Module

Pedagogy of Science 11
(Upper Primary Stage)
1. Overview
The module on pedagogy of science has been developed for
teachers teaching science at upper primary stage. In this
module focus is on how children learn science at upper primary
stage. The module focuses on the following points —
• Learning objectives
• What is science?
• Curricular expectations at upper primary stage
• Learning outcomes in science at upper primary stage
(Classes VI,VII & VIII)
• Suggestive pedagogical processes for achieving the learning
outcomes
• Examples from NCERT, Science Textbook at upper primary
stage
• Suggested activities for KRPs in the training programme

2. Learning Objectives
After going through this module, the learner is expected to
• have basic understanding of science as a subject at
upper primary stage
• have basic understanding of curricular expectations
and learning outcomes at upper primary stage
• apply science as a process of inquiry and knowledge
construction
• explain how teacher can facilitate learning
• integrate content, pedagogy and assessment during
teaching-learning process
• design various learning situations for students to
transact concepts

3. What is Science?
Human beings have always been curious about the environment
around them. One kind of response from the earliest times
has been to observe the physical and biological environment
carefully, look for any meaningful patterns and relations,
and build conceptual models to understand the world on the
basis of observations and thus arriving at theories, laws and
principle. This human endeavour is science.
Science is a dynamic, expanding body of knowledge
covering ever new domains of experiences. It is an organised

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system of knowledge which is based on inquiry evolved out

of natural curiosity, logical reasoning and experimentation.
In a progressive society, science can play a truly liberating
role, helping people escape from the vicious cycle of poverty,
ignorance and superstition. People today are faced with a fast
changing world where the most important skills are flexibility,
innovation and creativity. These different imperative have to be
kept in mind in shaping science education.
3.1 Curricular Expectations at the Upper Primary Stage
At the upper primary stage, children get their first exposure to
‘science’ as a discipline. Science at this stage provides a gradual
transition from environmental studies of the primary stage to
the elements of science and technology at upper primary stage.
Concepts of science to be taught at this stage should be chosen
so as to make sense of everyday experiences. Activities and
experiments should form the essential component part of the
teaching-learning process.
Science concepts at the upper primary stage should not be
governed by disciplinary approach. Science at this stage should
be taught as an integrated subject and it is not to be regarded
as a diluted version of secondary stage. The child should be
engaged in learning the principles of science through familiar
experiences, working with hands to design simple technological
units and models. Focus should also be given to learn more
about the environment and health, including reproductive
and sexual health. Scientific concepts are to be derived mainly
from observations, activities, experiments and surveys. Group
activities, discussions with peers, teachers and community
members, surveys, collection and organisation of data and
their display through exhibitions, etc., in schools and the
neighbourhood should be important components of pedagogy.
Technological components such as design and fabrication of
simple models, practical knowledge about common mechanical
and electrical devices and local specific technologies are to be
included in science curriculum.
Apart from simple experiments and hands on experiences,
an important pedagogic practice at this stage is to engage the
students (in groups) in meaningful investigations particularly of
the problems they perceive to be significant and important. This
may be done through discussions in the class with the teacher,
peer interactions, gathering information from newspapers,
talking to knowledgeable persons in the neighbourhood,

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collecting data from easily available sources (books, journals,

magazines, television, internet, etc.) and carrying out simple
investigations of which the students have a major role to play.
Science curriculum at the upper primary stage is intended
to develop
• scientific temper and scientific thinking
• process skills of science which includes
■ observation(s)

■ posing question(s)

■ searching various resources of learning

■ planning investigations

■ hypothesis formulation and testing

■ using various tools for collecting, analysing and

interpreting data
■ supporting explanations with evidences and justifications

■ critically thinking to consider, weigh and compare

alternative explanations
■ reflecting on their own thinking

• appreciation for historical aspects of evolution of science

• sensitivity towards environmental concerns
• respect for human dignity and rights, gender equity
• values of honesty, integrity, cooperation, concern for life
and public property.
The science curriculum at the upper primary stage as per
NCF-2005 has been organised around the following themes
that are cross disciplinary in nature —
• Food
• Materials
• The World of the Living
• How Things Work
• Moving Things, People and Ideas
• Natural Phenomena
• Natural Resources

4. Learning Outcomes in Science at the Upper Primary

Stage
Learning outcomes identify what the learner will know and
be able to do by the end of a course or class. Detailed class
wise learning outcomes along with the examples are on the
next page.

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Class VI
The learner —
• identifies materials and organisms, such as, plant fibres, flowers, on
the basis of observable features i.e. appearance, texture, function,
aroma, etc.
• differentiates materials and organisms, such as, fibre and yarn; tap and
fibrous roots; electrical conductors and insulators; on the basis of their
properties, structure and functions.
• classifies materials, organisms and processes based on observable
properties, e.g., materials as soluble, insoluble, transparent, translucent
and opaque; changes as can be reversed and cannot be reversed; plants
as herbs, shrubs, trees, creeper, climbers; components of habitat as
biotic and abiotic; motion as rectilinear, circular , periodic.
• conducts simple investigations to seek answers to queries, e.g., What are
the food nutrients present in animal fodder? Can all physical changes be
reversed? Does a freely suspended magnet align in a particular direction?
• relates processes and phenomenon with causes, e.g., deficiency diseases
with diet; adaptations of animals and plants with their habitats; quality
of air with pollutants, etc.
• explains processes and phenomenon, e.g., processing of plant fibres;
movements in plants and animals; formation of shadows; reflection of
light from plane mirror; variations in composition of air; preparation of
vermin-compost, etc.
• measures physical quantities and expresses in SI units, e.g., length.
• draws labelled diagrams/flow charts of organisms and processes, e.g.,
parts of flowers, joints, filtration, water cycle, etc.
• constructs models using materials from surroundings and explains their
working, e.g., pinhole camera, periscope, electric torch, etc.
• applies learning of scientific concepts in day-to-day life, e.g., selecting
food items for a balanced diet; separating materials; selecting season
appropriate fabrics; using compass needle for finding directions;
suggesting ways to cope with heavy rain/ drought, etc.
• makes efforts to protect environment, e.g., minimising wastage of food,
water, electricity and generation of waste; spreading awareness to adopt
rain water harvesting; care for plants, etc.
• exhibits creativity in designing, planning, making use of available
resources, etc.
• exhibits values of honesty, objectivity, cooperation, freedom from fear
and prejudices.

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Class VII
The learner —
• identifies materials and organisms, such as, animal fibres; types of teeth;
mirrors and lenses, on the basis of observable features, i.e., appearance,
texture, functions, etc.
• differentiates materials and organisms such as, digestion in different
organisms; unisexual and bisexual flowers; conductors and insulators
of heat; acidic, basic and neutral substances; images formed by mirrors
and lenses, etc., on the basis of their properties, structure, and function.
• classifies materials and organisms based on properties/characteristics,
e.g., plant and animal fibres; physical and chemical changes.
• conducts simple investigations to seek answers to queries, e.g., Can
extract of coloured flowers be used as acid-base indicator? Do leaves
other than green also carry out photosynthesis? Is white light composed
of many colours?
• relates processes and phenomenon with causes, e.g., wind speed with
air pressure; crops grown with types of soil; depletion of water table with
human activities, etc.
• explains processes and phenomenon, e.g., processing of animal fibres;
modes of transfer of heat; organs and systems in human and plants;
heating and magnetic effects of electric current, etc.
• writes word equation for chemical reactions, e.g., acid-base reactions;
corrosion; photosynthesis; respiration, etc.
• measures and calculates e.g., temperature; pulse rate; speed of moving
objects; time period of a simple pendulum, etc.
• draws labelled diagrams/flow charts e.g., organ systems in humans and
plants; electric circuits; experimentalset ups; lifecycle of silk moth, etc.
• plots andinterprets graphs e.g., distance-time graph.
• constructs models using materials from surroundings and explains
their working, e.g., stethoscope; anemometer; electromagnets; Newton’s
colour disc, etc.
• discusses and appreciates stories of scientific discoveries.
• applies learning of scientific concepts in day-to-day life, e.g., dealing
with acidity; testing and treating soil; taking measures to prevent
corrosion; cultivation by vegetative propagation; connecting two or more
electric cells in proper order in devices; taking measures during and
after disasters; suggesting methods for treatment of polluted water for
reuse, etc.

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• makes efforts to protect environment, e.g., following good practices for

sanitation at public places; minimising generation of pollutants; planting
trees to avoid soil erosion; sensitising others with the consequences of
excessive consumption of natural resources, etc.
• exhibits creativity in designing, planning, making use of available
resources, etc.
• exhibits values of honesty, objectivity, cooperation, freedom from fear
and prejudices.

Class VIII
The learner —
• differentiates materials and organisms, such as, natural and human made
fibres; contact and non-contact forces; liquids as electrical conductors
and insulators; plant and animal cells; viviparous and oviparous animals,
on the basis of their properties, structure and functions.
• classifies materials and organisms based on properties/characteristics,
e.g., metals andnon metals; kharif and rabi crops; useful and harmful
microorganisms; sexual and asexual reproduction; celestial objects;
exhaustible and inexhaustible natural resources, etc.
• conducts simple investigations to seek answers to queries, e.g., What
are the conditions required for combustion? Why do we add salt and
sugar in pickles and murabbas? Do liquids exert equal pressure at the
same depth?
• relates processes and phenomenon with causes, e.g., smog formation
with the presence of pollutants in air; deterioration of monuments with
acid rain, etc.
• explains processes and phenomenon, e.g., reproduction in human
and animals; production and propagation of sound; chemical effects of
electric current; formation of multiple images; structure of flame, etc.
• writes word equations for chemical reactions, e.g., reactions of metals
and non-metals with air, water, and acids, etc.
• measures angles of incidence and reflection, etc.
• prepares slides of microorganisms; onion peel, human cheek cells, etc.,
and describes their microscopic features.
• draws labelled diagram/flow charts, e.g., structure of cell, eye, human
reproductive organs; experimental set ups, etc.
• constructs models using materials from surroundings and explains their
working, e.g., ektara, electroscope, fire extinguisher, etc.
• applies learning of scientific concepts in day-to-day life, e.g., purifying
water; segregating biodegradable and non-biodegradable wastes;
increasing crop production; using appropriate metals and non-metals for

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various purposes; increasing/reducing friction; challenging myths and

taboos regarding adolescence, etc.
• discusses and appreciates stories of scientific discoveries.
• makes efforts to protect environment, e.g., using resources judiciously;
making controlled use of fertilizers and pesticides; suggesting ways to
cope with environmental hazards, etc.
• exhibits creativity in designing, planning, making use of available
resources, etc.
• exhibits values of honesty, objectivity, cooperation, freedom from fear
and prejudices.

In National Achievement Survey 2017, which was based on Learning

Outcomes, percentage of correct responses (on an Average) for class VIII
in Science at the National level was found as follows —
Class VIII  —  44%
Do we know about state average achievement and district average
achievement? Details are available on
http://www.ncert.nic.in/programmes/NAS/SRC.html. We need to reflect
on how to improve learning outcomes of our students in science.

5. Suggestive Pedagogical Processes for Achieving

the Learning Outcomes
The learner is to be provided with opportunities in pairs/
groups/individually in an inclusive setup and encouraged to
• explore surroundings, natural processes, phenomena using
senses viz. seeing, touching, tasting, smelling, hearing.
• pose questions and find answers through reflection,
discussion, designing and performing appropriate
activities, role plays, debates, use of ICT, etc.
• record the observations during the activity, experiments,
surveys, field trips, etc.
• analyse recorded data, interpret results and draw
inference/make generalisations and share findings with
peers and adults.
• exhibit creativity presenting novel ideas, new
designs/patterns, improvisation, etc.
• internalise, acquire and appreciate values such as
cooperation, collaboration, honest reporting, judicious use
of resources, etc.

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The pedagogical processes listed above are suggestive and intended to

give directions to teachers to design various learning situations for
students. It is expected that teachers will provide opportunities to
children to engage in the practice of science and construction of
knowledge by children. Learning as a process of construction of
knowledge requires connecting new ideas to the existing ideas on
the basis of materials/activities presented to them. Hence, teachers’
understanding of learners’ experiences and ideas are very important for
designing teaching-learning situations. Thus, it is expected that teachers
will design appropriate learning situations as per the experiences of the
children and availability of resources and taking care of local context.
Some exemplar concepts to integrate learning outcomes while
transacting concepts in a classroom are discussed.

6. Examples from NCERT Science Textbooks — Upper

Primary Stage (Classes VI–VIII)
Various strategies on how to transact concepts from NCERT
Science Textbooks have been given. Teachers may have other
ways of transacting the same concept. It is expected that
teachers will use locally available material while transacting
concepts. Various resources such as Science Kits, Information
and Communication Technology (ICT), art education, etc., may
be judiciously employed to enrich teaching-learning of science.
6.1 Example 1
Class VIII
Chapter 4 — Metals and Non-metals
Key Concept — Physical Properties of Metals and Non-metals
(Page 44 Section 4 .1)

Learning Outcomes
The learner —
• Conducts simple investigations
• Classifies elements into metals and non-metals on the basis of
their properties
• Explains processes
• Draws labeled diagram
• Applies learning of scientific concepts in day to day life
• Exhibits honesty, cooperation and creativity
• Makes effort to keep surrounding clean

Know Your Students

The availability of resources has always been a matter of great
concern for activity based teaching-learning. The teacher may

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try to manage it by taking help of students who have always

proved to be one of the greatest resources.
The first requirement for a teacher is to know about her
students and establish a rapport with them. This will help
her to plan students’ involvement in various activities during
teaching-learning process. Some students are good at art and
craft, creative writing and some may be good in collecting
materials and conducting investigations. If students show such
kind of behavior, this means they have involved themselves in
the learning process of science.
In the given examples efforts have been made to integrate
pedagogy, content and assessment in a meaningful way.
To Begin With!
In a science class, a teacher is thinking that students would
have some idea of the word ‘metal’ from their daily lives and
they have also studied about it in class VI. To gauge students’
view of metals and their previous knowledge, she asks in the
class. “Can you name some metals?”
Students may come up with answers like iron, silver, gold,
aluminium, steel, copper, etc.
The teacher asks — What makes you call these things as
metals? What do you think is the reason?
Students may say — They are hard. They shine. They give
sound when we hit them.
Student 1 (who is visually impaired), teacher gives him iron
key, lock, etc., in his hands so that he can feel and give his
observations too.
Teacher motivates one of the students to hit wooden table
with a wooden ruler and encourages all the students to observe.
They observed that it also made sound. It is also hard and
shining. Will you call it a metal?
Students may or may not be sure about the answer.

This helps the teacher assess that their concept of metals is based on
daily experiences but is not yet a clearly established concept. So she
decides to encourage students to do some activities to help establish the
characteristics of metals.

Activity 1
The teacher asks one of the students to get a metal plate in the
class and hit it with a wooden stick first and then with a metal
spoon and motivates students to listen to the sound carefully.
Student 1 (visually impaired) — When you hit the plate with
a spoon, it produces a loud ringing sound but the sound is dull
when hit with wooden stick.

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Teacher —  Can any one of you tell about some

property of metals from this?
Student 2 — Yes, when two metals hit each other the
sound is sharper. When one metal hits a non-metal, it is
less sharp and when there is no metal the sound is not
sharp at all.
Teacher — Very good. We call this sharp ringing sound
as sonorous. Metals are generally sonorous materials.
Can you think of some use of this property of metals?
Fig. 1 — Objects made up of metals Student 3  —  All bells are made from metals, for
example, school bell, payal, ghungroo are also made up
of metals (Fig. 1).
Learning Outcomes  — 
Conducts simple investigations to
seek answers to queries that metals are usually sonorous;
applies learning of scientific concepts in day to day life.
Teacher — Provides materials such as aluminium wire,
copper wire, iron nail, coal, sulphur powder. Out of these
materials can you separate the materials with shiny surfaces?
Students are encouraged to work in groups of three to four.

Teacher makes sure that groups are heterogeneous in nature with children
from different backgrounds and abilities.

They separate materials as Group I — shiny and Group II —

without shine/dull.
Student 4 — Group I materials are mostly metals because
they shine and produce sonorous sound whereas Group II
mostly includes other materials.
Student 5 is in cognitive conflict, she brings a rusted iron
nail and asks “If iron is a metal, then why is the surface of this
iron nail not shining?”

The teacher is very happy at her observation and questions to clear her
doubts. This gives encouragement to other students that asking questions
or expressing dilemma is an important aspect of teaching- learning.

The teacher gives sand paper to student 5 and asks her to

rub the rusted iron nail with sand paper.
Student 5 (Starts rubbing with sand paper) — Wow! It is
shining now.
Teacher — Metals often lose their shine and appear dull
because of action of air and moisture on them. Most of the
metals shine but shining is not the only property that metals
show. When we see a collection of many properties, we conclude
it’s a metal.

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Activity 2
Before investigating, teacher motivates students to hypothesise
if the given materials change their shapes on hitting. After
hypothesising, she encouraged students to investigate.
Students take the materials and hit them one by one
with hammer and record their observations. She also advices
students to be careful and not to get hurt in this process.

Since there was only hammer, one of the students gets a big stone from
outside to hit the materials.

Students — Shape of iron nail, aluminium wire and copper

wire change on hitting, whereas coal, sulphur roll break into
smaller pieces on hitting.
Student 1 — feels that iron nail, aluminium wire and copper
wire etc. are very hard, whereas coal, sulphur can break easily
on pressing.

Teacher appreciates the alternative given by student — using stone instead

of hammer. She observes that how students are very particular in helping
Student 1 by giving him materials to feel before and after hitting the
materials with hammer, so that he can also observe the change.

Teacher  — Can anyone tell me anything general about

metals from your observation?
Student 6 — Metals are not easy to break into small pieces,
whereas some other materials are.
(Learning Outcome  —  Conducts simple investigations to
seek answers to queries and concludes that metals are generally
hard; exhibits cooperation)
Teacher — Can you think of a metal beaten into very
thin sheets?
She shows them sweet covered with silver foil. She can also
show video film to the students that how malleable are metals.
This is a characteristic property of metals, if they are beaten
hard and uniformly, they can be changed into thin sheets
without breaking into small pieces. This property of metals is
called malleability.
Student 6 takes out aluminium foil in which her chapatti
is wrapped.
Involving community/parents
• Students can be suggested to accompany her/his parents
to a blacksmith or a goldsmith where tools or ornaments are

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made or school can arrange a visit to a shop of a goldsmith/

black smith.
• A skilled blacksmith or a goldsmith may request to visit the
school and interact with students.
Activity 3
The teacher now asks students to recall how they made an
electric circuit in their previous class with cell, wires and a
small bulb. She motivates them to complete a circuit with one
of the materials such as, iron nail, copper wire, aluminium
wire, piece of coal, sulphur, pencil lead as part of the circuit and
then observe if they allow current to flow through the circuit or
not. She encourages them to record their observations in the
Table 1 and also draw labeled diagram (Fig. 2).

Students start doing the activity in groups of three to four. She makes
sure that groups are heterogeneous in nature with children from different
backgrounds and abilities. Teacher notices that some students are patiently
doing the activity, some are helping others. Students are discussing among
themselves.

Record of this table can be kept in students’ portfolio for

future reference
Table 1 — Electrical Conductivity of Materials
S.No Materials Bulb glows Bulb does not glow
Fig. 2 — Simple electric tester
1. Iron nail
2. Copper wire
3. Aluminum wire
4. Piece of coal
5. Suphur
6. Pencillead

Students — On placing iron nail, aluminum wire, copper

wire and pencil lead, bulb starts glowing; whereas, by placing
coal and sulphur, bulb does not glow. Student 1 with the help
of peers could feel the bulb glowing by touching as it was little
warmer than before. After discussion they could conclude that
iron nail, aluminum wire, copper wire and pencil lead are good
conductors of electricity, whereas coal and sulphur are poor
conductors of electricity.

Teacher may explain that metals are good conductors of electricity, whereas
non-metals are not; however, pencil lead (Graphite), which is a non-metal is
a good conductor of electricity. The reason of its conductance is availability

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of free electrons in the allotropic form of carbon which students may

understand in higher classes.

Using ICT for further exploration

Teacher may also allow students to interact with simulations/
videos/animations related to the concept and explore the
concept further. One such link of a simulation for electric
circuit is given for the reference —
https://nroer.gov.in/55ab34ff81fccb4f1d806025/
page/5b4d793e16b51c01e4ec660a
Assessment
Teacher —
1. Where do you find use of copper and aluminum wires?
2. Can wires be made up of coal?

Teacher is amazed to see the discussion going on among students. She

observes that students are placing the materials at their original places
and taking care of cleanliness.

(Learning Outcome — Conducts simple investigations —

provides explanation; draws labeled diagram; exhibits
honesty by recording and interpreting data; exhibits
cooperation and makes effort to keep surrounding clean).

Teacher —
1. Can you guess why metallic pans are usually provided
with plastic or wooden handle (Fig. 3)? Fig. 3 — Cooking in metallic utensil
2. Why do we find wooden/plastic handles less hot than
metallic utensils?
Children start discussing about this. Teacher tries to listen
to the discussion going in the class. After having a discussion,
they collectively arrive at a conclusion that metals are good
conductors of heat.
Once the discussion is over, Student 7 comes up with a
Poem/Riddle
I am 1600 years old
My hometown is in Delhi
My Guardian is Chandragupta II
I am 7 meters tall
And my weight is 6.5 tonnes
My body is made up of a metal
I am still standing erect

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and not turned into a pile of rust?

Who am I?
Who am I?

Teacher encourages the student 7 to read the Riddle loudly so that Student  1
(visually impaired) can also participate. She motivates other students also
to compose poems, songs, riddles, anecdotes, etc.

Learning Outcome — Applies learning of scientific concepts

in day to day life; exhibits corporation, creativity by posing
a riddle.

Teacher concludes that metals are hard, lustrous, sonorous, malleable,

ductile, good conductor of heat and electricity, whereas, non-metals are
not. Teacher may also inform students about some exceptions that metals
like sodium and potassium are soft and can be cut with knife. Metals are
usually solid but mercury is an exception, which is in liquid state at room
temperature.

Once students have understood the properties of metals and

non-metals along with their exceptions, teacher encourages
them to do role play to strengthen the concept in a joyful way.
She may also show them the video to know about important
metals that we use in our day to day lives discuss about it. The
link of one such video is given below.
https://nroer.gov.in/55ab34ff81fccb4f1d806025/
file/58871312472d4a1fef810dbc
Assessment
• Motivate students to draw Venn diagram to show all
possible relations between physical properties of metals
and non-metals and discuss in class.
• Encourage students to find the locations of the deposits of
iron and aluminium in India. In which form are the deposits
found? Discuss in the class.
6.2 Example 2
Class VI
Chapter 7 — Getting to know plants
Introduction
Children are familiar with plants which grow all around them.
They are also aware that all plants are not same but they differ
in several ways such as height, flowers, fruits, shapes, color,
texture of leaves, stem, trunk, etc. However, they might not
be aware of the uniformity exhibited by some plants or the

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differences they exhibit when compared with other groups of

plants. They are also not able to appreciate the diversity that
exists amongst plants in terms of its forms and functions. This
section of the module will focus on the concept of diversity
that exists in the plant world. It is envisaged that through the
activities provided here, students will be able to appreciate
the diversity that exists in plants, recognise them and group
them into herbs, shrubs and trees. It will also provide them
opportunities to build competencies in other aspects.
Key concept — Diversity exists in plant world

Learning Outcomes
The learner —
• appreciates and recognises the diversity of plants in their locality
• classifies plants into herbs, shrubs and trees
• measures height of plants
• draws labeled diagram of their observation
• exhibits care and concern for plants
• exhibits creativity by planning, drawing and making cards
using paper
• exhibits values of honesty, objectivity and cooperation
• discusses and appreciates diversity of plants around the world

Before the activity

The teacher may introduce the topic of plant in the class
through some probing questions. She may ask the students if
they have ever paid attention to see the plants around them.
For example, whether some plants were small throughout their
life and some plants keep growing? Whether the plants were
similar or different? In what ways they were similar or different?
Whether they thought about the reasons for the similarities
or differences?

It is likely that students will respond and share their views in different
ways. For example, some students may say that some plants are small
while some plants are huge. Some will identify based on the flowers or
leaves. Some may even make a mention of Bonsai plants.

The teacher appreciates all the answers and will take

special care to give opportunity to students who are otherwise
non-responsive or shy or introvert. Since this is a common
topic, they will have no problem to share their views. After a few

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discussions on the topic, the teacher will now let the students
do the following activities.
Activity 1 — Exploring surroundings
The teacher may divide the class into groups. Each group
may consist of about five students each. Teachers may give
instruction to students to explore their school campus to
observe the different plants that grow.
The teacher may give a clear instruction to students not
to disturb the plants as far as possible and not to uproot the
plants, break the stem or pluck the leaves or flowers.
The teacher may ask students to observe and note down the
different plants based on various categories as they can think
of. For example, height, whether they grow horizontally on the
ground or they climb on other plants/walls/other structures,
etc., texture of leaves and stem, flowers, smell, color of flower
and stem, from where the branches grow, etc. Students may
be given the opportunity to come up with as many different
categories as they can think of to collect the information.

Every group may be asked to note down their own observation. It is likely
that students may differ in opinion about what they observe. Hence,
students in each group may be asked to discuss as they observe and
come to a consensus about their observation. They may note down their
observations accordingly in their observation sheet.
Students take extra care not to disturb the plants as they move around
the school campus.

About 20 minutes may be given to students to explore

their campus.
Assessment
Each group may be asked to share their observations in
the classroom.
The teacher may ask the students to prepare a table (Table 2)
and fill them. Students may be asked to add more columns
based on their observations. Students may also compare their
tables with their friends in other groups and discuss. This can
form part of the assessment of students’ understanding of the
broad classification of plants. Teachers may note that there
may be some confusion in grouping trees as shrubs or trees
since the plants have not fully grown. This may be clarified
by the teacher. It may be noted that this division is based
broadly on the height of mature plants, the texture of the stem,
and the position from where the branches appear (Fig. 4). It

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may be remembered that trees can be made very short e.g.,

Bonsai plants.
Some groups may have noted plants such as money plant,
water melon plant, gourd plants, etc. but they are not sure
where to categorise them. The teacher may help them in
grouping such plants as climbers and creepers.
Table 2 — Categories of plants
Column 1 Column 3
Column 2
Height Where do the branches Column 4
Plant Stem
of a fully appear
name
grown At the base Higher up Category of
Green Tender Thick Hard
plant of the stem on the stem plant
Mango Very tall No No Yes Yes No Yes Tree

(Note — This activity may be given as a project to be done

by students at home before the class, especially if the school
campus does not have plants around. In such case, it will be
an individual activity).

(a) Herb (b) Shrub (c) Tree

Fig. 4 — Types of plants

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(Learning Outcome  —  appreciates and recognises the

diversity of plants in their locality; classifies plants into herbs,
shrubs and trees; measures height of plants; exhibits care and
concern for plants; exhibits creativity by planning, drawing
and making cards using paper; exhibits values of honesty,
objectivity and cooperation)
Activity 2 — Drawing a plant
Students may be asked to draw a colorful, labelled diagram of
their favorite plant and write its name in whatever languages
they know. They may also be asked to write a few lines on why
they like the plant.
Assessment
More than the artistic skill, the teacher may pay attention to
the observation skill and detailing in terms of leave venation,
position of leaves in the stem/trunk, flower, etc. and see how
proportionately the student has drawn in terms of size of the
stem/trunk and leaves etc.
If the schools can afford, the teacher may provide a chart
paper to each student to make the drawing. Students can
use such cards to wish friends or relatives during festivals,
birthdays or on different occasions instead of spending money
on expensive cards.
Learning Outcome  — exhibits creativity by planning,
drawing and making cards using paper.
Activity 3 — Plants of the world
The teacher may show photos or videos of the diversity of plants
that are found in other parts of the country or in different parts
of the world. Such diversity may also be shown in terms of the
climatic condition, geographical locations, etc. For example,
diversity of plants in deserts, coastal regions, mountains, polar
regions, etc. If audio visual (AV) facilities are not available in
the class, teachers may prepare cards containing pictures of
plants, their names, where they are found, etc. Teachers may
laminate such cards and use them as a permanent resource
to teach the topic year after year. This will avoid wastage of
paper. Such efforts will widen the horizon of the imagination of
students about diversity of plants. This activity also nurtures
students towards becoming global citizens as they appreciate
diversity around the world.
Assessment
Students may be asked to write a few lines about the differences
or similarities that they see in the plants in their surroundings

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Fig. 5 — Plants of some countries

and those that they see in the pictures or videos. Alternatively,
students may be asked to share with the class about the different
plants that they see in the pictures or videos. The teacher may
provide additional information wherever necessary.
The teacher may assign a project to students to gather
information about one plant found in other countries. Each
student may be assigned one country. Students may be asked
to gather information on the following — Name of the plant,
place where it is found, whether it is a herb, shrub or a tree,
their importance, etc. Students may be asked to write the
information in their notebook and also draw a diagram of the
plant. Let students put these up in the board in their classroom.
The teacher may also provide the students with some
additional and useful information. For example, it may be
interesting for the students to know that plants are also brought
from one country to another for various reasons. Some of these
plants that were brought to India from other countries are today
integral part of our diet or economy. For example, cashew,
tomato, chilli, potato, etc. But some plants such as Lantana
camera which are invasive species have caused havoc. They
prevent native undershrubs and other plants from surviving.

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Lantana was brought to India by the British as an ornamental

plant more than 200 years ago.
Learning Outcome  — appreciates and recognises the
diversity of plants around the world.
6.3 Example 3
Class VIII
Chapter 13 — Sound
Key concept — How sound is produced!
Learning Outcomes
The learner —
• Conducts simple investigation to find the ways of producing  sound
• Relates process and phenomena with causes
• Applies learning of scientific concepts in day to day life
• Exhibits creativity in making use of available resources

Students are already familiar with sounds

they have heard from their surrounding such
as the sound produced by animals, musical
instruments, etc. Teacher may proceed classroom
discussions with students as follows —
Think of an object that produces sound.
You must have various experiences of sound
produced by people, automobiles, gadgets, etc.
Fig. 6 — Various musical instruments in your daily life.
In this process teacher may ask students to
• share their experiences on sound in their surroundings.
• make a list of sounds they hear in their surroundings (of
persons, animals, birds, breeze, rivers, mobile, school bell,
transports, gadgets, etc.).
• name some musical instruments they have seen in the
music room of the school or at other places.
Activity 1
Different ways of producing sound.
Students may be arranged in groups for doing this activity.
Learning Outcome — Explores surroundings; performs
appropriate activities.
All the groups may be asked to explore different methods for
producing sound.

Teacher will monitor the group work but in general will not intervene in the
discussions carried out by the students, but she will try to make all the
students actively participate in the discussion.

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After allowing few minutes for discussion within the group teacher
may ask different groups to summarise their findings.

Students may come out with different ways of producing

sounds, such as by hitting a table, by plucking a rubber band,
by scratching a rough surface, by blowing, etc.
(For summarising the findings of the students, teacher may
ask each group to present it. Due care should be taken by the
teacher to ensure active participation of all students).
Teacher may help them in grouping different ways in broader
groups such as, sound produced by hitting, by plucking, by
scratching, by blowing, etc. After grouping some of the ways
she may involve students in completing Table 3.

Table 3
S.No. Method of producing sound Examples given by the students
1. By hitting By hitting a table with duster, ………….

2. By plucking By plucking a string of sitar, …………

3. By Blowing …………..

4. By Scratching …………

---- ------------ -------------

For further exploration of this concept i.e., for finding out

the most common thing in all these methods of producing
sound, teacher may engage students by performing Activity 2.
Activity 2
To show sound is produced by a vibrating object (The activity is
to be performed by involving a student).
Learning outcome  — Conducts simple experiment; relate
process and phenomena with causes.
Teacher may involve students in arranging
materials for performing the activity. Students may
be asked to bring objects producing sound in the
classroom. The activity described below is one among
the many activities that a teacher can perform.
Materials Required — Metal plate, steel spoon
• Take a metal plate and place it as shown in Fig. 7
• Now strike the rim of the metal plate with a
steel spoon. Fig. 7 —  Sound produced by a
• What do you observe? Can you hear any sound? vibrating metal plate

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Teacher should link this concept with other concepts/topic such as the
sonorous nature of metals, which students have already studied in chapter
of metals and non-metals. In this way there may be integration of different
concepts. She may also encourage student(s) with visual impairment to
give his/her observations.

• Now, strike the rim of the metal plate again with a steel
spoon. As soon as you strike, touch the rim of the metal
plate with your finger. What do you feel?
• Do you feel the vibration on touching the steel plate?
• What can be inferred from the observation?
• Strike the rim of the metal plate again. Touch the plate after
it stops producing sound. Can you feel the vibration now?
Teacher asks students, which part is vibrating? (Metal Plate)
Teacher may help students conclude that sound is produced
due to the vibration of the metal plate.
For further strengthening of the concept Teacher may ask
students to perform the following activitiy in group and help
them in arriving at the concept by performing Activity 3.
Activity 3
Learning outcome — Relate process and phenomena with
causes, conduct simple experiment.
Materials Required  —  Rubber bands, two pencils and a
pencil box.
Teacher facilitates this activity using two rubber bands, two
pencils and a pencil box.
• Take a pencil box and stretch a rubber band over it.
• Insert two pencils between the box and the stretched
rubber bands as shown in Fig. 8
• Pluck the rubber band in the middle.
• Do you hear any sound?
• Does the rubber band vibrates?
Teacher may help the students in concluding that the
Fig. 8 — Plucking the rubber band
vibration of the stretched rubber band produces sound.

Open Ended Questions

After this activity teacher may involve students in discussion
by posing a question that ‘What do you think, do all sound
producing objects vibrate?
Students may give some of the examples of sound in which
they do not easily find anything vibrating. Now teacher may
allow students to engage in further discussion.

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She will monitor the discussions and this will help the
teacher to understand their thinking process or to check the
development of alternative conceptions.
Teacher may help students in concluding that even if we
are hitting an object such as table top by a scale/duster then
also there is vibration associated with it, although we may not
be able to see it. Vibration of the objects such as table top
may be verified by sprinkling some chalk dust/green gram
(Moong)/any type of grains on the table top and then hitting it
with a scale or a duster. You can easily see the jumping of the
chalk particles/grains on hitting the table. Visually impaired
student(s) can observe the sound of jumping of grains while
hitting the table.
Similarly examples of vibration of air columns may be shown
using some animations.
After discussing and showing some examples using ICT
tools, students may conclude that sound is produced by
vibrating objects. Teacher may also use sound box/speakers
and pop corn/thermocol balls for showing vibrations of the
object by sound producing objects.

Likely misconception which may arise during the course of discussion

could be —
All vibrations produce sound that are audible to humans.
Teacher may give extended activities/projects to address
these misconceptions.

Assessment
Teacher encourages students to discuss among themselves and
note down the vibrating part of various musical instruments
in Table 4. The musical instruments given may be added
or replaced.
Learning outcome — Identification and classifying of sound
producing objects.
Table 4
S.No. Musical Instruments Vibrating part producing sound
1. Veena Stretched string
2. Tabla Stretched membrane
3. Flute Air-column
4. Guitar ---
5. Ektara ---
6. --- ----

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Teacher may motivate students to prepare simple musical

instrument using locally available resources.
Learning outcome — Exhibits creativity in making use of
available resources; applies learning of scientific concept in
day to day life.

7. Suggested Activities for KRPs/Teachers

A. Teacher may design a classroom plan for transacting
one or two concepts of his/her interest from Science
at upper primary stage focusing on
• learner centric approach
• linking with learning outcomes
• in built assessment
• enhancing gender sensitivity, inclusion and sensitivity
towards environment
The following points may be kept in mind while designing
a classroom transaction plan
• Classrooms must provide a suitable environment for
interaction between students and teachers, so that
meaningful learning can take place.

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• The effectiveness of a class depends on the methodology

adopted by the teacher and the extent of interactions the
teacher plans and holds with the students.
• It is of utmost importance to recognise and value each
learner and his/her diverse intelligence to provide an
opportunity to bloom.
• There are various methods which can be used during
teaching-learning process to sustain the inquisitiveness
and interest among students, which may also help in
recognising the abilities of the learners.
• Teachers may think over their teaching practices, analysing
how concepts were taught and how the practices can be
improved or changed for achieving better learning outcomes.
B. Teachers may also take up planning of any one of the
given task during the training programme
Performing activities/Demonstrations — Activities motivate
and nurture students’ observations and experimental skills. A
general discussion on the process and outcomes of the activity/
demonstration enhances the interpretative and communication
skills of the students. If learners are allowed to express their
findings, it will enable them to develop good communication
skills.
• Project work  —  Project work in science is usually an
organised search, construction or task directed towards a
specific purpose. It provides an opportunity to the students
to identify a problem, to design a work plan, to address the
problem, to search for appropriate resources, to carry out
their own plan and to draw conclusion on the basis of data/
information collected. In the process, the students learn
fundamental principles of science, methods and processes
of science, and are exposed to the phases involved in a
scientific investigation.
• Cross-word puzzles — Cross-word puzzles engage the students
in a fun-filled and participatory form of teaching-learning
process, students love to take up the challenge of filling up
crossword puzzles.
• Quiz — Quiz is an entertaining mind game which tests students’
mental ability, attention, general awareness and speed with
which a person can recall and process the information. It
expands a person’s horizon of knowledge, sharpens memory
and prompts spontaneous communication. It is of equal
interest to the participants and to the spectators.

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• Science exhibitions — An exhibition can provide a forum for

the display of the work done by the students throughout
the year. It serves to motivate the students and provides a
feedback to parents about their child’s progress. It can also
help students share their work with one another in order
to build a better understanding of the concepts involved.
The display of various models can provide a spark to other
students to participate in such events. In addition this will
also provide viewers a glimpse of what science can do.
• Field trips  — Field trip is an educational activity that
gives outdoor experience which cannot be provided in the
classroom. It helps to relate concepts of science learnt in
the classroom with real life and with the environment. It
enhances their observation and data recording skills.
Students are active, motivation is elevated and critical
thinking is also enhanced. It is not necessary that a field
trip be always conducted at a far off place. Even a visit to
the school garden can be rewarding. There may be many
interesting places in the vicinity of the school which may be
worth visiting for the students.
• Science journals  — The teacher may advise students
to maintain a Science journal. She/he may encourage
students to write their experiences and ideas on daily basis
and collect information by consulting resources available
to them. On topics related to the concepts dealt with in the
class, science journal will help foster a sense of scientific
inquiry in the child.
• Role plays — Role play among students develop the skills
to handle social and scientific interactions. It builds
confidence and communication skills among students. As
a fun activity, it also allows students to get into character
and act out real life roles Students when engaged in role
play help to develop their way of thinking.
• Creative writing — The purpose of creative writing is to
share human imagination, experience and innovation to
tell a story, poem, song etc., through strong written visuals
with an emotional impact.
• Portfolios — Student portfolio provides evidence of students’
knowledge, skills and attitudes. It is a documentation of
the students’ growth. Portfolios are portraits of the students
during a term or throughout the year. All tasks assigned to

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the students and assessed by the teacher should go into

her/his portfolio.
• Anecdotes — Anecdotal record refers to written description of
a child’s progress that a teacher keeps on a day-to day basis.
It provides observational narrative records of significant
incidents in a child’s life. During teaching-learning process,
the teacher sometimes comes across enquiry-based questions,
observed by the children whose validity is much beyond the
classroom. The records of such anecdotes and the response
of children to these anecdotes can be a powerful tool for
assessment and guiding them to the right path.

8. Evaluation
Evaluation may be done on the basis of following points — 
• A performa may be given to the teachers for self evaluation.
• A concept may be asked to transact and observations can
be made.
• An assignment can be given to test the understanding of the
concepts.
• A task may be given to prepare the test items.

9. Suggested Readings
National Council of Educational Research and Training. 2005.
National Focus Group Position Paper on Teaching of Science.
New Delhi.
——. 2012. Source book on assessment in science classes VI-
VIII. New Delhi.
——. 2006. Textbook of Science, class VI. New Delhi.
——. 2008. Textbook of science, class VII. New Delhi.
——. 2008. Textbook of science, class VIII. New Delhi.
——. 2015. Continuous and Comprehensive Evaluation Exemplar
Package in Science for the Upper Primary Stage. New Delhi.
——. 2017. Learning Outcome at the Elementary Stage. New Delhi.

10. Web-based Resources

• https://nroer.gov.in/55ab34ff81fccb4f1d806025/
page/5b4d793e16b51c01e4ec660a

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• https://nroer.gov.in/55ab34ff81fccb4f1d806025/
file/58871312472d4a1fef810dbc
• https://www.youtube.com/
watch?v=gbwCX011vFo&feature=youtu.be 
• https://www.youtube.com/
watch?v=oIP4MqRQiSc&feature=youtu.be

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