HEALTH AND PHYSICAL EDUCATION

GRADE IX AND X - 2024- 2025

The development of capacities that promote student wellness such as fitness, good health,
psycho-social well-being, and sound ethical grounding are also critical for high-quality learning

-National Education Policy 2020

CENTRAL BOARD OF SECONDARY EDUCATION

ACADEMIC UNIT, SHIKSHA SADAN, 17, ROUSE AVENUE NEW DELHI - 110002

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HEALTH AND PHYSICAL EDUCATION / IX-X /2024-2025

Health and Physical Education focuses on holistic development, both mental and physical,
understanding the importance of physical fitness, health, wellbeing and the factors that contribute to
them. Focus of this area is on helping children develop a positive attitude and commitment to lifelong,
healthy active living and the capacity to live satisfying, productive lives with the help of health
management, indigenous sports, Yoga, NCC, self-defense, fitness and lifestyle choices.

Health and Physical Education focuses on holistic development, both mental and physical,
understanding the importance of physical fitness, health, wellbeing and the factors that contribute to
them. Focus of this area of curriculum is on helping children develop a positive attitude and
commitment to life long, healthy and active living and the capacity to live satisfying, productive lives
with the help of health, hygiene and sanitation, work experience, indigenous sports, yoga, NCC, self-
defense, fitness and lifestyle choices. Health and Physical Activities, preferably sports must be given
one regular period per day. Students should be provided opportunities to get professionally trained in
the area of their interest. Indigenous sports, yoga and NCC must be encouraged in the schools as they
develop physical fitness, discipline, sportsmanship combined with patriotism, self-sacrifice and health
care. Similarly, Self-defense may be actively taught to students, especially girl students, as it instills
confidence and empowers them. The teachers should ensure that the students get opportunities to
participate in activities of their choice and help them in identifying and nurturing their talents and gaining
confidence. The Physical Education teacher will maintain the record of all the Health and Physical
Education activities/competitions that each of the children participate in. The Comprehensive School
Health Manuals (four volumes) brought out by CBSE could be referred to for detailed information and
the graded activities could be taken up as part of thecurriculum in school.

To address the Health aspect of HPE, qualified doctors should examine children once in a year along
with a follow-up session during the year. School should also bring any noticeable disability in a student
to the notice of the school counselor and parents. Cases of special needs of students with medical
history must be carefully noted and handled accordingly. Detailed information on the Comprehensive
Physical and Health Education Curriculum is enclosed with this document.

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1. BACKGROUND/ RATIONALE
1.1.1 Health and Physical Education is concerned with the total health of the learner and the
community. Besides physical health, it includes mental and emotional health of the learners.
Health is often a state of physical, mental, emotional, social and spiritual well-being and not
merely the absence of disease or infirmity.

1.1.2 The aim of Mainstreaming Health and Physical Education is to enable the student to
attain an optimum state of health, by incorporating each of the aforementioned aspects.
1.1.3 In this respect, it is a truism to say that the practice of healthy living will serve as the
foundation for Physical Education. It is envisaged that any effort to promote aesthetic values
at the school level will include a natural esteem for physical well-being. The mastery of the
body, its powers and qualities, requires knowledge, methodical training and exercise. The
skills and capacities need to be developed, the muscles and nerves trained, the senses
cultivated and hygienic and proper dietary habits inculcated for this purpose.
1.1.4 Therefore, provision has to be made much more systematically than before, in the
school curriculum for Health and Physical Education imbued with Life Skills
1.1.5 Research has demonstrated that there is a positive correlation between brain
development and exercise which also has an impact on cognitive development thus
helping to improve academic grades.
1.1.6 A comprehensive view of Health and Physical Education includes and encompasses
the three areas of Health Education, Physical Education and Yoga as integral to achieving
holistic health (physical, mental, intellectual, emotional, social and spiritual). Given the
interdisciplinary nature of this subject, it needs to be transacted in innovative ways across the
curriculum.

1.1.7 The ubiquitous digital presence can be an added resource for the student, teacher
educator and the teacher. It provides endless possibilities of resorting to online resources to
add value to PE.

1.1.8 At the Secondary level acquisition of the habits of healthy living and participation in
games and sports and athletics for neuromuscular coordination and physical fitness are the
aims which should be taken care of while developing any syllabus of Health and Physical
Education.

1.1.9 While at the Senior Secondary level, through the integrated PE approach, students will
acquire the knowledge, skills, right attitudes and values towards the pursuit of a lifelong
physically active and healthy lifestyle.

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2. LEARNING OBJECTIVES
1.2.1 To develop awareness regarding the importance of physical fitness in individual and
social life including Life Skills.
1.2.2 To bring the overall awareness of values with regard to personal health and fitness, and
to inculcate among students the desired habits and attitudes towards health to raise their
health status. *
1.2.3 To make the pupils physically, mentally and emotionally fit and to develop suchpersonal
and social qualities that will help them to be good human beings. *
1.2.4 To take action individually and collectively to protect and promote (i) own health
(ii) health of family members: and (iii) health of the surrounding community and seeking help
when required from available community resources. *
1.2.5 To develop interest in exercise, sports and games for self-satisfaction and make it a
part of life;
1.2.6 To enable an individual to enhance inner qualities - self-mastery, discipline,courage,
confidence and efficiency. *
1.2.7 To enable an individual to display a sense of responsibility, patriotism, self-sacrificeand
service to the community *
1.2.8 To develop awareness of the importance of self-defense. *
1.2.9 To create awareness among children about rules of safety in appropriate hazardous
situations to avoid accidents and injuries. To acquaint them with first-aid measures
about common sickness and injuries. *
1.2.10 To help children learn correct postural habits in standing, walking, running, sitting and
other basic movements so as to avoid postural defects and physical deformities. *
1.2.11 To help children grow as responsible citizens by inculcating in them certain social and
moral values through games, sports, Red Cross, Scouts and Guides etc. *
1.2.12 To inculcate values and skills in children in order to promote self-control,
concentration, peace and relaxation to avoid the ill effects of stress, strain and fatigue of
routine everyday life. *
1.2.13 To address the physical, psycho-social needs of CWSN (Children with Special Needs)
in an integrated fashion. *
1.2.14 To seek in instilling self-worth thus helping students to become confident, assertive,
emotionally stable, independent and self-controlled. *
1.2.15 To help release of emotional stress, anxiety and tension, leading to a reduced risk of
depression. *
1.2.16 To help strengthen peer relationships, social bonding, buddy mentorship and team
camaraderie.
1.2.17 To develop more positive attitude towards challenges, winning and losing, thus
preparing students for life and for the workplace. *
* Values Integrated across HPE

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3. COURSE STRUCTURE
Strand Strand Name No. of Marks Teacher/Person Responsible
periods allotted

1 Games/Sports* 90 50 PE Teacher
1.Athletics/Swimming
2.Team Games
3.Individual Games
4.Adventure Sports
5.Indigenous Games

2 Health and Fitness 50 25 PE Teacher

1.Physical Health Yoga Teacher
2.Social Health Health and Wellness Coordinator
3.Emotional Health Counselor

3 SEWA 50 25 SEWA Coordinator [Any Subject]

4 Health and Activity Card 10 Class Coordinator

4.1.Physical Check up Qualified Doctor

4.2.Posture Evaluation Physiotherapist/Nurse

4.3.Sporting Activities

4.3.1.Strand 1 PET

4.3.2.Strand 2 PET/Yoga Teacher/HWC

4.3.3.Strand 3 SEWA Coordinator [Any teacher]

Fitness Tests PET

Total 200 100

The strands conceptualized will be assessed internally through a blended approach of self-
assessment and teacher assessment. Students will be assessed in each of the strands on the basis of
evidence such as -direct observation, checklists, and/or use of video. In case of SEWA Projects
Students plan and conduct projects and communicate their findings. Evidence in this case can include
journals, diaries, essays, laboratory reports, oral presentations and/or the use of video, etc. Maximum
marks allotted for each strand are given in table 1.1. SEWA can be assessed on the basis of the rubric
developed by the class teacher for the project chosen by the class for that year. The Board will be
inspecting records for Strand 1 and 2 such as attendance and participation by all students. Evidence
such as Portfolios, Journals, Essays, Video recordings etc. in case of SEWA may be kept ready for
scrutiny by the CBSE at any time during the year. Schools are encouraged to place the activities they
undertake under various strands on their own website under the ‘Sports Corner’ which should be
updated at regular intervals.

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4.PHYSICAL FITNESS TEST BATTERY

Fitness Tests may be conducted as per the guidelines of Khelo India fitness tests and the data
may be uploaded on Khelo India App which helps the country in early talent identification for
support. The Khelo india app also helps the school to generate individual reports with
recommendations for intervention which will help the children in maintaining fitness.
The following components are to be considered for fitness assessment of Grade IX and X.

Battery of Tests - Mandatory Battery of Tests- Optional*

1.Body Composition (BMI) 1.Flexed Bent Arm Hang

2. Strength-A]Abdominal (Partial Curl-up) 2.Flamingo Balance Test

2.Strength-B]. Muscular Endurance (Push Ups for Boys, 3.Shuttle Run

Modified Push Ups for Girls)

3.Flexibility (Sit and Reach Test) 4.Sprint/Dash

4. Cardiovascular Endurance (600 Meter Run/Walk) 5.Standing Vertical Jump

5. Speed (50 mt. Dash) 6.Plate Tap Test

7.Alternative Hand Wall Toss Test

*Schools targeting higher levels of fitness may also consider the optional fitness tests suggested
here. However, Mandatory tests are the minimum tests to be covered by each school every year

Test Descriptions for conducting fitness tests

Schools may refer to the test descriptions prepared by Sports Authority of India for Khelo India
fitness assessment as the description is prepared for Indian context. For video tutorials on how to
conduct these tests and how to upload the data and generate individual reports schools may visit
https://schoolfitness.kheloindia.gov.in/UploadedFiles/SampleData/AdminManual.pdf

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5. COURSE CONTENT UNDER STRAND 1
Any one or more games or activities out of Athletics/ Swimming, Team Games, Individual Games
, Adventure Sports and indigenous games must be taken up by each student as an individual, or
as a class team or as a school team. Once selected the children are supposed to focus on learning
the following aspects
1. Developing skills and using them to improve the overall success of a performance (DS)
2. Using different strategies and tactics to win events (S&T)
3. Having the physical fitness and mental capacity needed to carry out the demands of the
activity (P&M)
4. Knowing what they do well and what they need to practice in order to improve further (IM)

6. ASSESSMENT OF HEALTH AND PHYSICAL EDUCATION

Assessment of Health and Physical Education may be continuously done by collecting information,
reflecting on and using that information to review children’s progress and to plan future learning
experiences. The documented data, after interpretation, should be reflected in the Report Card of
the children in the form of grades. In the existing scheme of assessment, these activities will be
graded on a 5- point grading scale (A to E) for classes IX-X and will have no descriptive indicators.
Work Experience is subsumed in Physical and Health Education. No upscaling of grades will be
done. The concerned teacher would make an objective assessment of the level of performance/
participation demonstrated by a student throughout a year and finally assign grades. While
assessing the children the following aspects may be considered and weightage may be given as
per its relevance.
Knowledge-The objective method of setting a paper can be used in which there will be one word
answers, true and false and matching.
Skills -The skills that are taught can be tested using the reciprocal method
Application of skills-. Application of skills during game situation in INTRA section matches and
for application of skill during INTRA class matches may be considered
While the students are engaged in the core areas like Health and Physical Education, the process
is as important as the product. Hence, the assessment in these areas should take account of both
aspects. The basis of assessment has been suggested below
Area Process Product

Health and Physical Participation, team- spirit, Overall fitness

Education including Work commitment and honest effort
Experience

While filling online data for strand 1, following grades may be filled against HPE: Class IX-X: Grade
(A-E) on 5-point scale (A, B, C, D, E)
Grades of SEWA is considered against Work Experience Class IX-X: Grade (A-E) on 5-point scale
(A, B, C, D, E) separately
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7.SAMPLE QUESTIONS
Sample questions to conduct the assessment of the knowledge aspect are made available. The
questions are suggestive only. However, the schools must not make this assessment stressful for
children. Questions related to the activity/game selected by the child may be assessed orally as
aquiz or with multiple choice questions.

8. DIVYANG [CHILDREN WITH SPECIAL NEEDS]

Teachers are expected to intervene positively to ensure participation of each and every child in
the class, including CWSN The students must find unique and creative ways to include CWSN
who are their classmates. Though few of the strategies for inclusion have been outlined for some
games in boxes attached below, if movement is not possible at all, then aided umpiring or aided
cheering should be considered for CWSN. If some learning is possible, let the CWSN learn about
the intricacies of the game. If they are interested in art work or music, let them create their own
version of the game in art or music or any other form. Students are free to innovate their own
mechanisms for inclusion under the guidance of their class teachers. Students must acknowledge
that they have a responsibility towards the less privileged, the disadvantaged, the CWSN
(Divyang), the society, and the environment. The principle of giving to society has to become
second nature to them.

9. PRESCRIBED TEXTBOOKS [RESOURCES]

1. Comprehensive School Health Manuals (brought out in four volumes by the Board in 2005,
revised in 2010). (Available under Resources)

2. Resources for transacting PE by providing linkages across subjects at the Pre Primary, and
Primary level are already available in Physical Education Cards brought out for teachers and
students. (Available under Resources)

3. PE Cards are also available for differently-abled children as PEC ability cards andalso for
secondary level (SPEC). (Available under Resources)

4. Life Skills Manuals for Primary, Middle and Secondary have activities and themes for
transaction of PE across classes in age appropriate ways. (Available under Resources)

5. Training and Resource Materials-Health and Wellness of School Going Children underthe
aegis of School Health Program of Ayushman Bharath [Available under Resources)

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ANNEXURES

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 Annexure 1 - Health and Activity Card

School Logo CBSE Logo

HEALTH AND ACTIVITY CARD

GENERAL INFORMATION

Aadhar Card no of Student (optional) : ……………………………………………………..

NAME:………………………………………………………………………….………………
ADMISSION NO: …………………………. DATE OF BIRTH: ………………………………..
M F T:……………………..BLOODGROUP:……………

MOTHER’S NAME
:……………………………………………………………………
YOB :……………………….. WEIGHT
:…………………………………………………………... HEIGHT:…………………………………………….
BLOOD GROUP:…………………………………………….
AADHAR CARD NO.
:……………………………………………………………………

FATHER’S NAME
:……………………………………………………………………
YOB :……………………….. WEIGHT
:…………………………………………………………... HEIGHT:…………………………………………….
BLOOD GROUP:…………………………………………….
AADHAR CARD NO.
:……………………………………………………………………

FAMILY MONTHLY INCOME

:……………………………………………………………………
ADDRESS
:……………………………………………………………………

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…………………………………………………………………….

…………………………………………………………………….
PHONE NO. (M)
:……………………………………………………………………
CWSN, SPECIFY
:……………………………………………………………………

SIGNATURE OF PARENTS/ GUARDIAN DATE:

This information should not be shared with any third party/agency in any case. Privacy must be ensured

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 HEALTH AND ACTIVITY RECORD
Components Parameters Class 9th Class 10th Class 11th Class 12th
Vision RE/ LE

Ears Left/ Right

Teeth Occlusion Caries/ Tonsils/ Gums

General Body Height

Measurements
Weight

Circumferences Hip

Waist

Health Status Pulse

Blood Pressure

Posture Evaluation If any:

Head Forward/ Sunken Chest/ Round
Shoulders/ Kyphosis/ Lordosis/ Abdominal Ptosis/ Body
Lean/ Tilted Head/ Shoulders Uneven/ Scoliosis/ Flat Feet/
Knock Knees/ Bow Legs

Strand 1:
Any one of following:
Sporting Activities 1. Athletics/ Swimming
(HPE) 2. Team Game
(For details, see HPE 3. Individual Game
manual 4. Adventure Sports
available on CBSE
website Strand 2:
www.cbseacademic.in) Health and Fitness
(Mass PT, Yoga, Dance, Calisthenics,
Jogging, Cross Country Run, Working
outs using weights/gym equipment, Tai-
Chi etc)
Strand 3:
SEWA

*The circumference measurement of hip and waist of girls must be taken only by lady teachers

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 HEALTH AND ACTIVITY RECORD
Fitness Fitness Parameters Test Name What does it Measure Class 9th Class 10th Class 11th Class 12th
Components
Health Body BMI Body Mass Index for specific
Components Composition Age and Gender

Muscular Core Partial Curlup Abdominal Muscular Endurance

Strength
Upper Push Up Muscular Endurance
Body
Flexibility Sit and Measures the flexibility ofthe
Reach lower back and hamstring
muscles
Endurance 600 Meter Run Cardiovascular Fitness/
Cardiovascular Endurance
Balance Static Flamingo Ability to balance
Balance Balance Test successfully on a single leg
Skill Agility Shuttle Run Test of speed and agility
Components
Speed Sprint/ Dash Determines acceleration and
Speed
Power Standing Measures the Leg MusclePower
Vertical Jump
Coordination Plate Tapping Tests speed and coordination of
limb movement
Alternative Measures hand-eyecoordination
Hand Wall
Toss Test
Highlighted tests are mandatory. Details regarding how to conduct tests are available at
https://schoolfitness.kheloindia.gov.in/UploadedFiles/SampleData/AdminManual.pdf

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HEALTH AND PHYSICAL EDUCATION

Mainstreaming Health and Physical Education

Health and Physical Education is concerned with the total health of the learner and the community.
Besides physical health, it includes mental and emotional health of the learners. Health is often a state
of physical, mental, emotional, social and spiritual well-being and not merely the absence of disease or
infirmity

The aim of Mainstreaming Health and Physical Education is to enable the student to attain an optimum
state of health, by incorporating each of the aforementioned aspects.

A comprehensive view of Health and Physical Education includes and encompasses the three areas of
Health Education, Physical Education and Yoga as integral to achieving holistic health (physical, mental,
intellectual, emotional, social and spiritual). Given the interdisciplinary nature of this subject, it needs to
be transacted in innovative ways across the curriculum

DISTRIBUTION OF MARKS FOR INTERNAL ASSESSMENT

*
Strand Marks Periods Levels
(Approx)
1. GAMES Up to 25 marks: Learning
A) Athletics/ Swimming
B) Team Games 26-40 marks: Proficiency
C) Individual Games/ Activity 50 marks 90 periods
D) Adventure Sports 41-50 marks: Advanced
E) Indigenous Games

2. Health and Fitness 25 Marks 50 periods Up to 12 marks: Learning

13-20 marks: Proficiency

21-25 marks: Advanced

3. SEWA 25 Marks 50 periods Up to 12 marks:

Learning 13-20 marks:

Proficiency 21-25

marks: Advanced

4. Health and Activity Card No Marks 10 periods -

Total 100 Marks 200 Periods -

*The grades/levels obtained under the first three Stands will be reflected in the report card

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HEALTH AND PHYSICAL EDUCATION

Annexure 2 - SEWA Mentor Observation Form

SCHOOL NAME MENTOR OBSERVATION

Attendance:………………………………………………………………………………………………
……………………………………………

Involvement:………………………………………………………………………………………………
…………………………………………

Regularity:…………………………………………………………………………………………………
……………………………………………

Commitment:………………………………………………………………………………………………
…………………………………………

Additional
Comments:………………………………………………………………………………………………
……………………….…

……………………………………………………………………………………………………………

…………………………………………………………..…………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

………………………………

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HEALTH AND PHYSICAL EDUCATION

The activity/ project was [Circle appropriate response]

Satisfactorily Completed Not Satisfactorily completed

Activity/Project Mentor’s Signature

Name

Seal of school

Annexure 3 -My SEWA Promise Form

SCHOOL NAME
MY SEWA PROMISE FORM

Dear Student,

SEWA is a firm step to prepare you for life. It is a voluntary project experience. You have
to complete my SEWA Promise Form and obtain prior approval for the activity /project.
Selection of a SEWA activity, development, implementation of the proposal and
evaluation of the activity is the responsibility of each student. Signature of the parent
indicates review and approval of this proposal.

Student’s Name............................................................................................................Class
:………………………………..

BRIEF DESCRIPTION OF THE ACTIVITY

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HEALTH AND PHYSICAL EDUCATION

Duration [Days and Time].......................................................................Estimated Hours

:………………………………
Name of Mentor Teacher
:…………………………………………………………………………………………………….………
……

Student Signature :………………………………………………………

Date…………………….…………….……..
Parent Signature
:……………………………………………………………Date………………………..………………..

Annexure 4 -SEWA Hour Log

SCHOOL NAME
SEWA HOUR LOG

STUDENT NAME:

PROJECT :

Date Activity Hours Mentor’s Signature

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HEALTH AND PHYSICAL EDUCATION

Annexure 4 -SEWA Hourly Schedule

SCHOOL NAME
SEWA HOURLY SCHEDULE

Hour Count Date and Day Proposed activity plan

Hour 1

Hour 2

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HEALTH AND PHYSICAL EDUCATION

Hour 3

Hour 4

Hour 5

Hour 6

Annexure 5 -SEWA Self-Appraisal Form

SEWA SELF APPRAISAL FORM

The following questions should be addressed at the end of each activity/project. These are guiding
questions. Candidates can either answer on this form or write a reflective, continuous text
incorporating responses to these questions.
My Name
My Activity / Project
My Commitment Towards the Project/ Activity

This Activity/ Project has been a great learning experience because

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HEALTH AND PHYSICAL EDUCATION

I initially felt that the project could not have achieved its outcomes because

The project has definitely changed me as a person in terms of behavior, attitude and

life skills because

The details of the beneficiary(ies). Any significant comment received from them; please quote

The challenges I faced and the things I might do differently next time so as to improve?

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 SCIENCE
(Code No. 086)
Classes: IX and X (2024-25)

The subject of Science plays an important role in developing well-defined abilities in cognitive,
affective and psychomotor domains in children. It augments the spirit of enquiry, creativity, objectivity
and aesthetic sensibility.
Upper primary stage demands that a number of opportunities should be provided to the students to
engage them with the processes of Science like observing, recording observations, drawing,
tabulation, plotting graphs, etc., whereas the secondary stage also expects abstraction and
quantitative reasoning to occupy a more central place in the teaching and learning of Science. Thus,
the idea of atoms and molecules being the building blocks of matter makes its appearance, as does
Newton’s law of gravitation.
The present syllabus has been designed around seven broad themes viz. Food; Materials; The World
of The Living; How Things Work; Moving Things, People and Ideas; Natural Phenomenon and
Natural Resources. Special care has been taken to avoid temptation of adding too many concepts
than can be comfortably learnt in the given time frame. No attempt has been made to be
comprehensive.
At this stage, while Science is still a common subject, the disciplines of Physics, Chemistry and
Biology begin to emerge. The students should be exposed to experiences based on hands on
activities as well as modes of reasoning that are typical of the subject.
General Instructions:
1. There will be an Annual Examination based on the entire syllabus.
2. The Annual Examination will be of 80 marks and 20 marks weightage shall be for Internal
Assessment.
3. For Internal Assessment:
a. There will be Periodic Assessment that would include:
 For 5 marks- Three periodic tests conducted by the school. Average of the best two tests
to be taken that will have a weightage of 05 marks towards the final result.
 For 5 marks- Diverse methods of assessment as per the need of the class dynamics and
curriculum transaction. These may include - short tests, oral test, quiz, concept maps,
projects, posters, presentations and enquiry based scientific investigations etc. and use
rubrics for arguing them objectively. This will also have a weightage of 05 marks towards
the final result.
b. Practical / Laboratory work should be done throughout the year and the student should maintain
record of the same. Practical Assessment should be continuous. There will be weightage of 5
marks towards the final result. All practicals listed in the syllabus must be completed.
c. Portfolio to be prepared by the student- This would include classwork and other sample of
student work and will carry a weightage of 5 marks towards the final results.
 COURSE STRUCTURE
CLASS IX
(Annual Examination) Marks: 80

Unit No. Unit Marks

I Matter - Its Nature and Behaviour 25
II Organization in the Living World 22
III Motion, Force and Work 27
IV Food; Food Production 06
Total 80
Internal assessment 20
Grand Total 100

Theme: Materials
Unit I: Matter-Nature and Behaviour
Definition of matter; solid, liquid and gas; characteristics - shape, volume, density; change of state-
melting (absorption of heat), freezing, evaporation (cooling by evaporation), condensation,
sublimation.

Nature of matter: Elements, compounds and mixtures. Heterogeneous and homogenous mixtures,
colloids and suspensions. Physical and chemical changes (excluding separating the components of
a mixture).

Particle nature and their basic units: Atoms and molecules, Law of Chemical Combination,
Chemical formula of common compounds, Atomic and molecular masses.

Structure of atoms: Electrons, protons and neutrons, Valency, Atomic Number and Mass Number,
Isotopes and Isobars.

Theme: The World of the Living

Unit II: Organization in the Living World
Cell - Basic Unit of life : Cell as a basic unit of life; prokaryotic and eukaryotic cells, multicellular
organisms; cell membrane and cell wall, cell organelles and cell inclusions; chloroplast, mitochondria,
vacuoles, endoplasmic reticulum, Golgi apparatus; nucleus, chromosomes - basic structure, number.
Tissues, Organs, Organ System, Organism:

Structure and functions of animal and plant tissues (only four types of tissues in animals; Meristematic
and Permanent tissues in plants).

Theme: Moving Things, People and Ideas

Unit III: Motion, Force and Work
Motion: Distance and displacement, velocity; uniform and non-uniform motion along a straight line;
acceleration, distance-time and velocity-time graphs for uniform motion and uniformly accelerated
motion, elementary idea of uniform circular motion.

Force and Newton’s laws : Force and Motion, Newton’s Laws of Motion, Action and Reaction forces,
Inertia of a body, Inertia and mass, Momentum, Force and Acceleration.

Gravitation: Gravitation; Universal Law of Gravitation, Force of Gravitation of the earth (gravity),
Acceleration due to Gravity; Mass and Weight; Free fall.

Floatation: Thrust and Pressure. Archimedes’ Principle; Buoyancy.

Work, Energy and Power: Work done by a Force, Energy, power; Kinetic and Potential energy; Law
of conservation of energy (excluding commercial unit of Energy).

Sound: Nature of sound and its propagation in various media, speed of sound, range of hearing in
humans; ultrasound; reflection of sound; echo.

Theme: Food
Unit IV: Food Production
Plant and animal breeding and selection for quality improvement and management; Use of fertilizers
and manures; Protection from pests and diseases; Organic farming.

Note for the Teachers:

1. The chapter Natural Resources (NCERT Chapter 14) will not be assessed in the year-end
examination. However, learners may be assigned to read this chapter and encouraged to
prepare a brief write up on any concept of this chapter in their Portfolio. This may be for
Internal Assessment and credit may be given for Periodic Assessment/Portfolio.

2. The NCERT text books present information in boxes across the book. These help students
to get conceptual clarity. However, the information in these boxes would not be assessed
in the year-end examination.
 PRACTICALS
Practicals should be conducted alongside the concepts taught in theory classes.

(LIST OF EXPERIMENTS)
1. Preparation of: Unit-I
a) a true solution of common salt, sugar and alum
b) a suspension of soil, chalk powder and fine sand in water
c) a colloidal solution of starch in water and egg albumin/milk in water and distinguish
between these on the basis of

 transparency
 filtration criterion
 stability

2. Preparation of Unit-I
a) A mixture
b) A compound
using iron filings and sulphur powder and distinguishing between these on the basis of:
(i) appearance, i.e., homogeneity and heterogeneity
(ii) behaviour towards a magnet
(iii) behaviour towards carbon disulphide as a solvent
(iv) effect of heat

3. Perform the following reactions and classify them as physical or chemical changes: Unit-I
a) Iron with copper sulphate solution in water
b) Burning of magnesium ribbon in air
c) Zinc with dilute sulphuric acid
d) Heating of copper sulphate crystals
e) Sodium sulphate with barium chloride in the form of their solutions in water

4. Preparation of stained temporary mounts of (a) onion peel, (b) human cheek cells & to record
observations and draw their labeled diagrams. Unit-II

5. Identification of Parenchyma, Collenchyma and Sclerenchyma tissues in plants, striped,

smooth and cardiac muscle fibers and nerve cells in animals, from prepared slides. Draw their
labeled diagrams. Unit-II

6. Determination of the melting point of ice and the boiling point of water. Unit-I
7. Verification of the Laws of reflection of sound. Unit-III

8. Determination of the density of solid (denser than water) by using a spring balance and a
measuring cylinder. Unit-III
9. Establishing the relation between the loss in weight of a solid when fully immersed in Unit-III

a) Tap water

b) Strongly salty water with the weight of water displaced by it by taking at least two
differentsolids.
10. Determination of the speed of a pulse propagated through a stretched string/slinky (helical
spring). Unit-III

11. Verification of the law of conservation of mass in a chemical reaction. Unit-III

COURSE STRUCTURE
CLASS X
(Annual Examination)

Marks: 80

Unit
Unit Marks
No.

I Chemical Substances-Nature and Behaviour 25

II World of Living 25
III Natural Phenomena 12
IV Effects of Current 13

V Natural Resources 05
Total 80

Internal assessment 20
Grand Total 100

Theme: Materials

Unit I: Chemical Substances - Nature and Behaviour

Chemical reactions: Chemical equation, Balanced chemical equation, implications of a balanced

chemical equation, types of chemical reactions: combination, decomposition, displacement, double
displacement, precipitation, endothermic exothermic reactions, oxidation and reduction.
Acids, bases and salts: Their definitions in terms of furnishing of H+ and OH– ions, General
properties, examples and uses, neutralization, concept of pH scale (Definition relating to logarithm
not required), importance of pH in everyday life; preparation and uses of Sodium Hydroxide,
Bleaching powder, Baking soda, Washing soda and Plaster of Paris.

Metals and nonmetals: Properties of metals and non-metals; Reactivity series; Formation and
properties of ionic compounds; Basic metallurgical processes; Corrosion and its prevention.

Carbon compounds: Covalent bonding in carbon compounds. Versatile nature of carbon.

Homologous series. Nomenclature of carbon compounds containing functional groups (halogens,
alcohol, ketones, aldehydes, alkanes and alkynes), difference between saturated hydro carbons and
unsaturated hydrocarbons. Chemical properties of carbon compounds (combustion, oxidation,
addition and substitution reaction). Ethanol and Ethanoic acid (only properties and uses), soaps and
detergents.

Theme: The World of the Living

Unit II: World of Living

Life processes: ‘Living Being’. Basic concept of nutrition, respiration, transport and excretion in plants
and animals.

Control and co-ordination in animals and plants: Tropic movements in plants; Introduction of plant
hormones; Control and co-ordination in animals: Nervous system; Voluntary, involuntary and reflex
action; Chemical co-ordination: animal hormones.

Reproduction: Reproduction in animals and plants (asexual and sexual) reproductive health - need
and methods of family planning. Safe sex vs HIV/AIDS. Child bearing and women’s health.

Heredity and Evolution: Heredity; Mendel’s contribution- Laws for inheritance of traits: Sex
determination: brief introduction: (topics excluded - evolution; evolution and classification and
evolution should not be equated with progress).

Theme: Natural Phenomena

Unit III: Natural Phenomena

Reflection of light by curved surfaces; Images formed by spherical mirrors, centre of curvature,
principal axis, principal focus, focal length, mirror formula (Derivation not required),magnification.
Refraction; Laws of refraction, refractive index.

Refraction of light by spherical lens; Image formed by spherical lenses; Lens formula (Derivation
not required); Magnification. Power of a lens.
Functioning of a lens in human eye, defects of vision and their corrections, applications of
spherical mirrors and lenses.
Refraction of light through a prism, dispersion of light, scattering of light, applications in dailylife
(excluding colour of the sun at sunrise and sunset).

Theme: How Things Work

Unit IV: Effects of Current
Electric current, potential difference and electric current. Ohm’s law; Resistance, Resistivity, Factors
on which the resistance of a conductor depends. Series combination of resistors, parallel
combination of resistors and its applications in daily life. Heating effect of electric current and its
applications in daily life. Electric power, Interrelation between P, V, I and R.

Magnetic effects of current: Magnetic field, field lines, field due to a current carrying conductor,
field due to current carrying coil or solenoid; Force on current carrying conductor, Fleming’s Left
Hand Rule, Direct current. Alternating current: frequency of AC. Advantage of AC over DC.
Domestic electric circuits.

Theme: Natural Resources

Unit V: Natural Resources

Our environment: Eco-system, Environmental problems, Ozone depletion, waste production and
their solutions. Biodegradable and non-biodegradable substances.

Note for the Teachers:

1. The chapter Management of Natural Resources (NCERT Chapter 16) will not be assessed
in the year-end examination. However, learners may be assigned to read this chapter and
encouraged to prepare a brief write up to any concept of this chapter in their Portfolio. This
may be for Internal Assessment and credit may be given Periodic Assessment/Portfolio).

2. The NCERT text books present information in boxes across the book. These help students
to get conceptual clarity. However, the information in these boxes would not be assessed
in the year-end examination.
PRACTICALS

Practical should be conducted alongside the concepts taught in theory classes.

LIST OF EXPERIMENTS
1. A. Finding the pH of the following samples by using pH paper/universal indicator: Unit-I
(i) Dilute Hydrochloric Acid
(ii) Dilute NaOH solution
(iii) Dilute Ethanoic Acid solution
(iv) Lemon juice
(v) Water
(vi) Dilute Hydrogen Carbonate solution
 B. Studying the properties of acids and bases (HCl & NaOH) on the basis of their reaction with:
Unit-I
a) Litmus solution (Blue/Red)
b) Zinc metal
c) Solid sodium carbonate
2. Performing and observing the following reactions and classifying them into: Unit-I
A. Combination reaction
B. Decomposition reaction
C. Displacement reaction
D. Double displacement reaction
(i) Action of water on quicklime
(ii) Action of heat on ferrous sulphate crystals
(iii) Iron nails kept in copper sulphate solution
(iv) Reaction between sodium sulphate and barium chloride solutions

3. Observing the action of Zn, Fe, Cu and Al metals on the following salt solutions: Unit-I
i) ZnSO4(aq)
ii) FeSO4(aq)
iii) CuSO4(aq)
iv) Al2 (SO4)3(aq)

Arranging Zn, Fe, Cu and Al (metals) in the decreasing order of reactivity based on the
above result.
4. Studying the dependence of potential difference (V) across a resistor on the current (I) passing
through it and determine its resistance. Also plotting a graph between V and I. Unit-IV
5. Determination of the equivalent resistance of two resistors when connected in series and
parallel. Unit-IV
6. Preparing a temporary mount of a leaf peel to show stomata. Unit- II

7. Experimentally show that carbon dioxide is given out during respiration. Unit-II

8. Study of the following properties of acetic acid (ethanoic acid): Unit- I

i) Odour

ii) solubility in water

iii) effect on litmus

iv) reaction with Sodium Hydrogen Carbonate

9. Study of the comparative cleaning capacity of a sample of soap in soft and hard water. Unit- I
10. Determination of the focal length of: Unit-III
 i) Concave mirror
ii) Convex lens by obtaining the image of a distant object.

11. Tracing the path of a ray of light passing through a rectangular glass slab for different angles of
incidence. Measure the angle of incidence, angle of refraction, angle of emergence and
interpret the result. Unit - III
12. Studying (a) binary fission in Amoeba, and (b) budding in yeast and Hydra with the help of
prepared slides. Unit-II
13. Tracing the path of the rays of light through a glass prism. Unit-III

14. Identification of the different parts of an embryo of a dicot seed (Pea, gram or red kidney bean).

Unit-II

PRESCRIBED BOOKS:
 Science-Textbook for class IX-NCERT Publication
 Science-Text book for class X- NCERT Publication
 Assessment of Practical Skills in Science-Class IX - CBSE Publication
 Assessment of Practical Skills in Science- Class X- CBSE Publication
 Laboratory Manual-Science-Class IX, NCERT Publication
 Laboratory Manual-Science-Class X, NCERT Publication
 Exemplar Problems Class IX – NCERT Publication
 Exemplar Problems Class X – NCERT Publication
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 Theory (80 marks) Question Paper Design
(Class X)
Subject: Science

Competencies Total

Demonstrate Knowledge and Understanding 46 %

Application of Knowledge/Concepts 22 %

Formulate, Analyze, Evaluate and Create 32 %

100%

Note:
 Typology of Questions: VSA including objective type questions, Assertion – Reasoning type
questions; SA; LA; Source-based/ Case-based/ Passage-based/ Integrated assessment
questions.
 An internal choice of approximately 33% would be provided.

Internal Assessment (20 Marks)

 Periodic Assessment - 05 marks + 05 marks
 Subject Enrichment (Practical Work) - 05 marks
 Portfolio - 05 marks

Suggestive verbs for various competencies

 Demonstrate Knowledge and Understanding
o State, name, list, identify, define, suggest, describe, outline, summarize, etc.
 Application of Knowledge/Concepts
o Calculate, illustrate, show, adapt, explain, distinguish, etc.
 Formulate, Analyze, Evaluate and Create
o Interpret, analyze, compare, contrast, examine, evaluate, discuss, construct, etc.