The document outlines curricular expectations for science subjects in upper primary school students. It emphasizes developing students' scientific process skills like observation, classification, prediction, and hypothesis testing through hands-on activities. These process skills allow students to better understand science concepts and solve problems. The document also lists three domains of competencies to focus on: scientific processes, communication and language skills, and disposition towards environmental sensitivity and ethics. Developing these skills will help students become competent global citizens and lifelong learners.

1. CURRICULAR EXPECTATION FROMSCIENCE SUBJECTS
IN UPPER PRIMARY SCHOOL STUDENTS
DRAFTED BY MS. GEETIKA SALUJA
Science isunderstandingof the worldbybuildingconceptual modelsonthe basesof developing
skillsthroughobservationof the surroundingsandconnectsitto meaningful patternsandin
relationstointeractwithnature. Asan educatorwe are workingtowardsevolvingalearningprocess
and an environmentwhichwouldempowerthe learnersas – future competent,confidentglobal
citizenswithscientificacumenengagedinnew researchpromotingsustainable development,peace
and harmony.
Our goal as Science teacheristo offeropportunitiesforall studentstogainsufficientschoolingin
science,sothattheybecome betterproblemsolvers,critical thinkersandinquiringhumanbeings.
In Upperprimarygradesi. e grades VI,VI,VII,VIII greateremphasisshouldbe laidonlearningthe
processof science. Science,asa process,startswithstudentslearningskillssuchasobserving,
classifying,predicting,inferring,andhypothesizing.Italsoincludesscientificcreasoning,critical
thinking,anddecisionmaking.The combinationof these skillswithinthe science curriculumcontent
enablesstudentstodeveloptheirunderstandingof science.While these skillsare notunique to
science,theyare importantinthe applicationof science tonew situations.There isnouniversal list
of scientificprocessskills.Those identifiedinthiscurriculumare notintendedtobe alinearscope
and sequence;instead,theysuggestmultiple waysinwhichlearningscience canbe explored.
At each grade level,new processesare introducedandthenreinforcedwiththe curriculumcontent
inthe subsequentgrades.Processskillsare bestlearnedinhands-onactivitieswhere students
engage ina problem-solvingtaskwhiledoingscience. The hands-onmodel of learningscience
allowsstudentstoconstructmeaningfulconnectionswithinthe brain.Inyoungchildren,process
skillscanbe foundinthe natural practice of manipulatingmaterialswhile askingquestionsandbeing
curious.The namesof the skillscanbe usedandreinforcedbyteachersasstudentsuse andlearnto
applythese skillstoscience activities.The science processnameswill become familiartostudents,
enablingthemtouse the correct vocabularywhentheyexplaintheirinvolvementinscience and
technologyinquiries.
While planninglessonspleasetake intoconsiderationfollowingaspectsthatwill helpindeveloping
processingskillsamonglearners:
COMPETANCY DOMAIN
1. Observation, Hypothesisformulation;designof apparatusorexperiment totesthypothesis,
measurement,datacollectionusingvarioustool andanalysis,interpretingdata,approving
and disapprovinghypothesis, makinggeneralizations.
2. Knowledgeof use of scientificinstruments,toolsandprocedures
3. Posingquestionsbyteachersandstudentsaskingquestionsleadingtoinvestigation.
 Be explicitaboutwhatyouwanta studenttodo.Sequence questions/topicssothat
newmaterial isrelatedtothatpreviouslylearned.
 Lead torecollector recognitionof science factsandconcepts

2. 4. Planninginvestigations,experiment,andsurvey.
5. Communicatingexplanationswithevidences. Representing,relatingorexplainingscientific
processesorobservedphenomenon
6. Compare - contrastand evaluate alternative explanations.
7. Classification/comparisonof organisms/process;givingexamples
8. Reflectingtheirthinkingwithwhatscientificcommunitythinks.
9. Definitionordescriptionof scientificterms,organismsormaterials
10. Buildingof vocabularyof scientificterms/keywords.Highlightandsequence keywordsin
textbook,inanswers.
11. An appreciationfororderingandsequencingtopicsintheirsubjectsothata learnercan
grasp it,inthe rightconceptual steps,i.e.,conceptual hierarchy.
12. Analysisof informationtoidentifytrendsorproperties
13. A knowledgeof howtobreakit downand ‘place it’intomanageable ‘units’.Understanding
the use of rightmetaphorsandanalogiestoexplaindifficultideasintermsof familiarones.
14. Analysesthe cause andeffect relationshipof aparticularphenomenaandcanIntegrate
differentconceptsorinformationfordecisionmaking.
15. Engage in meaningfulandgoal orienteddiscussions.
 Presentslogical explanationandarguments.
 Providesjustificationinsupportingarguments.
 Understandsthe conceptof agree to disagree attimes.
 Is able tosummarise discussionandcommunicate conclusion.
 Extraction,translationandapplicationof knowledge orinformation
BEHAVIOUR DOMAIN
16. Imbibingthe environmentsensitivityisviewedintermsof nurturance,warmthand
empathy.
17. Promote effective communicationskills,interpersonal andcooperative/collaborativeskills.
18. Addresslocal issuesandlocal culture relatingitwithglobal needs.
19. Childrenwhoare able tounderstandother’sfeelingsare betterable toregulate their
interactionswithothers. Emotional factorsare therefore,asimportantasthe intellectual
onesinthe learningprocess.
20. Establishingmeaningful relationships,the abilitytosustainconnectionsandcommitmentto
respondtootherswithsensitivityandflexibility.
21. Encouragingdialogue,exhibitingsensitivitytostudent’sneedsandinterests,andproviding
engaging,richandmeaningful materialsandactivities.Anatmosphere of trustisbuiltinthe
classroom;that enablesstudentstotake risksandto developtheirself esteem.
22. Provide space forindividual childtoexpressthemselvesfreelyinthe classroomwithoutfear
of beingjudgedorstereotyped.Childrenneedtobe aware that theirexperiencesand
perceptionsare importanttotranslate intoformal conceptsof science.
23. Access to laboratoriesandlibrarieswill helpthemdiscovertheirowninterestsandaptitudes
and begintoformideason whatcoursesof studyandrelatedworktheymightlike topursue
later.
 No studentinscience classshouldbe exemptedfromlabsafetyrules,soteachersmayneed
to frequentlymodel appropriate safetybehaviour

3. DISPOSITION DOMAIN
24. displayssensitivitytowardsthe organismslivingindiverse habitats.
25. Developssensitivitytowardseverylifeformsandthe inter-dependencyexistinginthe
natural world.
26. Control overemotions.Emotionsplayacrucial role inenvironmentaldegradation.
27. Relate environmentdegradationtowellbeing.
28. Respectsall livingandnonlivingforms.
29. Takesintoconsiderationthe welfare of all above her/hiswon whenevershe/he isgiven
opportunitytomake choices.
30. Understandsthe largermeaningof ‘thinkgloballybutactlocally’
REFERENCES USED TO DEVELOP MY UNDERSTANDING AND FRAME THIS PRELIMINARY DRAFT
1. Hand book of CBSE-i (International)
2. LearningOutcomesFramework,Grade 6,Nova Scotia,Departmentof Education,Canada,April
2004
3. Grade 6 CurriculumPackage,BritishColumbia,Ministryof Education,September2010
4. LearningIndicatorsandLearningOutcomesat the ElementaryStage,NationalCouncil of
Educational ResearchAndTraining,2014
5. PositionPaper,National FocusGrouponTeachingOf Science,NCERT,March 2006
6. Understandinganddealingwithadolescentlearners,NCERT