Difference between revisions of "UBSE-Sci-Grade 8"
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| + | <td><htmltag tagname="a" href="/index.php?title=UBSE - 5 - Science :: Walls tell stories" style="text-decoration: none;">Walls tell stories</htmltag></td> | ||
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| + | <td><htmltag tagname="a" href="/index.php?title=UBSE - 5 - Science :: A Shelter so high! style="text-decoration: none;">A Shelter so high!</htmltag></td> | ||
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| + | <td><htmltag tagname="a" href="/index.php?title=UBSE - 5 - Science :: Who will do this work?" style="text-decoration: none;">Who will do this work?</htmltag></td> | ||
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| + | <td><htmltag tagname="a" href="/index.php?title=UBSE - 5 - Science :: Across the wall" style="text-decoration: none;">Across the wall</htmltag></td> | ||
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| + | <td><htmltag tagname="a" href="/index.php?title=UBSE - 5 - Science :: No place for us?" style="text-decoration: none;">No place for us?</htmltag></td> | ||
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| + | <td><htmltag tagname="a" href="/index.php?title=UBSE - 5 - Science :: On the move again" style="text-decoration: none;">On the move again</htmltag></td> | ||
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Revision as of 05:28, 27 April 2023
Go To: UBSE-Science-Grade 8 Go To: Educational Boards
Dear Volunteer Teacher,
The answer to science learning is student talk.
Getting learners to talk through concepts, practices, and understandings have the greatest impact on their science learning.
Busting myths, scientific knowledge building, reflective toss and evaluation forms a part of the science teaching process
- Busting Myths: Help students bust the myth connected to the chapter . For eg Acids are stronger than bases. Acids are not found at home etc, through a simple question answer method/ video viewing etc and back up with an exercise to reinforce the correct learning.
- Scientific knowledge building: Direct instruction by the teacher through use of aids and a check for understanding through questioning
- Reflective toss: Put up a question for the day and have students work on it. For eg. Make a table and classify the following into acids and bases.
- Evaluation: A set of 5- 6 questions that could be one word answers, T/F , label diagram etc
Physical Science
| Concept 1 - Electricity and circuits | |
|---|---|
| Related Textbook Chapter | |
| TB Chapter 14 - Chemical effects of electric current | |
| Concept 2 - Force and Motion | |
|---|---|
| Related Textbook Chapter | |
| TB Chapter 11 - Force and Pressure | |
| TB Chapter 12 - Friction | |
| Concept 3 - Light | |
|---|---|
| Related Textbook Chapter | |
| TB Chapter 16 -Light | |
Biological Science
| Concept 4- Life processes | ||
|---|---|---|
| Related Textbook Chapter | ||
| TB Chapter 9 - Reproduction in animals | ||
| Concept 5- Microorganisms and Diseases | ||
|---|---|---|
| Related Textbook Chapter | ||
| TB Chapter 2 - Microorganisms:Friend and foe | ||
| Concept 6- Genetics and Reaching the age of adolescence | ||
|---|---|---|
| Related Textbook Chapter | ||
| TB Chapter 10 - Reaching the age of adolescence | ||
| Concept 7- Food and Agriculture | ||
|---|---|---|
| Related Textbook Chapter | ||
| TB Chapter 1 - Crop production in management | ||
Environmental Science
| Concept 8 - Natural phenomena and safety measures | ||
|---|---|---|
| Related Textbook Chapter | ||
| TB Chapter 15 - Some natural phenomena | ||
