STUDENT CURRICULUM MANUAL

CLASS X

BIOLOGY
The academic year is divided into four terms. The evaluation of the child’s progress is based on the formal examinations as well as, on the day to day performance under the
Continuous and Comprehensive Evaluation (CCE). Formal examination swill be held at the end of each term.
There will be four formal examinations in a session –
• Pre Mid-Term Assessments (PT1) – This will include the entire syllabus of Term-1.
• Mid-Term Assessments (MT) – This is cumulative in nature and includes the entire syllabus of Term-1 & Term-2.
• Pre-Board-1 (PB1) – This will be cumulative in nature and will include the entire syllabus for the session.
• Pre-Board-2 (PB2) – This will be also cumulative in nature and will include the entire syllabus for the session.

Type of Assessment Month Duration of Written Assessment Max Marks

Pre Mid-Term Assessment (Written & Continuous Assessment) Jul 2 hours Written – 40 marks, CCE – 10 marks
Mid-Term Assessment (Written Assessment) Sep 3 hours Written – 80 marks, CCE -20 marks
Pre Board – 1 (Written & Continuous Assessment) Dec 3 hours Written – 80 marks, CCE – 20 marks
Pre Board – 2 (Written & Continuous Assessment) Jan 3 hours Written – 80 marks, CCE – 20 marks
Board Examination (Written Assessment) March 3 hours Written – 80 marks
Final Result = [Written (PT1/MT/PB1/PB2)] (10 marks) + CCE (10 marks) + [Board Examination] (80 marks] = 100 marks

CCE will comprise of continuous assessment based on the following criteria:

Sl.no. Tasks Evaluation criteria
I. CLASS WORK/ HOME WORK RECORD/ CLASS • Regularity & Punctuality: Student records the tasks carried out in class as taking down notes, drawing
PARTICIPATION AND RESPONSE diagrams, note down dictated, solve matter assignments given in the prescribed notebooks in every period.
• Completes the home assignment at home and brings into class on the day instructed.
• Neatness: The note books are maintained and the task is recorded neatly.
• Attentiveness.
• Taking up responsibility in class and doing the task assigned.
• Participation in class discussion and contribution.
• Response of peers during class room interaction.
II. PRACTICAL SKILL Manipulative skills of the student would be evaluated based on:
• Students would be carrying out a variety of activities/ experiments • Following instructions
during the academic session to facilitate learning by doing. • Working safe: The student’s approach to safety during investigations in the laboratory or in the field must be
• Students to work on various aspects of the practical task such as assessed.
designing, data collection, interpretation of results. • Working with coherence and coordination in groups.
• The skills used during these activities will be continuously • Recording the activity, observation and interpretation in appropriate manner giving appropriate figures.
evaluated through out the academic session.
STUDENT CURRICULUM MANUAL
CLASS X

The details of written assessment are mentioned below.

What are the skills being evaluated?

This section includes the cognition levels at which the students would be evaluated, marks distribution in terms of percentage for each cognition level and the commonly
used terminology for framing questions under each cognition level.
Cognition Level % What does it mean Where is it tested
Has the child acquired information regarding the facts, figures and theories discussed in the class Questions based on all the
Knowledge 20
room? This includes questions like define, Stating Laws, Theories, Expansion of abbreviations etc. cognition levels would be
It tests whether the child has comprehended the concepts. This includes questions like describe, asked in the question paper
Understanding 30
explain ,differentiate, compare, justify, reason, derive, classify, illustrate etc as per the percentage
Can the child apply the concepts he/she has learned in daily life situations? This includes questions distribution guided by the
Application/skill 50 like Problem solving, numerical interpretation of data, reasoning , predicting, analyzing, synthesis, CBSE.
drawing diagrams, application in daily life situation etc.
How will the students be evaluated?
This section includes the structure of question paper and the marks distribution pattern for various types of questions.
PRE MID TERM TEST [Physics (14 marks) +Chemistry (13 marks) + Biology (13 marks)- : Total=40 marks]
Marks for each questions No. of questions Total Marks
Section
PHY CHEM BIO PHY CHEM BIO PHY CHEM BIO
Section – A (Very Short Answer) 1 1 1 2 3 3 2 3 3
Section – B (Short Answer) 2 2 2 3 2 2 6 4 4
Section –C (Long Answer) 3 3 3 2 2 2 6 6 6
TOTAL 14 13 13
MIDTERM
Physics (27 marks) +Chemistry (27 marks) + Biology (26 marks)- : Total=80 marks (Duration: 3 Hrs.)
No. of questions Total Marks
Section
PHY CHEM BIO PHY CHEM BIO
Section -A
1 Marks question 0 1 1 0 1 1
2 Marks question 2 0 1 4 0 2
3 Marks question 3 4 3 9 12 9
5 Marks question 2 2 2 10 10 10
Section – B
PBQ (Practicals Based Questions) 2 2 2 4 4 4
9 9 9 27 27 26
STUDENT CURRICULUM MANUAL
CLASS X

PREBOARD
Physics (27 marks) +Chemistry (25 marks) + Biology (28 marks) Total=80 marks (Duration: 3 Hrs.)
No. of questions Total Marks
Section
PHY CHEM BIO PHY CHEM BIO
SECTION A
1 mark question 0 0 2 0 0 2
2 marks question 2 1 0 4 2 0
3 marks question 3 3 4 9 9 12
5 marks question 2 2 2 10 10 10
SECTION B
PBQ (Practicals Based Questions) 2 2 2 4 4 4
9 9 9 27 25 28

What you need to know?

This section contains the details of the syllabus/ portion, for assesments, and the SCM schedule.It gives an overview of the specific objectives topic wise. The expected
outcome, i.e what the students must know after the subtopic is covered is mentioned in the form of learning outcomes.

Term-I (04.04.2018 to 20.07.2018) Biology

No. of Portion for Assessments
Month Course description Learning outcome Activity
periods & Topics of SCMs
April LIFE PROCESSES • Recall the terms nutrition & nutrients. CLASS ACTIVITY: 2
• Recall the term heterotroph and autotroph and • Teacher to make flow chart showing PT-1 (16.07.2018)
Nutrition differentiate between them different modes of nutrition with LIFE PROCESS
• Explain the different modes of nutrition. examples • Nutrition
• Define enzyme. • Respiration
Autotrophic nutrition • Recall photosynthesis. LAB ACTIVITY: 2 • Transportation
• Explain the oxidizing-reducing reactions needed to • To prepare temporary mount of leaf • Excretion
break-down molecules. peel and study the structure of
• Explain the mechanism of photosynthesis. stomata.
• Write the balanced chemical equation of
photosynthesis.
• Draw the labelled diagram of cross-section of a leaf,
open and closed stomata.
• Carry out activity to prove that chlorophyll is
STUDENT CURRICULUM MANUAL
CLASS X

No. of Portion for Assessments

Month Course description Learning outcome Activity
periods & Topics of SCMs
essential for photosynthesis.
• Demonstrate that CO2 is essential for photosynthesis.
• Demonstrate that light is essential for photosynthesis.
Heterotrophic • Recall parasitic and saprotrophic mode of nutrition. 1
nutrition • Describe the process of nutrition in Amoeba and
Paramoecium. Topics of SCMs
• Draw diagrams to explain various stages of nutrition • Nutrition
in amoeba. • Respiration
• Summarize the process of nutrition in human beings. 1 • Transportation
Heterotrophic • Understand importance of enzymes in digestion of CLASS ACTIVITY: • Excretion
nutrition food in various parts of digestive system. • Teacher to show display chart
• Explains peristalsis. /model of human digestive system. 2
• Explains importance of mucus, gastric juice, bile • Teacher to draw the diagrams on
juice, pancreatic juice in digestion of food in human board that students draw in their
beings. C.W
• Correlate emulsification of fats to action of lipase. • Tabular representation of organs of
• Understand structure and importance of villi in small digestive system, secretions, enzymes
intestine. and their action to give a clearer
• Compares the structure of digestive system with overall picture.
eating habits. EXTENDED LEARNING
• Draw the human digestive system • Students to refer about health
problems related to digestive system
• Write an article about healthy eating
habits and their role in keeping good
health.
May-June Respiration • Recall the term respiration. LAB ACTIVITY: 2
• Correlate respiration to digestion • To show experimentally that
• Differentiate between breathing and cellular carbon dioxide is given out during
respiration. respiration.
• Differentiate between aerobic and anaerobic CLASS ACTIVITY:
respiration. • Teacher to show display chart
• Explain the break down of glucose by various /model of human respiratory
pathways. system.
• Draw the flow chart to show the breakdown of • Teacher to draw the diagrams on
STUDENT CURRICULUM MANUAL
CLASS X

No. of Portion for Assessments

Month Course description Learning outcome Activity
periods & Topics of SCMs
glucose by various pathways. board that students draw in their
• Explain the process of fermentation. C.W
• Explain exchange of gases through stomata in plants. • Students to make an advertisement
• Give reason for faster rate of breathing in aquatic highlighting the ill effects of
organisms. smoking.
• Draw and label human respiratory system. EXTENDED LEARNING
• Carry out an activity to prove that CO2 is liberated • Read articles on health problems
during respiration. related to respiratory system
Transportation in • Recognize the importance of transportation in our CLASS ACTIVITY: 2
human beings body. • Teacher to show display chart
• Draw a labelled diagram of cross-section of the /model of human heart, circulatory
human heart. system.
• Draw the schematic representation of transport and • Teacher to draw the diagram of heart
exchange of oxygen & carbon dioxide. on board that students draw in their
• Explain the mechanism of double circulation C.W.
• Compare the circulation of blood in mammals and • Flow chart to be drawn on board
other vertebrates. indicating the movement of blood
during double circulation.
Transportation in • Distinguish between arteries, veins and capillaries. 1
human beings • Understand the importance of lymph and blood
corpuscles.
Transportation in • Recall the term tissues and process involved in 1
plants transportation
• Compare the mechanism of transportation of food
and water in plants.
• Analyse the theories explaining upward movement
of water (Ascent of sap).
July Excretion • Define excretion, osmoregulation. CLASS ACTIVITY: 1
• Describe excretion in Human beings. • Teacher to show display chart/
• Draw the labelled diagram of human excretory model of human excretory system
system. and nephron
• Draw & label the structure of a Nephron. • Teacher to draw the diagrams of
• Explain excretion in plants. excretory system and nephron on
board that student draw in their C.W.
STUDENT CURRICULUM MANUAL
CLASS X

No. of Portion for Assessments

Month Course description Learning outcome Activity
periods & Topics of SCMs
• Explain the mechanism of Haemodialysis.
• Correlate the various life processes
CONTROL AND • Recall various sense organs. 2
COORDINATION • Define synapse.
Nervous system in • Explain importance of synapse.
Animals • Correlate the type of Nervous system in various
groups of animal.
Transmission of • Draw the labelled diagram of structure of neuron.
impulse • Draw neuromuscular junction.
• Explain the mode of transmission of nerve impulse.
Reflex action • Explain the mechanism of reflex action.
• Draw the reflex arc to show the pathway of spinal
response.
• Cite examples of reflex action.
• Predict the importance of reflex action.
Human Brain • Explain the structure and function of human brain. • Teacher to show display chart/ 2
• Develop skill to draw & label the structure of human model of human brain.
brain. • Teacher to draw the diagram of brain
• List down the structures that protect the tissues of on board that students draw in their
brain. C.W.
• Correlate nervous tissue to movement.
• Differentiate between voluntary and involuntary
actions.

Term-II (23.07.2018 to 28.09.2018) Biology

No. of Portion for Assessments
Month Course description Learning outcome Activity
periods & Topics of SCMs
July CONTROL AND • Demonstrate the phototrophic and geotrophic CLASS ACTIVITY: 1
COORDINATION response in plants. • To demonstrate phototrophic and
Coordination in • Understand the role of phytohormones in geotropic response in plants.
plants coordination response in plants. • Tabular representation of hormones,
• Name the various plant hormones and their glands and their function.
importance.
STUDENT CURRICULUM MANUAL
CLASS X

No. of Portion for Assessments

Month Course description Learning outcome Activity
periods & Topics of SCMs
Hormones in animals • Realize the importance of hormones in animals. EXTENDED LEARNING 1
• Depict the location of various endocrine glands in • Collect information on hormonal MT (17.09.2018)
the human body. disorders during adolescence. LIFE PROCESSES
• Predict how the action of the hormones is regulated CLASS ACTIVITY • Nutrition
along with the example of insulin. • Teacher to show display chart/ • Respiration
model to show position of various • Transportation
glands. • Excretion
August HOW DO • Recall the term DNA and its location. CLASS ACTIVITY:
ORGANISMS • Understand the importance of DNA copying in • Teacher to brain storm 1 CONTROL AND
REPRODUCE? reproduction. students ,posing a series of COORDINATION
DNA Copying • Predict the reason for variation in organisms. interrelated questions to clarify the
Importance of • Define variation. concept of Variation and its HOW DO
Variation • Justify the importance of variation. importance ORGANISMS
Asexual Reproduction • Recall the term reproduction LAB ACTIVITY: 2 REPRODUCE?
• Justify the significance of reproduction. • To study (Till Sexual
• Show the process of binary fission in amoeba with (a)Binary fission in Amoeba and reproduction in
the help of diagram. (b) budding in Yeast and Hydra flowering plants)
• Explain the process of fragmentation, regeneration with the help of prepared slides.
& budding.
• Differentiate between binary fission & multiple CLASS ACTIVITY: Topics of SCMs
fission giving examples. • Diagrams depicting asexual • Control and
• Distinguish between budding & fission; reproduction to be drawn on board. coordination
fragmentation, and regeneration • Display charts and models to be • How do Organisms
• Describe the process of vegetative propagation used. Reproduce?
giving examples. SUGGESTED ACTIVITY
• Explain the process of spore formation in fungi. • Students to propagate new plants
using vegetative parts.
Sexual reproduction • Define sexual reproduction. CLASS ACTIVITY:
in flowering Plants • Differentiate between asexual and sexual • Each student to bring a flower to
reproduction. class, dissect it and study the 2
• Realize the importance of sexual mode of reproductive parts.
reproduction. • Teacher to show display chart
• Explain the process of sexual reproduction in /model of L.S of flower
flowering plants.
STUDENT CURRICULUM MANUAL
CLASS X

No. of Portion for Assessments

Month Course description Learning outcome Activity
periods & Topics of SCMs
• Develop skill to draw the longitudinal section of a LAB ACTIVITY:
flower. • To identify the different parts of an
• Identify the various parts of a flower. embryo of a dicot seed (Pea, gram or
• Develop skill to show the process of fertilization red kidney bean).
using labelled diagram.
• Explain germination in plants
September Reproduction in • Identify the changes occurring at time of puberty. CLASS ACTIVITY: 2
human beings • Explain the reason for the changes in body during • Teacher to show display chart of
puberty. male and female reproductive
• Describe the male and female reproductive system. system.
• Explain the process of sexual reproduction in • Teacher to draw the diagram on
human being. board that students draw in their
• Draw and label the diagrams of male and female C.W.
reproductive system of humans.
• Awareness about reproductive health.
• Realize the importance of contraceptive to avoid EXTENDED LEARNING
pregnancy. • Students to make posters and write
Reproductive Health slogans to promote awareness
• Awareness about HIV-AIDS, its transmission and
prevention regarding HIV/AIDS

Term-III (01.10.2018 to 14.12.2018) Biology

No. of Portion for Assessments
Month Course description Learning outcome Activity
periods & Topics of SCMs
October HEREDITY AND • Recall the term variation and its importance. 1
EVOLUTION • Predict the cause of variation. PRE BOARD I
Accumulation of (05.12.2018)
variation during • Life processes
reproduction • Control and
Heredity • Recall the terms heredity CLASS ACTIVITY: 2 coordination
• Appreciate Mendel’s contribution to the field of • Teacher to give questions based on • How do organisms
Mendel’s contribution genetics. different types of monohybrid and reproduce?
• Understand the rules for the inheritance of traits. dihybrid cross that the students solve • Heredity & Evolution
• Apply laws of inheritance in solving problems. in class. • Our Environment
• Describe how traits get expressed?
STUDENT CURRICULUM MANUAL
CLASS X

No. of Portion for Assessments

Month Course description Learning outcome Activity
periods & Topics of SCMs
• Depict inheritance of traits over two generations. EXTENDED LEARNING
• Depict the independent inheritance of two traits • Students to study the contrbution of
using symbolic representation. Gregor Johann Mendel in the field of
• Describe mechanism of sex-determination in human genetics.
beings PRE BOARD II
Evolution • Recall the term evolution. EXTENDED LEARNING 1 (08.01.2019)
• Appreciate the role of variation in evolution. • Students to read about the • Life processes
• Trace down the sequence of events during contributions of Charles Darwin, • Control and
evolution. Lamarck, Hugo de Vries and coordination
• Illustrate variation in population. Weissman to biology of evolution • How do organisms
• Distinguish between acquired and inherited traits. reproduce?
Speciation • List out the factors which lead to origin of new EXTENDED LEARNING 1 • Heredity & Evolution
species. • Reading articles on fossils, extinct • Our Environment
• Define speciation. organisms and human evolution
• Correlate geographical isolation to speciation.
• Explain the process of speciation.
• Differentiate between natural selection and genetic
drift.
Evolution & • Correlate the ideas of heredity and genetics in CLASS ACTIVITY: 1
classification Topics of SCMs:
understanding evolution. • Display charts of evolution tree
• Heredity & Evolution
• Realize the importance of evolutionary relationship
• Our Environment
in classification of organisms.
November Evidence of evolution • Trace out evolutionary relationship between CLASS ACTIVITY: 2
different groups of organisms. • To study homology and analogy
• Understand the theories of evolution. with the help of preserved /
• Differentiate between homologous and analogous available specimens of either animals
organs giving examples of each. or plants.
• Describe various types of fossils and its formation.
Evolutionary stages • Interpret the stages of evolution citing examples. SUGGESTED ACTIVITY 2
• Justify the theory of evolution with the help of the • Prepare a picture collage depicting
evidences. evolution of human life and culture
Evolution and • Understand the difference between evolution and and display it on class bulletin board.
progress progress.
STUDENT CURRICULUM MANUAL
CLASS X

No. of Portion for Assessments

Month Course description Learning outcome Activity
periods & Topics of SCMs
• Trace the human evolution.
OUR • Recall the term saprophytes. CLASS ACTIVITY: 1
ENVIRONMENT • Realize hazards of plastics. • Write slogans to discourage use of
• Minimize the use of plastic. plastics
Impact of waste on • Distinguish between biodegradable & non-
environment biodegradable substances giving examples.
• Define ecosystem.
Ecosystem – Its
• Identify the abiotic and biotic components of
components
ecosystem.
• Describe the various components of ecosystem.
Food Chain • Cite examples of food-chains & food-webs. CLASS ACTIVITY: 1
• Relate the trophic levels. • Draw schematic food chains and
• Draw the flow chart to show food-chain & food-web food webs
of grassland and forest ecosystem and pond
ecosystem.
• Explain the flow of energy in an ecosystem.
• Understand the importance of decomposers.
Impact of human • Predict the effect of our activities on the EXTENDED LEARNING 1
activities on environment. • Collect news clippings on reports of
environment • Explain role of ozone layer. environmental degradation and
• Predict the effect of depletion of ozone layer. efforts made to avoid it.
• Understand the reasons of ozone-layer depletion.
• Minimize use of articles which liberate CFC.
Ozone depletion
• Awareness about international acts of protecting
ozone layer.
Garbage management • Suggest ways of waste disposal. EXTENDED LEARNING 1
• Carry out activities to show the ill effects of adding • Find out the methods used to
undesirable materials to the environment. handle garbage in your locality.
• Suggest ways to dispose biodegradable & non-
biodegradable substances.
• Suggest ways to manage the garbage we produce.