Difference between revisions of "OPEPA-Science-Grade 6"
From evidyaloka
| Line 59: | Line 59: | ||
<tr> | <tr> | ||
<td><htmltag tagname="a" href="/index.php?title=OPEPA - 6 - Science :: Moving objects: Measurement of Length and Distance" style="text-decoration: none;">TB Chapter 10 -Moving objects: Measurement of Length and Distance</htmltag></td> | <td><htmltag tagname="a" href="/index.php?title=OPEPA - 6 - Science :: Moving objects: Measurement of Length and Distance" style="text-decoration: none;">TB Chapter 10 -Moving objects: Measurement of Length and Distance</htmltag></td> | ||
| + | </tr> | ||
| + | <tr> | ||
| + | <td><htmltag tagname="a" href="/index.php?title=OPEPA - 6 - Science :: Speed" style="text-decoration: none;">TB Chapter 11 - Speed</htmltag></td> | ||
| + | </tr> | ||
| + | <tr> | ||
| + | <td><htmltag tagname="a" href="/index.php?title=OPEPA - 6 - Science :: Magnet" style="text-decoration: none;">TB Chapter 13 - Magnet</htmltag></td> | ||
</tr> | </tr> | ||
| Line 65: | Line 71: | ||
<!-- Concept 3 --> | <!-- Concept 3 --> | ||
| − | + | ||
| Line 71: | Line 77: | ||
<tr> | <tr> | ||
| − | <th colspan="3">Concept 3- <htmltag tagname="a" href="/index.php?title=OPEPA_- | + | <th colspan="3">Concept 3- <htmltag tagname="a" href="/index.php?title=OPEPA_-_6_-_Science_::_Light" style="text-decoration: none;">Light</htmltag></th> |
</tr> | </tr> | ||
| Line 78: | Line 84: | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
| − | <td><htmltag tagname="a" href="/index.php?title=OPEPA - | + | <td><htmltag tagname="a" href="/index.php?title=OPEPA - 6 - Science :: Light" style="text-decoration: none;">TB Chapter 15 - Light</htmltag></td> |
</tr> | </tr> | ||
| Line 87: | Line 93: | ||
<!-- Concept 4 --> | <!-- Concept 4 --> | ||
| + | <h2>Chemical Science</h2> | ||
| Line 92: | Line 99: | ||
<table id="table_Math_Grade" style="width:50%;"> | <table id="table_Math_Grade" style="width:50%;"> | ||
<tr> | <tr> | ||
| − | <th colspan="3">Concept 4- <htmltag tagname="a" href="/index.php?title=OPEPA_- | + | <th colspan="3">Concept 4- <htmltag tagname="a" href="/index.php?title=OPEPA_-_6_-_Science_::_Fiber to fabric" style="text-decoration: none;">Fiber to fabric</htmltag></th> |
</tr> | </tr> | ||
<tr> | <tr> | ||
| − | <td rowspan= | + | <td rowspan=2>Related Textbook Chapter</td> |
</tr> | </tr> | ||
<tr> | <tr> | ||
| − | <td><htmltag tagname="a" href="/index.php?title=OPEPA - | + | <td><htmltag tagname="a" href="/index.php?title=OPEPA - 6 - Science :: Daily used objects" style="text-decoration: none;">TB Chapter 4 - Objects and materials: Daily used objects</htmltag></td> |
| − | + | ||
| − | + | ||
| − | + | ||
</tr> | </tr> | ||
| + | |||
</table><br> | </table><br> | ||
| Line 109: | Line 114: | ||
<!-- Concept 5 --> | <!-- Concept 5 --> | ||
| − | + | ||
<table id="table_Math_Grade" style="width:50%;"> | <table id="table_Math_Grade" style="width:50%;"> | ||
<tr> | <tr> | ||
| − | <th colspan="3">Concept 5- <htmltag tagname="a" href="/index.php?title=OPEPA_- | + | <th colspan="3">Concept 5- <htmltag tagname="a" href="/index.php?title=OPEPA_-_6_-_Science_::_Chemistry in daily life" style="text-decoration: none;">Chemistry in daily life</htmltag></th> |
</tr> | </tr> | ||
<tr> | <tr> | ||
| − | <td rowspan= | + | <td rowspan=3>Related Textbook Chapter</td> |
</tr> | </tr> | ||
<tr> | <tr> | ||
| − | <td><htmltag tagname="a" href="/index.php?title=OPEPA - | + | <td><htmltag tagname="a" href="/index.php?title=OPEPA - 6 - Science :: Cleaning of Food " style="text-decoration: none;">TB Chapter 3- Purification of food products</htmltag></td> |
</tr> | </tr> | ||
<tr> | <tr> | ||
| − | <td><htmltag tagname="a" href="/index.php?title=OPEPA - | + | <td><htmltag tagname="a" href="/index.php?title=OPEPA - 6 - Science :: Object type discrimination " style="text-decoration: none;">TB Chapter 5 - Object type discrimination</htmltag></td> |
</tr> | </tr> | ||
| − | |||
| − | |||
| − | |||
Revision as of 07:11, 6 September 2023
Go To: Odisha State Board (OPEPA) Go To: Educational Boards
Contents
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 12- Electricity | ||
