• Difference between boiling and boiling point.

2
• Two uses of bar graph.2
• Role of students in structured approach. 2
• units of measuring mass. 2
• define raising question in your own words. 2
 what is condensation. 2
 when pie chart is used.3
 difference between liter and mili liter. 3
 how teacher helps the students to enhance their observational skills. 3
 find density of 200 grams mineral whose volume is 10 ml.3
 what are process skills. 3
 what are the guidelines which students should consider while discussion in the class. 3
 write elements of project. 5
 how teacher can motivate students for inquiry based learning. 5
 some case study related question of students problem. 5
 what is traditional cookbook approach of teaching science. explain
 wht is science
 steps of project plan
 wht typs of skills develop while observing bicycle parts
 wht is process skill
 matric units.
 how a tchr model diffrent types of matters.
 difference b/w denser substance and less density.
 why tecahing of science important.
 two steps of measuring density
 importance of prior knowledge.
• Basic types of matter
• Condensation
• Evaporation
• Pedagogical knowledge
• Skills developed through observation
• What is interpretation
• Traditional and guided inquiry
• How to built vocabulary
• How literacy skills can be developed
• What skills can be developed through observation
• Transparent object
• How can a teacher teach matter to students? 2 marks
• What is the purpose of teaching science? 2 marks
• What is the role of students in structured inquiry? 2 marks
 How can students calculate the volume of a cuboid? 2marks
  Why do solid objects float on water?2 marks
 What are the affects of Evaporation? 2 marks
 In a scientific experiments how do students form hypotheses? 3 marks
 Write any 3 steps of recording the investigation in your own words? 3 marks
 What are three general phases of matter? 3 marks
 What preparation does a teacher need to do before students start measuring density of water?
 What are scientific practices? 3 marks
 What is the relationship between prior knowledge and learning? 3 marks
 What is the importance of prior knowledge and learning in teaching of science? 5
 Matter is made up of tiny particles that cannot be seen, how can teacher explain the properties
of matter to students? 5 marks
 Write a brief note on types of graph? 5 marks
 Write a brief note on how the students learn while measuring length? 5 marks
• How does the formative assessment help the teacher to decide what students need to do
next?
• Two liquids, A and B, have densities 0.75 g/mL and 1.14 g/mL respectively.
 When both the liquids are poured in a container, one liquid floats on top of the other. Which
liquid will be on top and why?
• Write down the three steps that students perform after they have measured the mass of
different solids?
• If a teacher finds out salient features are missing from recorded observations of
temperature of water in a 25 minute experiment. What changes can she make to help the
students to develop the necessary skills?
• Write down a brief note on the concepts that the students learn while measuring the
length?
• Children of grade 5 have difficulty formulating a testable question on the effect of different
types of liquids on evaporation. They say they will find out what are the different types of
liquids; how does the teacher scaffold their learning?

1-what is condensation? (2)

2-what is line graph?( 2)

3-what is circle or pi graph?(2)

4-how teachers improve vocabulary during classroom activities? (3)

5-why stream water inside the wall of beaker?(3)

6-How students calculate the mass of cuboid?(3)

7-how many skill used in the understanding of investigation(3)

8-why students need understanding volume and mass?(5)

9-How many form of conceptual change?(5)

10-Difference b/w powder and liquid jelly? (5)

11-How teachers prepare the activities in the classroom understanding about the mater to
students?(5)

12-how the concept understand the condensation to students?

What is science?2 marks

Define Cubic Centimeter.2 marks

Define Evaporation.2 marks

Write 5 different techniques of a project.5 marks

How can teacher develop observation skill in students?3 marks

How can students develop communication skills?

How can students make their measurements reliable while measuring irregular objects? 5 Marks

How can teacher define Mass And Volume to The Students? 5 Marks

How can teacher teach students about complex classification of liquids?

1.What is assessment ?

2.What is Science ?

3. Three advantages of line garph?

4. How teacher teach to plot a line graph with available data?

5. Write sqeunce of learning template? 5 marks

6. Write a note on properties of objects and material? 5 marks

7. how to develop the concept of density ? 5 marks

8. Which metric unit is used to represent mass ?

9. Write two step to measured the mass of object on electronic blance?

10.What are different types of conceptual changes ?

11.Why it is important for the teacher to do expirement herself before doing in classroom ?
12. How teacher introduce to students about research project 5 marks

13. How to teach skills to develop research ?

Q-1 How can a teacher teach matter to students? 2 marks

Q-2 What is the purpose of teaching science? 2 marks

a) Helping Children Observe

b) Helping Children to Ask Questions

c) Helping Children To Hypothesize

d) Helping Children To Plan and Conduct Investigations

e) Helping Children to Interpret and Analyze

f) Helping Children to Communicate

Q-3 What is the role of students in structured inquiry? 2 marks

Structured Inquiry: Students are given the questions and procedure but collect their own data and make
evidence based conclusions

Guided Inquiry: Students are given the questions but they plan the investigation, collect and organize
their own data and make evidence based conclusions

Open Inquiry: Students generate their own questions, plan the investigation, collect and organise their
own data and make evidence based conclusions

Q-4 How can students calculate the volume of a cuboid? 2marks

Volume = Length × Width × Height

Q-5 Why do solid objects float on water?2 marks

What understanding do students need to develop mass and volume? 5 marks

Students develop an understanding of measurement through comparing objects. They may hold up two
toys and say one is heavier or lighter than the other, or look at two glasses and say one has more water
in it than the other. Soon after, they begin to compare more than two objects. Children need to play
with a variety of materials and containers for filling, packing and pouring before they can move to using
formal units such as kilograms and grams. They need to understand how things can be packed together
to fill a container and which materials are better for packing.

Q-6 What are the affects of Evaporation? 2 marks

To bring down temperature 2. Recycle water (b) It makes the atmosphere cool

and etc.

Q-7 In a scientific experiments how do students form hypotheses? 3 marks

When scientists do an experiment, they very often have data that shows their starting ...educators can
assign a quiz to test student understanding of hypotheses.

Q-8 Write any 3 steps of recording the investigation in your own words? 3 marks

Q-9 What are three general phases of matter? 3 marks

Matter normally exists as either a solid, a liquid, or a gas. We call this property of matter the phase of
the matter

Q-10 What preparation does a teacher need to do before students start measuring density of water? 3
Q-11 What are scientific practices? 3 marks

Q-12 What is the relationship between prior knowledge and learning? 3 marks

Prior knowledge affects how the learner perceives new information. There is widespread agreement
that prior knowledge influences learning, and that learners construct concepts from prior knowledge
(Resnick, 1983; Glaserfeld, 1984).

Prior knowledge affects how a student organizes new information. The goal of learning is to incorporate
new information into the existing organization of schema. A student uses that existing structure to
assimilate new information.

Q-13 What is the importance of prior knowledge and learning in teaching of science? 5
Building upon prior knowledge is a very important part of teaching and learning. The prior knowledge of
students affects their learning therefore educators must keep this in mind when they design a lesson.

Teachers need to be aware of children’s prior or existing ideas, of the learning goals and the nature of
the difference between the two when they are planning and teaching so that they can take appropriate
steps to bridge the gap. Children develop ideas, based on their everyday experiences, about natural
phenomena before they are taught Science in school.

Q-14 Matter is made up of tiny particles that cannot be seen, how can teacher explain the properties
of matter to students? 5 marks

The Properties of Matter. The general properties of matter result from its relationship with mass and
space. Because of its mass, all matter has inertia (the mass being the measure of its inertia) and weight,
if it is in a gravitational field (see gravitation).

Q-15 Write a brief note on types of graph? 5 marks

Making graph is very important skill in science. It isone of the most powerful ways of putting information
down and shares it with people. Forunder standing the graph paper, firstly we want to know about the
vertical and horizontal Line coming from top to down is vertical and going from left to right is called
horizontal line.

Pictograph ::a pictograph uses an icon to represent quantity of data value in order to decrease the size
of graph A key must used to explain the icon. handles large data sets easily to using icons, visually
appealing, easy to read, difficult to handle partial icons

Bar graph::A bar graph display discrete data in column can easily compare two or three data sets.uses
only discrete data

Circle graph/pie chart:A pie chart displays data as a percentage or friction of whole visually appealing
,hard to compare two data sets

Line Graph:A line graph is used to record continuous data with time usually on horizontal axis .show
range,maximium and manimium, gaps and clusters, suitable for small data set,not so appealing visually

When there are a lot of equal blocks of vertical and horizontal lines it is called a “grid”.

Q-16 Write a brief note on how the students learn while measuring length? 5 marks

In the class activity teacher introduced the length notion. For the measurement of length we use the
metric rule.

Q-17What understanding do students need to develop mass and volume? 5 marks

Mass and volume are two units used to measure objects. Mass is the amount of matter an object
contains, while volume is how much space it takes.
Difference between boiling and boiling point. 2

Boiling is a process through which the water changes its state. And temperature at which boiling takes
place is called boiling point.

Two uses of bar graph.2Bar graphs are used to display data in a similar way to line graphs. However,
rather than using a point on a plane to define a value, a bar graph uses a horizontal or vertical
rectangular bar that levels off at the appropriate level.

Role of students in structured approach. 2

Structured Inquiry: Students are given the questions and procedure but collect their own data and make
evidence based conclusions

units of measuring mass.

Mass depend on the material and volume of the substance or object

The metric unit of mass commonly used are a kilogram or gram.one kilogram is equavilant to thousand
gram

The measuring instrument is characterized by range of values it can measure e.g 0 500g or 0 to 1kg in
the case of electronic balance

Define raising question in your own words. 2

Raising questions about an object, event or phenomena is called questioning.

what is condensation. 2

Condensation means when a gas changes into liquids

when pie chart is used.3

Pie charts are generally used to show percentage or proportional data and usually the percentage
represented by each category is provided next to the corresponding slice of pie. Pie charts are good for
displaying data for around 6 categories or fewer.

difference between liter and mili liter. 3

Liters and milliliters volume units conversion factors are listed below. To find out how many milliliters in
liters, multiply by the factor or use the converter below.

1 Liter = 1000 Milliliters

Liter (litre in british english) is a volume unit which equals to 1 cubic decimeter. It is commonly used in
daily life to measure the fluids. 1 liter of water has a mass about 1 kilogram. The abbreviation is "l".

Milliliter (millilitre in british english) is a volume unit in metric system. The abbreviation is "ml".

how teacher helps the students to enhance their observational skills. 3

Science teachers spend time helping students develop their observation skills. Inferring and observing
are closely related, but they are not identical. Observation is what one sees, inference is an assumption
of what one has seen. Observation can be said to be a factual description, and inference is an
explanation to the collected data. It's not a guess. If an observation can be termed as a close watch of
the world around you through the senses, then inference can be termed as an interpretation of facts
that has been observed.

Teachers can start out providing simple observations:

Observation: The grass on the playground is wet.

Possible inferences: It rained. The sprinkler was on. There is morning dew on the grass.

Observation: The line at the water fountain is long.

Possible inferences: It's hot outside. The students just came in from recess.

As you're working to develop these skills, encourage your students to incorporate their scientific
vocabulary into their statements. "From what I observe on the grass, I inferthat…"

find density of 200 grams mineral whose volume is 10 ml.3

D=200g/10ml

D=20ml

what are process skills. 3

The ability to make good observations is also essential to the development of the other science process
skills: communicating, classifying, measuring, inferring, and predicting.

The simplest observations, made using only the senses, are qualitative observations.

what are the guidelines which students should consider while discussion in the class. 3

Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility,
and encouraging democratic habits. They create opportunities for students to practice and sharpen a
number of skills, including the ability to articulate and defend positions, consider different points of
view, and enlist and evaluate evidence.
Explicit ground rules or guidelines can help to ensure a respectful environment for discussion. The
ground rules you use will depend on your class size and goals, but may include provisions such as these:

speak respectfully to one another, even when disagreeing avoid using put-downs (even humorous ones)
avoid disrupting the flow of thought by introducing new issues before the discussion of the previous
issue has come to its natural end keep in confidence any information shared by a student in class

Write elements of project

 A driven question relavent to student lives

 Student centered learning
 Collaboration/team work
 Use of technology for investigation
 Interdispinciry/cross dispinciry inquiry
 Production of artefacts
 Extended time frame

Performance based assessment or evaluation. 5

how teacher can motivate students for inquiry based learning. 5

Inquiry based teaching provides continuous opportunities for formative assessment. While formative
assessment is essential when teaching science through inquiry, this powerful teaching strategy can also
be applied effectively to all science teaching approaches – traditional book centered learning and paper
and pencil tests. some case study related question of students problem. 5

what is traditional cookbook approach of teaching science. explain 5

Traditional/Cookbook Science: Students confirming previously learnt material through activities

Structured Inquiry: Students are given the questions and procedure but collect their own data and make
evidence based conclusions

Guided Inquiry: Students are given the questions but they plan the investigation, collect and organize
their own data and make evidence based conclusions

Open Inquiry: Students generate their own questions, plan the investigation, collect and organise their
own data and make evidence based conclusions

1. Write about team work in your own words.

2. What is Assessment rubric

3. Write difference between traditional and inquiry based approached

4. Give an example of science based teaching and learning skills

1. Write a brief note on types of graph.
2. Prior knowledge
3. How to important prior knowledge teaching and learning?
4. Three uses of line graph?
5. Define Evaporation in your own words
6. How to teacher teach student to develop observation?
7. Measurement equipment
8. What is the relationship between prior knowledge and learning?
9. Matter is made up of tiny particles that cannot be seen, how can teacher explain the properties of
matter to students?
10. In Formative assessment, how teacher know what student need in next step?
11. How to develop the concept of density?
12. Summative assessment and give example.
13. How to measure the temperature in the classroom?
14. Find density of mass 40 and volume is 200, formula is (d= m/v)

1-what is condensation? (2)

2-what is line graph?( 2)
3-what is circle or pi graph?(2)
4-how teachers improve vocabulary during classroom activities? (3)
5-why stream water inside the wall of beaker?(3)
6-How students calculate the mass of cuboid?(3)
7-how many skill used in the understanding of investigation(3)
8-why students need understanding volume and mass?(5)
9-How many form of conceptual change?(5)
10-Difference b/w powder and liquid jelly? (5)
11-How teachers prepare the activities in the classroom understanding about the mater to students?(5)
12-how the concept understand the condensation to students?

11. Condensation
12. How students calculate mass of a cuboid
13. How does the formative assessment help the teacher to decide what students need to do next?

3marks:
16. Find density of 200 grams mineral whose volume is 40ml. Density formula is m/v .(3marks)

17. Write any 3 steps of recording the investigation in your own words?

18. What are three general phases of matter?

19. What is the relationship between prior knowledge and learning? 3 marks

20. What do you think that why water droplets appeared on the outside of the beaker?
5marks:
21. Prepare an activity in the classroom understanding about the mater to students?

22. What causes a matter change from one state to another? 5marks

23. Build a density column?5marks

24. Sequence of Learning Tempelate

25. Accessing children’s prior knowledge

26. One question from observating (dissolving lliquids)

1. Give one example of simple classification of liquids? (2)

2. How formative assessment help the teacher to decide what student need to do next? (2)

3. What is the difference between boiling and boiling point? (2)

4. How student can find the volume of cuboid? (2)

5. Write two steps to measure the density of different liquids? (2)

6. What are the different concepts associated with change of state,students needs to understand? (3)

7. Write three advantages of presenting data in a line graph? (3)

8. Why it is important to record observation in a scientific eexperiment? (3)

9. Write two steps to measure the mass by electronic balance? (3)

10. What are the different form of conceptual change? (3)

11. What factors teacher keep in mind during summative assessment? (5)

12. What are the steps students follow while conducting a fair test? (5)

13. Explain traditional cookbook approach to teaching science? (5)

14. How can the teacher use the sequence of learning template in the class? (5)

15. How can students measure the volume of regular and irregular objects? (5)

16. Choose a topic from science of any grade level and explain how teacher teach by using the sequence
of learning tenplates? (5)

What is science?2 marks

Define Cubic Centimeter.2 marks

Define Evaporation.2 marks

Write 5 different techniques of a project.5 marks

How can teacher develop observation skill in students?3 marks

How can students develop communication skills?

How can students make their measurements reliable while measuring irregular objects? 5 Marks

How can teacher define Mass And Volume to The Students? 5 Marks

How can teacher teach students about complex classification of liquids?