Learning Indicators in Science at Upper Primary Stage
Introduction
Science is a human endeavour to understand the world by building-up conceptual models on the basis of their own observations of surroundings
and connect it to a meaningful patterns and relations to interact with nature. It involves processes like observations, making hypotheses,
performing activities, collecting and analysing data, drawing inferences and making generalisation.
As consistent with the stage of cognitive development, science is being taken as core subject in the curriculum at upper primary stage. At this
stage, it is a gradual transition from environmental studies of the primary stage to the elements of science and technology. At this stage, it is
important to expand the horizon of child gradually and start with the things that are within the direct experience of the child.
In view of NCF 2005 the syllabi of Upper Primary Stage has been developed following broad curricular expectations:
• At upper primary stage science concepts relate to the everyday experience of children and learnt through hands on activities/experiments
utilising local resources.
• The pedagogy of science at this stage reflects an approach that include tasks such as making simple models, meaningful investigations,
surveys, peer interactions, field studies and group activities.
• Child at this stage is encouraged to collect, organise and reflect on the information so that science learning becomes meaningful in social
context.
• Greater emphasis have been laid on the learning process of science (process skills). These skills include observation, hypothesis,
measurement, data collection and analysis, drawing inferences, making generalisations that promote analysis, critical thinking and creativity.
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The development of process skills in science enables children to learn by themselves so that they can continue to be creative and develop
lifelong learning attitude.
• At upper primary stage learners are encouraged to explore and seek varied resources to facilitate conceptual clarity and to establish
relationship with day to day life applications.
Continuous observation of the child’s learning is an essential component of a teaching learning process. It gives a teacher an idea that as a
facilitator what are necessary requirements to enhance the teaching-learning process. Teacher adopts several parameters through which she
assesses continuously learning progress of the child. These parameters are taken as learning indicators that enable the teacher to identify learning
gaps. Thus, learning indicators (LI) facilitate strategies to deliver curriculum and assess learner’s progress continuously with a focus on
curricular expectations.
The learning indicators in consonance with curricular expectations and pedagogical processes are presented in tabular form namely curricular
expectations, pedagogical processes and learning indicators class wise (classes 6,7&8).
Guidelines for users
(i) The columns in the Table-1 reflect curricular expectations and pedagogical processes.
The first column, curricular expectations provide learning goals as the child moves from class VI to class VIII through content and themes
mentioned in this column are perceived as a vehicle to achieve the goals of science curriculum at upper primary stage. The teaching-learning
process or pedagogical process are built along the science content keeping in the mind the cognitive reach of a child. It imbibes active
participation of learner and provide opportunity to construct knowledge utilising multiple resources. The major focus of the process is to create
learning environment.
(ii) The columns in Table-2 highlights learning indicators class wise which reflects the progress of learning. These are suggestive and may be
adopted or adapted as per the need and context.
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These pedagogical processes and learning indicators would help in implementation of CCE effectively.
Children with special needs requires to be taken along with class and it is desired to design alternate activities keeping in
view the learning objectives similar to those to the others. The teacher should take into account the specific problem of the
child and plan alternate strategies for teaching learning process. A healthy inclusive classroom environment provides equal
opportunity to all the students, those with and those without learning difficulties can learn together. The measures to be
adopted may include:
Develop process skills through group activities and use of ICT for simulation, repeated practices and evaluation.
Assess learning progress through different modes taking cognizance of the learner’s response.
Observation of the child’s engagement in multiple activities, through varied ways and levels of involvement.
Use of adapted equipments/devices (for eg. Visual output devices should have aural output and vice versa)
Use of embossed diagram in the pedagogical process and learning progress.
Use of adapted equipments in observation and exploration.
Use of multiple choice questions to get responses from children who find difficult to write or explain verbally.
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Table-1
Curricular Expectations Pedagogical Processes
Science syllabi at upper primary stage identifies age Observes surroundings, natural processes, phenomena
appropriate content that is being utilised as a vehicle to through visuals, touch, smell, feel and echo etc,
develop scientific temper and scientific thinking for example: For example
Develops process skills of science such as Wooden furniture, metallic lunch-box, spoon, pencil,
observation, inquiry, constructing hypothesis, stones , mirror, magnet, eraser, coal, plants, animals, sea
collecting data, recording observation, drawing breeze, land breeze, storms, cyclones, lightening, night sky
inference
Making generalisation, proving or disproving
hypothesis, developing explanation, communicating • Shares her observations with others (peers /adults), seeks
and applying. information and formulate hypothesis on the basis of
Imbibes the development of historical perspectives; observations
environmental concerns and sensitivity. Develop and .
respect for human dignity and rights; gender equity; Attempts to prove the hypothesis by designing and
values of honesty, integrity, cooperation and concern performing activities/experiments/ surveys
for life For example
The content consistent with the cognitive development - Separating different parts of flower such as sepals,
of learner at upper primary stage. petals, stamens and carpel etc.
For example: - cutting with knife, beating of materials with
- Identification of materials on the basis of their hammer, to check the hardness of materials
properties - Heating materials to check their conductivity
- Using electric tester to check electrical conductivity
- Idea/ experience about exhaustible and inexhaustible of materials
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natural resources
- Sources and components of food Observes the changes/ findings during the activity
For example
- Nutrition in plants and animals - Distinguishes between different parts of flower on the
basis of colour, shape, size, number, etc
- Useful and harmful microorganisms - Some materials are easily cut with knife
- Some materials change into flat sheets on beating
- Conservation of plants and animals - Some materials break down into a powdery mass.
- Some materials heat up quickly and some hardly heat up.
- Cell structure and functions of animal and plant - The bulb of tester glows in case of some materials and does
not glow for others.
- Sexual and Asexual reproduction in animals
- Idea of Motion, Force and Pressure Analyses data, interpret results and draws inference
For example:
- Electric current and circuit - Differentiates between different parts of flowers by
comparing with figures/ pictures
- Reflection and dispersion of light - Identifies materials on the basis of hardness, softness,
appearance, transfer of heat, flow of electric current
- Ideas about celestial objects
The learning indicators corresponding to class VI, VII and VIII with respect to the above mentioned curricular expectations
involving pedagogical processes is highlighted by taking examples.
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Table-2
Learning Class VI Class VII Class VIII
Indicators/ Class
Explore surrounding and Explores Explores Explores
shares experiences with - Plants and animals as - Modes of nutrition in plants - Various cropping patterns such as
others sources of food such as, such as autotrophic in green Rabi crops and Kharif Crops
wheat, rice, egg, milk, plants, heterotrophic in non- - Various practices of crop production,
fish etc. green plants and in such as, soil- preparation, irrigation
- identifies food animals etc. and animal husbandry
ingredients, such as - Identify various parts of - Roles of Microorganisms in our life
Chapati has two digestive tract in human - Various synthetic fibres such as
ingredients Atta and such as buccal cavity, artificial silk, nylon etc
water; Dal has more than oesophagus, stomach and - Physical and chemical properties of
two ingredient etc; and intestine etc. materials
food components such as - Process of digestion such as - Result of application of force on an
potato is rich source of saliva breaks down starch object such as change in its state of
carbohydrates while eggs into sugar in buccal cavity. motion or its shape
and fishes are rich in Digestive juices break down - Factors affecting friction such as
protein and fats is a the proteins into simpler nature of surfaces
component of nuts. substances - Pressure exerted by fluids such as
- Various plant fibres such - Various animal fibres such water in a bottle, air in inflated
as cotton, jute etc as wool, silk etc balloon
- Materials on the basis of - Changes as physical and - Sources of sound such as stretched
physical properties such chemical such as dissolving strings, membranes, air columns
as soft, hard, soluble, sugar in water, setting of - Chemical effects of current such as
insoluble, appearance, curd from milk etc electroplating
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transparency etc - Nature of substances as - Laws of Reflection and multiple
- Changes as reversible and acidic, basic such as lemon, images
irreversible such as tamarind, baking soda, soap - Ways by which air and water gets
melting of wax, making etc polluted, green house effect, ways of
of chapatti, burning of - Flow of heat such as metal purification of water
paper etc spoon kept in hot tea
- Types of movement, such becoming hot.
as motion of a vehicle on - Heating effect of electric
straight road, falling current such as electric
stone, hands of a clock, heater or iron becoming hot
blade of an electric fan, after switching on electric
swing current.
- Behaviour of magnets - Magnetic effects of electric
such as magnets attract current such as
materials like iron, electromagnetic crane,
attraction and repulsion electric bell
between two magnets - Reflection of light from
- Shadow formation of mirrors such as plane
objects of different mirrors, convex mirrors,
shapes, sizes and colours concave mirrors
in sunlight and candle - Issues related to Water
light Management such as
- Reflection from surfaces treatment of polluted water,
such as water of a pool, arrangement for sewage
mirror disposal, sanitation at
- Air and water as a natural public places
resource with focus on - Forest as a resource,
components of air, water deforestation, soil erosion,
cycle, loss of water by various products obtained
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plants and rain water from forest, forest as a life
harvesting line for the forest dwelling
- Recycling of waste communities
products, emphasis on
recycling of paper and
vermin-composting
Asks questions leading to For example: For example: For example:
investigations - Is chicken curry/honey - Why does pitcher plant feed - Why is weeding necessary
an animal product? on insects? in agricultural farm?
- Do carbohydrates present - How do animals utilise their - Why is wheat not cultivated
in plants sources only? food? during summer?
- Why do living things - Do some of our clothes come - How do vegetables and
need food? from animal sources? food get spoilt?
- What are our clothes - What kind of clothes helps us - What helps make curd?
made of? to keep warm? - Do we use clothes (fabric)
- Why are we advised to - Why does turmeric stain for purposes other than
wear cotton cloths in become red on applying making clothes to wear?
summer? soap? - Why does a burning candle
- How do plants/animals - What gets deposited on a get shorter?
get their food? tawa / khurpi if left in a moist - What happens when we
- How does a torch work? state? push or pull anything?
- How is magnet used to - How do we know how fast - Why needles are made
find directions? something is moving? pointed?
- What will happen if it - How does a fuse work? - How is sound produced?
does not rain or rains - Where and how do you get - Why are ringing bells not
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heavily? water for your domestic made of wood?
- Can fruits and vegetable needs? - What makes things visible?
peels be reused? - What are the products we get - What are the various
from forests? activities which makes air
and water impure?
Performs activities For example: For example: For example:
• Suggests different - Find and list out various - Collect information about - Gather material such as, potted
ways of doing food items, their plant nutrition from various earthen pots, manure, fertiliser,
activities ingredients and their resources such as news water etc. to carry out activity by
• Selects appropriate sources, such as, paper, internet etc. adding different manure and
materials/tools/instrum ingredients of idly are - Perform iodine test to fertilizers to the soil of potted plants
ent rice, urad dal and water confirm the presence of and comparing it with the plant
- Perform test for starch, starch stored during the lacking treatments.
• Collects and assembles protein and fats in various process of photosynthesis in - Manages ice-cream cups and
materials appropriately food items. leaves of different colours. germinate seedlings instead of
for performing - Materials will be - Collect information on earthen pots.
activities identified by doing structure of digestive tract - Uses spatula for using urea and
• Improvises various activities such as via books, posters, news other manure.
materials/tools/instrum dissolving materials into paper and internet etc. - Using only a little dose of urea at a
ents as per the need water, by compressing or - Nature of materials in time.
• follows relevant scratching materials, by surrounding will be - Replicate the activity many times.
precautions such as immersing material into identified by testing with - Physical and chemical properties of
handling objects/ water, by looking through different indicators such as materials will be tested by
chemicals/ equipments materials by using the litmus paper, flower performing various activities such as
carefully available resources indicators beating the material with hammer,
• Repeats activities to - Measures lengths using - Studies transfer of heat by burning of metals and non-metals in
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reproduce results hand span, strings, metre conduction, convection and air reactions of metals and non-
scale, etc radiation by heating metal metals with water, acids, bases and
- Lights up an electric bulb strip, water and keeping a salts.
using electric cell and hand on top of candle flame - Observes effect of force on speed
wires - Measures time period of a and direction of moving object
- Using conduction tester pendulum and speed of a - Performs various activities to study
identifies materials as ball. pressure exerted by water on the
good and bad conductors - Observes heating effect of bottom and walls of container
of electric current electric current by using - Tries out different ways of reducing
- Locates poles of a magnet some metal wires and and increasing friction
using iron filings battery - Performs activities to establish that a
- Forms images by plane, medium is needed for propagation
convex and concave mirrors of sound
- Makes a conduction tester and uses
it to test electrical conductivity of
liquids
Reporting and Recording For example: For example: For example:
• Records findings in Records observations of various Records Records name of various tools and
different ways, such foor items for the presence or observations of their uses in agricultural practices
as, table, graph, figure, absence of carbohydrates, iodine test with in tabular form, such as, plough for
etc protein and fats. different coloured tilling and loosening the soil,
- Draws figures of the leaves and leveller to level the soil etc.
collected materials and variegated leaves Records effect of green manure and
• Organizes scientific records their properties in for the present or urea on plant growth by recording
findings using a tabular form absence of starch length, number of leaves etc every
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appropriate tables, - Draws diagram of in the tabular day of seven days
charts, graphs, various parts of flower form. -Records the observations related to the
diagrams and symbols Records physical and chemical properties of
For example: - makes cards/ materials( metals and non-metals) in a
relates the observations with the charts using tabular form
physical properties of materials natural indicators - Records the action of force on the
• Identifies relationships and differentiates materials as - records the state of motion and shape of objects
in the findings soluble, insoluble, hard, observations
transparent, translucent, regarding nature For example:
conductor, insulator, etc of substances in a - differentiates between metals and
• Applies appropriate tabular form non-metals by observing their
mathematical skills to For example: - makes distance-time graphs physical and chemical properties
interpret quantitative - counting of floral parts - Draws diagram of a simple
data - Identifies different parts electric circuit using For example:
of flowers on the basis of symbols - measures the angle of incidence and
position and structure angle of reflection of light
For example:
identifies the For example:
nature of materials - Classifies the materials into metals
as acidic, basic and non-metals on the basis of
and neutral by physical and chemical properties
observing - Liquids exert equal pressure at the
different colours same depth
with indicators - Friction depends on the nature of
surfaces in contact
- Sound is produced by vibrating
objects
- Most liquids that conduct electricity
are solutions of acids, bases and salts.
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For example:
Discussion Concludes that urea and green manure
• Presents logical For example: For example: enhances growth of plants
explanations and -Concludes that most of the Concludes that starch is
arguments, flowers has four parts. synthesised only in the - Metals are used for making
• Communicates Concludes that rice has green part of variegated aeroplanes, boilers, automobiles etc
conclusions clearly carbohydrates in it but graound leaves whereas non-metals are used in fertilisers
nut has fat in it. Communicates that see and in water purification etc
- Concludes that hard and starch is synthesised in - Soles of shoes are grooved for better
lustrous materials are other different coloured grip
usually metals leaves too!! For example:
- Concludes that light - calculates the time - Visits a commercial electroplating
travels in straight line period of simple unit
pendulum - Finds out the locations of the deposits
- calculates speed of iron, aluminium and zinc in India.
of an object Mark these in an outline map of
India. Discusses in which form the
• Connects scientific
deposits are found.
concepts to everyday
life
For example:
- Makes kaleidoscope, model of solar
For example: system, toy telephone, etc
- Infers that materials which - Make model of fire extinguisher.
For example: turns blue litmus red are
- cooking utensils are made acidic in nature whereas
up of metals as they are materials which turns red
good conductor of heat litmus blue are basic in
• Makes effort to
nature
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acquire further - Concludes that warm air - Discussion on recycling of paper
knowledge rises up - Discussion on different methods of
- Concludes that when purification of water,
electric current passes For example:
• Displays a sense of For example: through a wire, it behaves - Hazards of electroplating, noise
interest in science by - visit a blacksmith, like a magnet pollution, disaster management
preparing charts and observe and report how - Concludes that white light
working models metals are moulded consists of seven colours For example:
- discusses on methods of purification
• Participates of water
enthusiastically in role For example: - discusses on fuel efficiency
plays, field trips, - Makes pinhole camera,
science exhibitions, periscope, etc
etc. For example:
For example: - Copper vessels are not used
• Responds critically to - Discussion/ role play/ to keep acidic materials.
media coverage of poster presentation on - Convex mirror is used as
issues conservation of water side view mirror in vehicles
• Shows innovation and - Survey on waste
creativity management
• Shows some problem- For example:
solving skills, • Issues such as, noise
pollution, gender issues For example:
- Visit electric shop to see
For Example: various types of fuses and
- Suggest methods of rain MCB
water harvesting
- Suggest ways of recycling
of paper
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Demonstrates values
imbibed For example: For example: For Example:
• Uses Discusses with peers for not to Discusses with peers not to pluck Discusses the harmful effects of
resources/materials waste food. flowers, leaves etc. agrochemicals in agriculture.
without wasting - Makes sun dial, sand clock, Discusses on precautions to be taken
• Records and reports Switches off electrical appliances electromagnetic crane, etc while using LPG
findings honestly when not in use, avoids wasting Discusses on how to use fire
• Takes responsibility water, chemicals etc. For example: extinguishers
and initiative while - Brings the soil sample from Steps taken to adopt for conservation
performing task the nearby area and find out of energy.
• Works cooperatively the nature of soil. Discusses Discusses about the switching off the
with peers with gardener if he/she engine at traffic lights or at a place
• Listens patiently to treats the soil in any manner where one has to wait.
arguments of others - Discussion on the judicious
• Advises the ways for use of water.
conservation of
environment so that
changes in For example:
environmental Do not cut trees!!it decreases rain-
conditions will not fall and fertility of soil etc. and
affect the survival of increases temperature
entire species.
For Example:
Discusses on plantation of
eucalyptus trees which
absorb surplus waste water
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and release pure water
vapour into the atmosphere
discusses on vermi
processing toilet
discusses on preservation of
forests
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