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Formative Assessment Manual for Teachers Magnetic Effect of Current - Chapter 13
Magnetic Effect of Current Chapter 13
Assessment Technique: Diagram based worksheet
Objectives: To enable the student to
● LearnthestatementofFleming’srighthandruleforfindingthedirectionoftheinducedcurrent.
● Get familiar with this rule for finding the direction of induced emf in a givensituation.
● Clearly differentiate between the physical situations in which this rule and thesituations,inwhichFleming’slefthandrule,aretobeused.
Assessment Time: 20 minutes
Assessment Task: IndividualWorksheet (Figure 13.18 on page 235 of NCERT Textbook may be drawn on the worksheet)
Procedure:Theteachermay
● DiscussthestatementofFleming’srighthandrule.
● Describethe‘easyway’torememberthisrule.
● Illustratetheuseofthisruleissomesimplesituations.
● Emphasizethedifferencebetweenthephysicalsituations,inwhichthisruleandthesituations,inwhichFleming’slefthandrulearetobeused.
● Askthestudentstousethisruleforfindingthedirectionoftheinducedemf/currentinsomegivensituations.
● Helpthestudentstorealizethatwhenanytwoofthethree(mutuallyperpendicular)directionsaregivenwecanusethisruleforfindingthethirdunknowndirection.
(a) directionofmovementoftheconductor
(b) directionofmagneticfield
(c) directionofinducedcurrent/emf
Assessment Parameter:Onemarkforeachcorrectanswer.
Student WorksheetInstructions:Answerthequestionsgivenbelow:
1. Arectangularcoil,ABCDislyingintheplaneofthe page as shown.Abarmagnet,with its northpolepointingtowardsthepage,ismovedalongadirection perpendicular to the plane of the page.Whatisthedirectionoftheinducedcurrentinthecoil?
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2. A bar magnet, held with its north and south poles along the east, west direction/respectively(intheplaneofthepage)israpidlymovedtowardsacircularcoilheldwithitsplaneperpendiculartotheplaneofthepage.Whatcanwesayaboutthedirectionoftheinducedcurrentinthecircularcoil?
3. Forthesetupshownherewhatcanwesayabouttherelativedirectionsofdeflectionofthegalvanometerneedlewhenthekeyis(a)justpluggedin(b)takenoutafterhavingbeenkeptpluggedisforsometime?
(Draw Fig. 13.17 in NCERT Text Book–page 235)
4. Whatcanwesayaboutthedirectionofthemagneticfieldforthesituationcorrespondingtothe‘righthand’shownhere? (Draw Fig. 13.18 in NCERT Text Book–page 235)
5. Whatcanwesayaboutthedirectionofmovementoftheconductor,correspondingtothe‘righthand’shownhere? (Draw Fig. 13.18 in NCERT Text Book–page 235)
Suggested Remediation:
● SomestudentsmayfailtoapplyFlemings'rulescorrectlyandmaymix-uptherighthandandthelefthandrules.
Theteachermayhelpthestudentto.
● Clearlyidentifythedifferencebetweenthephysicalsituationsinwhichthe‘righthandrule’andthesituationsinwhichthe‘lefthandrule,’aretobeused.
● GetpracticeinusingFleming'srules.
● Knowthe'easyway'ofrememberingFleming'srules.
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Formative Assessment Manual for Teachers Source of Energy - Chapter 14
Source of Energy Chapter 14
Assessment Technique:Seminar
Objectives: To enable the students to
● Learnsometopicsbyself-studyandcollaboration
● Understandhowtocollectandpresentdata
● Developconfidencetopresentatopicbeforeanaudience
● Realizetheneedtoadoptnon-conventionalandrenewablesourcesofenergy
● Explainhowtoassessthepracticaladaptabilityofaparticularsourceofenergy.
Task : Group Work
Approximate Time : 3-4daysforpreparationand10minutesforpresentationbyeachgroup
Procedure:
● ASeminarcanbeconductedintheclasstocoverachapter.Thechaptertobetaughtcanbedividedintodifferentsections.Theclasswillbedividedintogroupsofstudents.Eachgroupwillbeallottedatopicandeachstudent,withinagroup,willbeassignedasubtopic.
● For example:TheChapter‘SourcesofEnergy’willbedividedinto8topicsincludingintroductionandrecapitulation.Thestudentswillbeadvisedtoputspecialemphasisontheenvironmentalconsequencesofusingaparticularsourceofenergyandonitssustainablityi.e.howlongwillitlast.Theteachermaydivideaclassof40studentsinto8groups.Eachgroupwillbeallottedatopicasunder:
Group TopicA AssessingagoodsourceofenergyB Conventionalsourcesofenergy:FossilFuelsC Conventionalsourcesofenergy:ThermalPowerPlantsand
HydroPowerPlantsD Using conventional sources of energy more effectively-
BiomassE Using conventional sources of energy more effectively-
WindEnergyF Non-conventionalSourcesofEnergy-SolarEnergyG Non-conventional Sources of Energy - Energy from Sea
(Tidalenergy,waveenergyandoceanthermalenergy)H Non-conventional Sources of Energy - Geothermal and
Nuclearenergy
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● Theteacherwilldivideeachtopicinto4-8subtopicsdependinguponitscomplexityandeachsubtopicwillbeassigned toastudentofeverygroup.Thestudent, in thegroup,maygetanyotherspecifictasktobeperformedinpreparingthepresentation.Necessaryguidancewillbegiventoeverygroupformakingthepresentations.Theareasofassessmentwouldbesharedwiththestudentsbeforehand.
● The teacher could choose a coordinator from each groupwhowould facilitate theworking ineachgroup,ensuring that there is contribution fromeachparticipant.Amaximumof10minutesmaybegiventoeverygrouptomakeapresentation.
● Thewholeclasscanparticipateinthisseminar.
Student Activity:
● Studythetopicallottedtoyou.
● Prepare the topic by using charts / diagrams / blackboard ormake a power pointpresentation(iffacilitiesareavailable)
● Afterthepresentation,thestudentpresenterwillhavetoanswertwoquestionsputtohimbytheaudience.
Time Allotted:4-5periods,3hoursto4hours(includingassessmentbytheteacher)
Criteria for Assessment:
● Thecriteriaforassessmentwillbesharedwiththestudentsbeforetheseminarbegins.Thestudentscanbeassessedonthebasisoftheformatgivenbelow:
S. N.
NameoftheStudent
Group IndividualPerformance
Viva*1
Presentation **2
Contentandrelevancetothetopic***2
Total (5)
1. A2. B3. C4. D5. ERemarksifany
* —ResponsetoTeacher’sQuestion=½mark—Responsetoaudiencequestion=½mark
** —InnovativeIntroduction=½mark—Clarityandarticulationordelivery½mark—UseofVisuals=1mark
*** —Comprehensionofconcept=½mark—Integrationofdifferentpointsintoaproper sequence(HolisticApproach)=1mark—Conclusion=1mark
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Suggested Remediation:
● A few studentsmay not performwell during the presentation.The teacher shouldidentifythereasonandguidethestudentsaccordingly.
● The students may also be given an alternate activity (Questionnaire based on thepresentationmadebyothergroups)
Source of Energy Chapter 14
Assessment Technique :IndividualWorksheet
Objectives: To enable the students to
● Recognizevariousavailablesourcesofenergy.
● Understandthecriteriathatshouldbefollowedtoselecttherightsourceofenergy.
● Learnthevarioustermsrelatedtouseofenergybyman
Task : Individual Work
Approximate Time : 15 Minutes
Procedure:
● Thestudentsaregivenaworksheetthathasacrosswordpuzzleandcluestocompletethecrossword.
● Thestudentsshallreadthegivencluescarefullyandfilluptheblockswithappropriateword/term.
Student Worksheet Time : 15 minutes
Instruction:Read the cluesgivenbelowandfill up theblockswith appropriateword/term tocompetethecrosswordpuzzlegivenbelow:One'word'hasbeendoneforyou.
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1 2
3 4
45 S I L I C O N
6
7 87
8 9
9 1010
The CluesAcross:
3 Thisprincipleisusefulinsolarcookerbutcanbeharmfulonearth(5,5,6)5 Elementusedtomakesolarcells6 Ablacksurface____________heat.7 Thisfossilfuelmodeindustrialrevolutionpossible8 Agreenhousegas10 Highrisestructuresconstructedonriverstoproducehydroelectricity.
Down:1. Itsconstruction,onRiverGanga,wasopposed2. CleanFuel(abbreviation)3. Bio-gasiscommonlycalled4. Nuclearpowergenerationisbasedonthisprocess9. Thisenergyisconvertedtoelectricalenergyinathermalpowerplant
Criteria for Assessment:Marksforeachcorrectwordaddedinthepuzzle=½(TotalMarks:1/2×10=5)
Suggested Remediation:Theteachermayguidethestudents● aboutthedifferentsourceofenergy● abouttheadvantages/disadvantagesofdifferentsourcesofenergy.● tomakesuitable'clues'fordesigningsimilarcross-wordpuzzles.● Afewstudentsmaynotbeabletoguessthecorrectterms/names.Theteachermayhelp
thembygivinghintsintheformofpictures.● Ifthestudentshavenotlearnedthecharacteristics,or,ifthisactivityisgivenbeforethe
chapterisdiscussedinclass,thenthestudentsmaybeallowedtousethetextbook.
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Formative Assessment Manual for Teachers Our Environment - Chapter 15
Our Environment Chapter 15
Assessment Technique :QuestionnairebasedonFieldVisit
Afieldvisithelpstodeveloptheinterestofastudentinout-of-schoolactivitiesandlearning.Suchvisitsenablethestudentstounderstandvariousbiologicalconceptsastheyoperateinnaturalsurroundingsandreal-lifesituations.Extendedlearningtechniqueslikefieldvisitshelptobuildaconcretelearningplatformforthestudents.
Objectives: To enable the students to
● Recallthevariouscomponentsofanecosystem
● Identifytheproducersandconsumersinanarea
● Explainthefactorsduetowhichtheareacanbeclassifiedasanaturaloranartificialecosystem.
● Understandhowfoodchainsoperateinanecosystem.
● Appreciatetheroleofeachorganisminafoodchainforsustainingtheecosystem.
Task : Individual Work
Approximate Time:3-4Hours
Procedure:
1. Atripmaybeorganizedtoagarden/zoo/park/fieldaftersuitablybriefingthestudents.
2. Thestudentsshallobservetheareaandmakealistofthevariousfactors/components/organismsobserved.
3. Studentsmaybeencouragedtoseekclarificationswhilemakingobservationsintheirnotebook.Theycanalsobeencouragedtoreadtheinformationontheboardsinstalledintheseareas.
4. Thestudentsmayclickphotographs.
5. Thestudentsmustberemindedcategoricallynottocausedamagetotheplantsorteaseorfeedtheanimals
6. Thestudentswouldbeexpectedtoansweraquestionnaireaftertheycomeback.
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Student Worksheet
Time: 15 minutes
Instructions:Answer the followingquestionsbasedonyourobservationsof thearea thatyouhavevisited.
Questionnaire:
1. Namefourbioticandfourabioticcomponentsobservedinthisarea.
Biotic Components Abiotic Components
2. Willthisplacebecalledanaturalecosystemoranartificialecosystem?Givereasonsforyouranswer.
3. Listfourproducersandfourconsumerspresentinthisarea.
Producers Consumers
4. Constructonefoodchain thatoperates in thisarea. Identify theproducers,primaryconsumers,secondaryconsumersandtertiaryconsumers(ifany)inthefoodchain.
FoodChain:
Producer Primaryconsumer Secondaryconsumer Tertiaryconsumer
5. Write any twopoints of environmental concern that have arisen in the areadue tohumanintervention.
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Criteria for Assessment:
Response to questionnaire: Eachcorrectanswer2marks Total:2×5=10marks
Suggested Remediation:
● Thefieldtripcaninsteadalsobetoasanctuary/reserveforest/forest/river/seabeach.
● Sometimes students are not able to goon afield trip.Theymaybe showna shortdocumentaryofanyoftheareasof‘fieldvisit’ortheymaybeaskedtogatherliteratureabout a wild life park or sanctuary.A similar questionnaire may be used for thestudents.
● A few studentsmay not be able to give correct answers.Theymay be assigned a‘buddy’(astudentwhohasansweredthequestionnairewell).Thestudentsandhis/herbuddymaybegiventhedescriptionofanareabytheteacherandthenaskedtoanswerasimilarquestionnaire.
● Ifthenumberofstudentswhoareunabletoansweraquestion,ismore,thentheteachermayexplaintherelatedconceptagain.Theconceptmayalsobetakenupasatopicfor‘classdiscussion’.
Our Environment Chapter 15
Assessment Technique :WallMagazine/BulletinBoard
Objectives:Tohelpthestudentsto:
● Realizetheneedtoconserveandpreservetheenvironment
● Explainvariousissuesrelatedtotheenvironment
● Understandhowman’sactivitiesareharmingtheecologicalbalance
● Appreciatetheroleofvariouscommunitiesandorganizationstowards.
protectionoftheenvironment.
Task :GroupWork
Approximate time given to each group : 7-10Days(Preparation)
1-2Hours(Presentation)
Procedure:
1. Theclassisdividedintogroupsof4-7students.
2. Variousissues/topicsrelatedtoEnvironmentareallottedtothesegroupstoprepareaWallmagazineorBulletinBoard.
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3. The time-frame for completionofworkanddisplay is conveyed to the students.(Theteachermayallotaspaceinthedesiredarea(classroom,laboratory,corridorsetc.)fordisplay.
4. Suggested topics for wall magazine/Bulletin Board: Sustainable Ecosystems, Componentsofecosystems,GlobalWorming,ClimateChange,Foodchainsandfood webs,artificialecosystems,BiologicalMagnification
Or variations like: Carbon Foot-prints- how to reduce them, organic farming,Vanmanotsava,Green house Effect, SaveTiger, Let us not be aDodo,Themagic 3-Reduce,Reuse,Recycle;Water- theelixirof life,Benefitsofbeingavegetarian, canbegiventothestudents.
5. The students will collect information/ pictures/ photographs or any other illustrations/ relevant material from different sources and make a presentation in theformofaWallmagazineoraBulletinBoard.
Criteria for Assessment:TheWallmagazine/BulletinBoardmaybeassessedaccordingtothefollowingcriterion:● Information(Content)● Presentation● Besidesthis,eachstudentmaybeaskedquestionsindividuallybytheteachertoassess
his/herunderstandingandlevelofcontribution(Viva).Markingmaybedoneinthefollowingmanner:
S. N.
NameoftheStudent
Group Topic Presenta-tion(1½)
Content (1½)
Viva(2)
Total(5)
Note:● Toensureeffectiveparticipation,theteachermayfindouttheworkdoneontheproject
byeachmemberofthegroupandobservethesame.
● Toensurecooperation,theteachermaymonitorfromtimetotime.
● Toensurequalitywork,theteachermayconveysomeideastothestudentsforpreparingthewallmagazine(Collage,anarrayofphotographs,newspapercuttings,cartoonsordrawings.
Suggested Remediation:
● Somestudentsmaynotbeabletoparticipateeffectivelyinthisactivity.
● Theteachermayidentifythespecificreasonsandhelpthestudentsaccordingly;forexample,ifastudentisnotabletocollecttherelevantmaterial,theteachermayprovideguidancebyprovidingnamesofbooks,websites&othermaterial.
● Ifthewallmagazinehasnotbeendisplayedintherightmanner,theteachermayassigna‘buddy’i.e.astudentfromagroupthathasdonewell,oranartteacherwhomayenhancethepresentationskillsofthestudents.
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Formative Assessment Manual for Teachers Our Environment - Chapter 15
Our Environment Chapter 15
Assessment Technique :IndividualWorksheet
Objectives: To enable the students to
● Recognizevariousfoodchainsandfoodwebsoperatingaroundthem
● Differentiatebetweenterrestrialandmarinefoodchains
● Understandhowandwhytheorganismsareclassifiedonthebasisoftheirroleinfoodchainandinanecosystem.
Task Individual Worksheet
Procedure: Times : 15 min
● Thestudentsaregivenaworksheetthathasapictorialrepresentationofaterrestrialfoodchainandamarinechain.
● Thestudentsmayobservethepictorialrepresentationofthefoodchainsandanswerthequestionsthatfollow.
Time: 15 minutes MM = 5
Instructions:Givenbelowisthepictorialrepresentationofaterrestrialfoodchainandamarinechain.Observethemcarefullyandanswerthequestionsgivenintheworksheet.
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1. Fillintheblankintheterrestrialfoodchain(Blankno.1).Whyistheratgiventhisterm?
2. Cantheratcomeatalowerpositionintheterrestrialfoodchain?Givereasonsforyouranswer.
3. Filluptheblankno.2.Writeonecommonfeatureofallorganismsthatareplacedatthislevelinafoodchain.
4. Whatwillbethefateofthisterrestrialfoodchainifalltheratswereremoved?
5. Willthefoodchainsbeaffectediftheanimalsatthetopcarnivorelevelwereremoved?Givereasonsforyouranswer.
Criteria for Assessment:
Marksforeachcorrectanswer=1(TotalMarks:1×5=5)
Suggested Remediation :
● Afewstudentsmaynotbeabletogivesatisfactoryanswers.Theteachermayexplainthe conceptsagainandasimilarworksheetmaybegiventothemasaremedialexercise.
● Theteachermayalsoprepareanalternativeworksheetwherethe‘situation’andthe ‘consequence’areplacedinajumbledfashion.Thestudentmaybeaskedtomatchthe‘situation’withitscorrectconsequence.
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Formative Assessment Manual for Teachers Management of Natural Resources - Chapter 16
Management of Natural Resources Chapter 16
Assessment Technique:PreparinganActionPlan(groupwork)
Objectives: To enable the students to
● Learn the ways in which use of natural resources can be managed and regulatedeffectively
● Definethetasksforsustainableuseofresources
● Realisetheneedforconservationandpreservationofnaturalresources
Task : Group Work
Approximate Time :3-4daysforpreparationand10minutesforpresentationbyeachgroup
Procedure:
● Theclasswillbedividedintogroupsofstudents.EachgroupshallplaytheroleofrepresentativesofanNGOworkingfortheenvironment.Thetaskgiventoeachgroupshallbedefinedinthefollowingmanner:
● Commoninstructionsforthestudents-
● ‘YouarerepresentativesofonNGOworkingforprotectionoftheenvironment.Youhave been sent to an areawhere there are various issues related to environmentaldegradation. Prepare an ‘Action Plan’ about how you shall work to minimize theharmfuleffectsontheenvironment’
● Thespecifictopics/issuesthatmaybegiventoeachgroupare:
Group Topics / IssuesA Youhavebeensenttoanareathathasrecentlybeendeclareda‘Wildlifesanctuary’.As
aresultofpoaching,anumberofwildanimalsarelistedintheendangeredcategory.Thepeoplefromsurroundingvillagesleavetheircattleinthatareatograzeandalsocuttrees.
B Youhavebeenaskedtogotoanareawherealargenumberofspeciesarefacingthedangerofextinctionduetoinvasionofalienspeciesthathavebeenintroducedbythelocalsforshort-termbenefits.
C Theareawhereyouhavetoworkhasexperiencedaremarkabledownfallintheproductionandsaleoffish.Onlyrecently,adamwasbuiltontheriverthatformedthelife-lineofthatgroupofvillages.
D The area defined for you towork is a ‘landfill’ on the outskirts of a city.That areahas become unfit for human habitation due to foul smell and increase in mosquitopopulation.
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E Youhavebeensent toanarea that facesacutewater shortageeven though thatareareceivesalotofrainfor3months.Thegroundwaterlevelsarerecedingandtherehasbeenashiftintheclimatefromwettoarid.
F Theareawhereyouhavebeenaskedtofunctionisanareawherefarmingisthemainoccupation.Mostofthesurroundingforestareahasbeenclearedtogrowplants.Thatareaisfacinganumberofproblemslike:changeinchemicalnatureofthesoil,increaseincaseswherelionsandtigershavebecomeman-eaters,decreaseinproductivityfromfarms.
G You are asked, to go to an areawhich is in theHimalayan belt.The temperature israpidlyincreasingandasaresulttheglaciersinthatareaaremelting.Theproduceofappleandothersimilarfruitsfromtheorchardshasdecreasedrapidly.
H Youareaskedtogotoareawhichisinthedesertbelt.Thegovernmentwantstohelpthelocalpopulationtodiscoveralternativewaysoflivelihoodasfarmingalonecannotsustainthepopulationinthatarea.
EveryAction Plan will be prepared according to the following guidelines (to be given bytheteacher)
● NameoftheNGO
● ReasonforformingthisNGO
● MajorChallenges/Tasks
● Howtoensuresustainabledevelopmentinthearea
● Use/Misuseofnaturalresourcesinthatarea
● Majorissuesrelatedtotheenvironment
● RoleofGovernment
● Roleofcitizens
● EnvironmentalLaw
Theteachercouldchooseacoordinatorfromeachgroupwhowouldfacilitatetheworkingineachgroupensuringthatthereiscontributionfromeachparticipant.Amaximumof10minutesmaybegiventoeverygrouptopresenttheActionPlan.
Thewholeclasscanparticipateinthisactivity.
Time Allotted:4-5periods,3hoursto4hours(includingassessmentbytheteacher)
Criteria for Assessment:
The criteria for assessment will be shared with the students before the seminar begins. Thestudentswillbeassessedonthebasisoftheformatgivenbelow:
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S. N.
NameoftheStudent
Group/NameoftheNGO
Individual Performance
(1)
Viva*(1)
Presentation**(1)
Contentandrelevancetothetopic***(2)
Total (5)
1. A
2. B
3. C
4. D
5. E
6. F
Remarksifany
* —ResponsetoTeacher’sQuestion=½mark—Responsetoaudiencequestion½mark
** —InnovativeIntroduction=½mark—Clarityandarticulationordelivery=½mark
*** —Comprehensionofconcept=1mark—Integrationofdifferentpointsintoapropersequence (HolisticApproach)=½mark—Conclusion=½mark
Suggested Remediation:
● Afewstudentsmaynotperformwellduringthepresentationofthe‘ActionPlan’.Theteachershouldidentifythereasonandguidethestudentsaccordingly.
● The students may also be given an alternate activity (Questionnaire based on thepresentationmadebyothergroups)
Management of Natural Resources Chapter 16
Assessment Technique:ProjectWork
Topic of the Project:LearningfromtfiepastforSustainableManagementofNaturalResources
Introduction:
Sincethebeginningofcivilization,manhasbeendependentonNaturalresourcestosustainhimself. He devised many methods to use these resources to ensure their sustainability andavailabilityforgenerations.However,theavailabilityofthesenaturalresourcesintheirpristine
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forms is becoming difficult and sowe need to rethink and rebuild strategies to conserve andpreserveournaturalresources.Theproject-“Learningfromthepastforsustainablemanagementofnaturalresources”willenablethestudentstofindoutandrelearnthemethodsofconservationandpreservationofnaturalresources.
Objectives: The students shall
● Findouttheancientmethodsthatwerebeingusedforconservationandpreservationofnaturalresources.
● Comparethemethodsofutilizationofnaturalresourcesinthepast,presentwithhowtheyshouldbeusedinfuture.
● Gainknowledgeabout the ancient architecture,methodsof agriculture,buildingofdamsandpracticestoincreaseenergyefficiency.
● Suggestmethodsformoresustainableutilizationofnaturalresources.
Task:GroupWork
Approximate Time:Oneweekforpreparationand10minutesforPresentation
Procedure:
● Theclassisdividedintogroupsof4-7students.
● Variousissues/ topicsrelatedtoManagementofNaturalresourcesaregiventothestudentsassubtopicsoftheirproject.
● Thetime-frameforcompletionofworkisconveyedtothestudents.
● Theteachermayallot/suggesta‘buddy/mentor’(Teacherofarelatedsubject,scientist,Municipal corporationmember, gardener, ecologist, architect) depending upon thetopicallottedtothestudent.
● Suggestedsub-topicsforProject:
o Rainwaterharvesting,
o Waterconservation,
o ReduceReuseRecycle,
o KingAshoka-theenvironmentalist
o ConservationpracticesintheBishnoiCommunity
o WaterconservationpracticesinRajasthan.
o EnvironmentfriendlytechniquesinMughalArchitecture.
o Utilisationpracticesthatareforest-friendly
o DamsinancientIndia
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● Thestudentsshallpreparetheprojectunderthefollowingheadings:
o Introduction
o Relevancetotoday’sscenario
o Needforconservationandpreservation
o Ancientpractices(w.r.t.subtopiconly)
o Datacollection
o DataInterpretation
o ResultanditsInterpretation
o Bibliography
Students shall also collect information/ pictures/ photographs or any other illustrations/relevantmaterialfromdifferentsources.
Criteria for Assessment:
TheProjectmaybeassessedaccordingtothefollowingcriterion:
● Information(Content)
● DataCollectionandInterpretation
● ResultanditsInterpretation
● Besidesthis,eachstudentmaybeaskedquestionsindividuallybytheteachertoassesshis/herunderstandingandlevelofcontribution(Viva).
Markingmaybedoneinthefollowingmanner:
S. N.
NameoftheStudent
Group Topic Information(Content)
(1)
DataCollectionandInterpretation(1)
ResultanditsInterpretation
(2)
Viva (1)
Total (5)
Suggested Remediation:
● Somestudentsmaynotbesufficientlyactiveinthe‘ProjectWork’.Theteachermayassignthemsmallersubtopicsforwhichtheymayworkindependently.
● Sincestrengthening‘studentlearning’isthemainobjective,sothestudentswhoarenot performingwell in this activitymay be given alternateworksheets or even an‘Openbooktest’wheremostofthequestionsare‘applicationbased.
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Management of Natural Resources Chapter 16
Assessment Technique :SymposiumonBiodiversity
● A symposium is defined as a meeting or conference for the public discussion ofsome topic especially one in which the participants form an audience and makepresentations.
● Biodiversityisthevariationoflifeformswithinagivenecosystem,biomeorontheentireEarth.Biodiversityisoftenusedasameasureofthehealthofbiologicalsystems.ThebiodiversityfoundonEarthtodayconsistsofmanymillionsofdistinctbiologicalspecies.Theyear2010hasbeendeclaredastheInternationalYearofBiodiversity.
Objectives: To enable the students to
● Understandthatmaintainingbiodiversityisanimportantaspectinconservationandpreservationoftheenvironment.
● Realisethatlossofbiodiversitymayleadtolossofecologicalstability
● Appreciatethefactthateveryorganismplaysanimportantroleinthefoodchainsandfoodwebs.
● Researchtofindouttheeffecttheremovalofaspeciesfromanareawillhaveontheecosystemofthatplace.
Task: GroupWork
Approximate Time:2-3Minutesforeachpresentation
Procedure:
● Theclassmaybedividedintogroups(3-4studentsineachgroup)
● Eachgrouphastomakeapresentationonthetopic-Biodiversity.
● Thebasicformatandassessmenttechniqueshallbesharedwiththestudentsbeforethepresentationsbegin.
● Timeallottedforpreparation:oneweek
● Basic format: Each group shall follow the following basic format for thepresentation—
o Introduction
o ImportanceofBiodiversity
o MentionnameofanddescribeoneBiodiversity‘hotspot’.
o Oneexamplewherelossofbiodiversityhasaffectedtheecosystemofthearea.
o Conclusion
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Formative Assessment Manual for Teachers Management of Natural Resources - Chapter 16
o Each presentationmust be accompanied by audio and/or visual aids (charts,posters, Power Point presentation, slide-show, video, speech, animal soundsetc.)
Criteria for Assessment:
(Tobesharedwiththestudentsbeforethesymposiumbegins)Thestudentswillbeassessedonthebasisoftheformatgivenbelow:
S. N.
NameoftheStudent Group Presentation*(2)
Contentandrelevancetothetopic**(2)
Viva***(1) Total(5)
1. A
2. B
3. C
4. D
Remarksifany
* —InnovativeIntroduction=1/2mark—Constructionofanextensive&thorough knowledgebaseinallproblemaspects=½mark—UseofVisuals/audio=1mark
** —Comprehensionofconcept=½mark—Integrationofdifferentpointsintoaproper sequence(HolisticApproach)=1mark—Conclusion=½mark
*** —ResponsetoTeacher’sQuestion=½mark —Responsetoaudiencequestion=½mark
Suggested Remediation:
● Asymposiumhelpstobringtogetherinformationofoneimportanttopicdeliveredbydifferentsprekers.Astudentbesidesimprovinghis/herskillsinspeaking,collaboration,datacollectionandpresentation,alsobecomesawareoftheimportanceofbiodiversity.
● Suchactivitiesshouldnotbeusedtoassesslearningbutshouldbeameanstofacilitatelearning , i.e. for learning, therefore the teacher must ensure that opportunity forimprovementisgiventoastudentifhe/sheisnotabletoperformwell.
● A few studentsmay not performwell during the presentation.The teacher shouldidentifythereasonandguidethestudentsaccordingly.
● The students may also be given an alternate activity (Questionnaire based on thepresentationmadebyothergroups).
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Class Work/Home Work Assessment Formative Assessment Manual for Teachers
Class Work / Home Work Assessment
Assessment Technique:ClassWork/HomeWorkAssignment
Objectives: Tohelpthelearnersto:
● TakeactivepartandinterestinClassWork/HomeWork.
● Inculcatethehabitofregularityandneatnessindoingassignedtasks.
● Reinforcelearningthroughadditionaltasks.
● Inculcatethehabitofselflearningandextendedlearning.
General Guidelines:
Class Work:
TheClassWorkincludesthetasksassignedbytheteachertothestudentsintheClassduringthelessonorattheendofteachingperiodandmayinclude:
o Worksheettobecompletedasrecapitulationofthetopic
o Practiceofformulae,chemicalequations,numericals,diagramsetc.
o Oralquestionsbeingaskedfromindividualstudentsduringthelesson
o Practiceofgraphs,diagrams,raydiagrams,circuitdiagrams,dataetc.
o Anygroupwork/activity.
Parameters of Assessment may include:
■ Correctnessofthetaskperformed
■ Timetake/regularityofthetaskperformed
■ Neatnessofwork
Detailedrecordofstudents'responseandachievementinClassWorkmaybemaintainedinaregisterforassessmentpurpose.
Home Work:
TheHomeWorkincludesthetasks/assignmentstobedonebythestudentsathomeandmayinclude:
o Practicequestionsmeantforreinforcementoflearning.(Thesequestionsmaybedesignedinsuchawaythatstudentsarenotabletocopyanswersdirectlyfromtheprescribedtextbooks).
o QuestionsbasedonapplicationofClassroomlearningtoreallifesituations.
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o Questionsbasedonenhancementofskillsrelatedtodrawingdiagrams,solvingnumericals,writingofformulaeandchemicalequationsetc.
o Tasksrelatedtorectificationofmistakes/errors.
Areas of Assessment may include:
■ Regularityinsubmissionofwork
■ Completenessandneatnessofwork
■ Overallqualityofanswers
Thenotebooksofthestudentsmaybecorrectedonceortwiceineachofthetwotermsandthedetailedrecordsbemaintained.Themarksallocationtodifferentparametersofassessmentmaybedecidedbyindividualschools/teachers.
Field Visit
Assessment Technique:Questionnaire
Objectives: To enable the students to
● developinterestinout-of-schoolactivitiesandlearning
● broadentheirunderstandingofscienceconceptsandprinciples
● enhanceknowledgethroughextendedlearning
● appreciateinterrelationbetweenclassroomlearningandeverydaylifeapplication
● connectclassroomlearningtolifeoutsidetheschool.
Approximate Time:5-6Hours
Procedure:Suggestivestepstobefollowed:
Before the Visit:Theteachermay
o plan the visitwell in advance.The planmaybe discussedwith school authorities,authoritiesoftheplaceofvisit,parentsandstudents.SomeofthesuggestedplacesforvisitmayincludeScienceParkCentre,ZoologicalPark,ScienceMuseum,AFactory,ALaboratoryetc.
o briefthechildrenonwheretheywouldbegoing.
o clearlyspelloutthedo'sanddon'tstobefollowedduringthetrip.
o instructstudentstocarrynotebook,pen,crayonsandanyotheritemnecessaryforthetrip.
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o keepteacherpupilratioof1:20duringthetripforbetterlearning.
o visittheplacebeforehand.
o prepareaquestionnaireinadvancetoassessthestudentsafterthetrip.
o informthestudentsthattheywillbeassessedonthebasisofaquestionnairefollowingthetrip.
During the visit:
Studentsshouldbeencouragedtotakenotes,sketchpictures,askquestionsormakecollectionofmaterialthatwouldhelpthemlater.
After the visit:
Onedayafterthevisit,thestudentsmaybegiventhequestionnaireintheclassroom.Theirresponsesmaybeanalyzedandappreciated.Assessmentmaybecarriedoutonthebasisofresponse to the itemsincludein thequestionnaire.Thequestionnairemaybedesignedinadvance.
Suggested Field Visit:
Visit to a Thermal Power Plant
ThesaidactivitymaybeorganizedtovisitaThermalPowerPlant.Theauthoritiesoftheplantmaybecontactedinadvanceanddetailsofthevisitmaybediscussedanddecided. Aguidedvisitwillcertainlyhelpthestudentsknowandlearnmore.
Thestudentswillunderstandabouthowelectricityisgeneratedintheplantandwhatresourcesareusedforthispurpose.Differentsectionsoftheplantandworkingofdifferentsections/partsofplantmaybeexplainedbypersonnelworkingintheorganization.Studentsmayalsobeencouragedtothinkabouttheotherwaysofproducingelectricityandthekindofnaturalresourcesusedinotherplants.
QuestionaireTime: 20 minutes Max. Marks: 10
Instructions:Answerthefollowingquestionsonthebasisofyourobservationsandunderstandingduringthevisit.
1. Namethepowerplantyouvisited,Whereisitlocated?
2. Namethenaturalresourceusedforgenerationofenergyinthisplant.
3. Whatkindofenergytransformationstakeplaceinthispowerplant?
4. Howistheturbinemadetorotateinthispowerplant?
5. Whatkindofwasteisgeneratedinthispowerplant?
6. Howisthiswastedisposedoff?
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7. Whatisthepowergenerationcapacityofthisplant?
8. Stateoneadvantageofpowergenerationbythismethod.
9. Stateonedisadvantageofpowergenerationbythismethod.
10. NameanyoneotherkindofPowerPlantinwhichanotherkindofnaturalresourceisused.
Assessment Criterion:Onemarkforeverycorrectanswer.
Popular Science Book Review
Assessment Technique:BookReview
Objectives:Tohelpthelearnersto
● inculcatethehabitofbookreading
● developinterestinpopularScienceLiterature
● enhanceknowledgethroughextendedlearning
● relatelearningofSciencetoeverydaylife.
● strengthenscienceconceptsthroughsimpleexplanations
● appreciateinterrelationshipbetweenScienceTechnologyandSociety
● developascientificandobjectiveattitude
Approximate Time:15-20days
Procedure:Studentsmaybeaskedtoreadapopularsciencebookpreferablyduringvacationsandwriteabookreviewonthesame.
Asuggestive listofpopularSciencebooksrelated todifferentfieldsmaybegiven tostudents.SomeofthepopularSciencebookpublishersmayincludeVigyanPrasar,NationalBookTrust,NCERT,NationalInstituteofScienceCommunicationandInformationResources(NISCAIR)andHomiBhabhaCentreforScienceEducation(HBCSE).
● Asuggestiveformatofbookreviewreportmayalsobegiventostudentsinadvance.
Assessment Parameters:
● LanguageUsed 2marks
● Clarityofthought 2marks
● Content 2marks
● QualityofPresentation 2marks
● Overallqualityofreport 2marks
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Suggestive Format of Book Review:
(a) General:This sectionmay include name of the book, author, publisher, price andnumberofpagesetc.
(b) Brief Introduction:Itmayfocusontitleofthebook(interestingornot)purposeofthebook,concept/subconceptscovered,overallconceptualisation.
(c) Progression of the Chapters:Itmayhighlightlogicalsequence,clarityofconcepts,richnessofcontentsandsuitabilityofcontent.
(d) Presentation:Itmayincludelanguageused(readerfriendlyornot)useofexamples,data,co-relationwithdaily lifesituations, illustrations,coverage (itsattractiveness)andoverallsimplicityorotherwiseoftheapproachfollowedinthebook.
(e) Printing:Itmayfocusonqualityofpaperused,coloursused,illustrations/diagrams /photographs,fontsizeandfonttype.
(f) Overall Impression:Thissectionmayhighlightwhetherthebook
● providesenrichmentandbasisunderstandingofthetopics/contentsdiscussedinit.
● isinspirationalinnatural.
● readingwasanenjoyableexperience
● helps to get a scientific / logical explanation of some 'myth' or 'superstition'relatestoapplicationsineverydaylife.
● relatestoapplicationsineverydaylife.
● deservestoberecommendedtoothers.
The above suggested format may be changed or modified depending upon the need orrequirement.
Few Suggested Science Popular Books:
● Inventionsthatmadehistory – PublicationDivision,Govt.ofIndia
● ScienceandEverydaylife – VigyanPrasar
● ArtificialIntelligence – NISCAIR
● Seeingisnotalwaysbelieving – VigyanPrasar
● Life:Fromcelltocell – NISCAIR
● Inventorswhorevolutionizedourlives – NationalBookTrust(NBT)
● TheHumanMachines – NBT
● Youandyourhealth – NBT
● Heartdiseaseandthelayman – NBT
] ● KyonAurKaise – VigyanPrasar
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SI Units
Assessment Technique:IndividualWorksheet
Objectives:Tohelpthestudentsto
● learnSIUnitsofdifferentphysicalquantities
● understand how SI Units of different physical quantities are obtained from theirdefinitions
● recognisethatoneSIUnitmayrepresentmorethanonephysicalquantity.
Task:Individual
Approximate Time: 10 minutes
Procedure:Theteachermay
● familiarizethestudentswithSIUnitsofdifferentphysicalquantities
● explain how the SI Units of different physical quantities are obtained from theirdefinitions
● providesufficientpracticetostudentstocorrelategivenSIUnitswiththeircorrespondingphysicalquantities
● giveexamplestoexplainthatthesameSIUnitscanrepresentmorethanonephysicalquantity.
Assessment Parameters:Onemarkforeverycorrectanswer.
Student Worksheet
Instructions:Fillintheblanksinthefollowing–
1. TheSIUnitofpotentialdifferenceis
2. TheSIUnitofpowerofalensis
3. TheSIUnitoffocallengthis
4. TheSIUnitofelectriccurrentis
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5. TheSIUnitofelectricenergyis
6. WattistheSIUnitof
7. DioptreistheSIUnitof
8. Anexampleofaphysicalquantityhavingnounitis
9. OhmistheSIUnitof
10. TwophysicalquantitieshavingJouleastheirSIUnitare
Suggestive Remediation:
● KnowledgeandproperunderstandingofunitsofphysicalquantitiesisanimportantaspectoflearningofScience.Ifsomestudentsarenotabletolearnthesame.Theymaybehelpedtodothesamebyrepeatedpractice.
● Derivation of units from fundamental definitions of different quantities may beexplainedclearly.