CCE Mode Subject wise Class wise Assignments, Learning in the classroom cannot be a joyful experience for the child unless we change our perception of the child as a receiver of knowledge and unless we move beyond the conventional use of the textbook as the basis for examination.
The present CCE mode of the curriculum has evolved from the State Curriculum Framework (SCF) 2011. Here the teacher is a facilitator. Gone are the days when the children open their mouths in the classroom only to answer the few questions posed by the teacher. Gone are the days when only the teacher dominates the entire class.
The CCE mode of learning is activity-based learning through Projects, Assignments and through real-life situations which bring the society at large into the classroom as stated by SCF-2011: Children’s life at school must be linked to their life outside the school. Thus projects are part and parcel of classroom learning.
As we are all aware, projects are a set of activities in which students understand the concept thoroughly, collectively collect relevant information and arrive at certain conclusions. Projects, done in groups, as they should be, develop skills in Academic Standards such as Communication, Problem Solving, Connection with other subjects and Representation & Visualization.
In this book, suggestible projects are presented class wise, subject wise, chapter wise and concept-wise. The teacher plays a vital role in making the students do the projects. He/she should have a thorough understanding of the projects before they are taken into the classroom.
The projects should be clearly explained to the students so that they are done with complete comprehension and with keen interest. The teacher should motivate the students in such a manner that they participate and involve themselves in doing projects, irrespective of their capabilities and limitations.
This book on projects is prepared by our own teaching faculty with much dedication and enthusiasm to make our classrooms lively, meaningful and learning-oriented. I take this opportunity to thank one and all who have put in their heart and soul in bringing out this useful book on projects. And I wish that the same hard work and enthusiasm reflect while doing the projects.
The projects presented here, as said earlier, are only suggestive. You might as well design and do many more innovative projects in your classroom. Such projects could also be sent to us so that they could be incorporated in the next edition. Your suggestions are invaluable. CCE Mode Subject wise Class wise Assignments
PROJECT: A set of activities in which pupils discover the experiment and collect information by themselves in a natural situation to understand a concept and arrive at a conclusion may be called a PROJECT.
Project work will develop the skills in academic standards such as problem-solving, logical thinking, mathematical communication, representing data in various forms in daily life situations. This approach is to encourage the pupils to participate, discuss (articulation) and take an active part in classroom processes.
Project work essentially involves the students in group work and submitting a report by the students on a given topic, after they worked on it, discussed it and analyzed it from various angles and perspectives.
ASSIGNING PROJECTS – TEACHER’S ROLE
1. Teachers must have a thorough awareness of projects to be assigned to the students.
2. Teachers must give specific and accurate instructions to the students.
3. Teachers must see that all the students must take part in the projects assigned.
4. Allot the projects individually on the basis of student’s capabilities and the nature of the projects.
5. Teachers must see that children with different abilities are put in each group and give the opportunity to select a division of work according to their interesting task at the time of allotment of the project.
6. Teachers must analyze and encourage the pupil, while they work on the project.
7. Teachers should act as facilitators.
8. Proper arrangements must be made for the presentation and discussion of each student’s project when the students must be told whom to meet to collect the information needed.
9. Allow the students to make use of the library, computer lab, etc.
10. Give time and fix a date to present the project. Each project should be submitted within a week in the prescribed Proforma.
11. Each project can be allotted to more number of pupils just by changing the data available in and around the school.
12. The projects presented should be preserved for future reference and inspection.
13. Every mathematics teacher is more capable to prepare projects based on the Talent/Interest/ Capability of students.
14. The teacher also ideal for the students by adopting one difficult project from each class.
15. The procedure of the project should be expressed by the students using their own words.
16. Each student should submit 4 projects in an academic year.
Welcome your comments and suggestions.
Non-languages Assignments & Projects Class VI to IX – INDEX
| S.No | Content | Page No(From-To) |
| CLASS VI | 1 – 10 | |
| 1 | Mathematics VI Class Projects | |
| 2 | Mathematics VI Class Assignments | 11 – 13 |
| 3 | Science VI Class Projects | 14 – 16 |
| 4 | Science VI Class Assignments | 17 – 18 |
| 5 | Social Studies VI Class Projects | 19 – 26 |
| 6 | Social Studies VI Class Assignments | 27 – 34 |
| 1 | Mathematics VII Class Projects | 35 – 41 |
| 2 | Mathematics VII Class Assignments | 42 – 45 |
| 3 | Science VII Class Projects | 46 – 49 |
| 4 | Science VII Class Assignments | 50 – 55 |
| 5 | Social Studies VII Class Projects | 56 – 67 |
| 6 | Social Studies VII Class Assignments | 68 – 77 |
| 1 | Mathematics VIII Class Projects | 78 – 86 |
| 2 | Mathematics VIII Class Assignments | 87 – 93 |
| 3 | Physical Science VIII Class Projects | 94 – 155 |
| 4 | Physical Science VIII Class Assignments | 156 – 162 |
| 5 | Biological Science VIII Class Projects | 163 – 168 |
| 6 | Biological Science VIII Class Assignments | 169 – 172 |
| 7 | Social Studies Projects | 173 – 185 |
| 8 | Social Studies Assignments | 186 – 195 |
| 1 | Mathematics IX Class Projects | 196 – 204 |
| 2 | Mathematics IX Class Assignments | 205 – 208 |
| 3 | Physical Science IX Class Projects | 209 – 224 |
| 4 | Physical Science IX Class Assignments | 225 – 231 |
| 5 | Biological Science IX Class Projects | 232 – 237 |
| 6 | Biological Science IX Class Assignments | 238 – 241 |
| 7 | Social Studies Projects | 242 – 260 |
| 8 | Social Studies Assignments | 261 – 263 |
Why the project in English?
You have noticed that every unit contains a project work to be carried out by the students; these are also thematically related. Projects help the students to evolve themselves as independent users of the language. Project work provides a platform for integrating language skills and various study skills; it also involves higher-order thinking skills.
Nature of projects in English:
Projects included in class VII cover a wide range of themes that are socially relevant. The learners have to explore the theme by collecting data, consolidating it using different formats, write reports on them and make presentations in the whole class. There is space for individual work, pair work and also group work. In addition to the projects suggested in the textbook, teachers can go more projects related to the themes that are dealt with.
Process
• Projects take place in various stages such as,
• Brainstorming on the nature of the project
• Designing tools for the collection of data
• Collecting the data
• Consolidating the data using different formats
• Analysis and Interpretation of the data
• Report writing • Presentation
Please remember that sufficient brainstorming is extremely important for doing the project as the students have to understand the purpose of the project, its scope, and significance without which they will not be psychologically ready to carry it out. At various stages the teacher has to monitor the progress of the work, the involvement of the learners, and should take care of guiding them whenever necessary.
The teacher is not supposed to prescribe any tools or formats but should interact with the learners in such a way that these will be evolved in a democratic manner. The interaction will also lead the learners to decide which stage of the project needs to be done individually, in pairs or in groups. We have to be clear about the time that each project work might take. Make sure that the work is manageable within a stipulated time.
Please do not leave out these crucial questions while brainstorming:
1. How will you pool information (Tools such as questionnaire, checklist, observation schedule, interview, referencing, etc.)
2. Where will you get the information from? (Resources such as people, books, journals, magazines, newspapers, institutions, internet)
3. Who will collect the information? (Individuals/pairs/groups)
4. How will you consolidate the information? (Sharing in groups and recording using appropriate formats)
5. What analysis can be made based on the data?
6. How to write the report ( the structure of the report: name of the project, purpose, scope, and relevance of the project, tools developed, mode of collection of data, consolidation, and analysis, findings with supporting evidence such as photographs)
7. How will you present the findings before others? (Presenting the report- each member can present one part of the report)
TO THE TEACHER
The teachers handling English are hereby suggested that there are a few assignments given here in addition to the textual tasks in every unit. The written work under the ‘writing’ component of every unit can be taken as assignments. The students may be assigned a minimum of two for a unit according to their level. The evaluation of these written works can be considered to award marks for formative assessment’ written work’ [10 Marks].
To make the children attempt these tasks, proper guidance, features of every task, method of writing, language to be used, a few tips, clues, etc may be given in detail and discussed with the children. Never assign any task simply writing on the board. Your sound guidance can only make them feel confident to write the assignments. Evaluate their works individually and encourage them to do better.
Languages Assignments & Projects Class VI to IX
| S.No | Content | Page No(From-To) |
| Class VI | ||
| 1 | Telugu Projects | 3 – 8 |
| 2 | Telugu Assignments | |
| 3 | Telugu (SL) Projects | 9 – 10 |
| 4 | Telugu Assignments | 11 – 12 |
| 5 | English Projects | 13 – 14 |
| 6 | English Assignments | 15 – 16 |
| 7 | Hindi Projects | 17 – 20 |
| 8 | Hindi Assignments | 21 – 23 |
| 9 | Urdu Projects | 24 – 27 |
| 10 | Urdu Assignments | 28 – 31 |
| CLASS VII | ||
| 1 | Telugu Projects | 32 – 36 |
| 2 | Telugu Assignments | |
| 3 | Telugu (SL) Projects | 37 – 40 |
| 4 | Telugu Assignments | |
| 5 | English Projects | 41 – 47 |
| 6 | English Assignments | 48 – 49 |
| 7 | Hindi Projects | 50 – 51 |
| 8 | Hindi Assignments | 52 – 53 |
| 9 | Urdu Projects | 54 – 56 |
| 10 | Urdu Assignments | 57 – 60 |
| CLASS VIII | ||
| 1 | Telugu Projects | 61 – 66 |
| 2 | Telugu Assignments | |
| 3 | Telugu (SL) Projects | 67 – 69 |
| 4 | Telugu Assignments | 70 – 72 |
| 5 | English Projects | 73 – 82 |
| 6 | English Assignments | 83 – 85 |
| 7 | Hindi Projects | 86 – 87 |
| 8 | Hindi Assignments | 88 – 89 |
| 9 | Urdu Projects | 90 – 92 |
| 10 | Urdu Assignments | 93 – 96 |
| CLASS IX | ||
| 1 | Telugu Projects | 97 – 102 |
| 2 | Telugu Assignments | |
| 3 | Telugu (SL) Projects | 103 – 108 |
| 4 | Telugu Assignments | |
| 5 | Hindi Projects | 109 – 120 |
| 6 | Hindi Assignments | 121 – 123 |
| 7 | English Projects | 124 – 125 |
| 8 | English Assignments | 126 – 128 |
| 9 | Urdu Projects | 129 – 131 |
| 10 | Urdu Assignments | 132 – 139 |