Central Board of Secondary Educa(cid:415) on CLASS - 10 UNIT -1 AMAZING INVENTIONS & HEROES OF SCIENCE The CBSE-International is grateful for permission to reproduce and/or translate copyright material used in this publication. The acknowledgements have been included wherever appropriate and sources from where the material may be taken are duly mentioned. In case any thing has been missed out, the Board will be pleased to rectify the error at the earliest possible opportunity. All Rights of these documents are reserved. No part of this publication may be reproduced, printed or transmitted in any form without the prior permission of the CBSE-i. This material is meant for the use of schools who are a part of the CBSE-International only. Preface The Curriculum initiated by Central Board of Secondary Education –International (CBSE-i) is a progressive step in making the educational content and methodology more sensitive and responsive to the global needs. It signifi es the emergence of a fresh thought process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with the existing personal, social and cultural ethos. The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about 11500 schools affi liated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being designed by CBSE-i, has been visualized and developed with these requirements in view. The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build on values, beliefs and traditional wisdom, make the necessary modifi cations, improvisations and additions wherever and whenever necessary. The recent scientifi c and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will enable the young learners to become ‘life long learners’. The ability to stay current, to upgrade skills with emerging technologies, to understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the global learners. The CBSE-i curriculum has taken cognizance of these requirements. The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt fl exibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace of learners. The CBSE has introduced the CBSE-i curriculum in schools affi liated to CBSE at the international level in 2010 and is now introducing it to other affi liated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research would be the constituents of this ‘Core’. The Core skills are the most signifi cant aspects of a learner’s holistic growth and learning curve. The International Curriculum has been designed keeping in view the foundations of the National Curricular Framework (NCF 2005) and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of whom are now global citizens. The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of empowerment with the help of the schools’ administering this system strongly recommends that practicing teachers become skillful learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the Board. I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana Parashar, Head (Innovations and Research) CBSE along with other Education Offi cers involved in the development and implementation of this material. The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided on the portal. Any further suggestions are welcome. Vineet Joshi Chairman Acknowledgements Advisory Conceptual Framework Shri Vineet Joshi, Chairman, CBSE Shri G. Balasubramanian, Former Director (Acad), CBSE Shri Shashi Bhushan, Director (Academic), CBSE Ms. Abha Adams, Consultant, Step-by-Step School, Noida Dr. Sadhana Parashar, Head (I & R),CBSE Ideators Ms. Aditi Misra Ms. Anuradha Sen Ms. Jaishree Srivastava Dr. Rajesh Hassija Ms. Amita Mishra Ms. Archana Sagar Dr. Kamla Menon Ms. Rupa Chakravarty Ms. Anita Sharma Ms. Geeta Varshney Dr. Meena Dhami Ms. Sarita Manuja Ms. Anita Makkar Ms. Guneet Ohri Ms. Neelima Sharma Ms. Seema Rawat Dr. Anju Srivastava Dr. Indu Khetrapal Dr. N. K. Sehgal Dr. Uma Chaudhry Material Production Groups: Classes IX - X English : Mathematics : Science : History : Ms. Sarita Manuja Dr. K.P. Chinda Ms. Charu Maini Ms. Jayshree Srivastava Ms. Renu Anand Mr. J.C. Nijhawan Ms. S. Anjum Ms. M. Bose Ms. Gayatri Khanna Ms. Rashmi Kathuria Ms. Meenambika Menon Ms. A. Venkatachalam Ms. P. Rajeshwary Ms. Reemu Verma Ms. Novita Chopra Ms. Smita Bhattacharya Ms. Neha Sharma Ms. Neeta Rastogi Ms. Sarabjit Kaur Ms. Pooja Sareen Ms. Ruchika Sachdev Geography: Political Science: Economics: Ms. Deepa Kapoor Ms. Sharmila Bakshi Ms. Mridula Pant Ms. Bharti Dave Ms. Archana Soni Mr. Pankaj Bhanwani Ms. Bhagirathi Ms. Srilekha Ms. Ambica Gulati Ms. Archana Sagar Ms. Manjari Rattan Material Production Groups: Classes VI-VIII English : Science : Mathematics : Geography: Ms. Rachna Pandit Dr. Meena Dhami Ms. Seema Rawat Ms. Suparna Sharma Ms. Neha Sharma Mr. Saroj Kumar Ms. N. Vidya Ms. Leela Grewal Ms. Sonia Jain Ms. Rashmi Ramsinghaney Ms. Mamta Goyal History : Ms. Dipinder Kaur Ms. Seema kapoor Ms. Chhavi Raheja Ms. Sarita Ahuja Ms. Priyanka Sen Ms. Leeza Dutta Political Science: Dr. Kavita Khanna Ms. Kalpana Pant Ms. Keya Gupta Ms. Kanu Chopra Ms. Shilpi Anand Material Production Group: Classes I-V Dr. Indu Khetarpal Ms. Rupa Chakravarty Ms. Anita Makkar Ms. Nandita Mathur Ms. Vandana Kumar Ms. Anuradha Mathur Ms. Kalpana Mattoo Ms. Seema Chowdhary Ms. Anju Chauhan Ms. Savinder Kaur Rooprai Ms. Monika Thakur Ms. Ruba Chakarvarty Ms. Deepti Verma Ms. Seema Choudhary Mr. Bijo Thomas Ms. Mahua Bhattacharya Ms. Ritu Batra Ms. Kalyani Voleti Coordinators: Dr. Sadhana Parashar, Head (I and R) Ms. Sugandh Sharma, E O (Com) Dr. Srijata Das, E O (Maths) Dr. Rashmi Sethi, E O (Science) Shri R. P. Sharma, Consultant Ms. Ritu Narang, R O (Innovations) Ms. Sindhu Saxena, R O (Tech) Shri Al Hilal Ahmed, AEO Ms. Seema Lakra, S O Ms. Preeti Hans, Proof Reader Heroes of Science & Amazing Inven(cid:415) ons Section Listening Speaking Reading Writing Vocabulary Grammar Skills Skills Skills Skills The Making of • Select and • Taking an ac(cid:415) ve • Interpre(cid:415) ng • Researching • Using a Scien(cid:415) st extract part in group ideas in a and Wri(cid:415) ng Vocabulary informa(cid:415) on discussions, passage by about a Hero a) Galileo specifi c to from a text showing an rela(cid:415) ng it to of Science b) Madame character required for ability to express other material • Wri(cid:415) ng a Diary Curie analysis a specifi c agreement or on the same Entry c) Richard purpose. disagreement, to theme and • Wri(cid:415) ng a Ebright summarise ideas, to own • Interpret ideas Speech to elicit the views experience d) Venkataraman in a piece of others, and and • Designing a Ramakrishnan by rela(cid:415) ng to present own knowledge. poster it to own ideas experience and • Expressing knowledge. views through simula(cid:415) on and role play Science and • Listening Nature for specifi c informa(cid:415) on • Dis(cid:415) nguishing main points from specifi c details • Drawing inferences • Interpre(cid:415) ng ideas by rela(cid:415) ng them to other material on the same theme and to own experience and knowledge. Albert Einstein at • Taking an ac(cid:415) ve • Iden(cid:415) fying • Interpre(cid:415) ng • Understand- School part in group main points of ideas in a text ing the use discussions, a text by rela(cid:415) ng of lexical showing an it to other terms in • Understanding ability to express material on context and evalua(cid:415) ng agreement or the same informa(cid:415) on • Consul(cid:415) ng disagreement, to theme and the • Drawing summarise ideas, to own dic(cid:415) onary inferences to elicit the views experience for of others, and • An(cid:415) cipa(cid:415) ng and unfamiliar to present own and predic(cid:415) ng knowledge. words ideas Section Listening Speaking Reading Writing Vocabulary Grammar Skills Skills Skills Skills • Discussing views • Interpre(cid:415) ng • Transcoding • Using new and opinion ideas in a ideas from words passage by verbal to visual in given • Presen(cid:415) ng views rela(cid:415) ng it to form contexts through use of other material mul(cid:415) -media • Repor(cid:415) ng • Using on the same events using knowledge • Asking ques(cid:415) ons theme and appropriate of lexical and conduc(cid:415) ng a to own language and items in survey experience format. problem- and solving • Wri(cid:415) ng knowledge. another • Comple(cid:415) ng chapter on the a crossword same theme • Wri(cid:415) ng a diary entry • Rewri(cid:415) ng a given account as First-person narra(cid:415) ve The Monster of • Conduc(cid:415) ng a • Iden(cid:415) fying • Transcoding • Select and Frankenstein Press Conference main points of ideas from extract a passage verbal to informa(cid:415) on visual form from a text • Interpre(cid:415) ng required for ideas in a text • Expressing a specifi c by rela(cid:415) ng views in visual purpose. it to other form material on • Vocabulary • Expressing the same related to views using theme and a par(cid:415) cular language to own emo(cid:415) on appropriate to experience the task • Phrasal and verbs and • Wri(cid:415) ng a knowledge. Idioms clear account • Interpre(cid:415) ng of events the text in coherently visual form • Wri(cid:415) ng a Press Brief • Wri(cid:415) ng a newspaper Report • Wri(cid:415) ng a diary entry • Designing a book cover Section Listening Speaking Reading Writing Vocabulary Grammar Skills Skills Skills Skills Anukul • Taking an ac(cid:415) ve • Iden(cid:415) fying • Transcoding • Select and part in group main points of ideas from extract discussions, a passage one genre to informa(cid:415) on showing an another • Interpre(cid:415) ng from a text ability to express ideas in a text • Expressing required for agreement or by rela(cid:415) ng it views using disagreement, to a specifi c to other mate- language summarise ideas, purpose. rial on the appropriate to to elicit the views same theme the task • Vocabulary of others, and and to own ex- • Wri(cid:415) ng a related to to present own perience and ideas clear account a par(cid:415) cular knowledge. of events object • Discussing views • Character coherently and opinion analysis • Vocabulary • Wri(cid:415) ng a • Presen(cid:415) ng views related to • Foreshadow- Press Brief through use of a character ing • Wri(cid:415) ng a diary mul(cid:415) -media trait • Mo(cid:415) ve entry • Wri(cid:415) ng a TV Script (Dialogue) Germs • Iden(cid:415) fying • Transcoding main points of knowledge a poem from verbal to visual form • Drawing inferences • Understanding allusions and other poe(cid:415) c devices • Interpre(cid:415) ng ideas in a text by rela(cid:415) ng it to other material on the same theme and to own experience and knowledge. Man Against • Presen(cid:415) ng an • Iden(cid:415) fying • Transcoding • Select and Virus argument main points of ideas from extract a passage one genre to informa(cid:415) on another • Interpre(cid:415) ng from a text ideas in a text • Expressing required for by rela(cid:415) ng views using a specifi c it to other language purpose. material on appropriate to the same the task theme and to Section Listening Speaking Reading Writing Vocabulary Grammar Skills Skills Skills Skills own experience • Wri(cid:415) ng a • Vocabulary and knowledge. clear account related to of events • Character a par(cid:415) cular coherently analysis object • Wri(cid:415) ng • Foreshadowing a factual • Mo(cid:415) ve account • Wri(cid:415) ng a dialogue • Wri(cid:415) ng an ar(cid:415) cle A Sonnet to • Adop(cid:415) ng diff erent • Iden(cid:415) fying • Iden(cid:415) fying Science strategies to main points of a and under- convey ideas poem standing eff ec(cid:415) vely • Drawing lexical items according to inferences purpose, topic • Under- • Understanding and audience standing allusions and • Taking an ac(cid:415) ve use of liter- other poe(cid:415) c part in group devices ary devices discussions, • Interpre(cid:415) ng showing an ideas in a text ability to express by rela(cid:415) ng it to agreement or other material disagreement, to on the same summarise ideas, theme and to to elicit the views own experience of others, and to and knowledge. present own ideas Machine • Presen(cid:415) ng a view • Iden(cid:415) fying • Poe(cid:415) c point main points of device—Use a poem of imagery • Drawing inferences • Understanding allusions and other poe(cid:415) c devices • Interpre(cid:415) ng ideas in a text by rela(cid:415) ng it to other material on the same theme and to own experience and knowledge. Grammar Use of Rela(cid:415) ve Clauses in context – Defi ning & Non- defi ning