FORMATIVE ASSESSMENT TASK

SOCIAL SCIENCE (GEOGRAPHY)

SECTION – A

A. CLASS – IX
B. TOPIC – PREVENTING COMMON MAN MADE DISASTERS.
(This can be undertaken as a group activity)

C. TASK – Street Play/ Role-play/Dialogue

Divide the class into 8 groups and assign them one of the following topics to enact with simple
props on Man Made Disasters and Prevention, Mitigation and Preparedness measures.

a) Terrorist Activities- Bomb explosion etc.

b) Fires
c) Road Accidents.
d) Chemical Explosions.
e) Mitigation measures to safeguard against the threats of Militancy.
f) Prevention, Mitigation and Preparedness measures for Fires and chemical explosions.
g) Prevention, Mitigation and Preparedness measures in Bomb explosions in crowded areas.
h) Prevention, Mitigation and Preparedness measures in Road accidents.

D. EXPECTED LEARNING OUTCOMES:

At the end of the lesson the learners will be able to

• Explain the different kinds of men created disasters such as bomb explosion, fires, road
accidents and chemical explosions etc.
• Understand the motives of terrorists activities.
• Internalize the prevention and risk reduction measures of these Multiple Disasters.
• Identify the areas prone to Multiple Man Made Disasters.
• Develop evacuation Plan of Public from areas under threat of a Man Made Disaster.
• Conduct mock drills to evacuate the classes.
• Know important telephone numbers of DMT’s and agencies that deal with disasters and
display them in the school at various places.

E. CRITERIA OF ASSESSMEN
At the end of the lesson were the learners able to
• Explain the different kinds of men created disasters such as bomb explosion, fires, road
accidents and chemical explosions etc.
• Understand the motives of terrorists’ activities.
• Internalize the prevention and risk reduction measures of these Multiple Disasters.
• Identify the areas prone to Multiple Man Made Disasters.
• Develop evacuation Plan of Public from areas under threat of a Man Made Disaster.
• Conduct mock drills to evacuate the classes and rectified the mistakes
• Know important telephone numbers of DMT’s and agencies that deal with disasters and
display them in the school at various places.
• Identify the Do’s and Don’ts of these multiple disaster and display them in the corridors and
at reception.

SECTION – B

F. What does the overall evaluation reveal?

1. FEEDBACK FOR TEACHERS
During and after the administration of tasks teacher will find out the learning gaps
among the learners and take the remedial steps as given below.
Steps (by Teachers)
% of Learners
Re teach the Topic.
< 25%
Remedial Teaching to low achievers.

26% - 49%
Give Parallel Assignments.
50% - 74%

> 75% Give assignments/ homework.

2. FEEDBACK FOR STUDENTS

Individual feedback will be given to the learners about their learning and learning gaps.

G. SUMMARY OF DIAGNOSIS
While giving individual feedback teacher will find out the reason for learning gaps.

H. SUGGESTIONS FOR REMEDIAL WORK, if any

 Ask learners to make a list of Man Made Disasters in India chronological order since
Independence and prepare a report on it.

FORMATIVE ASSESSMENT TASK

SOCIAL SCIENCE (GEOGRAPHY)
SECTION – A

A. Day & Date:

B. Time:
C. CLASS – IX
D. TOPIC – NATURAL VEGETATION and WILDLIFE
E. TASK – Preparing a scarp book/Charts/Power Point Presentation.

Task: I - Scrapbook (Individual work)-

Step 1 - Ask learners to collect and paste the maps of 5 vegetation (al) belts in India and
describe briefly their salient features. Also ask learners to co-relate these Indian belt with the
belts on the world map having common features.

Step 2 - Ask learners to create a table having the following columns:

(a) Name of the Vegetation(al) belt
(b) Rainfall
(c) Temperature Zones
(d) Main species of Plants
(e) Specific Areas
(f) Wild life
(g) Characteristics
Ask learners write briefly about the Economic importance of the Eco-system along with pictures.
Task: II- Preparation of Charts
Divide the class into 5 groups and assign one vegetation (al) belt to one group to prepare charts
in the light of the steps given in scrap book and display them on the display boards.

Task-III: Divide the class into 5 groups and assign one vegetation (al) belt to one group to
prepare presentations in the light of the steps given in scrap book to present to the class.

F. EXPECTED LEARNING OUTCOMES

At the end of the lesson the learners will be able to
 1. explain the basic idea about the distribution of vegetation (al)
zones of India and co-relate them with the World zones.
2. co-relate the Temperature and Rainfall Patterns with the
vegetational belts.
3. explain the reasons for the conservation of flora and fauna of the
country.
4. state various methods of conservation.
5. know the economic importance of Eco-system.

G. CRITERIA OF ASSESSMENT
H. At the end of the lesson the learners were able to
1. Explain the basic idea about the distribution of vegetation (al)
zones of India and co-relate them with the World zones.
2. Co-relate the Temperature and Rainfall Patterns with the
vegetation (al) belts.
3. Explain the reasons for the conservation of flora and fauna of the
country.
4. State various methods of conservation.
5. Internalize the economic importance of Eco-system.
SECTION – B
( What does the overall evaluation reveal?)
1. FEEDBACK FOR TEACHERS
During and after the administration of tasks teacher will find out the learning gaps
among the learners and take the remedial steps as given below.
Steps (by Teachers)
% of Learners
Re teach the Topic.
< 25%
Remedial Teaching to low achievers.

26% - 49%
Give Parallel Assignments.
50% - 74%

> 75% Give assignments/ homework.

Teachers will consult the Yearbook published by the government of India brought out by
Ministry of Information to collect desired information.

2. FEEDBACK FOR STUDENTS

Individual feedback will be given as per their level of attainments and learning gaps as
well.

I. SUMMARY OF DIAGNOSIS

Teachers will find out the reasons for learning gaps while talking to each child.

REMEDIAL WORK, if any.

(1) Individual and group tasks will be designed as per the nature of learning gaps.

Additional Assignment for gifted learners:

Ask them to make a list of continental vegetation (al) belts.

FORMATIVE ASSESSMENT TASK – SOCIAL

SCIENCE
SECTION - A
J. Day & Date:
K. Time:
L. Class: - IX
B. Lesson: - DRAINAGE (GEOGRAPHY)
C: Task: Project: Description of a river system (journey of
a river from its
Source of origin)
Divide the class into 4 groups and ask each group to
prepare a project on the journey of a river system in an
autobiographical form, highlighting the various features
associated with the river. Also show its journey on the
map
D. Expected Learning Outcomes/Assessment
Expectation.
At the end of the task the learners will be able to
 • name & explain the features of various places associated
with the river.
• Explain the type of drainage pattern formed by the river.
• Identify on the map various cities associated with the river
characteristics
(industrial, agricultural & religious)

F. Criteria of Assessment
At the end of the task the learners were able to
Name & explain the features of various places associated
with the river.
Explain the type of drainage pattern formed by the river.
assess the characteristics of the cities associated with the
river. (Industrial, agricultural or religious)
SECTION – B
G. What does the overall evaluation reveal?
1. Feedback for Teachers.
During and after the administration of tasks teacher will find out the learning gaps
among the learners and take the remedial steps as given below.
Steps (by Teachers)
% of Learners
Re teach the Topic.
< 25%
Remedial Teaching to low achievers.

26% - 49%
Give Parallel Assignments.
50% - 74%

> 75% Give assignments/ homework.

2. Feedback for Students.

Individual feedback will be given as per their level of attainments and learning gaps as
well.

H. Summary of Diagnosis
Teachers will find out the reasons for learning gaps while talking to each child.

I. Suggestions for remedial work, if any.

Individual and group tasks will be designed as per the nature of learning gaps.
J. Additional Assignments for Gifted Children.

Ask them to make a list of main rivers of Asian continent.

FORMATIVE ASSESSMENT TASKS

SOCIAL SCIENCE - GEOGRAPHY

A: Day, Date & Time:

B: Class IX.
C: Topic – Population –India
D: Tasks – Project Report on Population Distribution of India /PowerPoint
Presentation /Charts.
Geography: Class IX

Task- Project Report on Population Distribution of India.

1. Divide the class in groups of ten and assign each group two states
of India, one with high population density and another with low
population density.

2 Ask the groups to prepare a report of the respective states

highlighting the given concepts:
 Outline map of the states.
 Total geographical area of the states.
 Total population of the states.
 The main relief feature of the state.
 The main reason for high density of population.
 The main reason for low density of population.
 Calculation of density of population.

Expected learning outcomes:

Learners will be able to:

1 Identify the states with high and low population density.

2 Know the total geographical area and population of the states.
3 Explain difference between total population and population density with suitable
examples.
4 Calculate the density of population.
 Assessment criterion

At the end of the task the learners were able to

1 Explain the fact that there are variations in population distribution of India.
2. Identify the states with high and low density of population.
3. Justify the reasons for variations in population distribution.
4. Enlist the favorable & unfavorable factors for the concentration of population
in a particular state.

Section: B

What does the overall evaluation reveal?

1. Feedback for teachers:

a While administering the task teachers found out some errors in authenticity of the
data collected and some of the students were unable to calculate density of
population.

b On the basis of this feedback teachers will update the information on population
distribution and relief ,area of the state from the year book published by Govt. of
India (Ministry of Information and Broadcasting)

c Similarly, concept of population density and actual population will be revised in

the class.

2. Feedback for students:

Individual feedback will be given to the learners as per their attainments.

Summary of Diagnosis:

Reasons for the learning gaps will be found while giving feed back to the learners

Suggestions for remedial work, if any:

1 Learners will be asked to update the information on population distribution and

relief, area of the state from the year book published by Govt. of India (Ministry of
Information and Broadcasting)

2 Similarly, they will be asked to participate actively during revision of the concept
on population density and actual population.
Additional Assignment for gifted learners:

 The gifted students will be encouraged to acquire more material from the
school library, encyclopedia, Year Book-Govt. of India. (Ministry of
Information and Broadcasting)

FORMATIVE ASSESSMENT
TASK- SOCIAL SCIENCE Geography

A: Day, Date & Time:

B: CLASS IX.
C: TOPIC - Climate (Weather Monitoring).
D: TASK - Data Collection and Monitoring of Weather Conditions of Different
in India.

The class will be divided into five groups. Each group will be given any one of
the following cities -

1. CHENNAI
2. JAIPUR
3. BENGLURU
4. KOLKATA
5. MUMBAI

The class will be divided into five groups. Each group will be given any one of
the following cities -

1. CHENNAI
2. JAIPUR
3. BENGLURU
4. KOLKATA
5. MUMBAI

The learners will be required to observe and note the following variables over
a period of 7days.

1. Maximum temperature
2. Minimum temperature
 3. Rainfall (if any)
4. Humidity

EXPECTED LEARNING OUTCOMES

At the end of the task the learners will be able to

1. Understand and explain the different variables which effect the

weather/climate of a place.

2 Explain with examples the dynamic character of India’s climate.

3 Plot the data on the graph.

4 Reason out as to why these differences are found in the climate of India.

E.CRITERIA OF ASSESSMENT

At the end of the tasks the learners were able to

1. Explain the fact that different weather conditions prevail in different parts
of the country.
2. Quote examples to justify these variations.
3. Collect the data on given variables.
4. Plot the data on the graph.
5. Find out the reasons for differences in climate of India.

SECTION :B

WHAT DOES THE OVERALL EVALUATION REVEAL?

FEEDBACK FOR TEACHERS-

During and after the administration of these tasks the teacher observed and found
that:-

1. Some students were not able to collect the desired data. Some of them had
collected data but could not plot it on the graph.

2. Some of the students could not explain satisfactorily the reasons for the
variations in the climate of India.
3. On the basis of this feed back the teacher will give the list of resources such
as T.V, newspapers, encyclopedia, Year book published by Govt. of India
(Ministry of Information and Broadcasting) to enable the learners to complete data.
4. This will encourage peer learning and help the learners to locate and plot the
data on the graph.
5. The task will help learners to give reasons for variations in the climate.
6. The learners will note down the reasons for these variations in their
notebooks.
7. The learners will be invited to explain with suitable examples about their
observations.

FEED BACK FOR STUDENTS

Individual feedback with suggestions will be given to the learners.

G. SUMMARY OF DIAGNOSIS

Hence, the teacher has to find out the reasons for above mentioned learning gaps
in the learners.

H. SUGGESTIONS FOR REMEDIAL WORK (IF ANY)

1. Provides list of resources for data completion.

2. Ensures peer learning for plotting data on the graph.
3. Brainstorms the learners on reasons for variations in Indian climate and
gives
opportunities to learners to analyze the data.

Additional and enrichment assignments for gifted learners

The gifted students will be asked for the calculation of duration of day and night on
the basis of the data collected by them.