Difference between revisions of "BSER-Sci-Grade 5"
From evidyaloka
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| + | <td><htmltag tagname="a" href="/index.php?title=BSER - 6 - Science :: Motion and measurement of distances" style="text-decoration: none;">TB Chapter 10 - Motion and measurement of distances</htmltag></td> | ||
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| + | <h2>Not Mapped chapters list</h2> | ||
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| + | <th>Text book Chapter No</th> | ||
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| + | <td>9</td> | ||
| + | <td><htmltag tagname="a" href="/index.php?title=MHSB - 7 - Science :: Heat" style="text-decoration: none;">Heat</htmltag></td> | ||
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| + | <td><htmltag tagname="a" href="/index.php?title=MHSB - 7 - Science :: Sound- Production of Sound" style="text-decoration: none;">Sound - Production of sound</htmltag></td> | ||
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Revision as of 05:18, 22 August 2023
Go To: BSER-Science-Grade 5 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 - Solar system and our universe | |
|---|---|
| Related Textbook Chapter | |
| TB Chapter 25 - Our Earth and The space | |
| Concept 3 - Light | |
|---|---|
| Related Textbook Chapter | |
| TB Chapter 11 - Light,shadows and reflection | |
Chemical Science
| Concept 4 - Chemistry in daily life | ||
|---|---|---|
| Related Textbook Chapter | ||
| TB Chapter 4 - Sorting materials into groups | ||
| TB Chapter 5 - Separation of substances | ||
Biological Science
| Concept 5 - Life processes | ||
|---|---|---|
| Related Textbook Chapter | ||
| TB Chapter 7 - Getting to know plants | ||
| TB Chapter 8 - Body movements | ||
| TB Chapter 9 - The living organisms and their surroundings | ||
| Concept 6- Food and Agriculture | ||
|---|---|---|
| Related Textbook Chapter | ||
| TB Chapter 2 - Components of food | ||
Environmental Science
| Concept 7- Environmental pollution | ||
|---|---|---|
| Related Textbook Chapter | ||
| TB Chapter 15 - Air around us | ||
| Text book Chapter No | Chapter Name |
|---|---|
| 9 | Heat |
| 18 | Sound - Production of sound |
