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5 Cleaver Cbse Lesson Plans, Science Teachers Class 9 Ideas

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Cbse Lesson Plans, Science Teachers Class 9 Simple Gravitation, CBSE Grade 9 Science, Concept,, Butterfly EduFields Collections

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Cbse Lesson Plans, Science Teachers Class 9 Practical LESSON PLAN, CLASS 9 PHYSICAL SCIENCE (TS) (EM) Galleries

Cbse Lesson Plans, Science Teachers Class 9 Practical LESSON PLAN, CLASS 9 PHYSICAL SCIENCE (TS) (EM) Galleries

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Cbse Lesson Plans, Science Teachers Class 9 Professional (PDF) A Textbook Of Practical Science, Grade 9 Photos

Cbse Lesson Plans, Science Teachers Class 9 Professional (PDF) A Textbook Of Practical Science, Grade 9 Photos

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Cbse Lesson Plans, Science Teachers Class 9 Top Edutrade_Lesson_Plan_Neutralisation_And_Ph.Png Images

Critical board of secondary training 2, network centre, preet vihar, delhi cbse/acad/2009/ 12/10/2009 circular no. 42 all of the heads of cbse affiliated independent schools difficulty: cce in elegance ix for 2d term (october 2009 – march 2010). Pricey fundamental, the principal board of secondary schooling vide round no 39 dated 20/09/2009 on exam reforms and continuous and complete assessment (cce) requires holistic evaluation of novices by means of strengthening cce in magnificence ix with effect from october 2009. The class ix college students can be assessed via cce with the aid of the college itself. The reinforced cce scheme can be relevant for the second time period (october 2009- march 2010) of the modern-day educational consultation in magnificence ix. The weightage of formative assessment (fa) and summative evaluation (sa) will be as follows: term kind of assessment percentage of weightage in instructional consultation time period - clever weightage total formative assessment i 10 formative assessment 2 10 formative assessment- 1 2=20 first time period (april - sept.) Summative evaluation 1 20 summative assessment - 1=20 formative assessment 3 10 formative evaluation four 10 formative assessment- three 4=20 second term (oct. ?? march) summative evaluation 2 forty summative assessment- 2=40 formative = 40 summative = 60 total a hundred notice: because the scheme is being delivered from the second one time period for this yr, one of the following alternatives may be taken up in faculties. 1. Weightage of every formative assessment shall be 20 and that of summative assessment will be 60. 2 3 annexure-ia examination structure for summative evaluation: march 2010 english communicative (code one hundred and one) : class ix the question paper will be divided into four sections: segment a: studying comprehension - 20 marks section b: writing - 20 marks segment c: grammar - 20 marks phase d: literature - 20 marks scheme of segment and weightage to content: segment forms of questions no. Of questions marks phase a four passages extract from poetry/poem factual/descriptive passage literary passage discursive passage mcq four 5x4=20 total=20 section b writing talents b1. Formal letter/casual letter/1ec5f5ec77c51a968271b2ca9862907d (visible or verbal stimulus) b2. Diary access/article/ speech/ declamation/tale writing/composition (visual or verbal stimulus) b3. Bio sketch/facts interpretation talk final touch l. A. S. A. 2 1 1x8 1x8 1x4=20 section c grammar mcq 5 5x4=20 general=20 segment d literature mcq s.A. L.A. (Internal choice) 2 4 1or1 three three=6 4x2=8 1x6=6 total=20 four syllabus for summative assessment second term (october 2009 - march 2010) english (communicative) elegance ix code: one zero one subjects a) analyzing segment: comprehension passages (literary- prose and poetry, authentic, discursive and descriptive) b) writing phase: brief compositions ( method description, dialogue of entirety. Bio cartoon, statistics interpretation) • mcb gadgets three-7 : lengthy compositions letters, articles, speeches, declamation, story writing (visible or verbal stimulus) • modern-day problems c) grammar segment:primarily based on workbook included questions- (editing, omissions, hole filling, syntax, dialogue of entirety, suggested speech, passive voice) d) literature section: prose -1) the necklace 2) the pendulum poetry-1) i can not do not forget my mom 2) lord ullin’s daughter three) the seven a long time 4) the street no longer taken drama-1) meera bai 2) bishop’s candlesticks five annexure-1b exam shape english (language & literature) code - 184 march 2010 class ix the question paper may be divided into 4 sections : segment ‘a’ analyzing (comprehension) - 15 marks section ‘b’ writing - 15 marks phase ‘c’ grammar - 15 marks segment ‘d’ text e-book - 35 marks scheme of segment and weightage to content material : 6 syllabus for summative evaluation 2d term (october 2009 –march 2010) english (language & literature) code 184 magnificence ix topics a) analyzing section : studying unseen comprehension passages- factual, literary, discursive b) writing phase : short compositions- dialogue crowning glory, tale writing, report writing sections type of questions no. Of questions marks section ‘a’ analyzing three unseen passage of general 500 words observed by m.C.Q.S inclusive of three marks for vocabulary mcq 03 3x5=15 marks phase ‘b’ writing - one letter in now not greater than one hundred words based totally on provided verbal stimulus kinds of letter formal/ informal - article/speech/declamation composition ( visual or verbal stimulus) - quick composition based on dialogue finishing touch/story writing/document writing l.A. S.A. 02 01 1x6 1x6 1x3 =15 marks phase ‘c’ grammar mcq 05 5x3 =15 marks phase ‘d’ text book - comprehension passages (prose) -one comprehension passage (poetry) -prose -supplementary reader -poetry -prose mcq mcq l.A. L.A. S.A. S.A. S.A. 02 01 01 01 01 02 02 2x5=10 1x4=04 1x5=05 1x5=05 1x2=02 2x2=04 three 2=05 7 lengthy compositions- formal / informal letter, article, speech, declamation.(Based totally on verbal/ visual stimulus) c) grammar : included questions primarily based on tenses, modals, voice, narration, challenge-verb concord. Clauses, connectors, determiner, preposition and so on. D) literature phase 1. Moments: a) the glad prince b) weathering the hurricane in ersama c) the ultimate leaf d) the unintentional visitor e) the beggar 2. Beehive: (prose) a) my adolescence b) packing c) reach for the pinnacle d) the bond of love e) kathmandu f) if i have been you (play) (poetry) a) a legend of the north land b) no guys are overseas c) the duck and the kangaroo d) on killing a tree e) a house isn't a domestic f) a slumber did my spirit seal g) the snake trying formative assessment for 2nd term for sophistication ix - englishes (communicative & language and literature) formative 3 10 formative 4 10 the formative assessment can be done for three & 4 for all of the following gaining knowledge of principles. ?? comprehension • grammar • literature text – writing skill: eight 1. Diary entry 2. Letters – formal & casual three. Document four. Articles 5. Declamation 6. Speech comprehension questions 1. Connection with context 2. Mcq three. Brief answers four. Lengthy solutions • mcb – competencies 1. Diary access 2. Letters – formal & informal three. File four. Articles five. Declamation 6. Speech note: f3 & f4 are for 10 each for the second one time period range of assessments/magnificence work/domestic paintings/exams/quizzes/position performs/debates/other sports may be taken up and reduce to 10. Parameters of assessmet • comprehension - correct response • grammar - correct response • literature writing abilities - 1) content 2) fluency 3) accuracy comprehension questions- 1) accurate response 2) textual knowledge three) accuracy of point mentioned 4) creativity • mcb writing competencies- 1) context 2) fluency three) accuracy suggested sports for formative evaluation mode of assessment 1) dramatisation (organization work) 1) dramatisation: nine • text eg. Bishop’s candlesticks-enact a scene • alternate the scene • trade the quit of the play • innovative eg. Market scene • performing capabilities • speak shipping • diction • expertise the text • know-how the individual self belief 2) organization dialogue followed via class presentation • each infant affords one factor of topic • debate, declamation, speech- sports 2) group discussion: • expertise of topic • conversational abilities • self assurance • presentation three) spell take a look at (spoken abilties- group paintings) • spelling • meaning • pronunciation • sentence making 3) spell check • memorisation of accurate spelling • accurate sentence formation • right usage of phrase • part of speech used four) radio speak (listening comprehension) • students will listen to a radio communicate • questionnaire to be given with the aid of teacher (mcq & short solutions) • college students will respond in writing • peer correction 4) radio communicate • accurate response to questions • application of commands (as in a map) 5) weaving a yarn (group interest) • story line to be given by trainer (starting, end or center) • college students will present it inside the form of (a comic strip with illustrations, dialogues, dramatization or story) five) weaving a yarn • creativeness • creativity • connectivity / fluency 6) the budding poet or writer • visual stimulus in the form of photograph, cool animated film, scene etc • verbal stimulus (phrases, terms, tale or incidents) • composing/changing the given textual poem or textual content. 6) budding poet or author • originality • creativity • fluency • imagination 10 7) analyzing a e-book (institution or individual hobby) • about the writer • summary • characters • extrapolation • book jacket • designing a comic ebook • simplify story for junior training 1) simplifying plot 2) writing the script three) narrating four) enacting 5) making a c.D. Suggested books for this hobby • treasure island • tom sawyer • alice in wonderland • panchtantra stories • oliver twist • kidnapped • shakespeare’s performs 7) book evaluation • information of textual content • analytical capability to evaluate plot man or woman, writers fashion • creativity / imagination • presentation eight) quiz on literature textual content writer’s existence & works the text vocabulary/phrase formation – antonyms, synonyms poetic devices usage of words 8) quiz • textual information • vocabulary • about the author nine) dumb charade (based totally on literature text) (in agencies) member of one institution to enact situation character the others to identify it nine) dumb charade • appearing ability • textual understanding • creativity • knowledge of nuances of individual, topic and so forth • reputation of man or woman 10) radio show interview survey debate / communicate news studying 10) radio show • creativeness • creativity • presentation • originality eleven) rewriting records eleven) rewriting records eleven what could have happened if ----------------- • creativeness • originality • creativity • presentation • present day relevance 12) within the hot seat interview of a textual man or woman via journalists justifying action via man or woman 12) in the hot seat • textual knowledge • imagination • creativity • confidence • formation of questions thirteen) only a minute • textual • standard subjects subjects can be from the textual content or from lifestyles. In best a minute, scholar will talk at the given topic. 13) only a minute • promptness • textual expertise • creativeness • presentation • fluency of thoughts • confidence • concise expression communication talents assessment scale listening speakme 1. The learner : shows standard ability to understand words and phrases in a familiar context but can not follow linked speech; 1. The learner: shows capacity to apply most effective isolated phrases and terms however can not perform at connected speech degree; three. Has ability to comply with short connected utterances in a acquainted context; three. In familiar scenario, makes use of handiest quick related utterances with confined accuracy; five. Has capability to apprehend explicitly said records in each familiar and five. Shows capacity to apply extra complicated utterances with a few fluency in longer 12 unfamiliar contexts; discourse; still makes some mistakes which impede verbal exchange; 7. Knows a variety of longer spoken texts with affordable accuracy, and is capable of draw inferences; 7. Organises and offers mind in a fairly logical and fluent way in unexpected situations; makes errors which do not interfere with communique; nine. Shows potential to interpret complicated discourse in phrases of factors of view; adapts listening strategies to fit different functions. Nine. Can spontaneously adopt fashion suitable to motive and audience; makes most effective negligible mistakes. Thirteen annexure-2a fr·¤í (¤ia¤ n÷¬) ii ¤n ¤u ¤¬ f niºi fnv f ¤ui ¬in·¤ ÷ . ?iri ªi. ?¤i ººi ^. ?ia¤ ¤ u ¤i. Nªi fnfªiu ¤ºí ii ¬ a ºr^ aa ¬ ¤u ¤¬ i n¸-¤i ¤z¤iu a ¬ n ¤fº¤fuu º fn¤i ¬i¤^i ( ¤iºnfc¤ ¤ºí ii ¬ za ri^ ( ¤iºnfc¤ ¤ºí ii i f¤¤ººi ¬nª r ( ¤ic f¤·ii^ ¬ ¤u i ¤ iº ¤z i í ¬ª¤i ¬. ?-· ( (i·i (¬¤l-n) 5x4=20 (r ( ¬l~¤¬ ¤ ”· « ªi. ?¤i¬ººi 4x5=20 (r ( ¬l~¤¬ ¤ ”· r n. ?i- ¤ ¤ -n¬ 10 05 05=20 ¬·i ¬-iºi¤ ¤ ”· (·a ¬¬) (i·i ¬-iºi¤ ¤ ”· (r ¬¬) n·ii (r ( ¬l~¤¬ ¤ ”· (r ¬¬) : ·i. ?ªi· (05 05) 05 05=20 (i·i ¬-iºi¤ ¤ ”· (r÷r ¬¬) ¬ln ¬·i ¬-iºi¤ ¤ ”· (r ¬¬) n·ii (r ( ¬l~¤¬ ¤ ”· (r ¬¬) « 14 ii ¤n ÷ ¤ia¤ n ¬ fr·¤í fnuí¤ ÷ ¬¬ ¤ia¤ n (¬¤c¸«º zaas . Ni¤ za1a) ¤ia¤ ¤ u l·iln¬ ÷ ·iin÷· ¬ ln¬i ÷ ·iin÷· f ifu¬ ( a) «. ?il(º r ¬ · ÷ ¬i(¬ ¬¤·i ¬i ¤i( r. ?¤¬i ((i ÷ ·i·i ¬ir( ¬i ¤ ¤i ((i - ·i ¬i ·i-- ¬º l(¤i n¤i c. Rlº”i¬º ¤º¬i: ÷ ¤ -¤( ¬ ¤- ¬n /. -Ri((i (-i ÷ -º (¤¤· ¬ l(· s. ?¬iºi ¤ ¬i( lr((i ÷ ¤¬ ¬ -ii ¬iº ¤¬ - ·i i·¤ ªi÷ ·:. ? l-¤i·(· ¤n ÷ n i- ¬i ·«. ?(iº·i·i ¬n (i¬ ÷ ¤( nr·i ¬ ¬i -ni (º ·r. ?( ”(º (¤i¬ ¬·¬·i ÷ -·ii ¬i¤ ·c. ?( ¬in ((ni¬ ÷ ¤-ºi- ¬i l(”ii ·/. ?i¬ºi ¬i”ii ÷ (·¤ ¬i- ¤º ¬i ºr r fu i (za) :. ?i« ¬i r· ·i ÷ ¬n(iºi ¤·( -i·i º «. -I-i (i¬i ÷ l(ni ¬inº ·i l-¤i¬ r. L¬¬ nºr ¬ilªiº¬iº - lr·(i - ¬i¤i ÷ “i-”iº (ri( º l¬r ·¤i¤rifº ·¤i ººi (za) r(i) “i·( l·-i ºi ÷ (¬¤¬n ÷¤ -¤¤) l(”¬’iºi l¬n ¬iº (¤· ¬i l(”i’iºi ¤º ¤ ·ii( n·ii ¤º¬n · ¬i l¬¤i ¤º ¤ ·ii( ¬(i ¬( ·i- n·ii (l¬n (¤· ¬iº¬) ¬-i¬ (ii) (i·¤ º¤·i ÷ (i·¤ ¬ ¬n ¬·i ¬ ¬· ¬iº (i·¤ ¬ ·i( (iii) ¤¤i ¤(i¤i ÷ l(¬i- ¬ ln¬- l·i··i·i ¬ “i·( 15 (¤iºnfc¤ ¤ºí ii) º¤ i-n ¬f·i·¤f¤u (i) (i¤· ¤i -i lªi¬ ¬l·i·¤l·n (ii) ¬ªi· ¤i l¬lªin ¬l·i·¤l·n ·. ?i¤÷f¤¤i¤ l(’i¤ ÷ -i·( riºi ¤”i ¬i ¬i ¤i’iºi ¤i “ii’iºi ¬i·iiº l(( ÷ ¤ -¤( ¬i (i ( ¬i ¬i ¬·ii n·ii r¬iºi ¤ ¬i( lr((i ¬i ¬ri·i ÷ ¤¬ ¬ -ii ¬iº - ·i (i) – nil¬ ¬ni ·ii’iºi ¬¬i ¬¤·i (in ¬l·i¬iº¤( ¬ ¬r·i z. F¤ ¬-nn ÷ ¤i- ¤¤ -n¬ - ¬¬l¬n ¬l(ni¬i ¬ ¬i·iiº ¤º ¬l( (º(iº ¤i -i l¬¬ ¬l(ni¬i ¬i º¤·i ¬º ¬l( ¬--¬· (i) ¬l·i·¤l·n (ii) nln ¬¤ ¬iºir÷¬(ºir ¬lrn ¬l(ni (i¤· (iii) -¤ ¤º (i¬· ¬i ¬·¤i¬ ¤i -¤ ·i¤ ¬ - l·n :. ?ri·i ¬ ·i·i¬ri·i l¬ªi·i ¤i ·i-·i ¬i (ºi · ¬ªi· (i) ¬(ºi ¬¬i ¬i l(¬i¬ (ii) ¬(i( ÷ ·ii(i· ¬¬ ¤i¤i· ¬¬ (iii) ·i-·i¬i ¬i ¬l-¬ l((ººi (iv) ¤ -n ln¬ººi (v) ¬·¤iººi «. ?lº¤¤ (·i ¬iº ¤lº¤¤ ¬·i ¤i-¤ ¤ -n¬ ¬ ¤i-i ¬ ¤ ººii ¬n r ¤ ¬i·i l·¬ nºi¬ ¬ l¬¬i ·¤ l-¤ ¬ ¬(i( -·iil¤n ¬ºn r ¤ ¬¤·i ¤lº¤¤ ¬º¬ “i·(i - (·i n·ii ¬¬¬ l(’i¤ - ¬i·¬iºi ¤ i·n ¬º·i ¬iriiº ÷ -ri((i (-i ÷ -º (¤¤· ¬ l(· ¬il(º r ¬ · ÷ ¬i(¬ ¬¤·i ¬i ¤i( rlº”i¬º ¤º¬i: ÷ ¤ -¤( ¬ ¤- ¬n 16 r. ?f·i ¤ ni ÷ ¤º¬ ¤i- ¤ ¤ -n¬ ÷ ¬ ln¬i ¬ ¬·ii ¤i-i ¬ ¬i·iiº ¤º l(ni·ii ¬¤·i ¬l·i·¤ ¤ ln·ii ¬i ¤ (”i · ¬º ·ii’ii - ¬(i(i ¬i ¬(i¤ni ¤i ·il-¬i ¬i ¤ ·ii(”ii¬i ¤ ¤in ¬º ¬¬n r ¤·ii ÷ ¤¤i (ººi (’ii ¬i ¬-i (i« ¬i¤(i ¤ (·i· ªi¬i ¬i ·il-¬i :-¤il( l(’i¤i ¤º si-÷si- ·i-¬ l¬ªi ¬i ¬¬n r ·i-¬ ¤¬ ¬i-lr¬ l¬¤i r ¬n ·i-¬ ¬ ¬ªi· l·( ”i· ¬(i( ¬l·i·¤ ·ii’ii ¬( (”¤ :-¤il( ¬i (ªin r ¤ l”i·i¬ -(¤ ¬¬i ¬i l··ii ººi ¬º ¬¬ni r izini ¬uººi i n¸-¤i ¬(ºi (¬ ··i) (i¤· ((i¬·i) · l(ni·ii - ¤lºl¤n ¬(·ii - ¤ ¤ ·n ºi·(i ¬i º ¤(i ¬i ¬-n· ¬i ¬i-i·¤ ¤i·¤ni r l¬·n ¬ ¬(- ¬iºi¤ ¬i ·ri ¬-n ¤ini · lºi·ii·ii ¬(¬ ¬¬n÷¬¬n ºi·(i ¬i º ¤(i ¬ ¤ ¤in ¬i ¤i·¤ni ¤ (lºi n ¬ºni r l¬·n ¤¬ ¬ ¬(- -nº ¤º ·ri (i¬ ¬¬ni z si- ¬(- ¬·i·i ¬i ¤lºl¤n ¬(·ii - ¬-n· ¬i ¤i·¤ni r z ¤lºl¤n ¬(·ii - ¬(¬ si- ¬(- ¬·i·i ¬i ¬il-n ºi -ni ¬ ¤ ¤in ¬ºni r : ¤lºl¤n ¤i ¬¤lºl¤n (i·i ¬(·ii - ¬l·in ¬¤·i ¬i -¤·- ¬-n· ¬i ¤i·¤ni r ¬ºi l-¤i ¬ºni r l¬¬¬ ¤ ·iºi - ª¬i(- ¬ini r : ¬¤·ii¬n (i·i ·ii·iºi - ¬l·¬ ¬l-¬ ¬·i·i ¬ ¤ ¤in ¬i ¤i·¤ni ¤ (lºi n ¬ºni r ¬·ii ·ii ¬ s ¬ºi l-¤i ¬ºni r l¬¬¬ ¤ ·iºi - ª¬i(- ¬ini r « (i·i ¬·i·i ¬i ¬ ªi¬i ¬i ¤¤i ·n ºi -ni ¬ ¬-nni r ¬i º l··¬·i l·¬i¬ ¬¬ni r « ¬¤lºl¤n l-·iln¤i - l(¤iºi ¬i nil¬ ¬ «n ¬ ¬nl-n ¬º ·iºi ¤ (ir ª¤ - ¤ -n n ¬º ¬¬ni r ¤¬i n¬ln¤i ¬ºni r l¬·¬ ¤ ·iºi - ª¬i(- ·ri ¬ini r ¬l-¬ ¬·i·i ¬ l(¤iº÷l(( ¬i ¬i ¬-n· ¬i ¤i·¤ni ¤ (lºi n ¬ºni r ¬ªº¤ ¬ ¬· ¬¬ ¬ ·· ¬i ¬ ºi¬ni ¤ (lºi n ¬ºni r r ¬ªº¤ ¬i º ¬ini ¬ l¬¤ ¬¤¤ ·n ºi ¬i ¬i ¬¤·i ¬¬ni r ¬(¬ -i-¬i n¬ln¤i ¬ºni r 17 n¸-¤i ¬ u f«¤¬i i f¤¤ººi ¤ ufu ººi z (i) ¬i--l(”(i¬ (ii) ri( ·ii( ¬ ¬i·i (iii) ¤ ·ii(”ii¬i (iºii (iv) nil¬ ¬ni (v) -¤’-ni f¤’i¤ ¤ u 1 (i) l(’i¤ ¬i ¬ri ¬(·iiººii (ii) n¬ ¬--n ·ii’ii 1 “i·( ¤¤· -nº ¬ ¬· ¬¬ -¤’-ni (”i¬ ¤i n i-¤ “i·(i ¬i ¬l·i¬ ¤ ¤in · ri ( ¬n ¬i “i·(i ¬i ·iº·iiº · ri ¤·¤iººi 1 ·i¤i¤ ¤ ·ii( ¬ - ·n -¤’- ¬·¤iººi ¬ri ¬· ni· l¬¬ “i·( ¤º ¬l·i¬ (¬ (·i ¤ilr¤ 18 annexure-2b fr·¤í (¤ia¤ n÷«) ii ¤n ¤’u ¤¬ f niºi fnv f ¤ui ¬in·¤ ÷ . ?iri ªi. ?¤i ººi ^. ?ia¤ ¤ u ¤i. Nªi fnfªiu ¤ºí ii ¬ a ºr^ aa ¬ ¤u ¤¬ i n¸-¤i ¤z¤iu a ¬ n ¤fº¤fuu º fn¤i ¬i¤^i ( ¤iºnfc¤ ¤ºí ii ¬ za ri^ ( ¤iºnfc¤ ¤ºí ii i f¤¤ººi ¬nª r ( ¤ic f¤·ii^ ¬ ¤z i ¤ iº ¤z i í ¬ª¤i ¬. ?-· ( (i·i (¬¤l-n) 5x4=20 (r ( ¬l~¤¬ ¤ ”· « ªi. ?¤i¬ººi 4x5=20 (r ( ¬l~¤¬ ¤ ”· r n. ?i- ¤ ¤ -n¬ 10 05 05=20 ¬·i ¬-iºi¤ ¤ ”· (·a ¬¬) (i·i ¬-iºi¤ ¤ ”· (r ¬¬) n·ii (r ( ¬l~¤¬ ¤ ”· (r ¬¬) : ·i. ?ªi· (05 05) 05 05=20 (i·i ¬-iºi¤ ¤ ”· (r÷r ¬¬) ¬ln ¬·i ¬-iºi¤ ¤ ”· (r ¬¬) n·ii (r ( ¬l~¤¬ ¤ ”· (r ¬¬) « 19 ii ÷ ¤í i¬ ÷ « f¤’i¤ ÷ fr·¤í fnuí¤ ÷ ¬¬ ¤ia¤ n (¬¤c¸«º zaas . Ni¤ za1a) ¤ia¤ ÷ ¤ u v¤ ¤¸º ¤ u ¤ui ÷ ·ii^÷1 ¬¤¤ ÷ ·ii^÷1 ·¤i¤rifº ·¤i ººi ªiº÷÷ (i) ¬¤l-n n( ¤i”i (:aa ¬ «aa “i·(i ¬i) (ii) ¬¤l-n ¬i·¤i”i (zaa ¬ :aa “i·(i ¬i) ªiº÷÷ªi ÷ º¤ i (i) ¤¤÷¬ªi (¬·i ¤¤ilº¬) (ii) ¬· ·s( ¬ªi· ÷ ¬-¬i-l¤¬ l(’i¤i ¤º ¬¬n l(·( ¬i ¤º ¬i·iilºn sa ¬ ·aa “i·(i n¬ ªiº÷÷^ ÷ ·¤i¤rifº ·¤i ººi (i) (ºi ÷ l(·s( (ii) ¬¤¬n ¤ -¤¤ ¬ “i·( l·-i ºi (iii) ¤¤i ¤(i¤i l(¬i- ¬·¬i·ii “i·( (i·¤i”ii ¬ l¬¤ ¤¬ “i·( (iv) (i·¤ ¬ ¬n ¬º¬ (i·¤ (v) l(ºi- l¤·ri ¬i ¤ ¤in (vi) - ri(º ÷ (i·¤ ¤ ¤in ¤ui ÷ ·ii^ (1) ^¤¤÷ªiº÷ ·. ??iº( ¬i”ii ÷ n - ¬( ¬i¬in ¬lnl·i z. ?iiº¬· -i¬( ÷ ( nil·¬ ¤n·i ¬ (ir¬ :. ?i¬i ¬i¬¬¬º ÷ ¬i¤· ¬i ¬i·¤ «. Nºi”i “i¬º l(( ¤i·ii ÷ ·i- ¬i ¬i· r. -(I-i ¬i·( ÷ “i ¬niº ¬ ¬-i· i·¤ ªiº÷ ·. L¬¤iºi-”iººi n ·n ÷ ¤¬ ¤¬ ¬i ¤ir 20 z. ?i-·iiºi l¬r l(·¬º ÷ nin ÷ ¬nin :. Rlº(ºiºi¤ (·¤· ÷ ¬l··÷¤·i «. ?ªºi ¬-¬ ÷ ·¤ :¬i¬ - ªi ”i( º¤n r ri·i...... ?¤¤ ÷ ·ii^ (·) ·. -?i si-i ¬i l·¬i ¤ -n¬i¬¤ ÷ ·i- (iº ·iiºni z. Ril-( ªii ÷ ¤¬.?. ?i- -¬i- :. L(¤ ¬¬ ¬- ÷ -·i ¬º ¬¤i·¤i¤ -i lªi¬ ÷ ¬l·i·¤l·n ÷ ¬i ”i¬ (i) ·ii’iºi (i(÷l((i( (ii) ¬·ii ¬ri·i ¬·i(i ·i-·i ¬ ¬i·i (iii) ¤lº¤¤ (·i ¤lº¤¤ ¤ i·n ¬º·i (iv) ¬-(º ¬l(ni (i¤· (¬¤ nln ¬iºir ¬(ºir ¬lrn) 21 (¤iºnfc¤ ¤ºí ii) º¤ i-n ¬f·i·¤f¤u (i) (i¤· ¤i -i lªi¬ ¬l·i·¤l·n (ii) ¬ªi· ¤i l¬lªin ¬l·i·¤l·n ·. ?i¤÷f¤¤i¤ l(’i¤ ÷ -i·( riºi ¤”i ¬i ¬i ¤i’iºi ¤i “ii’iºi ¬i·iiº l(( ÷ ¤ -¤( ¬i (i ( ¬i ¬i ¬·ii n·ii r¬iºi ¤ ¬i( lr((i ¬i ¬ri·i ÷ ¤¬ ¬ -ii ¬iº - ·i (i) – nil¬ ¬ni ·ii’iºi ¬¬i ¬¤·i (in ¬l·i¬iº¤( ¬ ¬r·i z. F¤ ¬-nn ÷ ¤i- ¤¤ -n¬ - ¬¬l¬n ¬l(ni¬i ¬ ¬i·iiº ¤º ¬l( (º(iº ¤i -i l¬¬ ¬l(ni¬i ¬i º¤·i ¬º ¬l( ¬--¬· (i) ¬l·i·¤l·n (ii) nln ¬¤ ¬iºir÷¬(ºir ¬lrn ¬l(ni (i¤· (iii) -¤ ¤º (i¬· ¬i ¬·¤i¬ ¤i -¤ ·i¤ ¬ - l·n :. ?ri·i ¬ ·i·i¬ri·i l¬ªi·i ¤i ·i-·i ¬i (ºi · ¬ªi· (i) ¬(ºi ¬¬i ¬i l(¬i¬ (ii) ¬(i( ÷ ·ii(i· ¬¬ ¤i¤i· ¬¬ (iii) ·i-·i¬i ¬i ¬l-¬ l((ººi (iv) ¤ -n ln¬ººi (v) ¬·¤iººi «. ?lº¤¤ (·i ¬iº ¤lº¤¤ ¬·i ¤i-¤ ¤ -n¬ ¬ ¤i-i ¬ ¤ ººii ¬n r ¤ ¬i·i l·¬ nºi¬ ¬ l¬¬i ·¤ l-¤ ¬ ¬(i( -·iil¤n ¬ºn r ¤ ¬¤·i ¤lº¤¤ ¬º¬ “i·(i - (·i n·ii ¬¬¬ l(’i¤ - ¬i·¬iºi ¤ i·n ¬º·i r. ?f·i ¤ ni ÷ ¤º¬ ¤i- ¤ ¤ -n¬ ÷ ¬¤¤· ¬ ¬·ii ¤i-i ¬ ¬i·iiº ¤º l(ni·ii ¬¤·i ¬l·i·¤ ¤ ln·ii ¬i ¤ (”i · ¬º ·ii’ii - ¬(i(i ¬i ¬(i¤ni ¤i ·il-¬i ¬i ¤ ·ii(”ii¬i ¤ ¤in ¬º ¬¬n r 22 ¤·ii ÷ ¤¤i (ººi (’ii ¬i ¬-i (i« ¬i¤(i ¤ (·i· ªi¬i ¬i ·il-¬i :-¤il( l(’i¤i ¤º si-÷si- ·i-¬ l¬ªi ¬i ¬¬n r ·i-¬ ¤¬ ¬i-lr¬ l¬¤i r ¬n ·i-¬ ¬ ¬ªi· l·( ”i· ¬(i( ¬l·i·¤ ·ii’ii ¬( (”¤ :-¤il( ¬i (ªin r ¤ l”i·i¬ -(¤ ¬¬i ¬i l··ii ººi ¬º ¬¬ni r izini ¬uººi i n¸-¤i ¬(ºi (¬ ··i) (i¤· ((i¬·i) · l(ni·ii - ¤lºl¤n ¬(·ii - ¤ ¤ ·n ºi·(i ¬i º ¤(i ¬i ¬-n· ¬i ¬i-i·¤ ¤i·¤ni r l¬·n ¬ ¬(- ¬iºi¤ ¬i ·ri ¬-n ¤ini · lºi·ii·ii ¬(¬ ¬¬n÷¬¬n ºi·(i ¬i º ¤(i ¬ ¤ ¤in ¬i ¤i·¤ni ¤ (lºi n ¬ºni r l¬·n ¤¬ ¬ ¬(- -nº ¤º ·ri (i¬ ¬¬ni z si- ¬(- ¬·i·i ¬i ¤lºl¤n ¬(·ii - ¬-n· ¬i ¤i·¤ni r z ¤lºl¤n ¬(·ii - ¬(¬ si- ¬(- ¬·i·i ¬i ¬il-n ºi -ni ¬ ¤ ¤in ¬ºni r : ¤lºl¤n ¤i ¬¤lºl¤n (i·i ¬(·ii - ¬l·in ¬¤·i ¬i -¤·- ¬-n· ¬i ¤i·¤ni r ¬ºi l-¤i ¬ºni r l¬¬¬ ¤ ·iºi - ª¬i(- ¬ini r : ¬¤·ii¬n (i·i ·ii·iºi - ¬l·¬ ¬l-¬ ¬·i·i ¬ ¤ ¤in ¬i ¤i·¤ni ¤ (lºi n ¬ºni r ¬·ii ·ii ¬ s ¬ºi l-¤i ¬ºni r l¬¬¬ ¤ ·iºi - ª¬i(- ¬ini r « (i·i ¬·i·i ¬i ¬ ªi¬i ¬i ¤¤i ·n ºi -ni ¬ ¬-nni r ¬i º l··¬·i l·¬i¬ ¬¬ni r « ¬¤lºl¤n l-·iln¤i - l(¤iºi ¬i nil¬ ¬ «n ¬ ¬nl-n ¬º ·iºi ¤ (ir ª¤ - ¤ -n n ¬º ¬¬ni r ¤¬i n¬ln¤i ¬ºni r l¬·¬ ¤ ·iºi - ª¬i(- ·ri ¬ini r ¬l-¬ ¬·i·i ¬ l(¤iº÷l(( ¬i ¬i ¬-n· ¬i ¤i·¤ni ¤ (lºi n ¬ºni r ¬ªº¤ ¬ ¬· ¬¬ ¬ ·· ¬i ¬ ºi¬ni ¤ (lºi n ¬ºni r r ¬ªº¤ ¬i º ¬ini ¬ l¬¤ ¬¤¤ ·n ºi ¬i ¬i ¬¤·i ¬¬ni r ¬(¬ -i-¬i n¬ln¤i ¬ºni r 23 n¸-¤i ¬ u f«¤¬i i f¤¤ººi ¤ ufu ººi z (i) ¬i--l(”(i¬ (ii) ri( ·ii( ¬ ¬i·i (iii) ¤ ·ii(”ii¬i (iºii (iv) nil¬ ¬ni (v) -¤’-ni f¤’i¤ ¤ u 1 (i) l(’i¤ ¬i ¬ri ¬(·iiººii (ii) n¬ ¬--n ·ii’ii 1 “i·( ¤¤· -nº ¬ ¬· ¬¬ -¤’-ni (”i¬ ¤i n i-¤ “i·(i ¬i ¬l·i¬ ¤ ¤in · ri ( ¬n ¬i “i·(i ¬i ·iº·iiº · ri ¤·¤iººi 1 ·i ¤i¤ ¤ ·ii( ¬ - ·n -¤’- ¬·¤iººi ¬ri ¬· ni· l¬¬ “i·( ¤º ¬l·i¬ (¬ (·i ¤ilr¤ 24 annexure iii examination structure : magnificence ix subject technological know-how ii time period (oct 2009- march 2010) layout of the question paper max. Marks – eighty time – three to 3 ½ hrs. Type of questions no. Of questions marks for general marks each query (i) very quick solution kind (vsa) 08 01 08 (ii) brief solution type i (sa i) 09 02 18 (iii) quick solution type ii (sa ii) 03 03 09 (iv) lengthy solution type (la) 03 05 15 (v) mcq (theory based) 01(15 parts) (1x15) 15 (vi) mcq (realistic skills) 01(15 components) (1x15) 15 total number of questions 25 overall marks eighty syllabus for summative evaluation in technology 2nd time period (october 2009 – march 2010) written assessment weightage of marks to be held in (pen-paper take a look at) 40 march 2010 content for summative evaluation . Name of the bankruptcy 1. Is count number around us pure 2. Atoms and molecules 3. Structure of the atom four. The fundamental unit of existence 5. Tissues 6. Gravitation 7. Sound eight. Work and electricity nine. Why will we fall unwell 10. Improvement in food resources 25 there will be two formative tests and one summative assessment. Formative evaluation weightage of marks cautioned period formative evaluation three 10 oct 09 - dec 09 formative evaluation 4 10 dec 09 –feb10 formative assessment for 2nd term (october 2009 – march 2010) for sophistication ix - technology formative assessment 3 and four will encompass the subsequent: (i) written evaluation based totally on idea (ii) realistic evaluation based on cbse curriculum 2009-2011 (iii) continuous assessment inside the following suggested areas: (a) domestic assignments/ elegance assignments (b) class response/oral evaluation (c) seminar (d) symposium (e) organization discussion (f) institution interest preferably in corporations of 4-five college students. Cautioned regions • investigatory/experimental projects • action plan • survey • assessment on worksheets based on field journeys 26 annexure iv exam shape - elegance ix : mathematics 2nd term (october 2009 to march 2010) layout of the question paper for summative evaluation- 2 type of question no. Of questions marks allocated total marks to each question (i) m.C.Q. 8 1 eight four 2 eight = 16 (ii) short answer kind-i 7 2 14 (iii) brief solution kind-ii 10 three 30 (iv) long answer type five four 20 overall 34 80 syllabus for summative evaluation – 2 :mathematics second term (october 2009 – march 2010) 1. Number structures 2. Polynomials 3. Strains and angles 4. Triangles five. Quadrilaterals 6. Areas of parallelograms and triangles 7. Circles eight. Surface regions and volumes nine. Information 27 formative assessment second term (october 2009 – march 2010) there may be formative exams and a yr give up summative test. The weightages and time schedule can be as under: kind of take a look at weightage time agenda formative three 10 marks oct – dec 2009 formative four 10 marks jan – feb. 2010 summative 40 marks march 2010 overall 60 marks formative assessment will encompass the following : (i) unit check based at the content material taught all through the respective periods. (Ii) written take a look at/oral test .W. (Iv) worksheets / assignments (v) quiz (vi) organization hobby / discussion (vii) mathematics projects in agencies of three to 4 college students. It could be provided in any of the subsequent forms: (a) written assignment reviews (b) charts/models (c) energy point presentations (d) survey analysis and so forth. (Viii) arithmetic sports (palms-on) indexed in cbse lab hobby manual the student may be evaluated on the subsequent: (a) performance of pastime (b) document report of the sports carried out (c) viva 28 annexure v exam structure for social technological know-how - elegance ix 2nd time period october 2009 to march 2010 time allowed: 3 hours max. Marks: eighty 1. Weightage to shape of questions: shape of questions marks for every question no. Of questions general marks mcq 1 sixteen 16 short answer (s.A.) 3 sixteen forty eight lengthy solution (l.A.) 4 3 12 map question 4 1 4 total 36 80 2. Unit-clever department of questions 1 mark questions 3 marks questions 4 marks questions map question overall unit no. And titles/ subjects marks no. Of query no. Of questions no. Of questions no. Of questions i. India and the modern international (history) 18 2 four 1 - 18(7) ii. India – land and the humans (geography) 20 four four - 1 20(nine) iii. Democratic politics i (political technology) 18 5 three 1 - 18(9) iv. Knowledge economics 16 three 3 1 - 16(7) v. Disaster control eight 2 2 - - eight(four) total 80 16 sixteen 3 1 80(36) observe: figures inside the brackets indicate number of questions and outside the bracket their total marks. 3. Scheme of options: internal preference is supplied within the map question simplest. 29 syllabus for social technological know-how - elegance ix 2d term october 2009 to march 2010 please be aware that the entire syllabus prescribed at some stage in the modern educational session is to be protected and examined in formative and summative mode. Given hereunder is the reduced syllabus for 2nd term summative exam in 2010. Unit 1 (history) india and the contemporary world i segment i: occasions and procedures (any person of the following) 1. The french revolution 2. Socialism in europe and the russian revolution three. Nazism and the upward push of hitler phase ii: livelihoods, economies and societies (someone of the subsequent) four. Forest society and colonialism five. Pastoralists in the contemporary world 6. Peasants and farmers. Section iii: each day life, subculture and politics (someone of the following) 7. History and sports : the tale of cricket 8. Garb : a social records unit ii (geography) present day india i chapter three – drainage chapter 4 – climate chapter 5 – natural vegetation and wildlife chapter 6 – populace map work – based at the above chapters as according to the list of map gadgets provided herewith. Unit iii – (political science) democratic politics chapter 3 - constitutional design bankruptcy four – electoral politics chapter five – operating of establishments chapter 6 – democratic rights unit iv – economics chapter 2 – humans as useful resource bankruptcy 3 – poverty as a project bankruptcy four – food safety in india unit v – (disaster management) collectively, towards a more secure india - ii bankruptcy 2 – specific dangers and mitigation bankruptcy three - stopping commonplace human caused screw ups list of map gadgets (geography) on political define map of india (both for identity & locating and labeling) bankruptcy three – (drainage) 30 rivers : ganga, satluj, brahmaputra, narmada, tapi, mahanadi, godavari, krishna and kaveri lakes : chilka, pulicat, vembanad, sambhar mountain degrees : karakoram, zaskar, shivalik, aravali, vindhya, satpura, western ghats, japanese ghats mountain peaks : k2, kanchanjunga, anaimudi coastal strips: coromandel, konkan bankruptcy four: (weather) cities : tiruvananthapuram, chennai, jodhpur, jaipur, bangalore, mumbai, kolkata, leh, shillong, delhi, nagpur regions receiving rainfall over 400 cms. Areas receiving rainfall much less than 20 cms. Chapter five : (herbal plants & flora and fauna) areas : evergreen forests, tropical thorny forests, mountain forests, mangrove forests. Country wide parks : corbett, kaziranga, ranthambor, shivpuri, kanha kisli, simlipal, manas bird sanctuaries : bharatpur and ranganathitto wild existence sanctuaries : sariska, mudumalai, rajaji, dachigam bankruptcy 6 (populace) o the state having the best density of population o the country having the bottom density of populace o the state having the best intercourse ratio o the state having the bottom intercourse ratio o the most populous country of india o the least populous kingdom of india 31 formative evaluation in social technology 2d time period (october 2009 – march 2010) a. Formative evaluation in social science the board has already prescribed 20 marks for internal assessment for class ix as consistent with the subsequent split element 1 magnificence tests, gadgets check and so forth. 10 marks component 2 assignments five marks component 3 mission paintings five marks overall 20 marks the formative evaluation for the second one time period may additionally encompass the above for fa3 and fa4. Hints on different additives of formative assessment 1. Assignments the task is an effort to increase inside the students the subsequent schools (a) information the difficulty of social science higher as a social scientist should. (B) making use of the exceptional thoughts learnt inside the context of the sector round us. (C) growing clinical statistics processing skills like survey, literature examine, records collection, interpretation and giving reasons and proposing options. (D) linking the examine of the sciences and social sciences the assignments will be at the areas which could not be examined in the unit take a look at or summative tests as those are the options which can be being taken into consideration by the board, but shape part of the curriculum and syllabus specifically in history. Consequently the purpose of assignments is to enable the following: 1. Interpretation of texts and giving of views. 1. Examples: a. Interpreting photos of delhi and its layout inside the colonial and contemporary duration. B. Analyzing the specific varieties of traditional irrigation structures and touching on them to the surroundings they are determined in. C. Tracing the evolution of coinage in india since the east india employer to today. 32 2. Referring to the textual facts with extended studying of different textual content inside the library or from different statistics resources just like the encyclopedia, internet and cds. Examples: a. Make a dictionary of terms in political science and economics. B. Biography and quotations from different moderates and extremists in india on the difficulty of dominion status. C. Use of files to reconstruct history d. Make an annotated atlas of india on mineral wealth, population, land use, towns, and so on. Three. The use of the news, cartoons, snap shots and associated fiction and travelogues to deepen their expertise of records, social and political lifestyles and geography. Examples: a. The use of tour writing from newspapers and magazines to recognize the distinct regions of india. B. Getting ready a evaluate of discovery of india, or any e book on democracy. Travelogues or historic novels like neel darpan, or godan. Four. Extension of the school room lesson at some stage in teaching, in most instances the lesson ends with an project, that's in a experience an extension of the lesson. It's miles a lesson carried on at domestic via the scholars of their entertainment time in step with the path supplied by means of the trainer. Therefore it offers extra gaining knowledge of enjoy no longer feasible in a quick elegance session. It could also offer additional practice of what has been achieved in the magnificence and alertness in new situations, thereby clarifying the character of the idea and enrichment of information. Examples: a. Experiment primarily based assignments like weather information interpretation b. The need to involve the primary tribes by the authorities in formulating wooded area conservation rules. C. Perspectives of students in collectivization of agriculture as delivered by stalin. D. Relevance of mahatma gandhi’s ideas of spinning of charkha by using every family even today. E. Comparative observe of lok sabha and rajya sabha. 5. Self-assessment while a few home paintings is given by way of the teacher at the application of topics already taught inside the magnificence, it gives a situation for self-evaluation through the scholars of ways well s / he 33 comprehends the new concept taught inside the college. These questions could be text based totally and those given as overview. Examples a. Writing a summary essay on agriculture in india, or energy development, weather exchange and developing international locations, changes in the sport of cricket from beyond to the present. B. College students’ interpretation of citizenship. C. Definition of citizenship with the aid of french revolutionaries and followers of nazism. D. The need for charter. 6. Specific look at of particular subjects in most cases, assignments related to a particular subject matter are given to the scholars, where a pupil is asked to write down a file at the important issue of the subject. It can require reading of applicable references, synthesis of relevant understanding, observations and private experiences related to the subject. The students are expected to organize all of the related records in some order. Examples: a. Put together a quiz, chart, poster, resource kit, power factor presentation, video games, crossword puzzles on special subjects b. Design a poster on harmful results of opium on human body. C. Study of version code of behavior prescribed by means of election commission. D. Chart on exclusive slogans on diverse problems utilized by special political events for the duration of elections. E. Tracing the improvement of the indian constitution by using looking into the capabilities of the constitution of other international locations. 2. Undertaking paintings sometimes the challenge can be primarily based on some observations, measurements on collection of some material. Afterwards arranging or tabulating it and finding if any pattern exist. In this the scholars are asked to report the technique observed presentation of records or information, its analysis and the essential results of the assignment. It may be further counseled that the report organized by a scholar or institution of college students is supplied to the entire magnificence or faculty by way of the students. Discussions are to be held. The trainer and different college students may additionally ask questions based totally at the challenge each time there's 34 a few trouble in answering the questions by the student, the trainer explains and illustrates with examples. The undertaking subjects that are designed by using the board of secondary education in social technology for class 9 and 10 need to be detailed and nicely targeted in order that the children can apprehend the identical effortlessly. The task should be smooth to do for all forms of learners and in all types of environments. The time spent on statistics series and enquiry should now not be a burden or be undertaken for the duration of school hours. Examples: a. Interviewing an mla of ones vicinity at the progress made in his constituency at some stage in his tenure. B. Interviewing humans of their community belonging to diverse elegance and profession on how far the humans are happy on the overall performance in their mla. C. Function of ‘unique monetary zones in india’. D. Proud to be a responsible indian- a project on recognition for essential obligations. E. Promoting wearing abilities in india. Evaluation of assignments and challenge paintings is an crucial element. When an assignment is given, it must have a few basis in relation with the instructional objectives. The undertaking need to be evaluated preserving in view the ones objectives and the volume to which goals had been carried out. The project have to be evaluated and grading need to accept. The undertaking grade should additionally be included inside the final evaluation. It could additionally be mentioned that the assignments cannot constantly be made exciting but they could always be made significant. 1 3. Exams a check affords a situation or collection of situations to students to perform to a given query or state of affairs to illustrate their attainment and abilties. We can be testing their success in scholastic. Any such check is a instructor-made take a look at. We use numerous kinds of tests like unit check, diagnostic check, oral check, annual check. Many a time the query is of ways can we understand whether the child has discovered anything at all or whether or not what s/he has learnt is proper or there may be want for extra reinforcement for this we've got if you want to infer her/ his mastering thru the check . This will be performed with the assist of periodic exams. Periodic assessments / weekly elegance tests 1 35 whilst a teacher desires to check whether the students have learnt what they have been taught in a lesson or a unit and what difficulties they nonetheless face, periodic or unit tests are high-quality used. When periodical tests are carried out after every topic / units, instructors get a clear photograph of wherein the student is and of ways s/he is progressing. This information of strength and weak spot of a student is helpful in making plans effective coaching through instructors and in effective getting to know by using the pupil. The non-stop evaluation is executed by periodical trying out. Sometimes while government insist on reporting the students development to dad and mom, at certain periods, periodical checks are carried out mechanically in an effort to take a look at the formality of communicating the take a look at-consequences to dad and mom. In instances such as these, there may additionally occur the opportunity of directing the lecture room sports in the direction of writing the tests, rather than the change of students’ behavior. Such practices of coaching simply for checking out should be discouraged. In popular the kid ought to understand how the effects of evaluation are for use. If s/he does no longer know, he may also expand a type of anxiety or fear of checks and other varieties of assessment. Overall performance on periodical checks the performance on periodical checks have to be systematically recorded. It is quality if the comments the learner is given is both qualitative and quantitative and the corrections of errors also are insisted upon. After possibility to enhance man or woman's performance on those unit assessments must be given due credit together with annual check overall performance for very last evaluation. But their formative function must now not be forgotten. B. Summative evaluation: march 2010 whether there is sufficient understanding approximately any vicinity of take a look at is commonly recognized by means of undertaking a summative test at the quit of the consultation. This check covers a pattern of the entire direction and is divided into tough and clean questions. The check should have 20 better order wondering abilties questions, and forty knowledge primarily based questions. Questions may also be on interpretation of maps, diagrammes and so forth and factual bear in mind type questions (with minimum emphasis). The test might even have a fine discrimination index and the end result is meant for use for rating, awarding division, granting scholarships, and merchandising and much less for guidance. As the summative test is carried out on the stop of the terms, the consequences of this take a look at aren't useful for powerful making plans of classroom coaching or for improvement of studying with the aid of scholar. 36 format of summative take a look at • the summative evaluation/very last examination could be out of eighty marks to be reduced to forty marks. ?? this assessment will comprise of 40 of the total marks in cce • the unit –sensible weightage of marks remains the same as prescribed within the syllabus for social science within the secondary faculty curriculum 2010. ?? the design and the unit smart division of questions are given. ?? the chapters of the prescribed ncert textbooks to be tested within the summative assessment of march 2010 were detailed. ?? the question paper will contain of 36 questions such as one map question of four marks on unique listing of gadgets for map paintings. ?? multiple desire questions are to be added in social technology question paper for the primary time. ?? there can be 16 mcqs from all of the five devices in social science. ?? there can be a separate paper containing mcqs best to be attempted within the first 30 minutes. The solution scripts to be accumulated at the give up of this 30 minutes duration. ?? without delay after the mcq paper, the scholars gets 2 hours and half-hour to answer the primary paper.

Cbse Lesson Plans, Science Teachers Class 9 Fantastic Physics Charts, Posters, Physics Posters, Physics, Pinterest Ideas

Cbse Lesson Plans, Science Teachers Class 9 Fantastic Physics Charts, Posters, Physics Posters, Physics, Pinterest Ideas

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