WEATHER AND CLIMATE multi disciplinary ProjectCLASS VII'.docx

Mdp class 8

1. KENDRIYA VIDYALAYA CTPS CHANDRAPURA (CLASS -VII)
MULTI – DISCIPLINARY PROJECT

TITLE OF THE PROJECT- WEATHER AND CLIMATE
(मौसम एवं जलवायु)

2. S
.
N
O.
SUBJECT LEARNING OBJECTIVES SUGGESTIVE ACTIVITIES LEARNING OUTCOMES
1 SOCIA
L
SCIEN
CE
1. Students will be able to
correlate this topic with
other subjects.
2. To make aware the
students regarding the
terms weather and climate:
their elements, climatic
change and their impact.
3. To apply the concept in
their daily life.
4. To develop understanding
regarding their role in
protecting environment.
1. Students have to make a weather calendar for one week. They
can take help of newspaper, google weather apps, radio or
television while doing this activity. They have to use
different pictures of symbols to show different types of
weather.










After getting the data, write a short paragraph on what
changes did you see in the table. From this, what do you
understand about Weather? (TERM-1)
2. Write a short note on the four seasons focusing on changes
you see in the different seasons this year.

1. Students learnt the definition of the
terms like weather and climate
2. Students learnt to relate the
different elements of weather &
climate.
3. Students learnt the factors responsible
for climate change.
4. Students learnt the impact of climate
change on their surroundings.
5. Students applied their learning
while making their project.
6. Students now able to connect with
their everyday life.
7. Responds critically, exhibits
creativity in planning, shows some
problem- solving skills and
demonstrate values imbibed.
8. Take responsibilities and
initiatives while performing tasks.
9. Exhibits interest towards
environment.
DAY 1 2
DATE
TIME
TEMPERATURE
WIND
AIR PRESSURE
HUMIDITY
WEATHER
PICTURE OR
SYMBOL

3. You can take help of your family members and neighborhood
people to know how conditions are different today from the
earlier years. So, answer these questions:
A. What is climate?
B. What are the changes you notice from your findings?
C. What is a climate change? Give 2 examples.
(TERM-1)
3. Make a poster showing Climate Change. Write an
attractive Slogan with it. (TERM-2)
4. Look at these two images. What do you understand
from these pictures? What are the reasons for this
difference in the picture? Give 5 points. (TERM-2)


2 SCIENCE Students will be able to:
● Know the two regions
of severe climatic
conditions on earth
namely; polar region
and tropical rainforest.
● Cite examples of
animals and plants
likely to be found in
polar region and
tropical rainforests.
● List out the
adaptations in animals
likely to be seen in
1. Take out outline map of the world. Mark the polar region in
blue and tropical rainforest in red and write names of animals
likely to be seen in those regions.
1. Student marked the polar region
and tropical rainforest with blue
and red colors respectively on the
world map.
2. Students wrote down 5-5 flora and
fauna each of polar region and
tropical rainforest.
3. Students made a diorama of polar
region/ tropical rainforest region
and exhibited the animals in them.
4. Students explained the following:
i. Why the big cat family hunts at
night?
ii. Why does polar bear go for
hibernation? How does its white

4. (TERM-1)




2. Read the online comics titled “Adaptation in Animals” from
Diksha portal and answer the questions given in it.
https://diksha.gov.in/play/collection/do_3132294705323130

5. these regions.
● Explain the reason of
body forms, eating
habits, other
behavioral habits of
the flora and fauna of
the mentioned
regions.
881328?contentId=do_3132286930272010241268
(TERM-1)
3. Watch the following video regarding how animals adapt
themselves to the climate and make a diorama of any one of
the two regions discussed.
https://diksha.gov.in/play/collection/do_3131034751227084
8011288?contentId=do_3130986625790361601189
(TERM-1)
4. Play the online maze-chase game made on wordwall.net and
match the animals with the adaptations shown by them.
https://wordwall.net/resource/21180123
(TERM-2)
5. Select among the following which animals can survive
the cold climatic conditions of polar region and how?







(TERM-2)
6. Recognize the following and predict in which climatic
zone they can live well.
color help him?
iii. Why does red-eyed frog has
sticky pads in its feet?
5. Students played the online game
provided in the link and pasted the
screenshots of their scores and time
taken to do the quiz.
6. Students recognized the animals in
the given picture and were able to
predict the climatic region they
belonged to.
7. Students recognized amongst the
following which animals can
survive the harsh polar region
climate and explained how.

6. (TERM-2)

3 MATHEM
ATICS
● Students will
correlate this topic
with math
A. Collect last 10 years data of extinct animals due to climate ● 1. Students learnt to find average
temperature, Mean, median and
(like data handling,
percentage, decimal,
fraction, rational
numbers and area.
change, from red list released by IUCN.
Try to answer the following questions:
1. Draw a bar graph between years and extinct animals.
2. Find out the rate of extinction of animals per year.
3. In which year highest number of animals were extinct.
4. Represent the least extinct animals on number line
and check whether these numbers are rational or not.
5. What is the percentage change of extinct animals in first
and tenth years. (TERM-1)


B. Data of loss of human life in last 8 years due to cyclones in
Orissa.
1. Find the average loss of human life during these 8 years.
2. What is the ratio of dead people in 6
th
year to the total human
loss in these 8 years? (TERM-1)

C. Area of Sundarbans in ganga delta is decreasing. Students
will collect data regarding area of Sundarbans and number of
Bengal tigers during last 12 years and they will try to find
out:
● Range of area between 1
st
year and 12
th
year.
mode of temperature of a particular
place.
Students learnt how to apply the
concept of percentage in analysing
data regarding increase and decrease
of flora and fauna of a particular
country and world.
Students now able to represent data
on line graph.
Students applied the concept of
area in a real change of forest in a
particular country.
Students learnt to get information
from bar graph and to represent it.

7. ● Area of Sundarbans in 12
th
year to the total area of
Indian territory.
● Average area allotted to a tiger in Sundarbans in 11
th
year.
● Draw a line graph between areal change and year of
Sundarbans. (TERM-2)
D. Read this bar graph and answer the questions given below:


1. How will you relate changes in the number of threatened
species over time with increasing extinction risks?
2. Try to estimate the percentage of threatened species.
(TERM-2)

4 ENGLISH Exposing the learners:
1. To a wonderful part of
nature “The desert”
2. To enable them to use
new words and
phrases.
3. To enable them to
learn how desert
1. Watch animated movie “Sahara” (2017) and write a
summary of it in your own words. (TERM-1)
2. Prepare a scrapbook in which you write some
information about desert animals and vegetation along
with their pictures. (TERM-1)
3. Write a paragraph on the desert. (TERM-1)
4. Look at the picture and write 5 points about Oasis:
1. Students explained what
happens when it rains in deserts.
2. Students defined oasis and wrote
down its usefulness for desert plants.
3. Students differentiated desert plants
and animals from other plants and
animals.
4. Students listed down the ways by
which desert plants fulfil their
water

8. animals and plants
adopt themselves to
the climate







(TERM-2)
needs.
5. Students wrote down 5-5 names of
desert dwelling plants and animals.
6. Students recognised the above
pictures and wrote down the names of
animals and plants.
7. Students observed the given picture
keenly and described it in their own
words in a short paragraph.
5. Recognize the animals given in pictures and write
their names:







(TERM-2)





6. Write the names of the plants shown in the above
picture. How desert plants adapt themselves?

9. (TERM-2)

5 ह िंंं ंं ंं
दी
● नदिय ो ो ˙ के प्रदि स्वस्थ ● परिय जना कायय – नदिय ो ो ˙ के िदप्रिू षण का काि ण दि
दोनवाि ण
● नदिय ो ो ˙ क अपने ि ` दोनक
जीवन के
स ˙ि यय

10. दृष्टीक ण का दोवकास
िकना
|
● दो5ो ो ˙ ि ी
सादो5त्य के दकवय
ो ो ˙ एव ˙ लेखक
ो ो ˙ का प्रकृ दि से
ग5ि ोे जुड़ाव क जानना |
● क5ो ोानी में प्रयुक्त नदिय
ो ो ˙ के नाम एव ˙
प्राकृ दिक
वनस्पदिय ो ो ˙ का ज्ञान |



(TERM-1)
दोचनात्मक लेख-चचत्र क दोोे खदक नदचय ˙ के दिलते
म`दोोानी स्वरूप दप दोस प ˙क्तक्तयााााााााँ चलक्तखए |
(TERM-1)
अनु�े ि लेखन –नदिय ो ो ˙ का म5त्त्व






(TERM-2)
दो5मालय से दोनकलने वाली नदिय ो ो ˙ की जानकाि ी
एकदिि िकना
|






(TERM-2)
पहाड़ की सुन्दिता दोदो पिचत्रता िनाए दोखने के
चलए आप चकस प्रकादो सहय ग दक सकते ह` ?
(TERM-2)
में ज ड़िक ि ोे खना |
● नदिय ो ो ˙ के नाम ो ो ˙ एव ˙
प्रकृ दिक वनस्पदिय ो ो ˙ का
ज्ञान |

11. 6 िंसंस्कृ
तम्
● सभी िचद्याथी इस Topic
(उपिचषय) क अन्य
िचषय ˙ से ज ड़ें.गे।
● सभी िचद्याथी मौसम िए ˙
जिलायु (Weather
&Climate) म. ोे ो ह ने
ि ाले दपरिततन दप
अपने िचचादो दो. ोे ो
गे।
िचद्याथी शीतऋतु िए ˙ ग्रीष्म- ऋतु के ऊदप एक क` लेन्दि
िनाए ˙ गे।








(TERM-1)

इस पाठ म. ोे ो िताई गई जिलायु िए ˙ मौसम के ऊदप Scrap
file
1. लेखनम्
2. ि दोनम्
3. पठनम्
4. उ�ादोम्य
5. पयािदतदोो्
6. शुि ीदकम्य अथयतज्ञानम् च।
7. चशदष् ो ोािचगमः उ�ादोदोो् ो ोाभ्यासः
8. ग्रीष्म िए ˙ शीत ऋतु के िादोोे म. ोे ो
जान
.
ोे ो गे।
9. भाषकय ला म. ोे ो ि ोृ क्तक्त दक सकें गे।

त`यादो दक. ोे ो गे। (TERM-1)
मादसिूम'(movie) चलचचत्र (िचल्म)क दोोे खदक उसम. ोे ो
चनचहत प्राकृ चतक -सौियत के ऊदप अपने िचचादो चलखेंगे।
(TERM-2)
स ˙कल्पः चसक्तन्दक्तायकः इस पाठ म. ोे ो की गई तपस्या के
समय चजन मौसम ˙ का ि तयन ह` उसके ऊदप अपने
िचचादो चलखेंगे।
(TERM-2)

12. ASSESSMENT
RUBRICS
● CONTENT
● ORGANIZATION AND PRESENTATION
● ORIGINALITY IN OBSERVATION AND REFLECTIVE THINKING
● LANGAUAGE AND STRUCTURE
● CREATIVITY
● APPROPRIACY TO TOPIC
● PRESENTATION
● VIVA
OAncttihveitbyasis of rubrics: Rubrics
1. Map
Work
Accuracy
(2)
Colour (1) Content (1) Neatness (1) Total
(5)
2.
Comi
cs
Marks
obtained
(4)
Time
taken (1)
- - Total
(5)
3.
Diag
rams
Quality (2) Design (1) Creativity
(1)
Attention to theme
(1)
Total
(5)
4.
Onli
ne game
Score (3) Time
taken (1)
Bonus
earned (1)
- Total
(5)

PROJECT
SHOULD
COVER
● INTRODUCTION
● ACKNOWLEDGEMENT
● CONTENT
● CONCLUSION
● BIBLIOGRAPHY

13. METHODOLOGY ● INTERVIEWS
● QUESTIONAIRE
● REPORTS

● BAR GRAPH
● DRAWING
● GOOGLE FORM
● SURVEY
● EXPLORATION
● ART & CREATIVITY
● WRITING SKILL
● FOCUS ON ENCOURAGING INDIVIDUAL WORK
● EXPERIMENTATION/ACTIVITY

14. Resources which
the students may
refer to e.g.,
Websites, books,
journals etc.
● Newspaper
● Wikipedia.
● YouTube.
● ALTERNATIVE ACADEMIC CALENDER
● GOOGLE
● NCERT TEXT BOOK
https://ncert.nic.in/textbook.php
● DIKSHA PORTAL
https://diksha.gov.in/ncert
● e-PATHSHALA
https://epathshala.nic.in/
● MATHS LAB ACTIVITIES
https://ncert.nic.in/science-laboratory-manual.php
● Subject wise source book on assessment
https://epathshala.nic.in/process.php?id=teachers&type=Teaching-Instructions&ln=en
● Art Integrated Project
http://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pd
f
● http://www.nce rt.nic.in/exemplar/labmanuals.html
http://cbseacademic.nic.in/
● YouTube movie link-
o https://www.youtube.com/watch?v=EdZDuOxp2q8
● Diksha portal
o https://diksha.gov.in/resources/play/collection/do_31310347512270848011288?contentType=TextBook
● For online game

15. o www.worwall.in
● Physical Map of India
https://nmcg.nic.in/NamamiGanga.aspx
● https://swachhbharat.mygov.in/
● http://nwm.gov.in/
REMARKS IF
ANY
IT IS SUGGESTED THAT STUDENTS SHOULD FOCUS ON THE TITLE AND ARE FREE TO EXPLORE,
INNOVATE AND USE THEIR OWN IDEAS WITH FACTS.

Members:
● Mr. Hira Paswan, PGT - Geography
● Mrs. Jyoti, PGT-Chem
● Mr. Kushendra Mishra, TGT Maths,
● Miss Krishna Konar & Mrs. Priynaka Raj, TGT English,
● Mrs. Kamlesh, TGT Hindi,
● Mrs. Jayanti Nayan, TGT SKT