Technique: Rubric

S.No. Name of the Students ½ mark per question Weight age out of 10

1 10

2



1. Class: VIII

2. Term : I

3. Chapter/Curricular Concept Covered :- Problem Solving Assessment


a) To know about the qualitative aspects of languages.

b) To know about the quantitative aspect such as calculations.

c) To assess the reasoning skills of students in their day to day life situations.

1. QUANTITATIVE :

If the area of my head were 10 cm × 10 cm, how much weight of air would I be carrying on

my head?

(a). 1000 kg

(b). 2000 Kg

(c). 3000 kg

(d). 5000 Kg

2.Which of the following voices is likely to have minimum frequency?

(a) Baby girl

(b) Baby boy

(c) A man

(d) A woman

3. Two mirrors meet at right angles. A ray of light is incident on one at an angle of 30° as

shown . What will be the angle of reflection from the second mirror?

30o


1. QUALITATIVE : Passage Based MCQ

PASSAGE - DOGGED ALARM

When fire engulfed his home, 13 year old audibly challenged Nicolson was alone and

asleep without his hearing aid. It was only the intelligence of his pet dog Ace - who

covered his face with warning licks till Nicolson awoke - that saved his life. Ace is being

feted as a hero for his loyalty and courage.

1. The word "audibly challenged" means___________

(a) Can't see properly

(b) Can' hear properly

(c) Can' speak properly

(d) Can' walk properly

2. Ace has been shown to be having the following qualities:-

(a) Loyality and courage

(b) Greedy and lazy

(c) Bully and voracious

(d) None of the above

3. Ace saved Nicolson's life by :-

(a) Barking loudly

(b) Scratching with toes

(c) Warning licks

(d) Pulling the bed sheet

3. REASONING SKILLS

1. A Man Starts walking in south & walks for 7 km, then turns left walks for 2 km, once

again turns left & walks for 12 km, turns left one more time & walks for 2 km. How much

distance he has to cover to reach the starting point ?

(a) 7 km

(b) 12 km

(c) 4 km


(d) 5 km

2. A man is going to Chandigarh from Delhi by a car. which of the following of importance

for his journey -

(a) The Music system of the car should be working

(b) The car should be white in colour

(c) The tyres of the car should have enough air

(d) The men driving the car should be properly dressed.

3. Six students participated in a 400-metre race. lRam finished after Amar and after 2

other students. lAmar finished after Sameer. lFiroz finished before Sameer. lVinod finished

before Hari. Who came fifth?

(a) Ram

(b) Amar

(c) Firoz

(d) Vinod

4. Geeta introduces Mr. Mohan to her husband and said that father of his brother is the

only son of her grandfather. How is Geeta related to Mr. Mohan.

(a) Mother

(b) Aunt

(c) Sister

(d) Niece

5. Assessment Technique : Rubric

*******


All 10 correct identification




1 10 8 6 10

2


FORMATIVE ASSESSMENT TASKS – TEAM mars CLASS –Ix SCIENCE

A NOTE FOR FA ACTIVITIES

Every task has three categories based on the type of learner. These can be conducted

simultaneously under one task.

FORMATIVE ASSESSMENT 1

TASK; 1

I.TEAM: MAARS

II. CLASS: IX

III.TERM: FIRST

FORMATIVE ASSESSMENT – I (2014-2015)

CLASS—IX

SUB—SCIENCE

TIME-90 MINUTES MM—40

Attempt all questions from part A and part B.

PART A

1 .What does the odometer of an automobile measure? (1)

2. Write any two exotic breed of dairy animals. (1)

3. Why are manure and fertilizer used in fields? (2)

4. What is matter? Name any four state of matter. (2)

5. Arrange the following substance in increasing order of force of attraction

between the particles of water, sugar, honey and oxygen. (2)

6.Distinguish between speed and velocity? (2)

7.How are solution ,colloid and suspension different from each other? (3)

8. An object travels 20 m in 4 sec and then 16 m in 2 sec. What is the average

Speed of the object? (3)

9. Why should we wear cotton clothes in summer? (3)


10. Fill in the blanks (3)

(a) ------------ & ------------ are macronutrients.

(b)-------------- &------------ are micronutrients.

(c)------------- &--------------is used to separate different components of air?

11. Match the statements of column A with column B (4)

Column A Column B

(I) 473 K (a) 200 C

(II) 25 C (b) 248 K

(III) Chromatography (c) used in laboratory for blood tests.

(IV) Centrifugation (d) used for separating colours.

(V) (e) 298 K

12. (a)Write six factors for which variety improvement is done. (3)

(b)Write any four irrigation system. (2)

13. (a) Draw diagram to show sublimation of a substance. (3)

(b)Draw a separating funnel . (2)

PART B

MCQ—

(4)

14. Which of the following will show tyndall effect.—

(I)Salt solution (III) Copper Sulphate solution.

(II)Milk (IV) Sugar solution.

15. Identify the solutions among the following mixtures---

(I)Soil (II) Sea water

(III)Air (IV) Starch solution.

16. Which of the following is a physical change—

(I) Rusting of iron (II) Cooking of food

(III) Digestion of food (IV) Freezing of water. .

17.Pure water starts boiling at

(I) 0 c (II) 20 c (III) 100 c (IV) 273 C


FORMATIVE ASSESSMENT –I

TASK 2

I.TEAM: MAARS

II. CLASS: IX

III.TERM: FIRST

1. Name the phenomenon in which particles of two or more substances intermix on their

own. 1

2. Name the physical quantity which corresponds to rate of change of velocity? 1

3. Name the plastid which stores starch, oils and protein granules. 1

4. Name the process of separation of salt and ammonium chloride. 1

5. What are unicellular organisms ? List two examples of unicellular organisms. 2

6. Differentiate between parenchyma and chlorenchyma. 2

7. Give reasons : 2

(a) Steam produces more severe burns than boiling water.

(b) We are able to sip hot tea faster from a saucer rather than a cup.

. 8. Distinguish between the properties of a solution and a suspension on the basis of 2

filtration and stability criteria.

9. Rajeev went from Delhi to Chandigarh on his motorbike. The odometer of the bike read

4200 km at the start of trip and 4460 km at the end of his trip. If Rajeev took 4 h 20

minutes to complete his trip, find the average speed in kmh-1 as well as in ms-1. 2

10 Derive the equations: 3

V= u + at

S= ut +1/2 at2

11. Draw a labelled diagram of cardiac muscle found in human body. Write two differences

between striated and smooth muscles. 3

12. Differentiate between prokaryotes and eukaryotes. 3

13. Explain what happens when we supply heat energy to water till it changes its state.

What is this heat energy called ? 5


14a). Which two organelles of a cell contain their own genetic material ? What will happen if

the organisation of a cell is destroyed due to some physical or chemical influence.

b) Draw a well labelled diagram of animal cell. 5

15.A bus starting from rest moves with a uniform acceleration of 0.1 ms-2 for 2 minutes. Find

a) the speed required

b) the distance travelled. 5

16 MCQ: 5

1.. A student was asked to identify the process which occurs when the raisins are soaked in

water.

This process is :

(a) Osmosis (b) Plasmolysis (c) Endocytosis (d) Diffusion

2. Which of the following tissue consists of relatively unspecialised living cells with thin cell

wall and inter cellular spaces.

(a) Parenchymatous tissue (b) Collenchymatous tissue

(c) Sclerenchymatous tissue (d) Meristematic tissue

3. Human cheek cells stained in methylene blue and mounted in glycerine were

observed with the help of a compound microscope. The components of the cell which

would be seen are :

(a) cell wall, cytoplasm, nucleus

(b) plasma membrane, cytoplasm, nucleus

(c) plasma membrane, cytoplasm, nucleus, mitochondria

(d) plasma membrane, cytoplasm, nucleus, mitochondria, golgi bodies, lysosomes

4. To determine the melting point of ice a student immersed the bulb of the thermometer in

the crushed ice in a beaker. He then heated the beaker on a low flame and observed that

during melting of ice the temperature :

(a) is increasing (b) is decreasing

(c) first decreases and then continuously increases (d) remains constant

5. In the experiment on to determine the boiling point of water while fixing thermometer

care is taken that the bulb of the thermometer should :


(a) be dipped in water (b) just touch the surface of water

(c) be in steam (d) touch the pumice stone pieces placed at the bottom of the flask


TASK 3

I.TEAM: MAARS

II. CLASS: IX

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: Matter in Our Surroundings

V. LEARNING OBJECTIVES: To enable the students to:

learn that matter exists in three different states

Understand basic properties of three states of matter.

Explain different processes and phenomenon on the basis of properties of different

states.

VI. NATURE OF TASK WITH DETAILS:

Multiple Choice Questions Time 10 Minutes

(Pertaining to Audio Learners)

Choose the best correct option in the following questions:

Q.1Which of the following changes represent sublimation?

(a) Solid liquid (b) Solid gas

(c) Liquid gas (d) Gas liquid

Q.2. Gases do not have–

(a) High compressibility (b) High fluidity

(c) High density (d) Large volume

Q.3. Evaporation

(a) Takes place below melting point (b) Is a bulk phenomenon

(c) Takes place above boiling point (d) Is surface phenomenon

Q.4. Particles of a liquid–

(A) are most ordered (b) Move randomly

(c) Have large intermolecular spaces (d) Can slip and slide over each other


Q.5Which of the following pairs will not exhibit diffusion?

(a) Hydrogen, oxygen (b) Oxygen, water

(c) Salt, sand (d) Sugar, water

Q.6 Which of the following is not a property of solids

(a) Fixed shape and volume (b) Inter particle spaces are minimum

(c) Particles can move freely within a limited space

(d) Forces of attraction between the particles are maximum

Q.7The solid that would sublime on heating is

(a) Wax (b) Solid carbon dioxide

(c) Ice (d) Butter

Q.8 Butter may be evaporated by

(a) Heating and compression (b) Heating and decompression

(c) Cooling and decompression (d) Cooling and compression

Q.9A substance melts at -250 C and boils at 850 C, Which of the following statements about

it is correct?

(a) It would be in solid state at -150C (b) It would be in gaseous state at -900C

(c) It would be in liquid state at -250C (d) It can in liquid state or in gaseous

state at -850C

Q.10. Melting points of four solids A, B, C and D are 780 C, 2620 C, 1000 C and 1680 C

Interparticle forces of attraction are in the order

(a) A>C>D>B (b) B>C>D>A

(c) A>D>C>B (d) B>D>C>A

VII Assessment parameters: 1 mark for each correct answer

(Pertaining to Visual Learners)

Assessment technique Diagram based worksheet Objectives: To enable the students to—

learn that pressure and temperature determine the state of a substance

appreciate that the three states of matter are inter convertible.

understand that with the change in temperature and pressure, the state of the matter may change.


Student Worksheet Approximate time: 10 minutes Instructions: Study the figure given below for inter conversion of states of matter carefully and answer the questions that follow:

Q.1. Name the process marked as a, b, c, d, e, f. a. ________________________________________________________________ b. ________________________________________________________________ c. ________________________________________________________________ d. ________________________________________________________________ e. ________________________________________________________________ f. _______________________________________________________________ Q.2. To which state of matter a liquid changes on increasing its temperature? ________________________________________________________________ Q.3. What change do we expect on increasing pressure and lowering temperature of a gas? _______________________________________________________________ Q.4. When a liquid is cooled, it may change into a new state of matter. Name that state.

Q.5. What is sublimation?

________________________________________________________________

Assessment criterion: one mark for every correct answer.

(Pertaining to Tactile Learners)

Assessment technique Activity based Worksheet Objectives: To enable the students to—

Examine and record the change in temperature before, during and after the phase change.

Compare the effect of heat before, during and after the phase change.

Conclude that there is no change of temperature during phase change and use this information to arrive at the concept of latent heat.

Draw and use graphs for interpretation of data. Apply the knowledge of latent heat to some real life situations.


Procedure:

You may form groups of two or three students in the class and give following instructions for

performing the activity.

1. Take a 250cm3 beaker. Fill half the beaker with slightly crushed ice.

2. Place the beaker in a water bath / trough of water at a temperature of approx. 500C

3. Put a thermometer into the beaker containing ice. The bulb of the thermometer must be

surrounded by ice.

4. Record the temperature every 1 min till all the ice has melted. Record the temperature

for another 2 min. Write your readings in the observation table given.

5. Use these observations and plot a temperature Vs. time graph.

6. Answer the questions included in the worksheet.

7. Answer the questions in the worksheet, after carrying out the activity. On r Surroundings -

Chapter 1Student Worksheet Time: 30

minutes

Observations:

S.NO. TIME IN MINUTES TEMPERATURE IN °C

1

2

3

Graph: Melting of ice temp. Vs. time

Questions

Choose the best correct option for Qs. 1–3:

Q.1Which one of the following is an incorrect statement?

(a) Cooling is produced during melting

(b) The temperature changes steadily on heating.

(c) The melting point of ice is 00C.

(d) Once melting starts, the temperature stays at 00C until all the ice has melted.

Q.2. Melting is

(a) an endothermic process (b) an exothermic process

(c) both (d) None

Q.3. When heat is supplied to a solid substance

(a) the kinetic energy of the particles increases.

(b) the potential energy of the particles increases.

(c) the potential energy of the particles decreases

(d) the potential energy of the particles decreases


Q.4. Account for the observation that at the melting point, even though heat is being

constantly supplied, the temperature does not rise till all the solid has changed into liquid.

___________________________________________________________

________________________________________________________________

________________________________________________________________

Q.5Why does water become cold if we add some ice cubes to it?

Assessment Parameters:

Observation Table-2 marks

Graph with scale- 3 marks

Q1 to Q5- 1 mark each


TASK 4

I.TEAM: IV

II. CLASS: IX

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: Improvement In Food Resources

V. LEARNING OBJECTIVES:

To enable the students to:

Learn various terms related to food production (Mariculture, multiple cropping etc.)

Find out the relationship between a picture and its relevant term

Recognize the pictures related to various sources of food and steps in food production


(Pertaining To Visual Learners)

Assessment Technique Individual Worksheet (Picture based)

Given below are five pictures related to Food Production.

Provide a title for these pictures from the terms given here, in the space provided.

(Mari culture, Multiple Cropping, Composite Fish Culture, Poultry, Livestock

Farming)

State one desirable characteristic or advantage of each of these.

These may be written on a separate sheet


VII. ASSESSMENT TECHNIQUE: Worksheet

Assessment Parameters: Each of the questions may be given one mark each.

(Pertaining To Audio Learners)

Assessment Technique Individual Worksheet (MCQ based) Objectives: To enable the students to–

Identify the reasons for an increase in food production

Understand the concepts given in the chapter (biotic and abiotic factors,

Hybridization, nutrient management etc.)

Appreciate the significance of need of increase in food production.

Q. 1. To solve the food problem of the country, which among the following is important?

(a) Easy access of people to the food grain

(b) People should have money to purchase the grains

(c) Increased production and storage of food grains

(d) All of the above

Q. 2. Which of the following statements are correct?

(i) Hybridization means crossing between genetically dissimilar plants.


(ii) Cross between two varieties is called as inter specific hybridization

(iii) Introducing genes of desired character into a plant gives genetically modified crop.

(iv) Cross between plants of two species is called as inert-varietal hybridization.

(a) (i) & (iii) (b) (iii) & (iv)

(c) (ii) & (iv) (d) (ii) & (iii)

Q. 3. Which of the following is incorrect about manure?

(a) Manures contain large quantities of organic matter and small quantities of nutrients

(b) In clayey soils, help in drainage and in avoiding water logging.

(c) Manures increase the water holding capacity in sandy soil.

(d) Green manure is also known as vermin-compost.

Q. 4. Poultry farming is undertaken for

(a) Egg and feather production (b) Feather and chicken meat

(c) Egg and chicken meat (d) Milk and egg

Q. 5. Which of the following is not a weed?

(a) Cowpea (b) Parthenium

(c) motha (d) Xanthium

Q. 6. Which of the following is not a cropping pattern useful in increasing food production?

(a) Mixed cropping (b) Hybridization (c) Intercropping (d) Crop Rotation Q. 7. Milk production from cows and buffaloes depends on which of the following factors?

(i) Lactation period (ii) Type of food given to the animal

(iii) The country in which the animal is present (iv) The breed of the cattle

(a) (i), (ii) and (iii) (b) (i), (ii) and (iv)

(c) (i), (iii) and (iv) (d) (ii), (iii) and (iv)

Q. 8. Which of the following is an Italian bee variety

(a) Apisceranaindica (b) Apismellifera

(c) Apisdorsata (d) Apis florae

Q. 9. Which of the following combinations are most suitable for composite fish culture

(a) Surface feeders and bottom feeders

(b) Surface feeders, middle zone feeders and bottom feeders

(c) Middle zone feeders and bottom feeders

(d) Surface feeders only


Q. 10. Which of the following contain macro-nutrients only?

(a) Calcium, sulphur and zinc

(b) Nitrogen, phosphorous and potassium

(c) Calcium, magnesium and copper

(d) Nitrogen, iron and chlorine

Assessment parameters: 1 mark for each correct answer


Assessment Technique Individual Worksheet (Game based on -‘String the Beads’) Objectives: To enable the students to–

Learn the factors that are important for improvement for Food Production in plants and animals

Identify the ways in which we can ensure better quality and quantity of food from plants and animals Instructions:

1. Given below are outline structures of some ‘Bead Necklaces’ and a list of characters

placed in different categories. Each necklace is given a name that is actually a ‘term

’important for Food Production. You have to pick one character from each category to list

the features of a group. In this way, you will ‘string the beads’ and the necklace will be

complete when all the beads have been allotted characters from each category.

CATEGORY A B C D E

For milk and drought labour

Layers and Broilers

Fowl Dwarf parents preferred for commercial chick production

Mullets and Bhetki

For egg production and chicken, meat

Marine and fresh water varieties

Peneausmonodon

Lactation period is more important while selecting the right breed

Aseel and Leghorn

Cheap source of animal protein obtained from water

Dairy and draught animals

Apisdosatta and Apismellifera

Large school are located in open seas using satellites and ecosounders; capture and culture methods are also used

Jersey,Red Sindhi

For production of honey

Local Italian variety

Bosindicus and Bosbubalis

Value and quality of product depend upon pasturage

Rock bee and little bee


Criteria for Assessment: Marks for each correct necklace = 2 ½ ( ½ marks for each bead)

(Total Marks: 2 ½ X 4 = 10 ) FORMATIVE ASSESSMENT 1 TASK 5

I.TEAM: IV

II. CLASS: IX

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: Motion


Read the given velocity-time graph correctly

Interpret the given graph for motion of a body correctly

Solve simple problems based on graphical representation of motion.

VI. Nature of task with details:

(Pertain to visual learners)

Assessment Technique Graph-Based Worksheet

Instruction: The velocity-time graph for motion of two bodies A and B is as shown. Read thegraph carefully and answer the following questions:


1. Which of the two bodies has a higher velocity at time (a) t = 2s (b) t= 4s? (1) 2. Which of the two bodies has (a) constant velocity (b) increasing velocity? (1) 3. At what time is the velocity of the two bodies same? (1) 4. What is the velocity of A and B at time t=1s? (1) 5. What is the change in the velocity of body B over a 2 second interval? (1) (Pertaining to Audio learners) Assessment technique: Data based Worksheet Objectives: To enable the students to

Read the given data correctly

Plot the given data graphically

Correlate the given data to motion in real life situations

Compute simple data-based numerical correctly

Compute simple graph based numerical correctly. Instructions: Read the given time (t) vs. displacement (s) data carefully and answer the questions which follow: Time (t) in seconds Displacement (s) in metres

0 0 2 8 4 16 6 16 8 8 10 0

(i) Sketch a displacement –time graph for this motion. (ii) Sketch a distance-time graph for the same motion. (iii) For which time intervals the body possesses (a) Uniform retardation (b) Constant velocity (iv) What will be the displacement of the body at (a) t = 35 (b) t = 75 (iv) Give one example of this kind of motion in everyday life situations


Assessment Parameters : One mark for every correct answer. (Pertaining to tactile learners) Question: The distance (S) in metres travelled by a particle is related to time(t) in seconds by the equation of motion S = 5 t2. What is the initial velocity of the particle? Question: The figure below gives the v-t graph of a car. What is the distance covered by the car when it is moving with a uniform speed of 15 m/s.

Note: For pen paper test is prepared from chapter 1,5,8 and 15 FORMATIVE ASSESSMENT TASK 6 I.TEAM: IV

II. CLASS: IX

III.TERM: FIRST

(Pen Paper Test) Value Point: 40 Time: 90 min

General Instructions:

1. All questions are compulsory.

2. Draw diagrams wherever necessary.

3. Question no.1-5carry 1 mark.

4. Question no. 6-10 carry 2 marks.

5. Question no. 11-15 carry 3 mark.

6. Question no. 16-17 carry 5 mark.


1. Define acceleration.

2. Name two organelles that contain their own genetic material.

3. What is the physical state of water at (a)25 °C (b) 100°C

4. Where are the proteins synthesised inside the cell?

5. Define hybridization.

6. When will you say a body is in (a) uniform acceleration (b) non uniform acceleration?

7. Convert the following temperature to Celsius scale.

(a) 300 K (b) 575 K

8. Why desert cooler cool better on a hot dry day?

9. Differentiate between prokaryotic and eukaryotic cell.

10. Why lysosomes are called suicide bags?

11. Draw well labelled diagram of sublimation of ammonium chloride.

12. Tabulate differences in characteristics of states of matter.

13. Draw well labelled diagram of plant cell.

14. A train is travelling at a speed of90 km h–1. Brakes are applied so as to produce a

uniform acceleration of – 0.5 m s-2. Find how far the train will go before itis brought

to rest.

15. Why preventive measures and biological control measures be preferred for

protection of crops?

16.(a)A driver of a car travelling at 52 km h–1 applies the brakes and accelerates

uniformly in

the opposite direction. The car stops in 5 s. Another driver going at 3 km h–1 in

another car

applies his brakes slowly and stops in 10 s. On the same graph paper, plot the

speed versus

time graphs for the two cars. Which of the two cars travelled farther after the

brakes were

applied?

(b) Write expression of second equation of motion.

17. Seema and her mother went to a party and were appalled by the amount of food wasted

by the people. Seema’s mother told her to take only that much food in her plate that she

could eat. After the party got over, Seema’s mother asked the host to call the local NGO that

would distribute the unused food to poor people.

(i) State two methods to increase the production of food crops.

(ii) Why is storage of grains considered a very important aspect of agriculture?

(iii) What values are shown by Seema’s mother?


FORMATIVE ASSESSMENT 2 TASK 1

I.TEAM: MAARS

II. CLASS: IX

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED:

CHAPTER 2- Is Matter Around Us Pure?

Assessment technique: Activity based Individual Worksheet

Students will select activity as per their interest and perform individually

Topics of activities:

1. To separate the colours in the ink by chromatography.

2. To separate dye from the ink .

3. To study the extent of compression in solids liquids and gases.

4.To study the properties of compounds and mixture.

5. To prepare solutions , colloids and mixtures,

Examples:

Objectives: To enable the students to—

Enhance observation skill of students.

Understand that dye in sketch pen ink is not a single colour but mixture of colours.

Understand that the colours in the ink can be separated through the technique of

chromatography

Learn the practical skill of chromatography

Understand that chromatography can be used to separate the colours soluble in same

solvent

Draw inference from the observation that the colour which is more soluble in the

solvent will rise faster.

Task: Individual Worksheet


VI. NATURE OF TASK WITH DETAILS: Activity Based

Activity no. 2.7 on page 19 of NCERT Science Textbook may be demonstrated

VII. ASSESSMENT TECHNIQUE: Activity based.


Rubric for assessment are:

Area of Assessment

Correct set up

Handling of apparatus

Observation Inference Neatness/ Precautions followed

Total

Marks 1 1 1 1 1 5


The following information may be given to the students.

Dye in ink is not a single colour but a mixture of colours

These colours can be separated through the technique of chromatography

This technique is used when the mixture contains different colours soluble in same

solvent. The substance which is more soluble in the solvent will rise faster.

Instructions: Answer the following questions based on the demonstration [1 x 5=5]

Q.1. After the completion of the activity what do you observe on the filter paper?

__________________________________________________________________________

Q.2. Why do you observe the spots above on line while the ink spot was put on the line

drawn At bottom?

___________________________________________________________________________

Q.3. Why did the two colours rise to different heights?

___________________________________________________________________________

Q.4. What do you infer from the demonstration?

___________________________________________________________________________

Q.5. What could be the essential conditions to separate any dye using this method?

____________________________________________________________________

Assessment Parameters: 1 mark for every correct answer.


Q1. In the separation of dyes A and B by chromatography, component B has more solubility

in the

solvent. Which component will rise faster?

a. A b. B c. Both at the same speed

d. Separation of dyes is independent of the solubility in solvent


Q2. Different components can be separated from petroleum by:

a. Filtration b. Chromatography

c. Simple distillation d. Fractional distillation

Q3. A mixture of oil and water can be separated by:

a. Sublimation b. Crystallisation

c. Chromatography d. Separating funnel

Q4. Method to separate different pigments from an extract of leaves is -----------------.

Q5. Suggest one application of Chromatography.



I.TEAM: MAARS

II. CLASS: IX

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: CHAPTER 1- MATTER IN OUR

SURROUNDING

Assessment technique: Activity based individual Worksheet


Appreciate that liquids cannot be compressed though we say that the inter particle

distances in liquids are more as compared to solids & gases can be compressed.

Visualise how the application of pressure can bring about change of state and relate

in

to liquefied gas in LPG cyliners

Visualise and compare inter particulate distances between gases and liquids.

Task: Group activity

Procedure/Directions: The teacher may give the following instructions in the class and let

the students perform the given activity in groups before attempting the questions in the

worksheet.



Tactile learners will perform the activity:

1. Take a plastic syringe.

2. Pull out its piston to have the maximum capacity in the syringe.

3. Plug the nozzle of the syringe, by fixing a rubber cork and then either holding it tightly

with thumb or pressing it against the table.

4. Push the piston in, observe carefully and note how far you were able to push the piston,

note the reading on the syringe or measure with the help of a scale.

5. Remove the rubber cork and fill the syringe with water, oil and sand in turn.

6. Repeat the process of plugging the nozzle and pushing the piston again for each of the

material chosen respectively.


Area of Assessment

Correct set up

Handling of apparatus

Observation Inference Neatness/ Precautions followed

Total

Marks 1 1 1 1 1 5


Complete the following observation table:

S. No. Material in the Cylinder of syringe

Initial Position of the piston Final position of the piston

1. Air

2. Water

3. Oil

4. Sand

5. Cotton




Answer the following questions on the basis of the activity performed.

Q.1. Was the syringe empty in first step?

________________________________________________________________________

Q.2. What do you conclude about the inter-particle space in case of liquids and gases?

________________________________________________________________________

Q.3. How would your observation differ if we had filled the cylinder of syringe with

a) cotton wool

b) A cylindrical wooden piece cut to size of the inner diameter of the syringe?

a) _____________________________________________________________________

b) _____________________________________________________________________

Q.4. Is there any thing between the particles of air, water and wood?

Assessment Parameters:

Q1, 2 and 4- 1 mark each

Q3- 2 marks


I.TEAM: MAARS

II. CLASS: IX

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: Chapter 16 Improvement in food

recourses

Task : Group Work

Objectives:

1. To understand the concept of plant production and animal husbandry

2. To make the students aware of the type of soil and factors responsible for plant

growth

Procedure:

1. The class may be divided into groups of 3-4 students.

2. The Problems related to food production from plants and animals that are faced by a

farmer, may be written on slips of paper.


3. Each group shall pick up a slip and then try to find out the reason, factors responsible and

solution to the problem assigned to their group.

4. Each group may be given 2-3 days time to prepare a presentation about the problem/

situation. They may present this paper in class.

Problems/ Situations that may be given to the student:

The farmer cannot afford to purchase fertilizers for his farm. He wants to improve

the production of wheat in his farm. The soil is low on nutrients.

The farmer has noticed that inspite of using the best fertilizers and irrigation

methods on his farm, the yield is still low.

The cattle on the farm are not healthy and the milk yield is very low.

The farmer has spent a lot of money on installation of artificial beehives on the farm.

But the yield of honey is becoming less over the years.

The poultry birds on the farm are not healthy. The mortality rate of the birds is high.

The farmer visited a friend in New Zealand. He found that the exotic varieties of

cattle were giving a good yield of milk. He was impressed and decided to import

these animals to his country. However, the animals did not continue to thrive in his

country. Infact they frequently fell ill and some of them died.


They will collect information related to the problem given to them through internet,

searching video`s, prepare handouts, data etc.


They will enact the whole sequence to make other students aware of the problems and give

suggestions.


They will prepare paper presentation and discuss among classmates and team members.

Criteria for Assessment :

Identification of problem: 2 marks

Suggesting a solution: 2 marks

Overall presentation: 1 mark


FORMATIVE ASSESSMENT 2 TASK 4 I.TEAM: MAARS

II. CLASS: IX

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: . 1. Improvement in food resources 2. Fundamental unit of life 3. Tissues 4. Force & Laws of motion

GAME BASED TYPE OF GAMES ON VARIOUS TOPICS CAN BE: (Pertaining to Tactile Learners)

They will design scientific games related to the topics. (Pertaining to Visual Learners)

They will prepare the game and frame relevant questions.


They will ask other team questions and organize the scientific game competition.

1. A Snake And A Ladder

(The following activity can be done on one chapter or more than one chapter may be included) e.g. 1. Improvement in food resources 2. Fundamental unit of life 3. Tissues 4. Force & Laws of motion Assessment Technique Game based Quiz- group and individual activity Objectives: To enable the students to–

Revise the concepts given in a chapter

Answer questions based on the content of the chapter

Learn how to collaborate and find the solution to a problem/ answer to a question


Task: Group Work Procedure:

1. A question bank of about 50 questions may be prepared. Each question is written on a

chit or a small card (discarded visiting cards may be used). A snake and a ladder with

hundred steps may be drawn on the board. The snake and the ladder may be drawn on a

smaller board and fixed on the board in the classroom.

2. The class is then divided into four groups. Each group is given a colour. The teacher has

board pins / bindis / stickers of the same colour.

3. The game may be conducted by the teacher. A stop watch may be used to limit/record

the time for response.

4. One by one , each group picks up a question chit and gives the answer after consulting

other members of the group.

5. A correct answer takes the group five steps up the ladder. A wrong answer takes the

group into the mouth of the snake and reaches its tail. The next correct answer brings back

the group to the base of the ladder.

6. The group that reaches the top of the ladder first , wins.

7. The scores on the ladder are indicated by the board pins with coloured heads or coloured

bindies or coloured stickers.

8. From time to time, individual students may be asked to pick up a chit/ card. The

student’s response may be marked on the board in manner described above.

9. Effort should be made that every student gets to answer a question.

Criteria for assessment:

Five points for the correct answer and negative marking is also there.

The points may be converted to marks that will be common for all students belonging to

one group. However, every student may be asked another question as viva to include an

individual level of assessment too, in the activity.

2.Force & Laws Of Motion Chapter-9 Objectives: To enable the students to–

Get into the habit of ‘careful observation’.

State their observations

Draw conclusions based on their observations.

Arrive at a ‘general result’ based on their observations and conclusions. Procedure:

Arrange a card board/ply board at some angle to the ground to a place where a long stretch of floor is ‘clear’.

Make provision for holding the board in its inclined position and for adjusting its angle of inclination.

Make provision for fixing two different surfaces – One smooth and one rough – on the board.

Have two different balls – say a smooth rubber ball and a used cricket/tennis ball.


Let each ball roll down, from each of the two surfaces, for a given angle of

inclination.

Measure the distance (from the lower edge of the inclined surface) the balls travel on the floor before coming to rest.

Write the results of your observations on the black board or notebook. Assessment parameters: 1 mark for the three correct answers. 1 mark for a ‘tabular presentation’ of the observations. 1 mark for ‘conclusion’ – arrived at. Instructions: ● Observe the ‘demonstration’ and the data written on the black board carefully and answer the following questions: 1. In each case, is the distance moved by the cricket ball less/more than that moved by the rubber ball? 2. For which of the two surfaces does the rubber ball travel a longer distance? 3. Why do the balls come to rest after travelling different distances? 4. Write the written results of the demonstration in a ‘tabular form’. 5. State your 'general conclusion', if any, based on your observations. 3) Scientific luddo Topics:

1. Tissues 2. Animal husbandry

4) Match me ,make me Topics:

1. Ions


I.TEAM: IV

II. CLASS: IX

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: Chapter 1, 6 and 7

Assessment technique- Role play

Students are grouped into 5 to 6 groups of 6-7 students each and assigned role play to each

group covering all concepts. Students will gather information related to the topic and write

their own script.

Topics of role play

1. Nervous tissue

2. States of matter

3. Latent heat

4. Plant cell


5. Animal cell

EXAMPLE: states of matter


Get familiarized with the states of matter

Compare the properties of the three states of matter at the particle level

.Visualize the effect of heat and pressure on the states of matter.

Task: Groups of five

Procedure: The teacher may:

Make three groups of five students (so fifteen students would be involved in this activity,

rest of the students will observe, can do peer assessment and may be involved in other role

plays during the academic year)


They will prepare props for the play in the form of slogans, posters, diagrams etc


They will participate in the role play related to the topic


They will write the script related to the topic and include the concepts.

Assign each team a task to act like the 'state of matter' assigned to them. The use of

verbal mode, bodily kinaesthetic mode and props is on the discretion of the group.

Guide them as to depict the– a) inter particle distances

b) Inter particle forces of attraction

c) Kinetic energy possessed by the particles.

d) Effect of heat and pressure on the state

Assessment parameters: One mark for each of the following indicators:

1. Does the child understand the task given? Yes /No

2. Is the child able to work in a team? Yes /No

3. Is the child inquisitive about different phenomena? Yes /No

4. Can the child think logically and rationally? Yes /No

5. Is the child able to apply theoretical knowledge in practical situation? Yes /No


6. Does the child have good understanding of the following concepts? Yes /No (1 mark for

each of the following)

Inter particle distance

Inter particle forces of attraction

Kinetic energy possessed by the particles

Effect of heat on state of matter

Effect of pressure on state of matter Total marks: 10

2 THE FUNDAMENTAL UNITS OF LIFE

ROLE PLAY: fruit custard in the shape of ANIMAL CELL

Objectives: To enable the students:

1. To understand the structure of various organelles.

2. To correlate fruits with the structures of organelles

3. To tell the functions of various organelles

TASK: GROUP OF 6-7 STUDENTS

Cytoplasm of animal cell is Custard

One group of students will enact the role of various organelles.

Students will identify and correlate organelle with fruit

They will introduce themselves as organelle and explain their functions.

After explaining, they will place their respective fruit in the bowl containing custard

And make desert in the shape of animal cell.

Assessment parameters:

1) Relevance to the topic = 1 mark

2) Scientific thought and its extent = 1 mark

3) Presentation = 2 marks

4) Confidence= 2 marks


FORMATIVE ASSESSMENT-3 TASK 1

TEAM 4

CLASS IX

TERM II FORMATIVE ASSESSMENT – 3

SCIENCE

CLASS- 9

M.M= 40 TIME= 1.30 HRS

Question No. 1-4 are of 1 mark each, 5-9 are of 2 marks each, 10-12 are of 3 marks

each,13-15 are of 5 marks each and 16( MCQ) is of 5 marks

1. Give an example of tri atomic gas.

2. The growth in plants is limited to certain regions. What is the reason?

3. What is the S.I unit of Force?

4. State Newton`s first law of motion.

5.Explain the salient features of Phylum Mollusca.

6. What are polyatomic ions ? Give two examples.

7. State any two differences between an atom and molecule.

8. Convert into mole :

i) 12 gram of oxygen gas

ii) 32 gram of oxygen molecule

9. Differentiate between isotopes and isobars.

10.Write the formulas & names of the compounds formed between :

a) Sodium and carbonate ions

b) Aluminium and sulphate ions

c) Barium and chloride ions

11 Give three differences, between Angiosperms and Gymnosperms.

. 12.Write three significant features of Bohr’s Model of atom.

13 . a) Why do we classify organisms ? Write its any four advantages.

b) Why is there a need for systematic naming of living organisms ?


Write four conventions that are followed while writing scientific names of the species.

14.Explain law of conservation of momentum.

15. State the postulates of Dalton`s atomic theory.

16 MCQ

1. Which of the following is not an aerial adaptation of a bird?

a) Presence of strong flight muscles.

b) Presence of vertebral column

c) Streamlined body

d) Forelimbs modified into wings.

2. Amphibians of the plant kingdom are :

a) Thallophyta

b) Pteridophyta

c) Bryophyta

d) None of these

3. The S.I unit of momentum is:

a) Kgm/s b) Kgm/s2 c) Kg d) none of the above

4. The mass number of Sodium is :

a) 23 b) 12 c) 24 d) 11

5. The electronic configuration of Chlorine ion is :

a) 2,8,8 b)2,8,7 c) 2,8 d) none


TEAM 4

CLASS IX

TERM II

CHAPTERS : Atoms and molecules and Improvement in food resources

Task: individual based activity


(PREFERABLY FOR AUDITARY LEARNERS)

Q 1. One atom atom of OXYGEN has a atomic mass of 16 units its molecule has 2 atoms

bonded together . use this information to complete the blank given.

(a). atomic number of oxygen----------

(b). I molecule of oxygen---------------

(c ). No. of electron in an atom-------------

(d ). No. of proton in an atom------------

(e ). No. of neutron in an atom----------

(f). molecular mass of oxygen ---------

Q 2. Given below are outline structure of some ‘Bead Necklaces’ and a list of characters

placed in different categories. Each necklace is given a name that is actually the ‘term’ for a

group of living organisms. You have to pick one character from each category to list the

common characters of a group. And complete the necklace diagram.

The first bead has been completed for you from category A

Categories---

A B C D E

Eukaryotic cell

unicellular Do not have differentiated plant body

Vascular tissue absent

Reproductive organs in conspicuous & repro duction by spores

Prokaryotic cell

multicellular The differentiation of plant body is not there

Vascular tissue present

Reproduction by naked seeds

Both unicellular and multicellular

Well differentiated plant body

Reproduction by seeds that are enclosed in fruits


Assessment criteria: 1 mark for each correct entry of bead will be given to students


TEAM 4

CLASS IX

TERM II



Chapters -Diversity of living organisms and Structure of atom

Task - Puzzle

Objectives:

1. To acquire the knowledge of various plants and animals

2. To enable the students to solve puzzle.

( Preferably for visual learners)

Q 1. Read the given clues carefully and fill up the blanks with appropriate word/ term to

complete the crossword puzzle given below :


Assessment criteria: ½ mark for each correct entry in the blocks. Total marks 10

Q 2.

Down

1. scientist who discovered that electron are present in an atom in shells, K, L, M, N

3. Neutral particle of an atom

4. scientist who discovered nucleus

5. atoms of different elements with same mass no. but different atomic no.

6. no. of electron in outer most shell of oxygen

7. combining capacity of an atom

ACROSS

2. name of scientist who discovered neutron

8. atoms with same no. of proton but different no. of neutrons

9. negatively charged particles in an atom


10. the central part of an atom

Assessment criteria: ½ mark for each correct entry in the blocks. Total marks 10


TERM II

Chapter – Work and energy

OBJECTIVES:--

The assessment tool aims at helping the students to connect classroom learning to life outside the school. It is important and essential to give more examples of energy transformation in daily life.

In some physical situations, the energy transformation can be of more than one type. Proper

explanation may be provided to help the students understand these situations

clearly

(For all type of learner)

Q1.Given below in column I are different physical situations in everyday life. Read the first column carefully and write the corresponding energy transformation in Column-II. One example has been done for you. Column I Column –II ● Lighting of torch bulb ● Chemical energy-Electrical Energy- Light/heat energy ● Rotating of an electric fan ● Paddling of a bicycle ● Moving of a car ● Weight lifting exercise ● Release of an arrow from a bow ● Stretching or compressing of a spring ● Use of a solar cell89 ● Climbing up a staircase ● Going up in lift ● Kicking of a football ASSESSMENT CRITERIA:---1 MARK for each situation of energy transformation. Total marks= 10

*******


FORMATIVE ASSESSMENT TASKS – TEAM versatile CLASS –x SCIENCE


I.TEAM: Versatile

II. CLASS: X

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: Chemical Reactions and Equations.


Recognise a chemical change

Differentiate between a chemical and physical change

List the observations that help to indicate a chemical change

Understand that a chemical reaction leads to a chemical change

Develop scientific skills of observation, drawing conclusions and handling chemicals.


Student Worksheet Time: 10 minutes

Observe the diagram given below carefully and answer the questions that follow:

(a) Iron, nails dipped in copper sulphate solution


Ql. Write a balanced chemical equation for the reaction, between copper sulphate and iron

nail.

Q2. Identify the type of reaction. Justify your identification.


Q3. Give reason why food cans are coated with tin and not with zinc.

Q4. On the basis of temperature change what kind of reaction is it ?

Q5. Complete the following reactions:

i) Mg + CuSO4 __________+_______

ii) Fe + Al2(SO4)3 ___________ +_________

ASSESSMENT TECHNIQUE: Activity based worksheet.



Ql. After ten minutes of keeping the set up as shown in the figure, the colour of the iron nail

changes. What does this indicate?

Q2. Name the type of chemical reaction that takes place between copper sulphate and iron

nail.

Q3. Which of the two metals involved in the given process is more reactive?

Q4. What change do you expect in the reaction mixture if a copper wire is kept immersed in

an

iron sulphate solution?

Q5. What is the colour of the reaction mixture before and after the reaction?

VII. ASSESSMENT TECHNIQUE: Activity based worksheet.



VI. NATURE OF TASK WITH DETAILS: Students will perform the activity to shoe reaction

between iron and copper sulphate

VII. ASSESSMENT TECHNIQUE: Activity based.


Area of

Assessment

Correct

set up

Handling

of

apparatus

Observation Inference Neatness/

Precautions

followed

Total

Marks 1 1 1 1 1 5



I.TEAM: Versatile

II. CLASS: X

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: Life Processes


Recall that all living beings respire to release energy

Recognise that respiration is a chemical reaction

Correlate the chemical reaction involved in respiration with presence/absence of

Oxygen

Understand that there may be complete or incomplete breakdown of glucose

depending upon the location and availability of oxygen

Appreciate that energy is produced in varying quantities when glucose is broken

down during cellular respiration

VI. NATURE OF TASK WITH DETAILS: The students are given a worksheet that has a flow

chart of breakdown of glucose by various pathways in living organisms.


The students will see the flow chart and then answer the questions given below the flow

chart.

1. What is the source of glucose molecules that are involved in cellular respiration in plants?

2. What is the source of glucose molecules that are involved in cellular respiration in

animals?


3. What is the specific reason for muscle cramps that are caused due to sudden physical

exercise?

4. Out of the three types of reactions given in the flow chart, which reactions can be termed

as aerobic? (Write the number specified in the flow chart)

5. Out of the three types of reactions given in the flow chart, which reactions can be termed

as anaerobic?




The students will fill in the blank spaces in the flow chart.


Assessment Parameters: Each of the fill up may be given one mark each.

(

Pertaining to Tactile Learners)

Role Play: Students will do role play of different organs of the system.

The student enacting the part of the respiratory system must follow the following steps

● Introduction

● Specify area where you are present

● Explanation of structure/function

● Role in respiration

● What will happen if you are not there/ you stop working?

● Any extra information related to working of the organ/part, disease etc.

VII. ASSESSMENT TECHNIQUE: Role Play

Assessment Parameters: Rubrics for assessment are:


the presentation

Justification of

the role

Creativity Total

Marks -> 2 2 1 5



I.TEAM: Versatile

II. CLASS: X

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: Electricity and Magnetic Effects of

Current

V. LEARNING OBJECTIVES: To enable the students to

Get familiarised with the symbols of different circuits elements.

Appreciate the significance and advantages of using symbols for drawing circuit

diagrams.

Learn to draw simple circuits diagrams by using symbols.

The basic rules for finding the direction of the magnetic field in different cases.

The similarity between the magnetic field of a bar magnet with that due to a long

current carrying solenoid.

The fact that the force due to a magnetic field is not along its own direction but

along a direction perpendicular to its own direction.

That a current carrying wire experiences the maximum force when it is oriented

perpendicular to the direction of the magnetic field.

That we use Fleming’s left hand rule for finding the direction of force experienced by

a current carrying wire (or a moving charge) in a perpendicular magnetic field

whereas the right rand rule is used for finding the direction of induced current.

VI. NATURE OF TASK WITH DETAILS: Survey Project


Students will survey ten homes and collect data on devices used, energy consumption,

power rating, energy saving tips, etc.

VII. ASSESSMENT TECHNIQUE: Survey


Parameters -> Questionnaire Interpretation Collaborative

work

Observing

time

constraints

Total

Marks -> 2 1 1 1 5



Students will compile and analyze data, make diagrams/graphs for different data.

ASSESSMENT TECHNIQUE: Survey


Parameters -> Compilation of

data

Neatness Collaborative

work

Interpretation Total

Marks -> 2 1 1 1 5


Students will make presentation of the above survey.

ASSESSMENT TECHNIQUE: Survey


Parameters -> Creativity Content Presentation Effectiveness Total

Marks -> 1 1 2 1 5

FORMATIVE ASSESSMENT 2 TASK – 1

I. TEAM: VERSATILE

II. CLASS: X

III. TERM: FIRST

IV. CURRICULUR CONCEPTS/CHAPTERS COVERES: Acids, Bases and Salts

V. LEARNING OBJECTIVES: To enable the students to-

Recall that an acid reacts with a base to produce salt and water.

Identify the acid and base that would combine to form the given salt.

Correlate the acidic, basic or neutral nature of the salt to the strength of the acid and

base which may be used to obtain the salt

Appreciate that all salts are not neutral.

Conceptualise the formation and nature of a salt.

VI. NATURE OF TASK WITH DETAILS: Concept based


Procedure:

The students may be given the following worksheet of completing the table after the

teaching learning of reaction between acid and base to form salt to strengthen the concept.


Choose the correct option for the following questions from the four choices given. Each

question has only one correct answer.

Q1. An element common to all acids is

A. Chlorine B. Nitrogen C. Oxygen D. Hydrogen

Q2. Bases on ionisation release

A. hydrogen ions B. sodium ions C. Chloride ions D. hydroxide ions

Q3. ln general, salts

A. are ionic compounds B. contain hydrogen ions

C. contain hydroxide ions D. turn litmus red

Q4. When aqueous solutions of an acid and base are mixed

A. no reaction occurs B. a new acid and a new base-are formed

C. a salt and water is formed D. an acid and a salt is formed

Q5. When magnesium and hydrochloric acid react, they produce

A. Oxygen and magnesium chloride B. Chlorine and magnesium oxide

C. Hydrogen and magnesium chloride D. Hydrogen and magnesium oxide

Q6. When HCI (aq) is exactly neutralised by NaOH(aq), the hydrogen ion concentration in

the resulting mixture is

A. always less than the concentration of the hydroxide ions

B. always greater than the concentration of the hydroxide ions

C. always equal to the concentration of the hydroxide ions

D. sometimes greater and sometimes less than the concentration of the hydroxideions

Q7. A common substance that contains acetic acid is

A. Vinegar B. Ammonia water C. Salad oil D. Soap

2Q8. A base used in the manufacture of soap is

A. Calcium hydroxide B. Sodium hydroxide

C. Ammonium hydroxide D. Zinc hydroxide


Q9. Which of the following solution will turn phenolphthalein pink?

A. HCl (aq) B. CO2 (aq) C. KOH (aq) D. CH3OH (aq)

Q10. Fruit juices, such as orange juice, contain:

A. Boric Acid B. Citric Acid C. Sulphuric Acid D. Nitric Acid


Assessment Parameters: Each of the following questions may carry ½ marks to each correct

option.


S. No pH of base Colour shown by phenolphthalein

Indicator

Number of drops of acid

required

for complete neutralisation.

pH of acid =

1

2

3

4

5

VII. ASSESSMENT TECHNIQUE: Activity


Area of

Assessment

Correct

set up

Handling

of

apparatus

Observation Inference Neatness/

Precautions

followed

Total

Marks 1 1 1 1 1 5



Q. Complete the following table with the acids and base used to form a particular salt.

Also give the idea whether the acid /base is strong or weak and nature of the salt. .


S. No. Salt Acid

used

Strong/weak

(S/W)

Base

used

Strong/weak

(S/W)

Nature of salt

Example Sodium

chloride

HCl S NaOH S Neutral

1

2

3

4

5


Assessment Parameters: Each of the following questions may be assessed giving equal

weight age of 1marks to each salt.


I.TEAM: Versatile

II. CLASS: X

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: Sources of Energy

V. LEARNING OBJECTIVES: To enable the students to-

Recognize various available sources of energy.

Understand the criteria that should be followed to select the right source of energy.

Learn the various terms related to use of energy by man

VI. NATURE OF TASK WITH DETAILS: Concept Based


The students are given a worksheet that has a crossword puzzle and clues to complete

the crossword.


The Clues

Across: 3 This

principle is useful in solar cooker but can be harmful on earth (5, 5, 6) 5

Element used to make solar cells

6 A black surface ____________ heat.

7 This fossil fuel made industrial revolution possible

8 A green house gas

10 High rise structures constructed on rivers to produce hydro electricity.

Down:

1. Its construction, on River Ganga, was opposed

2. Clean Fuel (abbreviation)

3. Bio-gas is commonly called

4. Nuclear power generation is based on this process

9. This energy is converted to electrical energy in a thermal power plant


Criteria for Assessment:

Marks for each correct word added in the puzzle = ½ (Total Marks: 1/2 × 10 = 5)


Make a model which can harness solar energy.

Criteria for Assessment: Rubric

Area of

Assessment

Correct

set up

Neatness Relevance

to topic

Research Total

Marks 2 1 1 1 5



Students will debate on the any topic related to Sources of Energy like:

“Dependence on non-conventional Sources is the only solution to energy crisis.”


Criteria for Assessment: Rubric:

Area of

Assessment

Content Presentation Relevance

to topic

Scientific

reasoning

& skill

Total

Marks 2 1 1 1 5


I.TEAM: Versatile

II. CLASS: X

III.TERM: FIRST

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: CONTROL AND CORDINATION


● Recall the names of various endocrine glands present in our body

● Recognize the importance of the role these glands play in body metabolism

● Identify the location of endocrine glands in our body

● Correlate the glands with their respective function/functions

● Appreciate the balancing act of hormones, secreted by these glands

● Differentiate between endocrine glands and exocrine glands



Instructions: Observe the diagram given below carefully and write names of the endocrine

glands A, B, C, D, E and F in the given boxes. Mention, name of one hormone produced each

of these glands, in the table provided


S No Endocrine Gland Hormone released

1 A

2 B

3 C

4 D

5 E

6 F

VII. ASSESSMENT TECHNIQUE:

Each correct labeling (name of the endocrine gland) = ½ mark

Name of the hormone = ½ mark Total: ½ × 5 + ½ × 5 = 5 marks


Role Play: Students will do role play of different organs of the system.

The student enacting the part of the respiratory system must follow the following steps

● Introduction

● Specify area where you are present


● Explanation of structure/function

● Role in respiration

● What will happen if you are not there/ you stop working?

● Any extra information related to working of the organ/part, disease etc.

VII. ASSESSMENT TECHNIQUE: Role Play



the presentation

Justification of

the role

Creativity Total

Marks -> 2 2 1 5


Students will complete the following worksheet:

Endocrine gland Hormone Target organ Function

1 thyroid

2 insulin

3 ovary

4adrenal

5 testosterone


Assessment Parameters: 1 Mark for function and ½ mark for other blanks.


I.TEAM: Versatile

II. CLASS: X

III.TERM: SECOND

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: Light: Reflection and Refraction

V. LEARNING OBJECTIVES: To enable the learner to:

Use the expression for magnification, and the lens formula to solve simple

numerical

Problems.


Correlate the situation given in the problem with the images formed by the

lenses

Appreciate why a given lens finds a specific application in daily life

.To express all the given physical quantities, in consistent units, for use in a

specific

Solve numerical problems.


Instructions: Procedure: The teacher may

● Explain the nature of images formed by spherical lenses for different positions of the

Object.

● Discuss nature of the images formed by (i) a concave lens (always virtual and

diminished)and (ii) a convex lens (real: smaller/magnified and virtual; only enlarged).

● Give illustrative examples for the formulae learnt and the relevant diagrams through

simple numerical problems

● Emphasize that all the physical quantities given in a numerical problem should be

expressed in consistent unit.


Instructions : Study the following situation carefully and answer the questions that follow:-

A lens produces an erect image, of size 12 mm, when an object of size 6 mm is placed 12 cm

from its optical centre.

1. What is the nature of the lens?

2. What is the magnification produced?

3. What can we say about the position of the object to get an image of the type given?

4. Draw the relevant diagram to justify your answer to the above question.

5. Calculate the image distance and the focal length of the lens.

6. What is the power of this lens?

7. Give an application, in daily life, of this type of lens, in a situation similar to the

one given here.


Assessment Parameters: One mark for every correct answer


Instructions : Read the followings instructions carefully and do as directed:


● Consider a convex lens of focal length 30cm and an object of size 6cm

● Choose a scale where 3cm corresponds to 1cm

● Take the object to be at a distance of 45cm from the convex lens and draw the

corresponding ray diagram for image formation.

● Repeat for object distances of 30cm, 24cm, 15cm.36cm,60cm.

● Complete the table given below:

Object Size = 6 cm Focal Length = 30 cm

Object Distance Image

Distance Size Nature

45 cm

36 cm

30 cm

24 cm


Assessment Parameter :

1. 3 Marks for each ‘to the scale’ ray diagram.

2. 2 Marks for each inferences drawn.


Complete the ‘inference statements’ based on your interpretation of the data collected by

the above group:

For an object kept within the focus of a convex lens

a. The image is .......................................... in nature.

b. The image moves .......................................... to /from the focus as the object is moved

progressively closer to the optical centre.

c. The image size keeps on progressively .......................................... as the object is moved

progressively away from the focus of the lens.

d. For all object distances less than the focal length, the image is ............................ with

respect

to the object.

e. What is the scale chosen for making the ray diagrams.


Assessment parameter: Two marks for every correct answer



I.TEAM: Versatile

II. CLASS: X

III.TERM: SECOND

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: HOW ORGANISMS REPRODUCE

V. LEARNING OBJECTIVES: To enable the students to

● Recognize various types of Reproduction exhibited by animals and plants.

● Learn the names / terms associated with reproduction.

● Relate certain identifying features to specific parts where they are found.



Procedure :

1. The class is divided into groups of 2-4 students.

2. Each group may be asked to bring a flower and a few seeds that have been soaked

overnight in water.

3. The students may be asked to bring any of the following flowers and seeds-

Suggested flowers : China Rose, Tube rose, salvia, poppy, Lily

Seeds : Bengal Gram, green Moong, Kidney Beans (Rajma)

4. The students may also be asked to bring some material like: scissors, brush, hand-

lens,needle, two white/coloured sheets of paper.

5. The teacher may guide the students and provide a list of parts that have to be displayed:

For example,

Parts to be displayed during flower dissection- Stalk, Sepal, petal, stamen,pistil (or just

stigma and style)

Parts to be displayed during seed dissection: Cotyledon, plumule, radicle (or just

embryo and cotyledons).

Each group shall dissect one flower and one seed. They shall remove the parts and place

them on the sheet of paper giving appropriate names to identify the parts.

VII. ASSESSMENT TECHNIQUE:: Practical based Activity

Assessment Rubric:

S No Dexterity in

Dissection (Skill)

Correct

identification

of parts

Viva Total

Marks 1 2 2 5



Select the correct option from the four different choices given for each question.

1 Plants that have lost their capacity to produce seeds, reproduce by

a. Spores c. Fission

b. Vegetative propagation d. Regeneration

b. A stamen consists of two parts namely:

a. Anther and style c. Anther and filament

b. Stigma and style d. Filament and style

c. A bisexual flower contains

a. Stamens only c. Either stamens or carpals

b. Carpals only d. Both stamens and carpals

d. The part of the flower that ripens to form a fruit is:

a. Ovule c. Carpel

b. Ovary d. Egg cell

e. The seed is formed from:

c. Ovule c. stamen

d. Ovary d. style

VII. ASSESSMENT TECHNIQUE:: Worksheet

Assessment : 1 Mark each for correct option.


Students will draw the diagram of longitudnal section of flower and label all parts.

VII. ASSESSMENT TECHNIQUE:: Drawing

Rubric:

S No Correct drawing labelling neatness Total

Marks 2 2 1 5


I.TEAM: Versatile

II. CLASS: X

III.TERM: SECOND

IV .CURRICULAR CONCEPTS/CHAPTERS COVERED: Carbon and its compounds.



learn that a group of compounds with same functional group are called Homologues

discover that in a homologous series the difference in the formula of two adjacent

compounds is of ‘-CH2’ and difference in molecular mass is ‘-14 u’

appreciate that chemical properties of members of a Homologous series are similar,.

formulate the general formula for a homologous series.

Predict the next members of a Homologous series.


Teacher may give this worksheet to the students after, they have learnt to derive a general

formula for compounds with same functional groups.


Instructions:

Few pair of .organic compounds are given below:

A. CH3OH & C2H5OH

B. C2H5OH & C3H7OH

C. C3H7OH & C4H9OH

Atomic mass : C = 12 u, H = 1 u, O = 16 u

Answer the following questions on the basis of above data.

Q1. Calculate the difference in formula and molecular masses in the pairs given above a, b,

and c.

For pair (a) Difference in formula:________; Difference in molecular mass:________



Q2. What is common in the above result?

Q3. Name the functional Group / Groups present in the Hydrocarbons listed above.

Q4. Arrange the above hydrocarbons in order of increasing number of carbon atoms.

Q5. What is such type of series called?

Q6. Write down a general formula for the series formed in Question No. 4 indicating the

number of C, H and O atom.

Q7. With the help of the result of Question No. 1 write the next two members of this series

obtained in Question No. 4.

i) _______________________________________________________________

ii) _______________________________________________________________

VII. ASSESSMENT TECHNIQUE: Data based worksheet

ASSESSMENT Parameter:

Question 1: carries 3 marks

Question 2: 6 carries 1 mark each

Question 7: carries 2 marks.


Ameeta K. PGT Chemistry

Z I E T Chandigarh

SUGGESTIVE ASSESSMENT CYCLE

STEP ONE - EXPECTED SKILLS TO BE GENERATED

1. INDEPENDENT THINKING

2. SELF DIRECTION IN GIVEN ASSIGNMENTS

3. PROBLEM SOLVING SKILL

4. PSYCHOMOTOR SKILL

5. COGNITIVE SKILL

6. ATTITUDINAL ASPECT

7. COLLECTING & ORGANIZING DATA

8. ANALYSING SKILL

9. MENTAL ALERTNESS AND APPLICATION

10. DEDUCTIVE REASONING & UNDERSTANDING

11. SCIENTIFIC SKILL

12. INQUISITIVENESS

13. OBSERVATION & ACTIVE PARTICIPATION

14. VOLUNTARY PARTICIPATION

15. SPIRIT OF ENQUIRY

16. SEARCH FOR INFORMATION

17. ARTICULATING IDEAS

18. RECORDING & PRESENTATION SKILL

19. CREATIVITY


20. ORIGINALITY

21. COLLABORATIVE SKILL

22. CONFIDENCE

23. CRITICAL THINKING

24. MOTOR SKILLS

25. CONCRETIZING THE IDEAS

26. FLUENT PRESENTATION WITH APPROPRIATE GESTURES

27. POSITIVE ATTITUDE

28. PEER LEARNING

29. EMOTIONAL , SOCIAL AND PSYCHOLOGICAL STABILITY

30. ADAPTIVE SKILL

STEP TWO - FORMATIVE TASKS

The formative tasks or teaching – learning activities should be selected for generating / sharpening / the following competencies/skills continuously & comprehensively.

TYPE OF GENERAL SUGGESTIVE ACTIVITIES

1. INTERACTIONS WITH PEERS

2. COMMUNICATION DURING PRESENTATIONS

3. COLLABORATION IN GROUP ACTIVITIES

4. DEBATE

5. INTERVIEWS

6. PLACARDS / POSTERS MAKING

7. STUDENT / COMMUNITY AWARENESS CAMPAIGN


8. MULTIMEDIA PRESENTATIONS

9. BUILDING OF EXHIBITS

10. DRAWING /PAINTING

11. REPORT / ARTICLE WRITING

12. ORGANISING QUIZ

13. WRITING WORK SHEETS/HAND OUTS

14. COLLECTION OF SAMPLES / DATA

15. ANALYSIS & INTERPRETATION OF DATA

16. CONDUCTING SURVEY

17. CONDUCTING EXPERIMENTS

18. FIELD TRIPS / VISITS

19. STORY TELLING

20. ROLE PLAY

21. ENTRY CARDS

22. EXIT CARDS

23. ICE BREAKERS

24. THINK-PAIR SHARE

25. CASE STUDY


STEP – THREE GENERATING RUBRICS

Note : The range of marks w r t different criteria will be kept b/w 6-10 only , since the activities offered are to be of varied nature ,hence it could be safely assumed that the performance of learners will vary from V.GOOD , EXCELLENT & OUTSTANDING only.

SAMPLE RUBRICS RUBRIC 1. Interactions with Peers

CATEGORY↓ Marks → 10 08 06

Comprehension Student is able to accurately answer almost all questions posed by listeners about the topic.

Student is able to accurately answer most questions posed by listener about the topic.

Student is able to accurately answer a few questions posed by listeners about the topic.

Listening to others’ view points

Always listens to, views of others.

Usually listens to, views of others.

Sometimes listens to, views of others.

Stays on Topic Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89% -75%) of the time.

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm.

Facial expressions and body language sometimes generate a strong interest and enthusiasm.

Facial expressions and body language are used to try to generate enthusiasm but seem ineffective

RUBRIC 2 .Communication during Presentations CATEGORY↓ Marks → 10 08 06

Effectively articulates thoughts and ideas utilizing oral communication skills

Articulates thoughts and ideas clearly, accurately and effectively

Articulates thoughts and ideas clearly and accurately but not much effectively

Begins to articulate thoughts and ideas but clarity and accuracy are inconsistent.

Effectively utilizes multiple media and technology

Demonstrates competence in simultaneously using selected media and technological aids

Confident in using selected media and technological aids

Not much confident in using selected media and technological aids

Effectively communicate in diverse environments

Effectively identifies the multiple target audiences (age, background, etc.) and understands their unique communication needs .

Identifies the multiple target audiences (age, background, etc.) but does not adapts to their unique communication needs .

Cannot handle multiple target audiences simultaneously

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm .

Facial expressions and body language sometimes generate a strong interest and enthusiasm.

Facial expressions and body language are used to try to generate enthusiasm, but seem ineffective

RUBRIC 3. Collaboration in group activities CATEGORY↓ Marks → 10 08 06

Quality of work Provides work of the highest quality

Provides work of the moderate quality

Provides work that occasionally needs to be checked /redone

Contribution Routinely provides useful ideas when participating in the group activities.

Usually provides useful ideas when participating in the group activities

Sometimes provides useful ideas when participating in the group activities

Leadership A definite leader who contributes a lot of effort.

A strong group member who tries hard.

A satisfactory group member who does what is required.

Preparedness Brings needed materials to class and is always ready to work.

Almost always brings needed materials to class and is ready to work.

Almost always brings needed materials but sometimes needs to settle down and get to work


RUBRIC 4. Debate CATEGORY↓ Marks → 10 08 06

Information All information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear and accurate, but was not usually thorough.

Respect for other participant

All statements, body language, and responses were respectful and were in appropriate language.

Statements and responses were respectful and used appropriate language, but once or twice body language was not.

Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark.

Use of facts / statistics Every major point was well supported with several relevant facts, statistics and/or examples.

Every major point was adequately supported with relevant facts, statistics and/or examples.

Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.

RUBRIC 5. Interviews


Setting up the interview

The student introduced himself, explained why he wanted to interview the person, and asked permission to set up a time for an interview.

The student introduced himself and asked permission to set up a time for the interview, but needed a reminder to explain why he wanted to do the interview.

The student needed assistance in all aspects of setting up the interview.

Note taking The interviewer took occasional notes during the interview, but usually maintained focus on the person rather than the notes. Notes were added to after the interview

The interviewer took occasional notes during the interview, but usually maintained focus on the person rather than the notes. No additional notes were taken.

The interviewer took no notes during or after the interview.

Report writing The report is well organized and contains accurate quotes and facts taken from the interview.

The report is well organized and contains accurate facts taken from the interview but lacks quotes.

The report is lacking facts and quotes from the interview OR the quotes and facts are not accurately reported.

RUBRIC 6. Placards / posters making


Writing - Organisation Each section in the brochure has a clear beginning, middle, and end.

MOST sections of the brochure have a clear beginning, middle and end.

Less than half of the sections of the brochure have a clear beginning, middle and end.

Graphics / Pictures Graphics go well with the text and there is a good mix of text and graphics.

Graphics go well with the text, but there are too few and the brochure seems "text-heavy".

Graphics do not go with the accompanying text or appear to be randomly chosen.

Contacts accuracy All facts in the brochure are accurate.

89-80% of the facts in the brochure are accurate.

Fewer than 80% of the facts in the brochure are accurate.

Required elements The poster includes all required elements as well as additional information.

All required elements are included on the poster.

Several required elements were missing.


RUBRIC 7. Public/Student Awareness Campaign


Brainstorming – problems Students identify more than 4 reasonable, insightful barriers /problems that need to change.

Students identify at least 3 reasonable, insightful barriers /problems that need to change.

Students identify fewer than 3 reasonable, insightful barriers /problems that need to change.

Brainstorming – solutions Students identify more than 4 reasonable, insightful possible solutions/strategies to encourage change.

Students identify at least 3 reasonable, insightful possible solutions/strategies to encourage change.

Students identify fewer than 3 reasonable, insightful possible solutions/strategies to encourage change.

Research Students include 4 or more high-quality examples or pieces of data to support their campaign.

Students include at least 2 high-quality examples or pieces of data to support their campaign.

Students include fewer than 2 high-quality examples or pieces of data to support their campaign.

RUBRIC 8. Multimedia Presentations


Presentation Well-rehearsed with smooth delivery that holds audience attention.

Delivery not smooth, but able to maintain interest of the audience most of the time.

Delivery not smooth and audience attention often lost.

Sources Source information collected for all graphics, facts and quotes & documented in desired format.

Source information collected for graphics, facts and quotes, but not documented in desired format.

Very little or no source information was collected.

Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Content Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

RUBRIC 9. Exhibit Building


Plan Plan is neat with clear measurements and labeling for all components.

Plan provides clear measurements and labeling for most components.

Plan does not show measurements clearly & is inadequately labeled.

Construction material Appropriate materials were selected and creatively modified in ways that made them even better.

Appropriate materials were selected and there was an attempt at creative modification to make them even better.

Appropriate materials were selected.

Information quality Accurate information taken from several sources in a systematic manner.

Accurate information taken from a couple of sources but not systematically.

Information taken from only one source and/or information not accurate.

Knowledge gained Student can answer all the questions about the exhibit accurately.

Student can answer most of the questions about the exhibit accurately.

Student cannot answer all the questions about the exhibit accurately.


RUBRIC 10. Self Direction


Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time.

Focuses on the task and what needs to be done some of the time.

Time-management Routinely uses time well throughout the project to ensure things get done on time..

Usually uses time well throughout the project to ensure things get done on time.

Does not use time well throughout the project to ensure things get done on time..

Quality of Work Provides work of the highest quality.

Provides high quality work. Provides work that occasionally needs to be checked/redone

Respect for Peers Respectful towards the outlook of peers & shows appropriate Body language.

Respectful towards the outlook of peers, but once or twice body language was not appropriate

Gives sarcastic remarks

RUBRIC 11. Drawing / Painting CATEGORY↓ Marks → 10 08 06

Title Title is informative, centered, and larger than other text.

Title is informative and centered.

The title is incomplete and inappropriate.

General formatting Unlined paper is used. The drawing is large enough to be clear. Student name, class, and date are in the lower left corner.

Unlined paper is used. The drawing is a little too large or a little too small. Student name, class, and date are in the lower left corner.

Lined paper is used and the drawing is much too small or much too large.

Drawing - general Colour is used carefully to enhance the drawing. Overall, the quality of the drawing is excellent.

colour is not used carefully. Overall, the quality of the drawing is fair.

Overall, the quality of the drawing is not fair.

Knowledge gained Student can answer all the questions about the drawing / painting accurately.

Student can answer most of the questions about the drawing / painting accurately.

Student cannot answer all the questions about the drawing / painting accurately.

RUBRIC 12. Report / Article writing


Organisation Information is very organized with well-constructed

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized.

Amount of information All topics are addressed and all the issues described with at least 2 sentences about each.

All topics are addressed, and most issues described with 1 sentence about each.

One or more topics were not addressed.

Quality of information Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Internet used Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Suggestive Formative Tasks with Assessment Rubric Samples

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