Learning Outcome Latest for Unit test By GCERT
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Primary School Std 3 to 8 Latest New Learning Outcome Latest for Unit test:-
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Primary School Std 3 to 8 Latest New Learning Outcome Latest for Unit test:-
(Provide and motivate opportunities to engage, group or individually, in an environment that includes the following Learning OutcomesStudy points
Record observations during activities, experiments, surveys, field visits, etc.
Examining the surrounding world, natural processes, events through sensory experiences such as sight, touch, taste, smell, and hearing.
Introduce objects and organisms to the student and present them to the student. On the basis of this observation, the student will note the features such as its appearance, composition, function, aroma, etc. and provide an opportunity to identify the substance or organism based on the symptoms recorded.
(Note: showing videos, pictures or animations of objects or organisms when it is not possible to observe them in the real classroom.)
Download STD 3 to 8 ALL SUBJECT Latest Learning Outcome for Unit Test
SC.7.01 identifies objects and organisms such as animal fibers, types of teeth, mirrors, and lenses, based on observable features such as appearance, composition, function, and so on.
Animal fibers
The type of teeth
Mirrors and lenses
Examining the surrounding world, natural processes, events through sensory experiences such as sight, touch, taste, smell, and hearing.
To make students aware of the properties, structure and function of an object or organism through an activity, observation, description or demonstration. Based on this, the student should provide experiences that can distinguish objects or organisms from other objects or organisms.
Download STD 3 to 8 ALL SUBJECT Latest Learning Outcome
SC.7.02 distinguishes substances and organisms by their properties, composition and function.
Such as digestion in different organisms
Single and bisexual flowers
Warm and insulated
Acidic, basic, and neutral substances
Mirrors and mirrors formed by mirrors and lenses
Types of soil, soil profile
Bronchial asthma - Mild respiratory
Linguistic reproduction - Reproductive sex
Botanical reproduction
Self-deprecation - Paraphernalia etc.
Digestion in different organisms
Single, bisexual flowers
Warm and insulated
Acidic, basic, and neutral substances
Reflection created by a mirror and lens
Types of soil, soil profile
Bronchial asthma - Mild respiratory
Linguistic-reproductive reproductive vegetative reproduction
Self-pollinating
Observe students / objects, organisms and processes. Ask them to discover the properties of the material themselves. To find the similarities, similarities and similarities between objects, organisms and processes based on the properties discovered by them, and to put them in the right group to provide that kind of experience.
SC.7.1 classifies substances and organisms on the basis of their properties / properties.
E.g. Botanical and animal fibers
Physical and chemical modification
Self-help, dependence nutrition, mortality etc.
Botanical and animal fibers
Physical and chemical modification
Self-help and Dependent Nutrition
Dying
Raise questions and find answers by meditating, discussing, designing and implementing appropriate activities, role-play, debates, use of ICT, etc.
Introduce thematic / practical world-based questions to the student. Answer these questions to provide the kind of experiences that the student acquires through activities / projects / experiments / field visits / discussions or simple exploration.
SC.7.04 Conducts a simple investigation to answer questions
E.g. Can colored flower juices be used as acid-base indicators?
Can leaves other than green be photosynthetic?
Is white light made up of many colors?
How do nutrients come into the soil?
How is silk produced?
How do we breathe?
Does the plant breathe?
How is the seed spread?
How is a rainbow formed?
Is the distribution of water uniformly everywhere? Etc.
Can colored flower juices be used as acid-base indicators?
Can leaves other than green be photosynthetic?
Is white light made up of many colors?
Essential nutrients in the soil
From cocoons to silk
Breathlessness
Respiration in vegetation
Spread of seed
The composition of the rainbow
Distribution of water
To inform the student of the incident or process of the relevant everyday life and to provide the kind of learning experiences that the student discovers himself by reason, activity, observation, investigation, demonstration, discussion or experiment.
SC.7.05 connects the process and the phenomenon to the cause.
E.g. Wind speed with air pressure
With the type of soil the growth of the crop
The reduction of groundwater with human activity
Wear with the seasons
With adaptation atmosphere
The heat of the land and sea waves, etc.
Wind speed and air pressure
Crop development and soil type
Interpreting, analyzing, recorded information. To illustrate, generalize, and share the found results with classmates and adults.
The student understands himself through discussion, experimentation, demonstration, observation, etc. of the subject or event. Provide opportunities for others to explain or present an event or process or similar event based on their own understanding.
SC.7.06 explains the process and events.
E.g. The process of animal fibers
Different methods of heat diffusion
Humans and plant organs and systems
Thermal and magnetic effect of electric current etc.
Digestion in humans
Digestion in grass-eating animals
Life story of a silkworm
The reaction of Fe with CuSO4
Process with baking soda vinegar
The process of Mg with O2 and MgO with water
Iron slices
Hurricanes and Hurricanes
Respiration in humans
Respiration in other animals
Blood transfusion in animals and transport of components in plants
Reflection of light
Reflection created by a mirror and lens Separation of light Water cycle Diet chains
Synthesis of vegetable foods other than carbohydrates
Neutralization
Crystallization The weather Climate
The air is pushing
As the air heats up, the size increases
Download STD 3 to 8 ALL SUBJECT Latest Learning Outcome
The process of animal fibers
Different methods of heat dissipation
Humans and plant organs and systems
Thermal and Magnetic Effects of Electricity
Digestion in humans
Digestion in grass-eating animals
Life story of a silkworm
The reaction of Fe with CuSO4
Process with baking soda vinegar
The process of Mg with O2 and MgO with water Iron slices Hurricanes and Hurricanes
Respiration in humans
Respiration in another animal
Transmission of blood to animals and transport of components to plants
Reflection of light
Reflection created by a mirror and lens
Separation of light
Water cycle Diet chains
Synthesis of vegetable foods other than carbohydrates
Neutralization
Crystallization
The weather Climate
The air is pushing
The air is warmer than the heat
Explain the names, nouns, and combinations of elements to create customized teaching experiences that can be created manually in the given chemical process equations.
Students should prepare equations wherever they are found during chemistry experiments
SC.7.07 Write the word equation for the chemical process.
E.g. The process of acids and bays
Neutralization process
Photosynthesis Respiration etc.
The process of acids, bays
Neutralization process
Photosynthesis Respiration
Provide opportunities for the student to measure physical quantities (such as temperature, speed, etc.) by activity, observation or formula. To see if the students are measuring correctly and noting the measurements correctly.
Provide opportunities to calculate physical ones by collecting information using formulas or activities
SC.7.08 Measures and calculates.
E.g. Temperature
Pulse heart rate
The speed of the object compared to the speed
Simple pendency frequency and so on
Endocrine rate
Absorption of water by soil Time Speed etc.
Temperature
Pulse heart rate
Speed of the object compared to the speed
Frequency of plain pendulum
Endocrine rate
Absorption of water by soil
Measurement of time
Speed measurement
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