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 examinations will 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.
 Post Mid-Term Assessments (PT2) – This will include the syllabus of Term-3 only.
 Annual examinations (AE) – This will be cumulative in nature and will include the entire syllabus from Term-1 to Term-4.

Percentage
Duration of
weightage in
Type of Assessment Month Written Max Marks
academic
Assessment
session

Pre Mid-Term Assessment (Written & Continuous Assessment) 5% Jul 2 hours Written – 40 marks, CCE – 10 marks

Mid-Term Assessment (Written Assessment) 10% Sep 3 hours Written – 80 marks,

Post Mid-Term Assessment (Written & Continuous Assessment) 5% Dec 2 hours Written – 40 marks, CCE – 10 marks

Annual Examination (Written Assessment) 80% Feb-March 3 hours Written – 80 marks

Final Result = PT1 (5%) + MT (10%) + PT2 (5%) + AE (80%) = 100%

CCE will comprise of continuous assessment based on the following criteria:
Sl.no. Tasks
I. PORTFOLIO (Class work /Homework record / Class
Participation and response /any exemplary work in
the related area)
II. SUBJECT ENRICHMENT ACTIVITIES (Practical
skill)
 Students would be carrying out a variety of
activities/ experiments during the academic session
to facilitate learning by doing.
 Students to work on various aspects of the practical
task such as designing, data collection,
interpretation of results.
 The skills used during these activities will be
continuously evaluated throughout the academic
session.
Evaluation criteria
 Regularity & Punctuality: Student records the tasks carried out in class as taking
down notes, drawing diagrams, note down dictated matter, 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 notebooks 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 classroom interaction.
 Annotation, identification of key words / topics/ themes, summarization and
organization of ideas and content, photos, presentations, art integrated learning, etc.
Manipulative skills of the student would be evaluated based on:
 Following instructions
 Working safe: The student’s approach to safety during investigations in the
laboratory or in the field must be assessed.
 Working with coherence and coordination in groups.
 Recording the activity, observation and interpretation in appropriate manner giving
appropriate figures.
 Ability to raise questions, generate hypotheses, experiment, innovate and find
solutions to questions/ problems encountered.
Sl.no. Tasks Evaluation criteria

III. MULTIPLE ASSESSMENT  Observation, oral tests, individual or group work, class discussion,
Quizzes, project-work, Self and peer assessment,  field-work, concept maps, graphic organizers, visual representation
collaborative projects, experiments, classroom
 Originality
demonstrations, etc.
 Creativity
Project
 Self-motivation and self-reflection
 Students will be doing a project in groups
comprising of 5 - 8 members each.  Team work
 Students will frame their specific research question/
statement and work on it.
 Science teachers will guide the students and the
draft of the project is to be discussed with the subject
teacher at various stages.
 Work to include investigation in the form of
experimentation or data collection followed by its
evaluation.
Students will present their work in front of a chosen
audience using aids like multi-media, art, music,
theatre etc.
THE DETAILS OF WRITTEN ASSESSMENT
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 Questions based on all
Knowledge and
46% the classroom? This includes questions like define, Stating Laws, Theories, Expansion of the cognition levels
Understanding
abbreviations, describe, explain etc. would be asked in the
question paper as per
It tests whether the child has comprehended the concepts. This includes questions like the percentage
Application of
22% differentiate, compare, justify, reason, derive, classify, illustrate , application in daily life distribution guided by
knowledge/ Concepts
situation etc. the CBSE.

Can the child apply the concepts he/she has learned in daily life situations? This
Analyze , Evaluate and
32% includes questions like Problem solving, numerical interpretation of data, reasoning,
Create
predicting, analyzing, synthesis, drawing diagrams 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 MIDTERM AND POST MIDTERM TEST
[Physics (13 marks) + Chemistry (13 marks) + Biology (14 marks): Total=40 marks] (Duration: 2 Hrs.)

Marks for each questions No. of questions Total Marks

Section
PHY CHEM BIO PHY CHEM BIO PHY CHEM BIO

MCQ ½ ½ ½ 2 2 2 1 1 1
Section – A (Objective type)
VSA 1 1 1 2 2 1 2 2 1

Section – B (Short Answer) 2 2 2 2 2 3 4 4 6

Section –C (Long Answer) 3 3 3 2 2 2 6 6 6

TOTAL 8 8 8 13 13 14
 MIDTERM and ANNUAL EXAM
[Physics (26 marks) + Chemistry (26 marks) + Biology (28 marks): Total=80 marks]
(Duration: 3 Hrs.)

Marks for each question No. of questions Total Marks

Section
PHY CHEM BIO PHY CHEM BIO PHY CHEM BIO

VSA 1 1 1 6 3 4 6 3 4

Section – A (Objective A & R - 1 1 - 1 2 - 1 2

type)
MCQ (Case (1 x 4) (1 x 4) (1 x 4) 2 1 1 8 4 4
study)
Section – B (Short Answer) 2 2 2 2 2 2 4 4 4

Section – C (Short Answer) 3 3 3 1 3 3 3 9 9

Section-D (Long Answer) 5 5 5 1 1 1 5 5 5

TOTAL 12 11 13 26 26 28

What you need to know?

This section contains the details of the syllabus/portion, for assessments, 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 (05.04.2021 TO 19.07.2021) CLASS-IX, BIOLOGY
Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments

April IMPROVEMENT  Recall the term agriculture and crop SUGGESTED ACTIVITY 1
IN FOOD
 Understand the need to improve our  AV on crop cultivation pattern/ PT-1 (12.07.2021)
RESOURCES
food resources. Agricultural practices.
 Improvement in
 Classify major groups of activities for  Students talk to the farmers and gather food resources
Crop variety improving crop yields. information regarding various  Fundamental unit
improvement agricultural practices.
 Explain the factors for which variety of life (till
improvement is done. CLASS ACTIVITY nucleus)
 Explain the methods of improving  Teacher talks about the contribution of
crop yield. Norman Borlaug and Dr. M.S
Topics of SCM:
Swaminathan.
 Suggest methods of variety  Improvement in
improvement food resources
ART ACTIVITY
 Make a painting showing  Fundamental unit
biodiversity/farming / culture/ of life
traditions etc. of paired state as
defined under Ek Bharat Shrestha
Bharat Programme. (4.1.5.4 & 4.1.1.3)

Nutrient  Recall the term nutrient. SUGGESTED ACTIVITY 1

management
 Differentiate between micro and  Visit a vermicomposting unit.
macro nutrient.
 Classify nutrients into macro & micro ART ACTIVITY
nutrients.  During the nature walk notice the use
of farm wastes as manures and
 Course
Month Learning outcome
Description
 Suggest ways to increase the nutrient
quality of soil
 Differentiate between manures &
fertilizers, compost and
Vermicomposting, green manure and
farmyard manure.
 List down advantages and
disadvantages of manure and
fertilizers.
 Appreciate environment friendly
methods of farming
Irrigation  List various methods of irrigation.
 List the disadvantages of excess
irrigation.
 Appreciate irrigation methods based
on principle of water conservation.
 Explain different cropping patterns
such as mixed cropping, intercropping
Cropping pattern and crop rotation.
No. of Portion for
Activity
periods Assessments
procedure of composting being
practiced. (4.1.2.3)
EXTENDED LEARNING
 Gather information related to organic
farming, the advantages and the
problems associated with this type of
farming technique.
CLASS ACTIVITY 1
 Correlate the knowledge of geography
and irrigation practices.
 Extract from students the data related
to irrigation and common methods of
irrigation in India.
 Stress is to be laid on water shed
management and rain water harvesting
and hence draw the students’ attention
towards need to conserve water.
ART ACTIVITY
 Slogans and creative ideas to promote
water conservation to be displayed on
class bulletin board. (4.1.1.4)
 Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments

Crop protection  Explain principles of crop-protection SUGGESTED ACTIVITY 1

management management.  Identification of common weeds &
 Suggest scientific ways to store food diseased plants in the school campus/
grain local area.
 Appreciate the advantages of bio  To test
fertilizers, biopesticides and organic (a) presence of starch in the given food
farming sample
(b) presence of the adulterant metanil
yellow in turmeric /dal

Animal husbandry  Define animal husbandry. SUGGESTED ACTIVITY / EXTENDED 1

Cattle farming
 List the objectives of cattle farming.
 Cite examples of indigenous, exotic
and cross breeds
 Recall scientific names of cow and
buffalo.
 List the qualities for which cross
breeding is done
LEARNING
 Students visit a cattle farm to observe
and study the practices.
 Write an article on Cattle farming – a
small scale industry, with reference to
your state.
ART ACTIVITY
 Collect information on popular animal
fairs in the paired states as defined
under Ek Bharat Shrestha Bharat
Programme. Make collage based on
this information. (4.1.1.10)

Poultry farming  Recall the products obtained from SUGGESTED ACTIVITY / EXTENDED 1
poultry. LEARNING
 Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments
 Cite examples of, indigenous, exotic  Students visit a poultry farm to observe
and cross breeds and study the practices.
 Predict the traits for which variety  Collect information about the recent
improvement is done. outburst of communicable diseases in
poultry.
 Distinguish between broilers and egg
layers.  Collect pictures of various poultry
species viz. indigenous and exotic
 Justify the management practices
breeds.
needed for good poultry production.

Fish production  Cite examples of fresh water and
marine fisheries.
 List down the freshwater resources
 Differentiate between capture fishing
and aqua culture.
 Cite examples of intensive fish
farming.
 Analyse the advantages of intensive
fish farming
SUGGESTED ACTIVITY / EXTENDED 1
LEARNING
 Students visit hatcheries /fisheries to
observe and study the practices.
 Observe specimens of fishes and
identify them.
ART ACTIVITY
 Collect pictures of sea foods/popular
dish of the paired state. Display on
bulletin board.(4.1.1.8)

May & Bee keeping  Cite examples of bees used for
June commercial honey production.
 Analyse the productivity of Italian
bees
 Evaluate the factors that will lead to
production of high-quality honey
EXTENDED LEARNING 1
 Write an article on honey as a wonder
product.
 Discuss: Apiculture - a source of
additional income for the farmers.
 Course
Month Learning outcome
Description
FUNDAMENTAL  Recall cell as the fundamental unit of
UNIT OF LIFE life.
 Trace the discovery of cell.
Structural  Recognize various shapes and sizes of
organization of cells cells.
 Understand the various functions of
cell.
 Differentiate between unicellular and
multicellular organism.
Cell membrane  Differentiate between cell & cell
organelles, organ and organelles,
prokaryotic and eukaryotic cell, plant
and animal cell.
 Identify and observe plant cell and
animal cell under the microscope.
 Recalls term diffusion.
 Differentiate between osmosis and
diffusion.
 Observe the effect of hypotonic,
hypertonic and isotonic solution on
No. of Portion for
Activity
periods Assessments
CLASS ACTIVITY: - 1
 AV Showing the cell and its
components.
 Charts depicting shapes of different
types of cells.
 Show permanent slides of TS of
root/stem /leaf, amoeba, paramecium,
nerve cell, muscle cell, Chlamydomonas
etc., to study cell shapes
 Correlation of student’s knowledge of
units and measurement to predict sizes
of cell and convert smaller units of
measurement (A°, microns &
nanometre) to standard units.
SUGGESTED ACTIVITY: 1
 To demonstrate diffusion and osmosis
using potato osmoscope.
 To study the construction and
functioning of compound microscope.
ART ACTIVITY
 To make a Jigsaw puzzle on plant
cell / animal cell/prokaryotic cell.
(4.1.1.2)
 Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments
living animal cell or plant cell.
 Explain and demonstrate the
phenomenon of osmosis.
 Justify that plasma membrane is
semipermeable membrane.
 Understand the process by which
amoeba takes food

Cell wall  Define plasmolysis. CLASS ACTIVITY: 2

 Correlate turgidity, osmosis and  To demonstrate plasmolysis using
plasmolysis of plant cell Rheo leaf/ onion peel.
 Justify the importance of cell wall in
plants and fungus

Nucleus  Explain the structure of nucleus. CLASS ACTIVITY:

 Draw nucleus and label its parts.  Display charts depicting nucleus of
different group of organisms.
 Correlate chromosome, DNA and
genes.

July Cytoplasm  Understand the composition of LAB ACTIVITY: 1

cytoplasm  To prepare stained temporary mounts
of (a) onion peel and (b) human cheek
cells and to record observations and
draw their labelled diagrams.

Cell organelles  Explain structure and function of CLASS ACTIVITY –

Endoplasmic various cell-organelles  Drawing the structure of cell and its
 Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments
reticulum  Draw and label the ultra-structure of organelles - mitochondria, chloroplast,
chloroplast, Golgi plant cell and animal cell. Golgi body, endoplasmic reticulum 2
body, mitochondria, and vacuoles on board.
and vacuoles
ART ACTIVITY
 Make clay model of a prokaryotic
and eukaryotic cell ( 4.1.2.1)

Cell Division  Elaborate the basic difference between ART ACTIVITY 1

mitosis and meiosis and their  Make coloured diagrams for mitosis
significance and meiosis ( 4.1.1.9)

TERM-II (20.07.2021 TO 24.09.2021) CLASS- IX, BIOLOGY

Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments

July TISSUES  Recall the term tissue. CLASS ACTIVITY – 2 MT- (22.09.2021)
 Understand the utility of tissue in  Observe tissues of plants using display  Improvement in
Introduction multicellular organism. charts. food resources
 Fundamental Unit
Plant tissues  Identify various types of plant tissue of Life
 Tissue
Meristematic  Explain characteristics, location and EXTENDED LEARNING:
tissue function of meristematic tissue.
 To study the role of apical meristem.
 Classify the meristematic tissues
 Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments
 Draw diagram showing the position of
various types of meristematic tissue.
Topic of SCM:
Permanent tissue  Elaborate structure and function of CLASS ACTIVITY: - 1  Tissue
permanent tissue in plant.
 To observe plant tissues using prepared
 Explain the role of xylem and phloem or permanent slides of stem/root/leaf.
in plants.
 Understand the structure and function LAB ACTIVITY:
of the various components of xylem  Identification of Parenchyma,
and phloem. Collenchyma and Sclerenchyma tissues
 Draw and label various components of in plants from prepared slides. Draw
xylem and phloem, parenchyma, their labelled diagrams.
collenchyma and sclerenchyma.

August Animal tissue  Appreciate the role of various tissues CLASS ACTIVITY: 1
in animals.
 To study the structure of different
 List the animal tissues types of animal tissues.
 Students draw the figures of plant and
animals tissues on board while other
set of students label them.

Epithelial tissue  Explain structure, location and  AV for the tissue showing the various
function of epithelial tissue kinds of Epithelial and muscular tissue.
 Correlate structure of epithelial tissue
to its function 3
 Identify the type of tissue in various
organs like skin, lining of kidney
 Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments
tubule, trachea, uterus, intestine,
stomach etc.

Muscular tissue  Explain structure, location and LAB ACTIVITY: 2

function of muscular tissues in
 Identification of striped, smooth and
animals. cardiac muscle fibers and nerve cells in
 Distinguish between: Striated , non- animals from prepared slides. Draw
striated muscle and cardiac muscles their labelled diagrams.

Connective tissue  Explain structure, location and CLASS ACTIVITY 2

function of connective tissue in
animals.
 Explain the components of blood
 Distinguish between: Bone and
Cartilage, Tendon and ligament,
adipose and areolar tissue.
 Draw diagrams of connective tissues.
ART ACTIVITY
 Make separate flash cards (5cm X 5
cm) for the tissues, their structure,
location and function. Match them
correctly (4.1.1.2)

September Nervous tissue  Explain structure, location and ART ACTIVITY 1

function of nervous tissue in animals.
 Make a model or chart showing the
 Draw and label the structure of a structure of neuron (4.1.1.2)
typical neuron.

Revision  Apply the concepts learnt in class  Oral /class test /diagram test / quiz 2
/teach a concept/activity-based test
 TERM-III (27.09.2021 TO 24.12.2021) CLASS- IX, BIOLOGY
Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments

October DIVERSITY IN  Recognize the diverse forms of plants CLASS ACTIVITY 2

LIVING and animals.
 To study the criteria used to classify the PT-2 (21.12.2021)
ORGANISMS
 Appreciate the wonderful world of books.
 Diversity in Living
living organisms.
Organisms (up to
Basis of  Understand the basis of classification. ART ACTIVITY Annelida)
classification
 Realize the importance of  Students make small cards, each card
classification in studying plants and displaying the criteria as hobbies, gender
animals. etc. on the basis of which groups can be
formed in class. (4.1.1.6) Topic of SCM:
 Understand the similarities and
differences among living organisms.  Diversity in living
organisms
 Classify organism into various groups
based on similarities and differences.

Classification and  Identify primitive organisms and 2

evolution differentiate them from advanced
organisms.

Hierarchy  Correlate classification to evolution

 Understand hierarchy of classification.

Monera  Describe the five-kingdom system of

classification. 1
 Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments
 Explain & list down the characteristics
of Monera.

Protista  Explain & list down the characteristics 1

of Prostista.
 Differentiate between: Monera &
Protista

November Fungi  Explain & list down the characteristics CLASS ACTIVITY: 1
of Fungi.
 Observe display charts, permanent
 Differentiate between: algae & fungi. slides, preserved fresh specimen of
fungi.

Plantae  Recall the characteristics of plants and LAB ACTIVITY 3

animals
 Identify the simplest division among
plants.
 Differentiate between: algae & fungi,
Bryophyta & Pteridophyta,
Angiosperms & Gymnosperms,
Monocotyledons & dicotyledons,
 Make schematic representation of
plant classification.
 Identify various plants of their
locality.
 Compare Monera, Protista, fungi,
 To study the characteristics of
Spirogyra, Agaricus, Moss, Fern, Pinus
(either male or female cone) and an
Angiospermic plant. Draw and give two
identifying features of the groups they
belong to.
 To study the external features of root,
stem, leaf and flower of monocot and
dicot plants.
 Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments
plantae and animalia.

Animalia  Make schematic representation of ART ACTIVITY 2

animal classification.
 Students to collect information on the
Invertebrates  Identify various animals of their plants and animals of paired state as
locality. defined under Ek Bharat Shrestha Bharat
Programme and make a collage.
(4.1.1.10)

December Animalia  Compare the characteristics of various ART ACTIVITY

phyla and class in animals
Invertebrates Gaming Zone - Students will make 2
separate flash cards (5cm X 5cm)
depicting Division/Phylum/Class ; their
identifying characters, example of
organisms and will match them
correctly.(4.1.1.2 & 4.1.1.3)

Animalia  Compare the characteristics of various LAB ACTIVITY: 2

Chordata phyla and class in animals.
 Draw and label various groups of
animals.
 Compare the classes of vertebrates
 Observe the given pictures / charts /
models of earthworm, cockroach, bony
fish and bird. For each organism, draw
their picture and record:
a) One specific feature of its phylum.
b) One adaptive feature with reference
to its habitat.
 TERM-IV (27.12.2021 TO March 2022) CLASS- IX, BIOLOGY
Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments

January Nomenclature  Apply the knowledge of scientific ART ACTIVITY 1

naming in writing the names of AE
 Study visit to botanical gardens,
plants and animals.  Improvement in
zoological garden, etc., for greater
 Explain binomial system of awareness of the environment and Food Resources
nomenclature. biodiversity. (4.1.5.4)  Fundamental Unit
 Find out the scientific names of of Life
common animals and plants.  Tissue
 Realize the importance of  Diversity in
nomenclature. Living Organisms
 Carry out projects on Biodiversity of  Why do we fall
local area. ill?
 Appreciate Biodiversity and its
importance

WHY DO WE  Recall the terms health and disease. CLASS ACTIVITY 2 Topic of SCM:
FALL ILL?
 Realize the importance of personal  Narration of personal experience with  Why Do We Fall
and community health. disrupted health by students. ill?
Health and its  Interpret the factors responsible for  Discussion on what the students & their
failure health. families do to keep healthy.
Personal and  Analyse the prevention of  Group discussion on causes of diseases.
community issues transmission of diseases by EXTENDED LEARNING
maintaining sanitation and hygiene.
 Collect information about the efforts
 Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments
made by local authorities for providing
safe drinking water.

ART ACTIVITY
 Use of calligraphy to write quotations /
slogans related to health. (4.1.1.6)

Diseases and its  Correlate health and disease. EXTENDED LEARNING

causes
 Survey of neighbourhood to study 1
disease pattern

Acute and chronic  Differentiate between acute and CLASS ACTIVITY 1

diseases chronic diseases giving examples
 Enlist the examples of non-infectious and
infectious disease

Infectious diseases  Define infectious disease. ART ACTIVITY

 Understand the causes of infectious
diseases.
 Differentiate between the infectious
and non-infectious disease.
 Modes of transmission written on
placards in Bold font. Students to pin
smaller slips with names of diseases
written on it to the main placard. (4.1.1.7)

Agents and  Understand various means of EXTENDED LEARNING

Transmission transmission of communicable
 Each student to introspect on choosing 1
diseases.
the noble profession of a doctor as career.
 Suggest measures to prevent and
 Refer and find out signs and symptoms
control communicable diseases.
of some common diseases.
 Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments

Organ and tissue  Understand the role of various EXTENDED LEARNING 1

specific symptoms and signs in diagnosis of
 Research on advancement in treatment of
manifestations disease.
diseases as AIDS.
 Correlate the path of entry of CLASS ACTIVITY
pathogen to tissues /organs infected
and the symptoms produced  Debate on indiscriminate use of
antibiotics.

ART ACTIVITY
 Role play on functioning of immune
system and its components. ( 4.2.2.7 &
4.1.4.4)

February Treatment  Interpret the steps of treatment. ART ACTIVITY 1

 Understand the principles of
treatment.
 Predict the mechanism of action of
Antibiotics.
 Making poster / collage to explain
modes of transmission, prevention,
control & myths associated with AIDS.
(4.1.1.8 & 4.1.1.10)

 Define immunization and vaccines. CLASS ACTIVITY 2

Prevention
 Awareness about the immunization
schedule of various vaccines.
 Realize the importance of hygiene
and balanced diet in keeping the
body healthy
 Apply the knowledge in maintaining
 Pasting printed immunization schedule
in the class.
 Narrating the story of discovery of
antibiotics & vaccines.
 Write a paragraph on prevention is better
than cure.
 Course No. of Portion for
Month Learning outcome Activity
Description periods Assessments
a healthy body
ART ACTIVITY
 Make a creative Vaccination card having
information of age, disease name and
name of vaccine. (4.1.1.6)

Revision  Apply the concepts learnt in class  Oral /class test /diagram test / quiz 2
/teach a concept/activity-based test