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National School Curriculum

SCIENCE
CURRICULUM FRAMEWORK
Classes PP-XII

Department of Curriculum and Professional Development

Ministry of Education
Royal Government of Bhutan

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“Your parents, relatives, and friends would be very proud of what you have achieved. At your age, to have
completed your studies is your personal accomplishment. Your knowledge and capabilities are a great asset for
the nation. I congratulate you for your achievements.

Finally, your capabilities and predisposition towards hard work will invariably shape the future of Bhutan. You
must work with integrity, you must keep learning, keep working hard, and you must have the audacity to dream
big.”
- His Majesty Jigme Khesar Namgyel Wangchuck
 National School Curriculum

SCIENCE
CURRICULUM FRAMEWORK
Classes PP-XII

Department of Curriculum and Professional Development

Ministry of Education
Royal Government of Bhutan
Published by

Department of Curriculum and Professional Development

Ministry of Education
Royal Government of Bhutan
Thimphu, Bhutan.

Provisional Edition 2021

First Edition 2022

www.education.gov.bt

© 2022 Department of Curriculum and Professional Development

All rights reserved. This publication is not for sale. No part of this book may be produced in any form without
permission from the Ministry of Education.

ISBN 978-99936-0-584-3
 ACKNOWLEDGEMENTS

The Department of Curriculum and Professional Development (DCPD), MoE, Thimphu extends earnest gratitude
to Dzongkhag Education officers, schools and relevant agencies for the unfeigned support and cooperation
rendered towards the production of this Framework. The support is a milestone in our endeavour for the cause of
children.

The curriculum shift entails resource draining. Developmental partners, both international and national, like
UNICEF, Save the Children, World Bank, and others have been forthcoming in expanding professional and financial
support towards improving the quality of education, for which the DCPD remains indebted and grateful.
The DCPD extends its earnest gratitude to all the educationists, educators, and relevant professionals who
extended invaluable insights in the production of this framework. Without the wide range of tangible and
intangible insights and moral support, the transformation of curriculum to experiential and process-based learning
would not have been possible.

The DCPD also sincerely acknowledges the retrieval and use of contents and resources, either in part or whole,
from relevant websites and other forms of sources. However, DCPD reassures that these resources are exclusively
for educational learning purposes.

No part of this book shall be reproduced in any form without the prior written permission from the DCPD, MoE,
other than for educational purposes.
Research and writing for provisional edition, 2021

Advisors:
1. Kinga Dakpa, Director General, Royal Education Council (REC)
2. Wangpo Tenzin, Curriculum Specialist & Dean, Curriculum Development Centre, REC

Research and Writing:

Science
1. Wangchuk, Curriculum Developer, REC, Paro
2. Jigme Tenzin, Teacher, Doteng LSS, Paro
3. Sherab Jatsho, Teacher, Yangchen Gatshel MSS, Thimphu
4. Tobgay, Teacher, Wangbama CS, Thimphu
5. Tashi Lhamo, Teacher, Yangchen Gatshel MSS, Thimphu
6. Norbu Gyeltshen, Teacher, Betikha MSS, Paro
7. Ngawang Choden, Teacher, Gaupay LSS, Paro
8. Ugyen Tshomo, Teacher, Katsho LSS, Haa

Biology
1. Karma Dorji, Curriculum Developer, REC, Paro
2. Tshering Lham, Teacher, Shari HSS, Paro
3. Pema Lhazin, Teacher, Zilukha MSS, Thimphu
4. Mahendra Timsina, Teacher, Dechencholing HSS, Thimphu
5. Tshering Zangmo, Punakha CS, Punakha

Chemistry
1. Bhoj Raj Rai, Curriculum Specialist, REC, Paro
2. Sumitra Subba, Teacher, Shari HSS, Paro
3. Tshering Zangmo, Teacher, Shari HSS, Paro
4. Madhan Chhetri, Teacher, Gongzim CS, Haa
5. Sonam Tobgay, Teacher, Gaselo HSS, Wangdue

Physics
1. Phuntsho Norbu, Curriculum Developer, REC, Paro
2. Damcho Wangchuk, Teacher, Bajothang HSS, Wangduephodrang
3. Jigme Norbu, Teacher, Motithang HSS, Thimphu
4. Sangay Wangpo, Vice Principal, Luntenzampa MSS, Thimphu
5. Tshering Dorji, Teacher, Phobjikha MSS, Wangdue
6. Norbu Wangdi, Teacher, Gonzim Ugyen Dorji CS, Haa
7. Yeshi Choden, Engineer, DITT, MoIC, Thimphu

Environmental Science
1. Wangpo Tenzin, Curriculum Specialist & Dean, Curriculum Development Centre, REC
2. Tashi Yangzom, Teacher, Khasadrapchu MSS, Thimphu
3. Pema Khandu, Teacher, Wangbama CS, Thimphu
4. Phuntsho Penjor, Teacher, Gongzim Ugyen Dorji CS, Haa
5. Tshering Tobgay, Teacher, Shari HSS, Paro
Research and Writing for the first edition, 2022

Advisors:
1. Tashi Namgyal, Director, DCPD
2. Wangpo Tenzin, Curriculum Specialist & Dean, Curriculum Development Centre, DCPD

Research and Writing:

Physics
1. Phuntsho Norbu, Curriculum Developer, DCPD, MoE
2. Jigme Norbu, Training Developer, DCPD, MoE
3. Sherab Jatsho, Teacher, Yangchen Gatshel MSS, Thimphu
4. Thinley Namgyel, Teacher, Loselling MSS, Thimphu Thromde
5. Melam Dema, Teacher, Rangjung CS, Trashigang
6. Sangay Lhamo, Teacher, Jigme Sherubling CS, Trashigang
7. Ugyen Wangdi, Teacher, Baylling CS, Trashi Yangtse
8. Sonam Jamtsho, Teacher, Mongar HSS, Mongar
9. Dorji Tshewang, Teacher, Lhuentse HSS, Lhuentse
10. Lhaten, Teacher, Teacher, Chumey CS, Bumthang
11. Kesang Tshering, Principal, Samdrup Jongkhar MSS, S/Jongkhar Thromde
12. Sonam Wangchuk, Teacher, Tang CS, Bumthang
13. Kinga Tshering, Teacher, Trashigang MSS, Trashigang
14. Namgay Rinchen,Teacher, Tsenkharla CS, Trashi Yangtse

Science
1. Wangpo Tenzin, Dean, DCPD, MoE
2. Wangchuk, Curriculum Developer, DCPD,
3. Jigme Tenzin, Teacher, Doteng LSS, Paro
4. Pema Yangki, Teacher, Woochu LSS, Paro
5. Dorji Wangmo, Teacher, Woochu LSS, Paro
6. Phuntsho Wangchuk, Teacher, Lobesa LSS, Punakha
7. Khenrab Jamphel, Teacher, Kabesa CS, Punakha
8. Wangchuk, Teacher, Kabesa CS, Punakha
9. Kuenzang Dorji, Teacher, Tsangkha MSS, Dagana
10. Sonam Choden, Teacher, Yadi CS, Mongar
11. Kezang Tshering, Vice Principal, Khangkhu MSS, Paro
12. Ebadan Rai, Teacher, Ramjar MSS, Trashiyangtse
13. Sangay Biddha, Teacher, Kunzaling CS, Trashiyangtse
14. Sangay, Teacher, Nobding LSS, Wangduephodrang
15. Kinley Namgyel, Vice Principal, Darla MSS, Chhukha

Environmental Science
1. Wangpo Tenzin, Dean, DCPD, MoE, Thimphu
2. Wangchuk, Curriculum Developer, STEM Unit, DCPD, MoE, Thimphu
3. Jamyang Drukda, Teacher, Punakha CS, Punakha
4. Tashi Tenzin, Teacher, Dashiding HSS, Punakha
5. Phuntsho Penjor, Teacher, Gongzim Ugyen Dorji CS, Haa
6. Yeshey Nidup, Teacher, Khangkhu MSS, Paro
7. Yonten Chophel, Teacher, Daga CS, Dagana
8. Tenzin Tharchen, Teacher, Samcholing HSS, Trongsa
9. Shekhar Nath Mishra, Teacher, Kuzhugchen MSS, Thimphu
10. Uma Acharya, Teacher, Babesa HSS, Thimphu
11. Rinzin Lhamo, Teacher, Changangkha MSS, Thimphu
Biology
1. Karma Dorji, Curriculum Developer, DCPD, MoE
2. Dorji Wangchuk, Training Developer, DCPD, MoE
3. Mahendra Timsina, Teacher, Dechencholing HSS, Thimphu
4. Tshering Lham, Teacher, Shaba HSS, Paro
5. Tshering Zangmo, Teacher, Punakha CS, Punakha
6. Sonam Tshering, Teacher, Chukha CS, Chukha
7. Karma Wangda, Teacher, Damphu MSS, Tsirang
8. Tempa Wangchuk, Teacher, Samtengang CS, Wangduephodrang
9. Krishna Prasad Khanal, Teacher, Zhemgang CS, Zhemgang
10. Deepak Sharma, Teacher, Lamgong HSS, Paro
11. Karma Dechen Wangmo, Teacher, Drukjegang HSS, Dagana
12. Nima Wangdi, Teacher Mendrelgang CS, Tsirang
13. Pema Tshering, Teacher, Rangjung CS, Tashigang
14. Tenzin Nima, Vice Principal, Tashitse HSS, Tashigang
15. Nim Dorji, Teacher, Tshenkharla CS, Tashi Yangtse
16. Shomo Tshering, Teacher, Chapcha MSS, Chukha

Chemistry
1. Bhoj Raj Rai, Curriculum Specialist, DCPD, Thimphu
2. Binod Rai, Teacher, Punakha CS, Punakha
3. Adip Rai, Teacher, Wangbama CS, Thimphu
4. Jampel Choda, Teacher, Chukha CS, Chukha
5. Salim Lepcha, Teacher, Drukgyel CS, Paro
6. Sancha Bdr Rai, Teacher, Damphu CS, Tsirang
7. Karma Wangmo, Teacher, Punakha CS, Punakha
8. Bal Bdr Gurung, Teacher, Loselling MSS, Thimphu
9. Soanm Yangzom, Teacher, Daga CS, Dagana
10. Sonam Tobgay, Teacher, Gaselo CS, Wangdue
11. Migma Tshering, Teacher, Tsirangtoe CS, Tsirang
12. Leki Wangmo, Teacher, Mendrelgang CS, Tsirang
13. Aushmita Pradhan, Teacher, Gesarling CS, Tsirang
 FOREWORD

COVID-19 has caused unforgiving disruptions in the public education all over the world, and brought about threats
of fragmentation in the society due to disparities in accessibility and connectivity in many systems. In Bhutan too,
continuity of education and learning has been severely affected as a result of sporadic nationwide school closures,
restrictions, and health protocols. The disruptions exposed the limitation of the existing ideologies and practices in
education. This has deprived children living in poverty worldwide, who rely on the physical settings of their schools
for educational materials and guidance, of the learning and other essential educational services. Cognizant of the
global trend to embrace the competency-based learning as education for the 21st century, the current priority of
the Government is to transform the knowledge and textbook based learning to competency-based learning through
open source and experiential learning.
In the new normal education, human interaction and well-being is a priority. Technology, particularly digital
technology that enables communication, collaboration and learning across distance, is a formidable tool though
not a panacea but a source of innovation and expanded potentials. As we embrace this exceptional opportunity to
transform the education, it is imperative to reimagine the organization of our educational institutions and learning
environments. In the post COVID 19 era, we must prioritize the development of the whole person not just the
acquisition of academic knowledge. Inspiration for the change can be drawn from the 1996 Delors report, Learning
the treasure within. Its four pillars of learning as “learning to know”, “learning to do”, “learning to be”, and “learning
to live together” are the current global ethos of teaching and learning. Therefore, curricula must be increasingly
perceived as an integrated, themes based and problems-based orientation that allows learners develop a strong
base of knowledge about one’s self and about the world, and find purpose of life and be better able to participate
in social and political milieu.
The National School Curriculum is, not just a mere response to the pandemic, but also culmination of the curriculum
reform work for the last four years by the erstwhile Royal Education Council. It is an attempt to transform education
from the teaching of “what” to learning of “how” and “why” towards empowering learners with the transversal
competencies and the 21s t century skills, and preparing them to be lifelong learners. In tandem with this initiative,
we are optimistic that the paradigm shift in science education orients our education process in empowering young
generation with the scientific mind-set and disposition, and skills towards nurturing nationally rooted and globally
competent citizens.
With this curriculum material, we are optimistic that our learners and teachers are ushered through a life enriching
experiential science education.

Tashi Delek

(Tashi Namgyal)
DIRECTOR
DCPD
Table of Contents

1 Introduction 1
1.1 Background 1
1. 2 Rationale 2
2 Goals 3
3 Key competencies 5
4 Scientific Knowledge and Understanding 8
5 Scientific Skills and processes 8
6 Scientific Values and Attitudes 10
7 Guiding Principles 10
8 Curriculum Structure and Organization 17
8.1 Strands 17
8.1.1 Process strand 17
8.1.2 Conceptual strand 17
8.2 Key Stage 18
8.3 Key Stage wise Competency based Standards 20
9 SECTION A: SCIENCE 22
9.1 Key Stage 1 (PP-III) 23
9.1.1 Strand: Life Processes 23
9.1.2 Strand: Materials and their Properties 27
9.2.1 Strand: Physical Processes 31
9.2 Key Stage 2 (IV-VI) 35
9.2.1 Strand: Life processes 35
9.2.2 Strand: Materials and their Properties 46
9.2.3 Strand: Physical Processes 54
9.3 Key Stage 3 (VII-VIII) 64
9.3.1 Strand: Life processes 64
9.3.2 Strand: Materials and their Properties 79
9.3.3 Strand: Physics Process 92
10 SECTION B: BIOLOGY 105
10. 1 Key Stage 4 (IX-X) 106
10. 2 Key Stage 5 (XI-XII) 131
169
11 SECTION C: Chemistry 169
11. 1 Key stage 4 (IX -X) 170
11. 2 Key Stage 5 (XI-XII) 183
12 SECTION D: Physics (Physical Processes) 221
12. 1 Key Stage 4 (IX-X) 222
12.2 Key Stage 5 (XI-XII) 237
13 SECTION E: Environmental Science 256
13. 1 Key Stage 4 (IX-X) 257
13. 2 Key Stage 5 275
13 Teaching and learning approaches 298
15. Assessment and Reporting 302
16. Enabling Conditions 308
16.1 School Administration & Management 308
16.2 Professional Capacity of Science Teacher 308
16.3 Stakeholders: 309
16.4 Physical Resources 311
17. Cross Curricular Linkage 311
18. Glossary 313
19. Bibliography 314
 Science Curriculum Framework (PP-XII)

1 Introduction
1.1 Background
Science is a human endeavour. It is an organised and systematic body of knowledge in any field of inquiry built
through the lens of scientific process. Science basically consists of scientific content (ontology) and scientific
process (epistemology). The scientific content ascribes the quantum of scientific knowledge explaining the natural
and physical world, while the scientific process assists in understanding the nature of scientific knowledge; and
how the scientific knowledge is constructed and accepted by the scientific community.

Bhutanese science education started with a curriculum borrowed from the neighbouring country. However, in
1986, the Royal Government of Bhutan (RGoB) replaced this curriculum by implementing a localised science
curriculum founded on the principles of New Approach to Primary Education (NAPE). The localised primary
science curriculum was implemented with the intent to promote the art of scientific inquiry through Bhutanese
social, cultural, and environmental contexts. After more than a decade of implementation, the localised primary
science curriculum became a hotspot of public scrutiny and debate. Bhutanese from various social strata argued
that the localised primary science curriculum is not only shallow in content but also contains outdated learning
activities. Therefore, the localised primary science curriculum was revised in 2001 mainly to add appropriate
content to enhance quality learning (Royal Education Council [REC], 2012).

The PP-XII science curriculum, however, was heavily criticised for being fragmented and lacking the sense of
progression across different grades. Generally, the Bhutanese populace opined that the PP-XII science curriculum
is largely content-driven, and lacks attributes to prepare students for the world of work. Therefore, a large-scale
movement of PP-XII science curriculum reform was launched in 2008. To push the process of reforms, the
Ministry of Education (MoE) commissioned to conduct a needs assessment of the science curriculum in 2007.

As a follow-up to the findings from the needs assessment, the PP-XII science curriculum was reformed and
implemented in phases. The reformed PP-XII science curriculum from fourth to sixth-grade was implemented in
2013, while the reformed science curriculum from 10th and 12th-grade was implemented in 2017. At the core of
the reformed PP-XII science curriculum, the aim was to provide a clear statement of what learners are expected to
achieve as a result of science education. It aspired to provide learning experiences organised with better
coordination, consistency, coherence, and progression. Moreover, it envisioned to provide learning experiences
that are more enriching, challenging, and relevant to learners’ developmental appropriateness (REC, 2012).

In the early 2000s, the world witnessed increased connectivity with the advancement in digital technologies
amongst the global villages. The world also confronted a plethora of ballooning real-world challenges. Cognizant
of the changing priority of science education, the National Science Foundation (NSF) in the USA called for a 21st
century integrative approach to science, technology, engineering, and mathematics (STEM). As a follow-up, the
National Research Council (NRC) in its PP-XII Framework for Science Education and Next Generation Science
Standards raised the stake to connect scientific content and scientific process to form science standards and make
the standards of engineering design at par with science standards (NRC, 2012, 2013). Thus, across most parts of
the global education system, content and instructional practices of different science disciplines are mostly taught
in conjunction with other STEM disciplines in real-life authentic contexts to address contemporary social,
economic, environmental and inequity issues.

Considering the changing dynamics of science education from traditional silo-based approach to integrative STEM
education, the Royal Education Council (REC) initiated Bhutanese science curriculum reform towards the fall of
2019. To strengthen the content and practice of 21st century skills, the Bhutanese PP-XII science curriculum was

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 Science Curriculum Framework (PP-XII)

reformed from the point of science, technology, engineering, and mathematics (STEM) educational approach. The
reformed PP-XII science curriculum highlights paradigm shift from:
1. teaching many isolated facts towards teaching fundamental or disciplinary core ideas in science (Biology,
Physical Processes, and everyday materials).
2. teaching disciplinary core ideas and scientific processes together towards the construction and generation
of scientific knowledge and ideas to inform their action.
3. raising the standards of engineering design process/design challenge at par with the science standards.
4. infusing technological design where appropriate to augment science standards and engineering design
(National Research Council [NRC], 2014).
5. transforming knowledge-based teaching to competency-based learning through active engagement of
learners.

Therefore, the reformed PP-XII science curriculum aspires to augment the spirit of STEM education in Bhutan.
While the disciplinary core ideas in science and scientific inquiry are expected to explain the natural and physical
world, the engineering and technological design is expected to situate learning in the authentic Bhutanese and
global contexts, connect to real-world situations, and foster deeper understanding of local or global challenges
(NRC, 2013, 2014). The hallmark of the STEM education in our context is to foster scientifically elite professionals
and technicians to contribute in national developmental activities, and scientifically literate citizens who can reap
every opportunity that any development in the field of science can offer in raising their living standard and lifestyle.

1. 2 Rationale
Universally, science education is underpinned as ends and means to achieve scientific literacy. Although not a
universal panacea, science education aims to make citizens scientifically literate who can make informed decisions,
evaluate policy matters, and make informed judgment on the scientific pieces of evidence. According to NRC
(2007), science education aspires to help students:
1. know, use, and interpret scientific explanations of the natural world;
2. generate and evaluate scientific evidence and explanations;
3. understand the nature and development of scientific knowledge;
4. stimulate sensitivity, innovation, creativity in the field of STEM, and transfer the learnt knowledge and
skills in diverse situation; and
5. participate productively in scientific practices and discourse.

As Bhutanese education is inspired by the goal of producing nationally rooted and globally competent citizens, the
PP-XII science curriculum aspires to augment the quality of scientific literacy underpinned by the global scientific
trend enriched by the principles of Gross National Happiness (REC, 2018). At the national level, PP-XII science
curriculum strives to produce Bhutanese citizens who can make judicious decisions, assess, and evaluate the
Bhutanese national policy, and take part effectively in scientific and legal proceedings at varying platforms.
Concurrently, PP-XII science curriculum is also aimed at producing quality science professionals, doctors,
engineers, environmentalists, chemists, etc. From a classroom teaching point of view, Bhutanese PP-XII science
curriculum invests in pursuit of augmenting scientific competencies. Therefore, at the end of the PP-XII science
education, Bhutanese students are expected to use and apply scientific knowledge and skills to explain physical
and natural phenomena, design and conduct scientific inquiry; and analyse, interpret, and relate the scientific data
to appropriate context.

Moreover, as the philosophical foundations of PP-XII science curriculum shifts from silo-based approach to
integrative STEM education, the PP-XII science curriculum aspires to produce but not limited to (a) promote
STEM literacy, (b) enhance STEM innovators and professionals, (c) build future STEM workforce readiness, (d)
articulate connections amongst STEM subjects, (e) develop 21st century competencies, and (f) foster interest and

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 Science Curriculum Framework (PP-XII)

engagement in doing science. Development of such capabilities and competencies entail active engagement in the
scientific methods and processes towards empowering students as scientifically literate and elite citizens.

2 Goals
The perennial goals of Bhutanese science education revolve around the premise of educating youths with both
scientific knowledge and scientific process. However, as the national priority shifts from the culture of silo-based
science towards the foundations of STEM, the eventual aspirations of Bhutanese science education today stand
more from the tone of STEM-based approach. At the national level, the STEM-based science education aspires to
produce individuals with STEM literacy capable of understanding and evaluating information, have a voice in
science funding decisions, evaluating policy matters, and weighing scientific evidence provided in legal
proceedings. Further, it purports to produce skilled and motivated future scientists, doctors, engineers, and STEM-
based workforce or professionals.

The Bhutanese science curriculum is one of the channels in achieving national aspirations of science education. It
strives to provide bastions in nurturing the spirit of both scientific practices (disciplinary core ideas and scientific
inquiry) and engineering design. To realise such captivating curricular goals, the Bhutanese science curriculum
desires to provide learning experiences in epitomizing the development of the following:

2.1 Understand the characteristics of science, nature of science (NOS), and nature of scientific knowledge
(NOSK).
The science education at its end must help learners to understand the characteristics of science or NOS. Thus, the
science curriculum must help learners to understand that scientific knowledge is: tentative and revisionary (subject
to change); empirically-based (based on and/or derived from observations of the natural world); subjective (theory-
laden); necessarily involves human inference, imagination, and creativity (involves the invention of explanations);
and is socially and culturally embedded.

2.2 Acquire core or fundamental scientific knowledge and understanding of the natural sciences at a level
appropriate to their developmental stage.
Science uses distinctive ways of valuing, thinking, and working to understand the natural world around us. This is
not the kind of knowledge that the learners can learn just by experience and, therefore, the science curriculum must
provide all the learners with the opportunity to gain essential knowledge and understanding the dynamics of the
physical environment and about the learners themselves.

2.3 Develop and apply the skills of scientific inquiry in understanding how scientists work; and how scientific
knowledge is constructed, and accepted by the scientific community.
The charm of science lies at the heart of scientific inquiry. It revolves around the culture of sparking curiosity and
quest to bring forth scientific claims with logical reasons. Therefore, science curriculum must inherently provide
avenues to learners to experience and engage in the ethos of scientific practices and scientific habits of mind. To
raise the spirit of STEM education through the slogan of “doing science”, science curriculum must dwell on the
following principles of scientific inquiry:
● Pose significant questions that can be investigated empirically
● Link research to relevant theory
● Develop method that permit the investigation of the question
● Provide coherent and explicit chain of reasoning
● Replicate and generalise across studies, and
● Disclose research to encourage professional scrutiny
and critique (NRC, 2002)

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 Science Curriculum Framework (PP-XII)

2.4 Develop and apply the skills of problem-solving through design-based learning, engineering design
process, or engineering challenge.
The footprint of engineering design process or engineering practices is foundational at the centre of STEM
education. It is undoubtedly the universal approach to solve real word problems, as much as what engineers and
scientists practice. Engineering design situates learning in authentic contexts or complex situations, and brings
several STEM disciplines together to solve real-world issues. Fundamental to doing science is to empower learners
to generate new knowledge and create alternative ideas and construct scientific artefacts in solving problems in
the community. Therefore, science curriculum must provide learners a wide range of opportunities to practice
engineering design process as:
● define and delimit real-world situations or problems by clearly stating the problem to be solved in
terms of criteria for success and given constraints or limits,
● design solutions by initially generating possible solutions, then evaluating the promising ones to
determine which best meet the problem criteria and constraints; and
● optimise the solution by systematically testing and refining solutions, and improving the final
design by trading less important features for those considered more important (English & Kings,
2015)

2.5. Use, develop, and apply the skills of information, communication, and technology (ICT) in augmenting
the science and engineering practices.
As global dynamics shift from the agrarian-based society to technologically savvy 21st century, ICT has become
the life and living of today’s world, including education. As a body of knowledge, object, activity, and volition,
ICT harbours a wide range of potentials in invigorating STEM learning. Therefore, science curriculum must
provide learners an avenue to: explore digital resources, manipulate and handle physical ICT related tools, design
and create solutions using relevant ICT tools (software or apps), and promote the environmental, socio-economical,
and cultural values through ICT.

2.6 Make learners ‘scientifically literate’ and be able to participate in critical and informed debates on the
key questions and issues that may affect their own lives, community, country, and the world at large.
In particular, science education should equip the learners with the scientific knowledge, skills, values and attitudes
that help them to become active, informed and critical citizens who can contribute to debates about sensitive moral,
ethical, social, economic and environmental issues. They will also be active and critical participants in wider
debates about good governance and democracy whilst respecting and maintaining the country’s traditions and
cultural values.

2.7 Prepare learners for higher studies in STEM disciplines, and also to allow them to make a smooth
transition into jobs that require an understanding of STEM.
As a society, Bhutan aspires educated generations of scientists, technologists, doctors and teachers with a scientific
temperament so that they can develop newer and better ways to meet the needs of a rapidly changing society, and
to solve life related problems. The school science curriculum provides the quantum of scientific knowledge and
skills that cater to the needs of the learners aspiring to pursue higher studies in STEM disciplines. For those who
do not pursue higher studies or training in STEM, this course should enable the learners to understand the
fundamentals of scientific principles, and develop skills useful in their lives; particularly in relation to agriculture,
livestock farming, forestry and other technological environments.

2.8 Develop a sense of health and well-being and how to live a healthy life.
The science curriculum should equip learners with the STEM literacy and knowledge of health and nutrition to be
able to live a healthy life for themselves, their families, and their community. For example, knowledge of good

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 Science Curriculum Framework (PP-XII)

nutrition is essential to maintaining good health and well-being. The understanding of how to prevent diseases
helps learners understand how they can lead healthier and happier lives not just for themselves, but also for their
family and their community.

2.9 Inculcate in learners a love of learning science and learning STEM in general, which they carry on
throughout their lives.
For learners completing their science education in class X, the Science Curriculum is designed to give them a
useful education in science so that they feel motivated to engage in debate, be active citizens and learn more about
STEM related issues that affect their lives, the lives of their families and their community. The scientific methods
and processes stimulate the art of learning and excel in scientific studies. For those going on to science related
careers, the curriculum is challenging and encouraging and arouses interest in science and inspires learners to be
scientists, foresters, environmentalists, nurses, and engineers; continue to develop their knowledge, understanding
and skills in science or STEM in general throughout their lives.

3 Key competencies
Competency is more than just knowledge and skills. A competency is the capability of the learner to apply or use
a set of related knowledge, skills, and abilities required to successfully perform "critical work functions" or tasks
in a defined work setting. It implies the ability to analyse and synthesize information and experiences to create
“working knowledge” that can be used in a real-world setting, or transfer learning from one subject to another. For
example, the ability to communicate effectively is a competency that may draw on an individual’s knowledge of
language, practical IT skills and attitudes towards those with whom s/he is communicating. The key competencies
identified in NSCF are:

3.1 Spirituality and Values

Spirituality and values of an individual is quintessential of the psychosocial wellbeing and to live in harmony with
oneself, others and in the society. Despite the general perception that science and spirituality are contradictory,
they are deeply connected. Science is about things, which can be measured and quantified, whereas the knowledge
and understanding of spirituality lie in the realm of subjectivity and the belief system that cannot be measured.
However, science is a discipline of rational, logical thinking, informed by empirical, measurable, and replicable
tools and technologies that manifest in the understanding of the realities of life and of the world around. This
understanding fosters the formation of personal disposition of love, compassion, generosity, sanctity of life and
the sense of mutuality. For example, weapons of mass destruction are the product of science; however, their
deployment is influenced by the values of spirituality and the preciousness of life.

Science and spirituality complement because, their ideologies serve as the precursor of deeper understanding of
each other through interpretation and objective analysis. For instance, spirituality inspires visionary thinking and
values, while science provides methods to probe deeper in the realities of life and the world. Therefore, science
education provides learning experiences that engage learners in wide range of scientific methods and processes
leading to generation of knowledge, so that learners realise how the world works, and of one’s own action on
others and the environment. Empowered by the scientific aptitude and the sense of realisation, learner develop as
socially responsible and productive individual.

3.2 Language
Science as a discipline of study and the body of knowledge of understanding about living things and of how the
world works is unique. In essence, all the discipline of studies in school education has unique nature and

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characteristics and the different ways of learning and communication. As such, languages are categorised as
scientific, financial, political, and others. The ability of learner to understanding and acquisition of scientific
information and interpretation of data are influenced by the level of scientific language competencies.

Besides the mastery of generic scientific methods and processes, the science curriculum aims the development of
authentic scientific languages competencies and application in their studies. In so doing, learning experiences
invite the use of different forms of writing and communicating, namely to report the scientific finding, debate on
certain issues, deliberate on ideas, and communicate ideas to wide range of audience. To this effect, scientific
words are presented in the sequential order of the four levels of language – naming, process, concept, and
mathematical representation.

3.3 Transversal Competencies

Transversal competencies are portable or soft skills vital in all form of human activities, at work or in studies.
These skills are critical thinking, creativity, collaboration, communication, including citizenship and cultural
sensitivity. Science as a discipline of methodical studies mandates that the learner is engaged in the scientific
processes of observation, investigation, and draw conclusion with analytical and critical thinking that
commensurate the grounded theories and the realities of how science works.

Towards generating a grounded scientific ideas and knowledge, science is generally ventured through a
collaborative endeavour based on the shared values and the common goals. Thus, the science curriculum envisages
the development of these skills in the following perspectives:

3.3.1 Critical and Innovative Thinking

Critical thinking, innovative thinking, creativity, entrepreneurship, resourcefulness, application skills, reflective
thinking, presentation skills, responsible decision making, communication, leadership, and organisational skills.
For example, apply the knowledge of hydrocarbons and polymerization to design physical or computer models of
any polymer that might have commercial values.

3.3.2 Interpersonal Skills

Team work, collaboration, initiative, sociability, collegiality, self-discipline, enthusiasm, perseverance, self-
motivation, compassion, integrity, commitment, self-awareness, tolerance, openness. For example, design a
device, which uses covalent or ionic materials to relate the bonding with the properties of materials.

3.3.3 Global Citizenship

Respect for diversity, intercultural understanding, ability to resolve conflicts, civic participation. For example,
argue for and against the use of nuclear weapons in the world.

3.3. 4 Physical and Psychological Health

Respect for the environment, healthy lifestyle, physical fitness, empathy, self-respect. Example, evaluate use of
electrochemical cell in an electric car in terms of energy efficiency, renewability, and environmental impact.

3.3.5 Enterprising and Industrious

The world has witnessed great scientific leaps and technological advances, which define the present and the future.
The youth unemployment rate has consistently remained high in Bhutan without any benefits of technological
development on employment opportunities. Therefore, there is an urgent need to promote in learners the value of
being enterprising and industrious through STEM education to foster the aptitude and disposition of self –
employed and successful entrepreneur.

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The competency-based education, hallmark of the science for the current era, through the experiential learning and
real time experiences is central to entrepreneurial and business ventures driven by learner’s mastery of portable
skills. Hence, the science curriculum envisages the engagement of learners in wide range of activities in facilitating
the development of dignity of labour, integrity, analytical, workmanship as an enterprising individual.

3.4 Sustainable Living

Sustainable living is a lifestyle that aims to reduce one’s environmental impact for sustainability of the Earth and
for the person. It can mean not choosing to consume a product that is made using practices that do not promote
sustainability, buying local or bicycling to work place.

With climate change becoming a more serious problem every day, it is important than ever for people to do their
part by practicing sustainable living to reduce the pressure on Earth’s natural resources and to combat climate
change.
The following learning activities in science, for instance, promote sustainable living in learners.
● Apply the principles of green chemistry to design a Bhutanese house that can keep us warm in winter
● Design a prototype to produce biofuel from local organic waste that may solve energy problems in the
locality.

3.5 Health, Safety and Wellbeing

3.5.1 Health and safety
The learning and teaching science involve handling of potentially hazardous substances and equipment. Therefore,
it is the responsibility of the teacher and the school to ensure safety and health of all students undertaking the study.
Teachers and students always practice appropriate safety precautions. It is the responsibility of schools to ensure
that teachers and learners comply with necessary health and safety protocols. For example, “In class IX Chemistry,
design an experiment to investigate the difference between saturated and unsaturated hydrocarbons. Follow the
health and safety protocol while carrying out the investigation.”

3.5.2 Well-being
Social-emotional learning is the process through which learners acquire and effectively apply the knowledge,
skills, and attitudes, necessary to understand and manage emotions; set targets and achieve the goals; feel and show
empathy for others; establish and maintain positive relationships, and experience making informed and responsible
decisions. The social – emotional skills include self-awareness, self-management, relationship skills, social
awareness, and responsible decision-making.

3.6 Digital Competence

Digital competence is the combination of knowledge, skills, and values in context to the use of technology to
perform tasks, solve problems, communicate, manage information, collaborate, so as to create and augment
learning in science, which is not feasible with knowledge-based teaching and learning.

The world is going through the fourth industrial revolution, digital technologies is fundamental towards embracing
the new generation ways of living, learning, working, and relating with each other. Consequently, digital
technologies are gradually drastically changing the landscape of the job. This means technologies rule the work
force, and therefore, mandates that the present generation of youths are digital savvy and empowered with technical
temper and zeal.

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4 Scientific Knowledge and Understanding

In addition to general competencies developed as a result of offering science curriculum, learners are expected to
develop the subject related competencies based on the scientific knowledge and understanding, skills and
processes, and scientific values and attitudes of curiosity, integrity and problem solving.
Thus, students are expected to:
● understand phenomena, facts and patterns, principles, concepts, laws, theories, and models in science.
● learn the vocabulary, terminology and conventions used in science.
● acquire knowledge of techniques and skills specific to the study of science.
● develop an understanding of technological applications of science and of their social implications.

5 Scientific Skills and processes

The scientific processes and skills are fundamental to the development of foundational and mastery of scientific
skills. This component of science education is critical in personalizing learning and stimulates learners to
generate new knowledge and create ideas and innovate plethora of scientific artefacts and young scientists and
researchers. Following are the attributes of scientific skills and processes:

5. 1 Scientific Thinking
Learners are expected to:
• identify characteristics of objects or natural phenomena.
• recognize patterns and changes in the natural world and use them to forecast trends.
• develop valid conclusions by examining evidence and applying logical reasoning.
• recognize the critical significance of models in elucidating natural events.
• recognize that models are updated as new or contradictory evidence is discovered.
• use logical reasoning and experimentation to test hypotheses and concepts.
• use experimental evidence to identify preconception or misconception.
• apply concepts to new contexts by integrating them into a knowledge framework.
5. 2 Scientific investigation
Learners are expected to:
• ask relevant questions.
• develop hypotheses regarding scientific phenomena and methods for testing them
• distinguish between dependent and independent variable in research experiment.
• device plans and processes for conducting investigations
• choose appropriate methodology and apparatus to conduct investigations.
• observe and report experimental observations correctly and honestly.
• organize and analyze data, as well as draw conclusions from observations and experiments.
• use appropriate graphical tools to illustrate experimental data and convey concepts.
• write reports on investigations, draw conclusions, and offer predictions for the future.
• assess experimental results and identify elements that influence their quality and
consistency.
• make recommendations for additional research, if necessary.
5.3 Practical Work
Learners are expected to:
• device and execute experiments.
• choose the right equipment and materials for an experiment.

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• carry out experiments in accordance with procedures.

• operate the instrument in a safe and proper manner.
• measure with the precision that the instruments allow.
• be aware of the limitations of the equipment they are using.
• analyse and evaluate data from observations and experiments.
• assess experimental procedures and make recommendations for improvements.
5.4 Problem Solving
Learners are expected to:
• define and analyse problems in the science field.
• use scientific knowledge and concepts to address difficulties
• make suggestions for problem-solving ideas or solutions.
• make recommendations for solutions and assess their viability.
• create effective techniques for dealing with any challenges that may occur.
5.5 Decision Making
Learners are expected to:
• make judgments based on the evidence and arguments presented.
• rely on scientific ideas to back up decisions.
• provide appropriate arguments for choosing amongst alternatives.
5. 6 Information Handling
Learners are expected to:
• use libraries, the media, the Internet, and multi-media software packages to find, retrieve,
reorganize, analyse, and evaluate scientific material.
• use information technology to organize and present data, as well as to cultivate self-
directed learning habits.
• be cautious of the authenticity and reliability of secondary sources of information.
• distinguish between fact, opinion, and value judgment when analysing scientific data.
5 .7 Communication
Students are expected to:
1. read and comprehend publications that contain scientific vocabulary, concepts, and principles.
2. employ acceptable terminology to express science-related information orally, in writing, or in
other appropriate formats.
3. logically and vividly organize, convey, and communicate scientific ideas
5.8 Collaboration
Students are expected to:
1. take an active role in group discussions, sharing thoughts and making suggestions.
2. communicate, negotiate, and compromise with others in group work.
3. create common goals and define and agree on the roles and duties of participants in research
work.
4. do assigned responsibilities in a responsible manner.
5. be receptive to team members' suggestions and constructive criticism.
6. maximize the team's potential, capitalize on each member's unique strengths.
7. show willingness to assist less capable team members while also seeking assistance from
more capable team members.
8. use ways to collaborate effectively in project teams.
5. 9 Self-directed learning
Students are expected to:
1. improve the study abilities to make the learning more effective and efficient.

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2. engage in science-related self-directed learning activities.

3. cultivate suitable learning habits, abilities, and positive attitudes, all of which are necessary
for lifelong and independent learning.

6 Scientific Values and Attitudes

The concepts and ideas that impact one's decisions, judgments, behaviours, and actions on the route to individual,
societal, and environmental well-being are referred to as values and attitudes. Two significant elements that
influence the cognitive process and behaviour are values and attitudes. They are learnt and acquired, as well as
enduring and change-resistant. Knowledge, skills, attitudes, and values are not conflicting ideas in competency-
based education; they are developed in tandem.
Learners are expected to develop the following types of values and attitudes as part of the scientific curriculum in
order to live in harmony and peace in society.

6.1 Themselves and others

Learners are expected to:
• develop and possess positive values and attitudes such as curiosity, honesty, respect for
evidence, perseverance, and tolerance for uncertainty.
• cultivate the habit of self-reflection and critical thinking.
• be open to discussing and commenting on scientific topics.
• develop open-mindedness and the ability to exhibit tolerance and respect for others'
thoughts and decisions, even when they differ from your own.
• be conscious of the importance of personal and social safety, and commit to safe practices
in their daily lives.
6.2 Science and an environment around us
Learners are expected to:
• appreciate scientific accomplishments while acknowledging their limitations.
• accept the knowledge and theories of science as tentative.
• use science knowledge and expertise to make rational decisions or judgments about
challenges in their daily life.
• be aware of the social, economic, environmental, and technological consequences of
scientific breakthroughs.
6.3 Learning as a lifelong process
Learners are expected to:
• recognize the repercussions of evolutionary nature of scientific and recognize the
importance of knowledge updating in the realm of research and technology.
• be exposed to new scientific, technological, and scientific advancements and acquire an
interest in them.
• become aware that scientific knowledge is a human creation that is prone to change.
• recognize the value of lifelong learning in our knowledge-based culture that is rapidly
evolving.

7 Guiding Principles
Guiding principles are set of assumptions, theories, ideologies, and educational principles that guide the
development of curriculum materials and for teachers during the delivery of instructions. They are critical in
defining the boundary of coverage of the curriculum, in terms of content extent, pedagogical approaches and

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strategies, learning experiences cognizant of individual differences in learning. The Science Curriculum
Framework is developed based on the broad guiding principles of National School Curriculum Framework and
specific subject guiding principles as reflected below.

7.1 Developmental Appropriateness

The Science Curriculum Framework emphasises the importance of a developmentally appropriate curriculum
based on the knowledge and skills about how children develop and learn. Although, no one theory of development
is sufficient, the Science Curriculum was informed by:
i. Stage theory of development proposed by Jean Piaget. Therefore, during Key Stages 1 and 2, the Science
Curriculum focuses on concrete everyday experiences for younger learners such as grouping and sorting. At
Key Stage 1 in Strand 1, Life processeses, learners are asked to ‘group living things according to observable
similarities and differences. For example, plants and animals as wild or domestic, and fruits and vegetables
as edible or non-edible. At higher key stages, Key Stages 3 to 5, learners are introduced to more abstract
ideas such as theories and models. For example, at Key Stage 4 in Strand 3, Materials and their Properties,
learners are required to ‘explain, using particle theory, how the rates of reaction depend on the frequency and
energy of collisions between particles, and apply this knowledge to explain why temperature, concentration
and surface area affect the rates of chemical reactions.’
ii. Bloom’s taxonomy of cognitive domain to inform the writing of the key learning outcomes. For example, in
the lower key stages there is more focus on learning outcomes which require learners to be able to recall and
describe. At higher key stages the focus changes to learning outcomes where learners are required to explain,
apply, synthesise, evaluate, and create.
iii. The outcomes of the consultation meetings. At all stages of development, key stakeholders’ views were
sought to ensure that the Science Curriculum is developmentally appropriate and progressive for Bhutan’s
learners, and that it fulfils the needs of the Bhutanese society.

7.2 Learners and Learning

Children learn from birth, and learning continues throughout their lives. This view is supported by the science
education literature, which demonstrates that learners already bring an understanding of the natural world to the
science classroom. As soon as learners start to interact with the environment, they start developing personal beliefs,
concepts, and skills about the world around them. Using their past experiences, beliefs and myths, children develop
ideas and theories to explain the natural phenomena which may not always be consistent with the conventional
scientific ideas. For example, when learners come to their first science class, they have their own ideas of why
people need food and water to live; why water flows downhill; and what happens if they touch hot objects.
Therefore, children and scientists both have views about how and why things behave as they do and have meanings
for words in science.

However, children’s views and meanings may be quite different from the scientists’ meanings. What needs to be
remembered, from the point of view of science teaching, is that in terms of the child’s maturity, experiences and
language, the child’s view may appear far more sensible and logical to him or her than the scientists’ viewpoint.
They are amazingly tenacious and resistant to any change. In order to develop children’s ideas consistent with
conventional science, the science education literature advocates that learning must take place through the active
participation of learners. This is further discussed in the next two sections, 4.3 Teaching for Constructing
Knowledge and 4.4 Effective Pedagogy, the principles through which effective teaching and learning can occur.

7.3 Teaching for Constructing Knowledge

As discussed in section 4.2, learners already bring considerable understanding about the natural world to the
classroom, which may or may not be consistent with the conventional scientific understanding. These

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understandings are deeply held and are resistant to change. In response to these challenges, several constructivist
approaches to science teaching are being proposed, which are summarised as:
● identification of the students’ past experiences, ideas, and views before the teaching;
● provision of opportunities for the students to explore their ideas and test their strength in explaining
phenomena, accounting for events, and making predictions;
● provision of stimuli for the students to develop, modify and, where necessary, change their ideas and views;
and
● support the learner’s attempts to rethink and reconstruct his or her ideas and views.

Therefore, as this document is developed into the taught curriculum, the designers must ensure that the teacher’s
role is to bring to the learning process ideas, explanations, activities that cause the learners to question their ideas
in the process of ‘cognitive disequilibrium’ (Hodson, 1998, p.37). However, the cognitive disequilibrium is not
enough to achieve conceptual change, as it is only when the ideas from science are perceived by learners to be
more intelligible, plausible, and fruitful than their own ideas that conceptual change can begin to take place.
‘Intelligible’ means that the new science concepts are understood clearly by the learner; ‘plausible’ suggests that
the new ideas are reasonable to the learner; and ‘fruitful’ suggests it has the capacity to provide something of value
to the learner by solving problems, making valid and reliable predictions or provide new insights, and suggest new
ideas for investigation and study (Hodson, 1998, p.39).

In summary, the learning activities designed from this Curriculum Framework should be able to offer opportunities
for the learners to feel that the conventional scientific ideas are more intelligible, plausible, and fruitful than their
own everyday understandings in the development of more complex understandings of the accepted scientific ideas.

7.4 Effective Pedagogy

Learning is a result of active interaction between a learner with teachers and the surrounding world to which they
belong. This section discusses the key principles of effective pedagogy that curriculum developers and teachers
need to adopt to help learners learn as social and personal enterprise.
i. Active hands-on learning
The teaching of a curriculum that seeks to achieve the goals and learning outcomes outlined later in this
document, and to achieve constructivist teaching as described above, rests on the premise that science is
an active process. Through role playing, games, simulations, talking, reading, writing, and experimentation,
students continue to explore their own understanding and begin to gain an appreciation of the views and
understanding of others.

Learning is therefore, something that learners do, not something that is done to them. ‘Hands-on’ activities
are essential throughout a good science education, but they are not enough. Activities should also involve
an approach that requires learners to think and be critical in a more inquiry-led approach. An ‘investigative’
or ‘enquiry’ approach encourages children to be more independent and self-reliant, to think of themselves
as able to pose their own questions about the physical world and to find answers to them through their own
efforts. In this way, it contributes to the general educational goals concerning the development of learners
as virtuous individuals and their capacity for purposeful and independent action in the world. This kind of
investigative-led learning is essential. The learners, when engaged in a range of investigative activities,
such as asking questions, designing investigations, constructing explanations, and testing these
explanations against current scientific knowledge and communicating their ideas to others in a wide range
of ways learn to think and be critical both in the science classroom and in their daily lives as educated
citizens. It is believed that learning is enhanced when the learners accept responsibility for their own
learning. The teacher assumes the role more of a facilitator and less of a purveyor of facts, principles, and
skills. Inevitably, such an approach demands the teachers to adequately plan and prepare the learning

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experiences to engage the learners through a more inquiry-led process. Furthermore, the teachers should
constantly monitor the teaching-learning processes in their classrooms and use assessment to ensure that
the different teaching strategies that they use in classrooms are helping the learners make progress in their
learning. Therefore, assessment is considered in the next section.

ii. Assessment for learning

Assessment for learning is on-going and takes place in lessons and in between lessons and should be an
integral part of the science teaching and learning process. The types of assessment should assess not only
the learner’s developing knowledge and skills, but also their ability to think critically, solve problems and
apply their knowledge to new challenges and situations. The assessment must be based on whether the
learners have achieved the outcomes stated in the Science Curriculum Framework at the appropriate level,
with evidence gathered using a wide variety of appropriate assessment strategies and tools. At the same
time, the assessment should guide teachers in the selection of appropriate teaching strategies as stimuli
variation in improving the learners’ learning.

iii. Classroom environment

A conducive learning environment is pivotal to the successful implementation of the new Science
Curriculum. The key characteristic of exemplary science teachers is their ability to establish supportive
classroom environments for their learners. Therefore, the teachers must show respect to the individual
learner’s views and needs; create a safe and secure environment; and provide the learners with the
opportunity to actively participate in the teaching-learning process. It is crucial that the science teachers
exhibit tolerance and respect for the diverse ideas, skills, and experiences of all learners. Research studies
have proven that the learners enjoy learning science when they see how science relates to their lives. For
this, it is imperative that the science teachers go beyond their classroom teaching routine to engage learners
in other science activities. The science teachers together with the learners develop a science corner, a nature
corner, a museum shelf, an aquarium, a weather station, and an eco-pond in and around the classroom.
These are some of the essential learning facilities that the science class can develop to aid the science
teaching-learning processes and the learners self-learning.

iv. Effective use of Information and Communication Technology (ICT)

The science teaching and learning process can also be enriched with the purposeful integration of ICT. This
has the following benefits: ICT in science classes promotes cognitive acceleration in learners; enables a
wider range of experience so that learners can relate science to their own and other real-world experiences;
increases the learners self-learning management and facilitates data collection and presentation. Therefore,
ICT can play a vital role in supporting the learning of science in areas such as measuring, exploring,
investigating, analysing, and interpreting. In addition, simulations can be used when an activity is not
possible in a science laboratory. The Internet can also be used by the learners to access information and
undertake problem solving activities. While using ICT, the learners also develop their skills in a wide
variety of ICT applications, which should serve them well in the future. The new Science Curriculum,
therefore, encourages the integration of ICT as an integral part of the science teaching strategy as and when
feasible.

v. Gender sensitive
It is important that teachers ensure equal participation of boys and girls in all aspects of the science learning
process, consistently use non-sexist language, and avoid competitive approaches in curriculum design and
teaching. Activities, materials, and resources must be developed by the curriculum designers that appeal
both girls and boys, and be relevant to their lives.

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7.5 Language Learning

Scientific terminology and the grammatical structure of scientific English is vital for learners to effectively
comprehend and communicate their ideas and study findings to the class and the wider world.

i. Scientific terminology
Wellington and Osborne (2001, p. 20) identified three levels of difficulty for scientific terms. At the lowest
level of difficulty, are ‘naming words’ such as oesophagus, fibula, meniscus, and vertebra. Level 2 words
are ‘process words’ which include words such as evaporation, distillation, condensation, photosynthesis,
and evolution. Level 2 words also offer an additional challenge as some are processes which can be
observed and demonstrated directly, such as distillation. However, other level 2 words, such as evolution
‘belong to a higher level within this category’ because they are not directly observable. The most
challenging category, level 3 words are concept words such as energy, force, and work. Concept words
denote ideas at gradually ascending levels of abstraction. The difficulty is magnified because these words
cannot be understood in isolation. They are a part of a network of other words, all related together, often
in a ‘vertical structure’, i.e., the understanding of one word (such as power) depends on the prior
understandings of other words (such as work and energy). Without the prior understanding of the
components of the concepts, the learners will not understand the concepts. Therefore, it is suggested that
new technical terms be introduced in a systematic way and at an appropriate pace so that not too many
terms are introduced in a lesson. The Science Curriculum has been designed to be developmentally
appropriate and takes account of the Piagetian stages. Therefore, the teachers will have to be careful not to
introduce too many new terms too quickly and to consider the level of difficulty of the scientific
terminology that is being introduced.

ii. The grammar of scientific English

The language of Scientific English must be direct, using commonly understood words. Wellington and
Osborne give examples of classroom strategies that teachers can use to develop these areas, for example,
writing frames and Directed Activities Related to Text (DARTs). Writing frames are templates to help the
learners model certain grammatical ways of writing in Scientific English, such as writing an explanation
for a practical activity. DARTs activities make learners read and engage actively with textbooks or
reference books to develop both their reading and scientific writing skills. So, as the curriculum developers
and the teachers develop the curriculum, they will need to consider the appropriate use of writing frames,
and DARTS activities to facilitate the learning of scientific English.

7.6 Knowledge and Understanding

Every subject area of the school curriculum must contribute to the general education of the learners so
that they are:
● skilled in the use of speech, symbol, and gesture to communicate their ideas;
● factually well informed;
● capable of innovating and appreciating objects of aesthetic significance;
● endowed with rich social, cultural, and environmental values;
● able to make informed decisions and to judge between right and wrong; and
● motivated to learn.
The aspiration of the Science Curriculum is to develop in learners the notion of a ‘scientific temper’ which is the
spirit of enquiry, the courage to question objectivity, and to be divergent in independent thinking guided by the
knowledge of scientific methods of enquiry and its use in solving problems. Therefore, the Science Curriculum
has been developed not only to give the learners a strong foundation in science so that they are factually well
informed but also to develop scientifically literate citizens, which is consistent with the idea of developing a
scientific temper imperative to pave the path to go beyond the prescribed course of studies. A scientific literate

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citizen is seen as one who is aware that science, mathematics, and technology are interdependent human enterprises
with strengths and limitations; understands key concepts and principles of science; is familiar with the natural
world and recognises both its diversity and unity; and uses scientific knowledge and scientific ways of thinking
for individual and social purposes. This then contributes in making effective learners who can make ‘wise decisions
and judge between right and wrong’. For example, in Strand 1, working scientifically, the earners progressively
carry out more complex investigations, which require them to collect and use evidence to solve problems. In
Strands 2, 3 and 4, the learners engage with ideas about the sustainable development e.g., sustainable use of timber
and energy in order to understand the decisions that need to be made for humans to live in harmony with their
environment, now and in the future, drawing on their scientific knowledge and understanding.

7.7 Culture and Values

The Science Curriculum outlines the importance of the practices of Buddhism and its profound influence on the
learners’ spiritual, cultural and traditional way of living. The programme of study in science is to be developed
consistent with the above principle in the following ways:

i. Individual self-discipline
The Science Curriculum contributes significantly to an individual’s self-discipline. For example, in Strand
2 Life processeses, the Science Curriculum requires the learners to recognise the dangers of many types of
drug abuse to the learners’ individual wellbeing, so that they have the knowledge and understanding to act
responsibly, and with self-discipline, to protect their own health and the health of their family and
community. Strand 1, working scientifically, also develops the learner’s skills in team work when they
carry out investigations in groups. In doing so, learners will have to take individual responsibility for the
success of the investigation, and develop qualities of honesty in communicating their results and explaining
their conclusions.

ii. Individual relationship with nature

The fundamental law of nature is that all forms of life regardless of religion, law, creed, or education
survive by cooperation based on their interconnectedness and the precept of Tha Dhamtsi Lay Jumdrey.
This philosophy extends reverence to all species of organisms, the values of environmental care and
protection, and aversion to pollution of land, air, and water as important aspects of traditional values. The
Science Curriculum ensures that the learners develop a deep understanding of their own relationship with
nature. For example, in Strand 2, Life processeses at Key Stages 1, 2 and 3, the learners consider ways they
can care for animals and plants and for the environment. By Key Stage 4, they learn about ideas of
interdependence, adaptation, competition and predation and the impact of humans on the environment and
how to live more sustainably in harmony with their environment. At Key Stage 5, they study the sustainable
management of natural resources, such as forests and agriculture, and they look in detail at the harmful
effects of pollution. In Strand 3, materials and their properties, learners at Key Stage 3 study the effects of
pollution by considering the harmful effects of burning fossil fuels, such as global climate change. At Key
Stages 4 and 5, the topic “green chemistry” looks at pollution, sustainable development, the chemistry of
global climate change, biodegradable and non-biodegradable polymers and the chemistry of the damage to
the ozone layer.

iii. Relationship with others in society

Learners thrive better in classrooms where there are relationships of respect, trust and cooperation between
teacher and the learner, and amongst learners themselves. In the classroom, there are issues of duty and
obligation between the teacher and the learner, but also amongst the learners themselves. Issues of duty
and obligation amongst the learners particularly, arise as they embark on scientific investigations in groups.
Each member of the group has a duty and obligation to contribute to the success of the task, to be

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enthusiastic, and to encourage and support others in the group who may find the task challenging so that
all learn and benefit from the collaborative effort.

Therefore, the Science Curriculum ensures that the learners undertake investigative work in order to
contribute to developing strong purposeful, caring, and constructive relationships in the classroom. The
development of these qualities within the classroom will manifest in the learner’s daily lives in the
community, where they will have to solve problems that arise on a day-to-day basis.

7.8 Community Involvement

The Science Curriculum, to the maximum extent, is designed to offer teachers opportunities to involve the
members of local community in the teaching and learning of science on the local knowledge and practices. In
Strand 2, Life processeses, local farmers and foresters can contribute to the learners understanding of local
sustainability issues. In Strand 3, materials and their properties, local businesses such as soap makers can contribute
to an understanding of how chemical reactions are used in the community to make useful products that benefit
human health. In Strand 4, Physical Processes, there are opportunities for those working in the community to talk
with the learners or for the learners to visit these projects for first-hand information and observations. In addition,
the Science Curriculum encourages field work by taking the learners out to project sites, nature reserves in the
local community to explore scientific ideas and to become aware of the applications of science in the real-life
situations.

7.9 Local Knowledge

Communities are storehouses of knowledge and practices about different aspects of Bhutan’s environment, and
traditional and cultural values passed down over generations. The constructivist paradigm also states that the
child’s community and local environment forms the context for more effective learning and constructing
knowledge. Therefore, the Science Curriculum has been designed so that, at different key stages, the learners’ own
thoughts and immediate contexts are drawn upon to construct knowledge. For example, in Strand 2, Life Processes,
the learners study animals and plants drawing on examples from their immediate environment. At higher levels,
the learner’s study ethno-biology and, as said previously, how plant products are used traditionally for food,
shelter, medicine, clothing and in religious ceremonies to show the links between science and traditional practices.
In Strand 3, materials and their properties, local knowledge of the production of soap and other important local
products is drawn upon to study chemical reactions. In Strand 4, Physical Processes, local knowledge of how
simple machines work is drawn upon in the force’s topic and, in the energy topic, local knowledge is drawn upon
to demonstrate how energy is conserved in the use of renewable energy resources.

7.10 Science and GNH

The development philosophy of Bhutan rests on the nine domains of Gross National Happiness. “A GNH inspired
education system is expected to engender students who are genuine human beings, realising their full potential,
caring for others, ecologically literate, contemplative as well as analytical in their understanding of the world, free
of greed and without excessive desires; knowing, understanding of the world, and appreciating completely that
they are not separate from the natural world and from others. In sum, they must manifest their humanity fully.”
Lyonchoen Jigme Y Thinley (December 2009), GNH Workshop
The Science Curriculum has been designed underpinning the principles of Gross National Happiness as an
approach to science teaching so that, learners imbibe the essence of harmonious living in the society and with the
environment, and to engender students with full values of humanity and capability. Science is one of the learning
areas that enhances the understanding of the natural world; hence, it is a vital medium for disseminating the values
and principles of GNH through its myriad conceptual and pedagogical tools.

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 Science Curriculum Framework (PP-XII)

8 Curriculum Structure and Organization

The school curriculum is the core tool for educating learners and transform them to knowledgeable, rational, and
human beings, who are socially responsible and enterprising individual with potentials to contribute in nation
building. It comprises of all the learning experiences that happen under the auspices of schools, which include
aims and objectives, instruction, and assessment towards attaining the targeted learning outcomes and standards
by learners. As informed by theories of child development and learning, the curriculum contents are structured
under different areas of learning, and organized systematically for coherence and progression.

8.1 Strands
The science curriculum is offered through two ways as “Content strands” and “Process Strand”

8.1.1 Process strand

Working Scientifically: Science involves a distinctive way of looking and thinking about the world. In science,
scientific inquiry is central to all investigation. Through the process of scientific enquiry, students develop answers
to questions and improve explanations for phenomenon in the natural world. Scientific investigation like
questioning and predicting, planning, and conducting investigations, processing and analysing data and
information, problem-solving and communicating are included under this strand.
Working scientifically involves investigation processes, including understanding the types of questions that are
the province of science; the design of experiments; reasoning and arguing with scientific evidence; and analysing
and interpreting data. Science curriculum provides a platform for the learners to engage in scientific inquiry to
develop their knowledge and concepts of scientific ideas. In science curriculum, activities should be designed for
the learners where they can scientifically investigate the problem. The achievement of working scientifically will
depend on the three other strands.
In order to fulfil this strand, science curriculum includes learning activities on life and living, materials and their
properties and Physical Processes. The process strand or general or essential skills are not taught separately; rather
it serves as the means of engaging learners through all lessons in the subject. For example, in science – students
observe, measure, analyse and draw generalization (knowledge construction). To bring about the STEM education
through this strand, Scientific Method and Engineering Process and Society and Technology are being emphasised.

8.1.2 Conceptual strand

1. Life Processes: Any attempt to unfold the mysticism of living things from the work of protein molecules,
to the growth of organism, from a single cell to the majesty and intricacy of whole ecosystem is attributed
as part of life and living. It deals with living organism and their organization, Life processes, and
relationships to each other and their environment. Life and living have become one of the leading
metaphors of scientific literacy given its dynamism in growth and expansion, profundity in discovery, and
applications in everyday life.
2. Materials and their Properties: Through this strand, learners’ study about matter, its properties, how and
why substances combine or separate to form other substances and how substances interact with energy.
The basic knowledge in materials and their properties can help learners in earning a degree in chemistry
where they can explore various areas of chemistry including biochemistry, organic, inorganic, physical,
environmental, and experimental chemistry. Learners learn the basic laboratory courses that are useful to
conduct research and laboratory work as they move to higher level. The study of materials and their
properties is essential in science education as there is much to learn and discover. Some concepts in
materials and properties are essential to learn other sciences. Through materials and their properties,
learners learn to appreciate the world and understand how to collect, organize, and interpret chemical data.
Learners develop their skills to use equipment to analyse and can apply principles of chemistry to solve
qualitative and quantitative problems.

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 Science Curriculum Framework (PP-XII)

3. Physical Processes: Under this strand, learners will understand and learn to apply key scientific concepts
such as force and motion, energy, light and sound, electricity and magnetism, waves and the Earth and the
universe. Learners will also consider key environmental issues such as energy use and conservation. The
Physical Processes generates the knowledge that is applicable in solving the crisis in the field of climate
change, energy, peace, societal development, and economic development. It enhances deeper
understanding of how Physical Processes is correlated with the development of knowledge in Life
Processes and materials and their properties. It also supplements in building the foundational knowledge
and skills in the field of physical world and universe.
4. Environmental Science: Environmental Science is the study of environmental systems, the threads of life
that every life form is linked with. It offers an integrated, quantitative, interdisciplinary, and students-
centred approach. The multidisciplinary nature of the study integrating physical, chemical, biological, and
social sciences, peppered with cultural and spiritual belief of human societies brings the holistic
perspective, making it unique and interesting among the widely taught school courses. The study exposes
students to fundamentals of physical, chemical, geological, biological, and social processes that interact to
shape the environments of the planet that we inhabit. This helps students to connect various processes in
the system together, which is extremely important in treating the challenges as a whole and not in isolation.
Ultimately, the study of environmental science aims to empower students to make right choices for
sustainable future with global perspectives, and transform them to be responsible and productive citizens
in the 21st century world.

8.2 Key Stage

8.2.1 Key Stage 1(PP-III)
This period is best described as the “symbolic mastery”. What is important at this key stage is the opportunity to
explore and to work intensively with materials that nourish the human intelligence. During Key Stage 1 (Classes
PP-III), the learners should be able to observe, explore on their own and ask questions about living things, materials
and phenomena focused on their immediate environment and concrete everyday experiences. They begin to work
together and ask questions to collect evidence to help them answer questions and to link this to simple scientific
ideas. In the early years of this key stage, the learners will be developing their observation skills using their senses
to gather and record information, identify patterns, and talk about their ideas. They communicate their ideas and
observations orally, by drawing, or singing, for example.

In the later years of this key stage, they will begin to identify parts of a system and begin to understand the
relationship between cause and effect, for example touching a fire will burn their hands or dirty water can cause
diseases. They communicate their ideas and observations descriptively in different ways using simple scientific
language, for example being able to use the correct names for different parts of their body. They will also be able
to use drawings, charts, and tables for communication. The learners should know about the contributions of some
key people in science using pictures and simple stories. The science components are integrated in language and
mathematics in this key stage and is not taught as separate subject.

8.2.2 Key Stage 2 (IV-VI)

Science is taught as separate subject starting from this key stage. The children in this key stage develop a new
quality of mind. They start to understand perspectives as their memory capacity increases. Therefore, children can
make mental operations, think logically and are ready for a deeper understanding of different subject areas. During
Key Stage 2 (Classes IV-VI), the learners discover a wider range of living things, materials, and phenomena,
though still predominantly focused on their immediate environment and concrete everyday experiences. They
begin to make links between ideas and to explain things using simple models and theories and, therefore, begin to
think in more abstract terms such as in Strand 3 being able to classify materials as solids, liquids, and gases or in

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 Science Curriculum Framework (PP-XII)

Strand 4 being able to classify forces as contact or non-contact forces. They apply their knowledge and
understanding of scientific ideas to familiar everyday occurrences, everyday things, and their personal health.

In the later part of this key stage, they begin to think about how humans have used scientific knowledge and skills
for developments. The learners should also be able to appreciate that scientific and technological developments
have both positive and negative effects. They use their learning in science for planning positive action for the
welfare of themselves, others, and the environment in their own communities. They carry out more systematic
investigations, working on their own and with others. For example, they might investigate the solubility of common
substances such as salt, sugar, and flour. They also understand how to design a fair test to show the influence of
variables in their investigations. For example, when investigating the effect of light on plant growth, they control
variables such as the type of plant and the amount of water given.

They reflect on their learning and work and consider ways their investigations can be improved, modified, or
adapted. They use a range of reference materials in answering questions and to consider scientific phenomena in
greater depth. They talk about their work and its significance, and communicate ideas using a wider range of
scientific language, simple diagrams and drawings, charts, and graphs. They understand that scientists are creative
and that they work to try establish cause and effect in the natural world. They begin to understand the importance
of testing ideas using evidence from observations and experiments.

8.2.3 Key Stage 3 (VI-VIII)

In the adolescent years, there are significant developments, mainly the movement towards abstract thinking,
dealing logically with multifaceted situations and the development of meta-cognitive abilities. During Key Stage
3 (Classes VII-VIII), the learners build on their scientific knowledge and understanding and make simple
connections between different areas in science. They use basic scientific ideas and models to explain phenomena
and events, and to understand a range of familiar applications of science. They can also apply their basic scientific
knowledge to improve their quality of life and for the welfare of others in the community. They think about the
positive and negative effects of scientific and technological developments on the environment. For example, the
learners, after knowing about global climate change can learn how to act locally to lessen the effects of global
climate change, by planting trees and by not burning paper and plastics.

Learners do simple quantitative work, like calculating the resistance in a circuit using readings of current and
voltage, carrying out investigations on their own and with others. They evaluate their work, in particular the
strength of the evidence they and others have collected, and they find patterns that allow for predictions. They
select and use a wide range of reference materials and begin to be aware that these sources of information can be
biased which will influence the validity and reliability of the information in answering questions. They
communicate clearly what they did, and they can also consider the significance of their work. They communicate
their ideas clearly and precisely in a variety of ways including the use of ICT. They can recognise that modern day
science has its origins in the contributions of scientists from many different cultures and from different societies
from around the world. They can describe how different scientists have worked together both in the past and on
the present-day scientific developments. They also know about the key role of experimental evidence and creative
thought in developing and testing scientific ideas and theories by drawing on examples from past and present
scientific discoveries.

8.2.4 Key Stage 4: (IX-X)

Science is bifurcated into disciplined based sciences starting from this key stage and taught as physics, chemistry,
biology and environmental science. At this key stage, learners demonstrate significant developments in terms of
logical and abstract thinking and can comprehend complex situations. For older children, education is for
understanding, for mastering disciplines and for apprenticeship. During Key Stage 4 (Classes IX and X), the

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 Science Curriculum Framework (PP-XII)

learners develop basic knowledge and understanding of the concepts of Chemistry, Biology and Physics and the
fundamental skills needed for the use of these in new and changing situations. The learners discover a wider range
of scientific ideas and consider them in greater depth, laying the foundations, if appropriate, for further study in
science and apply these ideas in new contexts to solve problems. They explore how technological advances are
related to the scientific ideas underpinning them. They consider the power and limitations of science in addressing
social, industrial, ethical, and environmental issues, and how different groups in the community and beyond may
have different views about the role of science. They make informed judgments on statements and debates that have
a scientific basis and use their learning in science for planning positive action for the welfare of themselves, others
in their community and the environment. When they carry out investigations, working either on their own or with
others, they draw on increasingly diverse and complex sources of information which they select considering issues
of the reliability and validity including the key scientific concepts introduced at this key stage to plan their
investigation or inquiry.

They use a wide range of techniques to carry out their plans and investigations which will be quantitative in nature.
They evaluate critically all the evidence collected to draw conclusions. In drawing these conclusions, they
compare, contrast, synthesise, question, and critique the different sources of information. They communicate their
ideas clearly and precisely in a variety of ways including the use of ICT. They see how scientists work together to
develop new ideas, how new theories may, at first, give rise to disagreements in the scientific world and how
social, cultural, and religious contexts may affect the extent to which different theories are accepted. They see the
limitations of science and the questions it can and cannot answer. For example, science can answer questions like
‘Why is the sky blue?’ and ‘Why do we resemble our parents?’ However, it cannot currently answer more
philosophical questions, for example, ‘Why are we here?’ and ‘what is the purpose of life?’

8.2.5 Key Stage 5 (XI-XII)

At this key stage, the learners have well developed meta cognitive abilities and an understanding of the natural
world around them. Children with young and maturing minds are moving towards making critical and informed
decisions about a career and becoming a productive member of society.
During Key Stage 5 (Classes XI - XII), learners develop essential knowledge and understanding of the concepts
of Chemistry, Biology and Physics and the skills needed for the use of these in new and changing situations. They
will be able to use theories, models, and ideas to develop and modify scientific explanations. They will be aware
of how advances in information technology and instrumentation are used in Chemistry, Biology and Physics; and
appreciate the contributions of Chemistry, Biology and Physics to society and the responsible and ethical use of
scientific knowledge and evidence. The learners will be able to bring together knowledge of ways in which
different areas of Chemistry, Biology and Physics relate to each other. In investigative work, they will be able to
demonstrate a high level of responsibility in the management of a wide range of tasks in different contexts and in
the management of their own learning. They will be able to plan and manage complex investigations where they
will be able to clarify goals and approaches in relation to the information they need to access and collect. They
will be able to show initiative, creativity, perseverance, and problem-solving skills in these investigations, and be
able to compare and evaluate information and ideas from different sources, such as the Internet, and critically
select and synthesise information to answer scientific questions and solve scientific problems. They will use ICT
in imaginative and creative ways to communicate their scientific understanding. They appreciate the role of the
scientific community in validating new knowledge and ensuring integrity and appreciate the ways in which society
uses science to inform decision making.

8.3 Key Stage wise Competency based Standards

Learning standards are concise, written descriptions of what students are expected to know and be able to do at a
specific key stage of their education. Learning standards describe educational outcomes —i.e., what students

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should have learned by the end of a course, grade level, or grade span, but they do not describe any particular
teaching practice, curriculum, or assessment method. The competency-based standard which describes the ability
to apply knowledge and skills in diverse situation serves as the bench marks for different key stages. Specific
subject standards are mentioned for different content strands for different key stages.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

SECTION A: SCIENCE

9 SECTION A: SCIENCE

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

9.1 Key Stage 1 (PP-III)

9.1.1 Strand: Life Processes

Competency Based Standard

By the end of Key Stage 1 (Class III), the learner should be able to:
● use the knowledge of variations or characteristics to classify things into living and non-living,
fruits and vegetables, domestic and wild animals with examples and state their significance.
● identify the human and animal body parts, state their functions, explain the life cycle of some
common animals, and share their importance.
● identify the parts of plants and their functions and explain the role of flowers, fruits, and seeds in
reproduction.
● explain the relationship between plants and animals based on habitat and food.

Class-wise Competency
Class PP
By the end of class PP, the learner should be able to:
1. Classification and Variation
● state the examples of things from the environment and sort them into living and non-living things
based on their unique characteristics.
2. Human and Animal
● name the external parts of the human and animal body and state their importance.
3. Green Plant
● collect and name different parts of a plant and state their importance.
4. Living Things and their Environment
● name animals and recognise the places they live.

Table 1. Learning objectives and process/essential skills for Life processes, class PP
Process/Essential skills
Learning Core Concepts
objectives (KSVA) (Chapters/Topics/Themes) Scientific Methods and
Society and Technology
Engineering

i. Name some 1. Classification and Obtaining, Evaluating and Serving human values
living and non- Variation Communicating Information and influence value
living things in formation
the surrounding 1.1 Living and non-living The learners observe, identify
through things (Scope: name and and sort things around them The learners examine the
observation. sort examples of living into living and non-living things around them to
and non-living). develop a caring attitude
ii. Sort things into towards living things.
living and non-
living things.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

i. Recognise the 2. Human and Animal Obtaining, Evaluating and Serving human values
external parts of Communicating Information and influence value
the human and 2.1 External parts of the body formation
animal through ( (Scope: identify and name The learners observe and
observation. name the external parts of a The learners study human
the external parts of human and animal. and animal around them
human and animal) to recognise their external
parts.

i. Identify the 3. Green Plants Obtaining, Evaluating and Serving human values
external parts of Communicating Information and influence value
a plant to name 3.1 Parts of a plant formation
them. (Scope: collect different The learners collect, observe
parts of a plant [leaf, and name different parts of a The learners observe
root, stem, and flower] to plant. different plants around
name them) them to recognise the
external parts.

ii. Name the habitat 4. Living Things and Obtaining, Evaluating and Exploring Digital
of some common their Environment Communicating Information Resources
animals through (Scope: habitat for some
observation and common animals [e.g., The learners observe and The learners use the
information stable, shed, kennel, nest, name the habitat of some internet to explore the
gathered from water, etc.]). common animal habitat of common
the internet. animals.

Class-wise Competency
Class I
By the end of class I, the learner should be able to:
1.Classification and Variation
● classify things into living and non-living based on observable features to enhance learners’ ability to study
the patterns in daily activities.

2.Human and Animal

● draw and label the external structures of human and animal to improve hand-eye coordination.

3.Green Plants
● observe the plants and then draw, colour, and label the different parts.

4.Living things and their Environment

● identify the relationship between plants and animals to be aware of their coexistence.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

Table 2. Learning objectives and process/essential skills for Life processes, class I
Process/Essential skills
Learning objectives Core Concepts
(KSVA) (Chapters/Topics/Themes) Scientific Methods Society and
and Engineering Technology

i. Observe things around 1. Classification and Variation Asking questions Serving human
them and classify into 1.1. Living and non-living and defining values and
living and non-living things (Scope: classification problems influence value
based on their observable of living and non-living things The learners observe formation
features to enhance based on common observable the observable Explore different
learners’ ability to study features). features of the things things around them
patterns in daily activities. around them to and appreciate its
identify them. presence.

i. Draw the external parts of 2. Human and Animal Obtaining, Using physical
human and animal and 2.1 External parts of the body Evaluating and tools
label it to improve hand- (Scope: identify and draw the Communicating The learners study
eye coordination. external parts of human and Information the external parts of
animal). The learners identify human and animal
and draw the external around them using
parts of human and learning aids.
animal.
i. Draw, colour and label the 3. Green Plants Obtaining, Exploring Digital
different parts of a plant 3.1 Parts of a plant Evaluating and Resources
(Scope: different parts of a Communicating The learner’s study
plant [leaf, root, stem, and Information different parts of a
flower]) The learners observe, plants by exploring
draw, colour, and digital resources.
label different parts
of a plant.
i. Identify the relationship 4. Living Things and their Obtaining, Exploring Digital
between plants and Environment Evaluating and Resources
animals through 4.1 Plants and animals’ Communicating The learners use the
observation to learn the relationship (Scope: the Information internet to explore
importance of co- relationship between plants The learners observe additional
existence. and animals in terms of food and identify the information on the
and habitat). relationship between relationship and
plants and animals. importance of co-
existence between
plants and animals.

Class-wise Competency
Class II
By the end of class II, the learner should be able to:
1. Classification and Variation
● classify into wild and domestic animals to understand about animals that have direct use to humans.

2. Human and Animal

● recognise the functions of human and animal body parts to understand its significance.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

3. Green Plants
● observe different parts of a plant to learn the functions of each part for survival.
4. Living Things and their Environment
● identify different types of food and habitat in the environment to care for animals and plants.

Table 3: Learning objectives and process/essential skills for Life processes, Class II
Process/Essential Skills
Learning Objectives Core Concepts
(KSVA) (Chapters/Topics/Themes) Scientific methods and
Society and technology
Engineering Practices

i.Classify animals into 1. Classification and Obtaining, Evaluating and Serving human values and
wild and domestic Variation Communicating influence value formation
animals. 1.1. wild and domestic Information The learners use the
animal (Scope: The learners classify the environment to study
ii.State the uses of classification of wild and animals around them and different animals.
domestic animals domestic animals and the explore the uses of the
uses of domestic animals) domestic animals.

i. State the functions of 2. Human and Animal Obtaining, Evaluating and Serving human values and
human and animal body 2.1 Body parts (Scope: Communicating influence value formation
parts through functions of external body Information The learners study the body
observation to parts of human and The learners observe human parts of humans and animals
understand its animal). and animal body parts and around them to understand
significance. state their functions. its significance.

i. Observe different parts 3. Green Plants Obtaining, Evaluating and Serving human values and
of a plant around them 3.1 Parts of a plant (Scope: Communicating influence value formation
to learn the functions of different parts of a plant Information The learners observe
each part for survival. [leaf, root, stem and flower] The learners observe and different plants around
and their functions) learn the functions of them.
different parts of a plant.

i. Identify different types 4. Living Things and their Obtaining, Evaluating and Exploring Digital
of food and habitat of Environment Communicating Resources
animals in the 4.1 Food and habitat Information The learners use the internet
environment through (Scope: identify different The learners observe and to explore additional
observation to care for types of food and habitat). identify different types of information on different
animals and plants. food and habitat of animals types of food and habitat in
in the environment. the environment and
develop care for them.

Class-wise Competency
Class III
By the end of class III, the learner should be able to:
1. Classification and Variation
● classify fruits and vegetables and state their importance for a healthy life.

2. Human and Animal

● describe a life cycle of some common animals to appreciate diversity.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

3. Green Plants
● examine the role of flowers, fruits, and seeds in reproduction to understand the significance of each
part in the survival of flowering plants.

4. Living Things and their Environment

● identify the ways to protect food and habitat to promote a sense of belongingness.

Table 4. Learning objectives and process/essential skills for the Life processes, Class III
Process/Essential Skills
Learning Objectives
Core concepts Scientific methods and
(KSVA) Society and technology
Engineering Practices
i. Develop a model of 1. Classification and Developing and using models Using physical tools
different types of fruits Variation The learners develop a model The learners use available
and vegetables to study 1.1. Fruits and vegetables of different types of fruits and materials to make models of
their importance for a (Scope: develop models of vegetables to study their different types of fruits and
healthy life. different types of fruits importance. vegetables.
and vegetables using
available materials, and
study their importance).
i. Describe a life cycle of 2. Human and Animal Analysing and interpreting Exploring digital resources
some common animals 2.1 Life cycle (Scope: life data The learners compare their
to appreciate diversity. cycle of some common The learners study the life inferences and confirm the
animals, e.g.: life cycle of cycle of some common concept using a video from
chicken, frog, butterfly, animals and make some the internet.
etc.). inferences.

i. Investigate the role of 3. Green Plants Planning and carrying out Exploring digital resources
flowers, fruits, and 3.1 Flowers, fruits, and investigations The learners observe and
seeds in reproduction to seeds (Scope: function of The learners investigate the study the role of flowers,
help learn the flower, fruit, and seed) role of flowers, fruits, and fruits and seeds in
significance of each seeds in reproduction. reproduction using any ICT
part in survival of tool.
flowering plants.

i. State ways to protect 4. Living Things and Obtaining, Evaluating and Promoting Socio-cultural,
food and habitat their Environment Communicating Information Economic, and Human
through observation to 4.1 Food and habitat The learners observe and Values
promote a sense of (Scope: different ways to record different ways to The learners use the internet
belongingness. protect food and habitat). protect food and habitat in the to explore additional
environment. information on different
types of food and habitat in
the environment.

9.1.2 Strand: Materials and their Properties

Competency Based Standard
By the end of Key Stage 1 (Class III), the learner should be able to:
● name some materials, sort them into groups, state their uses and properties to use different types of
materials for right purposes in their daily life.
● investigate objects which undergo changes due to Physical Processes such as heating, cooling,
squashing, bending, twisting, stretching, etc. to adapt to the changes happening in nature.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

● classify everyday materials as pure and mixtures to acquire the skills of sorting things and to know the
properties of substances.

Class-wise Competency
Class PP
By the end of class PP, the learner should be able to:
1. Grouping Materials
● name some materials based on observation to acquire the skills of naming different things around them.

2. Materials and Change

● investigate different properties of materials to understand how materials behave in their natural state.

Table 5. Learning objectives and process/essential skills for materials and their properties, class PP
Process/Essential Skills
Learning Objectives
Core concepts Scientific methods and
(KSVA) Society and technology
Engineering Practices

i. Identify some materials 1. Grouping Materials Obtaining, Evaluating and Using Physical Tools
based on observation of 1.1 Name materials Communicating The learners observe
different things around (Scope: name some Information things around them to
them to acquire the skills materials e.g., rocks, The learners observe and name different things
of naming them. wood, sticks, plastic, name things around them
etc.) through field visits

i. Investigate different 2. Materials and Change Obtaining, Evaluating and Serving human values
properties of materials 2.1 Physical Processes Communicating and influence value
around them through (Scope: properties of Information formation
observation. materials [colours, The learners investigate The learners compare
sizes, shapes, etc.] different properties of different types of
materials around them. materials around them.

Class-wise Competency
Class I
By the end of class I, the learner should be able to:
1. Grouping Materials
● explore the similarities and differences of objects in the surrounding to use different types of
materials for the right purposes in their daily life.

2. Materials and Change

● name some Physical Processes that bring changes in objects based on observation to realize how
changes happen around them.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

Table 6. Learning objectives and process/essential skills for materials and their properties, Class I
Process/ Essential Skills
Learning Objectives Core Concepts
Scientific methods and
(KSVA) (Chapter/Topics/Themes) Society and Technology
Engineering Practices
i. Explore the 2. Grouping Materials Obtaining, Evaluating and Using physical tools
similarities and 1.1 Materials and properties Communicating The learners observe
differences of (Scope: similarities and Information things around them to
objects in the differences of objects in terms The learners observe and explore their similarities
surrounding of hardness, colour, material compare things around them. and differences
through composition, etc.).
observation.

ii. Investigate some 2. Materials and Change Planning and carrying out Using physical tools
Physical Processes 2.1 Physical Processes (Scope: investigations The learners observe
that bring changes name some Physical The learners investigate some Physical Processes
in the object. Processes e.g., heating, Physical Processes that bring occurring around them to
cooling, twisting, etc.). changes in the objects. realize changes
happening around them.

Class-wise Competency
Class II
By the end of class II, the learner should be able to:
1. Grouping Materials
● sort different objects into groups based on properties to acquire skills of sorting things in their daily
life.

2. Materials and Change

● investigate the changes in materials due to physical forces to relate the implications of force on the
materials in their daily life.

Table 7. Learning objectives and process/essential skills for materials and their properties, Class II
Process/Essential Skills
Learning Objectives Core Concepts
Scientific methods and
(KSVA) (Chapter/Topics/Themes) Society and technology
Engineering Practices
i. sort different objects 1. Grouping Materials Obtaining, Using physical tools
around them into 1.1 Sorting materials (Scope: Evaluating and The learners explore and
groups based on the sort materials around them Communicating observe things around
properties. based on hardness, shininess, Information them.
roughness, transparency, The learners observe
ability to float and so on) and sort things around
them.

i. investigate the 2. Materials and Change Planning and Using physical tools
changes in materials 2.1 Changes in materials carrying out The learners observe
due to physical forces. (Scope: changes in the investigations changes in different
material due to physical The learners materials around them.
forces such as squashing, investigate changes
bending, twisting, and in materials due to
stretching) physical forces.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

Class-wise Competency
Class III
By the end of class III, the learner should be able to:
1. Grouping Materials
● investigate the uses of materials in the locality and its availability in nature for efficient and
sustainable use.

2. Materials and Change

● investigate the change in materials when heated or cooled to adapt to the changes happening in nature.

3. Introduction to Mixtures
● classify everyday materials as pure and mixtures to acquire the skills of sorting things.

Table 8. Learning objectives and process/essential skills for materials and their properties, Class III
Process/ Essential Skills
Learning Objectives Core Concepts Scientific methods
Society and
(KSVA) (Chapter/Topics/Themes) and Engineering
Technology
Practices
i. Identify the uses of 2. Grouping Materials Planning and Promoting Socio-
materials in the locality 1.1 Materials and its use Carrying Out cultural, Economic,
and its availability in (Scope: sort locally available Investigations and Human Values
nature through field visit. materials, list some naturally The learners explore The learners observe
found materials, and group and identify uses of materials and their
different rocks and soil based materials in their uses in the locality.
on colour, texture, hardness locality through field
and so on) visit.
i. Investigate the change 2. Materials and Change Planning and Exploring digital
in materials when heated 2.1 Changes in materials Carrying Out resources
or cooled and compare (Scope: changes in water and Investigations The learners compare
with the videos from the candle wax due to heating and The learners the observation made
internet. cooling). investigate changes in in the investigation
materials due to with the videos from
heating and cooling. the internet.

i. Classify everyday 3. Introduction to Mixture Obtaining, Using physical tools

materials as pure 3.1 Pure substance and Evaluating and The learners collect
substance and mixture. mixture (Scope: classification Communicating different materials to
of materials as pure substance Information classify them into pure
[ e.g., water, salt, sugar, etc.] The learners observe substance and mixture
and mixtures [e.g., tea, coffee, and classify materials
dirty water]) into pure substance
and the mixture.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

9.2.1 Strand: Physical Processes

Competency Based Standard

By the end of Key stage 1 (Class III), the learner should be able to:
● investigate the effect of push and pull on an object and rigid body to recognise the significance of
force in doing work.
● identify the sources of electricity, explore home electrical appliances, and describe safety measures
for personal safety and wellbeing.
● identify different sources of light and sound in the local community and explain its effects to make
appropriate use of it.
● identify the heavenly bodies and explain the causes of day and night based on the availability of the
sun to understand different timing.

Class-wise Competency
Class PP
By the end of class PP, the learner should be able to:
1. Forces and Motion
● identify push and pull as a force from day-to-day activities.

2. Electricity
● identify common electrical appliances at home to make safe and efficient use of it.

3. Light and Sound

● identify different sources of light at home and the local community to make appropriate use of it.

4. The Earth and Heavenly Bodies

● observe the heavenly bodies to learn their name.

Table 9: Learning objectives and process/essential skills for Physical Processes, class PP
Process/ Essential Skills
Learning Objectives Core Concepts
Scientific methods and Society and
(KSVA) (Chapter/Topics/Themes)
Engineering Practices Technology
i. Identify, push, and i. Forces and Motion Planning and Carrying Using physical tools
pull as a force 1.1 Push and pull Out Investigations The learners explore
through an (Scope: explore push and The learners use different to recognise push
investigation. pull, e.g., pushing a chair, things around them to and pull in everyday
closing, and opening a door, investigate push and pull. activity.
pulling a desk, lifting a book,
etc.).

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

i. Name common 2. Electricity Obtaining, Evaluating Using physical tools

electrical appliances 2.1 Electrical appliances and Communicating The learners observe
available at home (Scope: name common Information different electrical
through observation. electrical appliances at The learners observe appliances around
home). different electrical them.
appliances at home and
name it.
i. Identify different 3. Light and Sound Obtaining, Evaluating Using physical tools
sources of light at home 3.1 Sources of light and Communicating The learners observe
and their local (Scope: list some sources of Information different sources of
community. light found at home and their The learners identify and light around them.
local community). list different sources of
light.

i.Name heavenly 4.The Earth and Heavenly Obtaining, Evaluating Using digital
bodies through Bodies and Communicating resources
observation and 4.1 Heavenly bodies Information The learners use the
drawing inferences (Scope: name some heavenly The learners observe internet to explore
from the internet. bodies such as the sun, the heavenly bodies to name more on heavenly
moon, and the stars). them. bodies.

Class-wise Competency
Class I
By the end of class I, the learner should be able to:
1. Forces and Motion
● investigate everyday situations where force causes motion to use it effectively.

2. Electricity
● identify common electrical appliances and state their uses to make safe and efficient use of it.

3. Light and Sound

● identify different sources of sound around us to be aware of the connections to the activities in our daily life.

4. The Earth and Heavenly Bodies

● explain the cause of day and night based on availability of sunlight.

Table 10: Learning objectives and process/essential skills for Physical Processes, class I
Process/Essential Skills
Learning Core Concepts
Scientific Methods and Society and
Objectives (KSVA) (Chapter/Topics/Themes)
Engineering Practices Technology
i. Investigate everyday 1. Forces and Motion Planning and Carrying Out Using physical tools
situations where force 1.1 Effect of force Investigations The learners use
causes motion. (Scope: explore where The learners investigate everyday different things around
force causes motion). situations where force causes them.
motion.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

i. Identify common 2. Electricity Obtaining, Evaluating and Using physical tools

electrical appliances at 2.1 Electrical appliances and Communicating Information The learners observe
home and state their use (Scope: identify household The learners observe and identify different electrical
uses. electrical appliances and state different electrical appliances at appliances around
their uses). home and state their uses. them.

i. Identify different 3. Light and Sound Obtaining, Evaluating and Using physical tools
sources of sound 3.1 Sources of sound Communicating Information The learners observe
around them. (Scope: list different sources of The learners identify different different sources of
sound) sources of sound and list them. sound around them.

i. Explain the cause of 4.The Earth and Developing and using Using physical
day and night based on Heavenly Bodies models tools
availability of sunlight. 4.1 Cause of day and night The learners explore the cause Learners use digital
(Scope: Cause of day and of day and night resource for further
night based of availability exploration
of sunlight)

Class-wise Competency
Class II
By the end of class II, the learner should be able to:
1. Forces and Motion
● investigate the effects of pushes and pulls on rigid and non-rigid bodies for efficient use of force.

2. Electricity
● explore safety measures in using electrical appliances to recognise safety measure in daily life.

3. Light and sound

● explore the effect of light on the visibility of objects to realize the importance of light.

4. The Earth and Heavenly Bodies

● explore the uses of the sun's energy to appreciate its importance in daily life.

Table 11: Learning objectives and process/essential skills for Physical Processes, class II
Process/Essential Skills
Learning Objectives Core Concepts
Scientific Methods and Society and
(KSVA) (Chapter/Topics/Themes)
Engineering Practices Technology
i. Investigate the effects of 1. Forces and Motion Planning and Carrying Using physical tools
push and pull on a body. 1.1 Effect of force Out Investigations The learners use different
(Scope: explore the effects of The learners investigate the things around them.
push and pull effects of push and pull on a
[e.g., change in position, body by carrying out simple
making objects to move experiments.
or stop, change in shape,
and change in direction].

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

ii. Explore safety measures 2. Electricity Obtaining, Evaluating and Using digital resources
while using electrical 2.1 Electrical appliances and Communicating The learners
appliances using safety measures (Scope: list Information explore the digital
information from the safety measures while using The learners explore and list resources to study the
internet. electrical appliances at safety measures related to safety measures while
homes). electrical appliances at using the electrical
home. appliances.

iii. Examine the effect of 3. Light and Sound Obtaining, Evaluating and Using physical tools
light on the visibility of 3.1 Effect of light Communicating The learners use materials
objects through an activity. (Scope: the effect of light on Information around them to explore the
visibility of objects. E.g., day The learners design an effect of light and use the
and night). activity to study the effect internet to explore more.
of light.

iv. Explore the uses of sun 4.The Earth and Heavenly Obtaining, Evaluating and Exploring digital
energy in daily life. Bodies Communicating resources
4.1 Sun energy Information The learners use the
(Scope: Uses of sun energy The learner explores the internet to explore the
such as drying clothes, uses of sun energy. information.
source of light, source of
heat, etc.).

Class-wise Competency
Class III
By the end of class III, the learner should be able to:
1. Forces and Motion
● investigate the effect of varying magnitude and direction of pushes and pulls on a body for efficient
use of force in their everyday.

2. Electricity
● explore different sources of electricity to recognize their uses in daily life.

3. Light and Sound

● investigate the effect of different objects on light to recognize their suitability for different
purposes.

4. The Earth
● identify the features of day and night to relate to daily life patterns.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

Table 11: Learning objectives and process/essential skills for Physical Processes, class III
Process/Essential Skills
Learning Core Concepts
Scientific methods and
Objectives (KSVA) (Chapter/Topics/Themes) Society and Technology
Engineering Practices
i. Investigate the 1. Forces and motion Obtaining, Evaluating and Using physical tools
effect of varying 1.1 Effect of force Communicating Information The learners use different
magnitude and (Scope: the effect of pushes and The learners design an activity things around them to
direction of push pulls of different magnitude and to explore the effect of varying learn the effect of pushes
and pull on a body direction on a body). magnitude and direction of and pulls of different
through activity. pushes and pulls on a body. magnitude and direction
on a body)

i. Explore different 2. Electricity Obtaining, Evaluating and Exploring digital

sources of electricity 2.1 Source of Electricity Communicating resources
through observation (Scope: explore different Information The learners use the
and using the sources of electricity and list The learners explore internet to explore
internet. them). different sources of more on different
electricity. sources of electricity.
i. Investigate the 3. Light and sound Planning and carrying out Using physical tools
effect of transparent, 3.1 Materials and light investigations The learners explore
translucent, and (Scope: Concept and the The learners investigate transparent,
opaque objects on transmission of light through different objects and its translucent, and
light through transparent, translucent, and effect on the light. opaque objects around
activity. opaque objects) them.

i. Explain the 4.The Earth and Heavenly Obtaining, Evaluating and Exploring digital
duration of day and Bodies Communicating resources
night during 4.1 Day and night Information Learners use the
summer and winter. (Scope: duration of day and The learners observe and internet to explore on
night during summer and identify the features of day the duration of day
winter) and night. and night.

9.2 Key Stage 2 (IV-VI)

9.2.1 Strand: Life processes
Competency Based Standard
By the end of Key Stage 2 (Class VI), the learner should be able to:
1. study things in the surrounding to identify the variations among individuals based on their
characteristics to acquire the skill of classification and recognise the diversity.

2. examine different habitats, the mode of adaptations in plants and animals and feeding
relationships of organisms to analyse the interdependence of living things with their environment.

3. explain teeth and different life processes occurring in humans to understand their crucial roles in
human survival.

4. investigate the necessary conditions required for the growth, transport of water and minerals, and
reproduction in plants to recognize their importance in the continuity of life.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

Class-wise Competency
Class IV
By the end of class IV, the learner should be able to:
1. Classification and Variation.
classify things in the environment into living and non- living, and biodegradable and non-
biodegradable to understand their characteristics.
2. Living Things and their Environment
explore habitat, feeding habits and the adaptive features of plants and animals to identify the
interdependence in nature.
3. Human and Animal
explain nutrition and food groups, and structure and function of teeth to understand the
importance of eating all food groups and maintaining oral hygiene.

4. Green Plants
investigate the conditions required for the growth of plants, and identify parts of a flower to
understand its role in reproduction.

Table 13. Learning objectives and process/essential skills for Life processes, class IV
Process/Essential Skills
Core Concepts (Chapter/
Learning Objectives Scientific methods and Society and
Topics/Themes)
Engineering Practices technology
1.1 Classification and Planning and Carrying out
Variation Investigations
i. Identify the characteristics of 1.1.1 Living and Non-Living Investigate and observe
living and non-living things. Things things in the surrounding.
(Scope: This topic focuses on
ii. Classify things in the what living and non-living things
surrounding into living and are and their characteristics with
non-living things according to examples and their significance.)
their characteristics.

iii. Explain the significance of

living and non-living things.

i. Classify things in the 1.1.2 Biodegradable and Non- Analysing and Using Physical Tools
surrounding into biodegradable Biodegradable Things Interpreting Data The learners examine
and non-biodegradable things. (Scope: This topic begins with the
Analyse and interpret the biodegradable and
ii.Investigate the role of introduction of biodegradable and
non-biodegradable things with
data collected to classify nonbiodegradable
microorganisms in things into biodegradable things, using the
examples. It also covers the role of
decomposition of biodegradable and non-biodegradable. materials available in
microorganisms in decomposition
waste by making a compost. the surrounding area.
and making compost, production
iii.Identify the consequences of of greenhouse gases due to
improper waste management improper waste management and
and suggest ways to address the the importance of managing
problem related to waste. waste.)

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

iv.Explain that biodegradable and Constructing Explanation Exploring Digital

non-biodegradable waste and Designing Solution Resources
contribute to production of Using the concept of The learners explore
greenhouse gases decomposition to prepare information on
v.Describe the importance of compost. compost preparation
managing waste. from the internet.
1.2 Living things and their Panning and carrying out Exploring digital
Environment investigations resources
i.Explore different types of 1.2.1 Animal and Plant Habitat The learners explore The learners use the
habitat for plants and animals. different habitats for surroundings and the
ii.Describe the adaptive features (Scope: This topic introduces plants and animals and internet to explore
of plants and animals. habitat, types of habitats such as investigate their adaptive the habitats and the
iii.Explore the effects of climate water, land, desert, forest, and features. adaptive features of
change on habitats (water, land, snow. It also includes adaptive plants and animals.
features of plants and animals.)
desert, forest, and snow) Analysing and
Interpreting Data
The learners analyse and
interpret adaptive
1.2.2 Food Chains and
features for plants and
i. Explain producers, consumers Feeding Habits
animals
and types of consumers.
(Scope: This topic begins with the
ii. Describe the feeding
introduction of producer, prey,
relationship of organisms in Obtaining, Evaluating, and
predator, herbivore, carnivore
different habitat and omnivore and their Communicating Serving Human
iii. Create food chains based on examples. It also discusses the Information Values and Influence
the organisms found in the trophic levels of a food chain The learners explore and Value Formation
locality. [producer-primary consumer- observe different feeding The learners study the
iv. Interpret the trophic levels of a secondary consumer-tertiary habits in the locality to local animals and their
food chain to understand the consumer].) classify organisms and feeding relationship.
interdependence of living study the food chain.
things.

1.3 Human and Animal Obtaining, Evaluating, and

1.3.1 Nutrition Communicating Serving Human
Information Values and Influence
i. Explain nutrition. The learners discuss and Value Formation
(Scope: This topic begins with the
ii. Classify foods into food for introduction of nutrition and list all kinds of food and The learners study all
activity, growth, and protection. different food groups [food for group them to learn their kinds of food in the
iii. Explain the importance of activity, food for growth, food for importance and their locality and explore
eating foods from all food protection]. It also highlights the functions from reliable the eating habits in
groups to maintain good importance of eating food from resources. their family.
health. all food groups.)

Developing and Using Exploring Digital

1.3.2 Teeth Models Resources
The learners observe a The learners seek
i. Identify the different types of (Scope: This topic covers the
picture of the teeth to advice from elders
teeth and explain their types of teeth and their functions
compare with their teeth and use the internet
functions.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

ii. Explore the importance of as well as ways to maintain oral and learn the functions to develop good oral
maintaining oral hygiene. hygiene.) and share them with the hygiene.
class.
1.4 Green Plants Planning and Carrying out Exploring Digital
1.4.1 Conditions for Growth Investigations Resources
i. Investigate the effect of light The learners conduct an The learners relate
on the growth of a plant (Scope: This topic emphasises experiment to study the and validate
ii. Investigate the effect of air on on the conditions such as light, conditions required for experimental findings
the growth of a plant. air, temperature and water the growth of plants. with the observation
iii. Investigate the effect of which are necessary for the in the environment
temperature, and water on the growth of a plant.) Analysing and Interpreting and information from
growth of a plant Data the internet.
iv. Investigate the effect of Analyse and interpret the
water on the growth of a plant data collected to state
v. Explain the interdependence of necessary conditions
various growth factors for healthy required for proper
plant development. growth of plants.

1.4.2 Flower Obtaining, Evaluating, Using Physical Tools

(Scope: This topic focuses on and Communicating The learners collect
i. Identify the basic parts of a different parts of a flower such Information flowers and study the
flower using different flowers as pedicel, sepal, petal, The learners observe parts.
from the surroundings. filament, anther, stigma, style, different parts of the flower
ii. Explain a flower with the help and ovary. It also focuses on and learn their names.
of a well labelled diagram. the impact of climate change
iii. Explain the importance of on flowering and ways to
flowers in a plant's life. mitigate it.)
iv. Explain the impact of
climate change on flowering of
plants.
v. Explain the ways to reduce the
impact of climate change on
plants.

Class-wise Competency
Class V

By the end of class V, the learner should be able to:

1. Classification and Variation
explore variations among organisms and their traits to understand the significance of the
existence of diversity in life forms.
2. Living Things and their Environment
explain the feeding relationships and interdependence of organisms to understand the impacts of
human activities on their feeding relationship

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

3. Human and Animal

explain different life processes (circulation, movement and reproduction), nutrients, and types of
nutrients to recognize their roles in proper functioning of an organism.
4. Green Plants
describe the functions of root, stem and different parts of flower to recognise their importance
for the survival and continuity of plant life.

Table 14: Learning objectives and process/essential skills for Life processes, class V
Process/Essential Skills
Core Concepts
Learning Objectives Scientific methods and
(Chapter/Topic/Theme) Society and technology
Engineering Practices
1.1Classification and Planning and Carrying out Serving human values and
Variation Investigations influence value formation

i. Explain variations in plants 1.1.1 Variations The learners observe and The learners observe
and animals. investigate humans, plants, organisms in their
ii. Explore the variations in (Scope: This topic focuses on and animals to study surroundings.
plants and animals based what variation is, and features
characteristics and variation.
on their size, colour and of different plants and animals
shape. and significance of diversity of Analysing and interpreting
iii. Explain the significance of plants and animals. It also data
diversity of plants and discusses on the impact of
animals in the ecosystem. climate change on biodiversity The learners then analyse and
iv. Explain how climate change and mitigation measures) interpret data collected.
affects the diversity of
plants and animals with
suggested measures to
mitigate the effect.

1.2 Living things and their Planning and Carrying out Promoting Socio-cultural,
Environment Investigations Economic, and Human
Values
1.2.1 Food Web The learners investigate the
i. Construct a food web using food web and the impact of The learners study the
(Scope: This topic introduces
organisms found in the human activities on habitat presence of endangered or
what a food web is and
locality. through field visit. threatened species in the
discusses the
interconnectedness of food locality.
Analysing and Interpreting
ii. Interpret the chains to form a food web,
Data Exploring Digital
interdependence among impacts of human activities on
Resources
different organisms in the their feeding relationship) The learners then analyse
food web. and interpret the data The learners explore
collected to advocate different feeding
iii. Explain the impacts of community on conservation relationships in the locality
human activities on the of the habitat of plants and and construct a food chain
feeding relationships in animals.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

nature. Obtaining, Evaluating, and using suitable presentation

Communicating Information software.
1.2.2 Threat to Habitat
i. Explain various human The learners gather the
(Scope: This topic begins with the
activities that cause climate information on feeding
study of the various human
change and pose a threat to activities that cause climate relationships in the locality,
habitat. change and destruction of draw a food web based on
ii. Discuss measures to the feeding relationship
habitats and measures to save
conserve the habitat.
habitats. observed and communicate
iii. Justify that climate change
influences the health of the the information to the class.
It includes threatened plants
environment. and animals and measures to
iv.Identify the threatened save them.
animals and plants in the
locality.
v.State the significance of
saving the threatened animals
and plants in the locality.
Obtaining, Evaluating, and
1.3 Human and Animal Communicating Information Serving Human Values
i. Explain macronutrients and 1.3.1 Nutrition The learners gather and and Influence Value
micronutrients in animals evaluate information to Formation
(Scope: The topic introduces
with examples. food nutrients [macro and categorise the food they The learners study all kinds
ii. Explain a balanced diet and micro] which includes have seen into various food of food in the locality and
state the importance of carbohydrates, proteins, fats, categories and communicate explore the eating habits
eating a balanced diet. vitamins, minerals, and water the information by designing in their family.
iii. Construct a food guide with examples. It also deals with
a poster on the adverse
a balanced diet and food guide
pyramid to promote healthy effects of junk food.
pyramid with significance for the
eating habits.
body.)

1.3.2 Healthy Habits Exploring Digital

Resources
(Scope: This topic focuses on the
i. Discuss the impacts of Design a poster on the
impacts of consuming junk food,
consuming junk foods, tobacco, alcohol, drugs on our negative impact of junk
tobacco, alcohol, and drugs on health and lifestyle. It also food using a suitable ICT
our health. discusses the causes, impacts tool.
ii. Discuss the causes, impacts and prevention of malnutrition
and prevention of [undernutrition and
malnutrition based on overnutrition] and calculation of
Exploring Digital
undernutrition and Body Mass Index [BMI] and its
significance.) Resources
overnutrition.
iii. Calculate Body Mass Index The learners use the
(BMI) and explain the internet and other

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

significance of knowing their resources to gather

BMI to maintain good health. information.
iv. Justify why a healthy eating
habit is necessary for one’s
own health.
1.3.3 Circulation
(Scope: This topic introduces Developing and Using
i. Identify different parts of the circulation and deals with the
Models
circulatory system and explain function of the heart, arteries,
their roles. veins, and their roles in blood The learners develop a
circulation.) human circulatory system
ii. State the importance of
model using available
circulation in humans.
materials to explain its
1.3.4 Movement various parts.

i. Identify different parts of the (Scope: This topic focuses on the The learners design an arm
skeleton in the human body. functions of the skeleton, and model to explain the
the names and functions of function and working of
ii. State the functions of the
different parts of the skeleton -
skull, rib cage, and backbone. muscle.
skull, ribcage, backbone; and
iii. Explain the importance of
muscle - biceps, triceps.)
the skeleton in our life.
iv. Identify biceps and triceps
of muscles and relate the
functions of muscles to the
important movement of the
body. 1.3.5 Reproduction Constructing Explanation and
(Scope: This topic begins with
Designing Solution
i. Explain fertilisation and
the introduction of fertilisation Learners study the life cycle
reproduction in animals. and reproduction and includes
of butterflies. They create a
ii. Explain the life cycle of an the different stages of a life
cycle and importance of life-stage calendar for the
animal. butterfly. They observe, and
reproduction in continuity of
iii. Explain the significance of life.) draw, examine their pupa,
reproduction in animals. and compare with that of
the emergent butterflies.
They draw the complete
lifecycle of the butterfly.
1.4 Green Plants

1.4.1 Water and Mineral Planning and Carrying out Exploring Digital
i. Identify the parts of a plant Transport Investigations Resources
using different plants found in The learners carry out an
(Scope: This topic deals with the The learners use the
the surroundings. activity to explain the
parts of a plant, and general internet and other
ii. State the functions of roots functions of root and stem.) functions of roots and stem. resources to gather
in plants.
information.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

iii. State the functions of the Analysing and Interpreting Using the Physical Tools
stem in plants. Data
The learners use plants
iv. Explain the importance of
The learners analyse and from the locality to study
root and stem in the growth of interpret the collected data. the role of roots and stem
a plant. in transporting water and
minerals.
Obtaining, Evaluating, and
Using the Physical Tools
1.4.2 Reproduction Communicating
i. Explain the primary Information The learners collect
functions of different parts of (Scope: This topic focuses on
different flowers from the
a flower using a flower. functions of different parts of a The learners explore
locality and compare the
flower. It also introduces the different parts of a flower
ii. Explain calyx and corolla. parts.
terminologies such as calyx and and evaluate by observing
iii. Explain the importance of
corolla.) and dissecting the flower.
flowers in plants.

Class-wise Competency
Class VI
By the end of class VI, the learner should be able to:
1. Classification and Variation
classify plants and animals into distinct groups according to their characteristics to foster an
appreciation for the diversity of life in nature.
2. Living things and their Environment
analyse the trophic levels of the ecological pyramid and their roles in maintaining the ecological
equilibrium to understand the flow of energy in the ecosystem.
3. Human and Animal
explore nutrition by age and gender, puberty, and different life processes (double circulation,
reproduction) to relate their importance in proper growth and functioning of a body.
4. Green Plants
explain nutrients and different life processes (photosynthesis, and reproduction) in plants to
understand their significance in growth and continuity of plant life.

Table 15: Learning objectives and process/essential skills for Life processes, class VI
Core Concepts Process/Essential Skills
Learning Objectives Scientific methods and
(Chapter/Topic/Theme) Society and Technology
Engineering Practices
1.1 Classification and Obtaining, Evaluating, Exploring Digital Resources
Variation and Communicating
The learners use the internet
i. Explore the characteristics of Information
1.1.1 Classification of to learn more about different
vertebrates and invertebrates. Animals Learners collect and classes of animals and plants.
ii. Classify different animals into
(Scope: This topic introduces analyse knowledge
vertebrates and invertebrates
the classification of animals through observation in
based on their characteristics.
into vertebrates and order to identify animals
iii. Examine the characteristics of
invertebrates, and into five and plants into five
different animals found in the
classes [reptiles, fish,
locality. amphibians, birds,

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

iv. Classify animals into different mammals] based on their classes each and list their
groups (reptiles, fish, amphibians, characteristics with characteristics.
birds, and mammals) based on examples.)
their characteristics.
v. Identify the differences and
similarities in animals within the
same group. 1.1.2 Classification of
Plants
i. Examine the characteristics of (Scope: This topic introduces
different plants found in the the classification of plants
locality. into five classes [mesophytes,
ii. Classify different Plants into hydrophytes, xerophytes,
different groups (mesophytes, epiphytes, and lithophytes]
based on their characteristics
hydrophytes, xerophytes,
with examples.)
epiphytes, and lithophytes)
according to their characteristics.
iii. Identify the differences and
similarities in plants within the
same group.

1.2 Living Things and Obtaining, Evaluating, Using Physical Tools

their Environment and Communicating
The learners observe
Information
1.2.1 Feeding and different food chains in the
i. Explain the trophic level of the Relationships Obtain information on locality and use information
ecological pyramid using examples food chain pyramids and gathered from the internet
from the locality. (Scope: This topic introduces
the trophic levels (producer- pyramids of numbers by to learn and construct food
ii. Examine the impact of climate primary consumer-secondary using the internet or chain pyramids and pyramids
change on the trophic levels in the consumer-tertiary consumer- reading books to explain of numbers.
food chain . quaternary consumer) and the concept.
explains the significance of Promoting Socio-cultural,
iii. Explore various ecological each level to balance the Economic, and Human
pyramids and trophic levels. ecosystem. It also includes Values
the ecological pyramids: The learners gather
iv. Rationalise the significance of pyramid of numbers, pyramid
information from the locality
energy flow in maintaining the of biomass and pyramid of
and other available resources
ecological equilibrium in the energy with examples.)
to study significance of
ecosystem.
energy flow in maintaining
ecological equilibrium.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

1.3 Human and Animal Constructing Explanation Using Physical Tools

and Designing Solution
1.3.1 Nutrition The learners compare their
The learner's design a dietary habits of friends in
i. Discuss the nutritional (Scope: This topic deals with
food guide pyramid to the class with the food guide
requirements of people in the dietary requirements of
people of different age
explain the importance pyramid that they have
different age groups and gender. of a balanced diet and
groups and gender. It also designed.
ii. Explore the nutritional label and includes how to read the dietary requirement
shelf life of processed food to nutrition label and shelf life based on age and
understand the nutritional values. of foods in the market to be gender.
aware of healthy eating
iii. Relate our eating habits to habits.) Developing and Using Exploring Digital Resources
physical, mental, emotional, and model
The learners watch a video
social well-being.
The learners design a on human blood circulation.
model to show double
circulation.

1.3.2 Double Circulation

Exploring Digital Resources
(Scope: This topic introduces Obtaining, Evaluating,
i. Explain the chambers of heart four chambers of heart, and Communicating The learners watch a video
with the help of a labelled double circulation Information on the function of the
diagram. (pulmonary circulation and
skeleton and muscles.
systemic circulation), and The learners gather and
ii. Explain double circulation with
includes the directional flow evaluate information
the help of a diagram. of oxygenated blood and about the skeleton and
iii. Explain the significance of deoxygenated blood) muscles by using the
double circulation in the human model of a skeleton and
body. chart on muscle.
1.3.3 Puberty
(Scope: This topic introduces
i.List down the physical and puberty, the physical and The learners create a
emotional changes occurring emotional changes that occur video on good and bad Exploring Digital Resources
during puberty. in males and females and touch.
The learners explore the
ii.List down ways to cope with ways to cope with the digital resources for further
physical and emotional changes. changes. It also includes the
information on puberty,
attributes of good touch and
iii.Advocate on good touch and good touch and bad touch
bad touch.)
bad touch to create a safe social and create a video using a
environment and living. suitable ICT tool on good and
bad touch.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

iv.Explain primary nutrients and

its significance in plants.
1.4 Green Plants Obtaining, Evaluating, Exploring Digital Resources
and Communicating
1.4.1 Nutrition The learners observe
Information
different plants in the
(Scope: This topic introduces
i. Identify the roles of primary Explore or use any environment to study the
the primary nutrients-
nutrients in plants. media to obtain deficiency symptoms of NPK;
Nitrogen, Phosphorus, and
ii. Analyse the deficiency Potassium [NPK] and their
information on the role and watch the video on
symptoms and effects of roles and deficiency of NPK in the growth of photosynthesis.
primary nutrients on the symptoms in plants.) a plant.
health of plants through
observation.
1.4.2 Photosynthesis Obtaining, Evaluating,
Exploring Digital Resources
and Communicating
(Scope: This topic begins with
i. Explain the role of chlorophyll in Information The learners observe
the introduction of
photosynthesis. different flowering plants
chlorophyll, photosynthesis, Refer reliable resources and seeds dispersal in the
ii. Examine the presence of and its equation [word and to study the process of
chemical] and significance.)
locality, and use the internet
chlorophyll in leaves and describe photosynthesis, to explore more information.
photosynthesis using the importance of
essential elements required for photosynthesis and
this biological process. communicate the
information to others
iii. Justify the importance of
using drawings that
photosynthesis for the survival of
provide detail about
organisms.
scientific ideas.
1.4.3 Reproduction Obtaining, Evaluating,
i. Explain pollination and its (Scope: This topic begins and Communicating
significance in plants. with the concept of Information
pollination, pollinating
ii. Identify the agents of agents [wind, water and Use any multimedia to
pollination and the characteristics animals] and the observe the agent and
of flowers for pollination. characteristics of flowers to characteristics of
be pollinated. It also includes flowers for pollination,
iii. Explain the formation of seeds the formation, dispersal, and and communicate the
germination of seeds.)
iv. Identify the agents for seed information to others.
dispersal.
Planning and Carrying
v. Explain the term germination out Investigations
and the importance of seed in
Investigate conditions
plants..
required for
vi. Investigate germination and germination of seed
the factors affecting it. through an activity.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

vii. Explain the impacts of climate Analysing and

change on germination. Interpreting Data

Analyse and interpret

the data collected to
describe the conditions
required for
germination of seed.

9.2.2 Strand: Materials and their Properties

Competency Based Standard
By the end of Key Stage 2 (Class VI), the learner should be able to:
1. classify different materials based on the physical and chemical properties to develop the skills of
sorting and understanding the nature of substance for various uses in daily life.
2. explain physical processes (heating and cooling), types of mixtures, and physical and chemical
changes to understand their effects in nature.
3. explore scientific and local practices of separating mixtures based on the characteristics of their
components, and relate these practices in their everyday life.

Class-wise Competency
Class IV
By the end of class IV, the learner should be able to:
1. Classifying Materials
investigate the transmission of light through materials and state of matter to understand their
application in daily life.

2. Materials and Change

investigate the physical process (heating and cooling) and types of mixtures to understand the
importance of physical processes in daily life.

3. Separating Mixtures
demonstrate various methods of separation of mixtures (sedimentation, decantation, and
filtration) to illustrate their applications in everyday scenarios.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

Table 16: Learning objectives and process/essential skills materials and their properties, class IV
Process/Essential Skills
Core Concepts
Learning Objectives Scientific methods and
(Chapter/Topic/Theme) Society and Technology
Engineering Practices

2.1 Classifying Materials Planning and Carrying out Using Physical Tools
Investigations
2.1.1 Materials in Our The learners collect
Surroundings The learners observe and classify different things around
i. Explore various materials in
(Scope: This topic begins by different things around them them to study their
the surrounding to study the
observing the things in the based on different properties, and properties.
transmission of light through it.
surrounding and sorting investigate the properties of
ii. Classify the materials in the them into transparent, different states of matter.
surroundings into transparent, translucent, opaque, etc.)
translucent, and opaque Planning and Carrying out
Investigations Exploring Digital
objects based on the
transmission of light. Resources
Investigate different things in the
surrounding to classify them Browse relevant sources
iii. Explore the use of
based on material transparency; to gather information
transparent, translucent, and
design an experiment to prove on transparency of
opaque objects in daily life. 2.1.2 States of Matter that solid, liquid and gas are materials, the states of
(Scope: This topic begins matters; investigate the matter based on volume
with understanding the properties (volume and shape) of and shape.
i. Explain matter and classify the
characteristics of matter different states of matter.
states of matter.
through investigation, its
ii. Verify that all three states of states [solid, liquid, gas,
matter have mass. and plasma] and their Analysing and Interpreting Data
characteristics [mass,
iii. Investigate the shape and volume and shape].) Use observation data to classify
volume of three states of matter. the things. Analyse the data from
experiments to construct the
concept of matter. Analyse the
properties to differentiate the
three states of matter.

2.2 Materials and Planning and Carrying out Using Physical Tools
Change Investigations
The learners use
i. Explore the process of heating
2.2.1 Heating and The learners investigate the different things
and cooling. Cooling effects of heating and cooling on available locally and
ii. Investigate the effects of
(Scope: This topic introduces
the properties of substances. other information to
heating and cooling on
the learner to the processes learn the concepts.
materials. Planning and Carrying out
of heating and cooling Investigations
ii. Explain the importance of
which results in melting and
heating and cooling in daily life.
freezing.)

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

Observe the effect of heating and

cooling on substances.
2.2.2 Materials in
Mixtures
Using Physical Tools

i. Explain pure substances and (Scope: This topic focuses on Analysing and Interpreting Data May use apparatus from
investigating pure
mixtures with examples. Develop a hypothesis, Analyse, the laboratory or
substances, soluble and
ii. Classify the mixtures into and interpret the data collected improvise to carry out
insoluble substances. Also
solid-solid, solid-liquid, and from the investigation. investigation
mixtures and their types
liquid-liquid mixture with [solid-solid, solid-liquid, and
Engaging in Argument from
examples. liquid-liquid mixture])
iii. Distinguish between soluble Evidence
and insoluble substances using Discuss various mixtures such as
simple experiments. curry, tea, muddy water, orange
iv. Relate the importance of juice, etc.to categories them into
mixtures and solutions in daily different types.
life.
2.3 Separating Mixtures Planning and Carrying out Using Physical Tools
Investigations
i Explain the process of 2.3.1 Methods of May use apparatus from
sedimentation, decantation, Separation The learners investigate different the laboratory or
and filtration. ways of separating mixtures. improvise to carry out
(Scope: This topic begins
experiments.
ii.. Demonstrate separation of with introducing what
insoluble solid from the separation is,and different
techniques of separating
solution by sedimentation,
mixtures such as
decantation, and filtration.
[sedimentation,
iii.Explain the application of decantation, and filtration]
sedimentation, decantation, and for separating insoluble
solid from the solution.)
filtration in everyday life.
Engaging in Argument from
2.3.2 Making Water Safe Promoting Socio-
Evidence
for Drinking cultural, Economic, and
i. Explain ways to make water safe Discuss with evidence why Human Values
(Scope: This topic
for drinking. unclean water is not safe for
incorporates ways to make
drinking. And what would happen May visit nearby water
ii. Design a simple filter for water safe and clean for
human consumption.) if we drink unclean water. sources to protect and
purifying muddy water to make promote clean drinking
it drinkable. Planning and Carrying out water and make water
Investigations safe for drinking by
iii. Justify that safe drinking water
is important for people. Design a poster to protect and filtration and boiling.

iv. Relate climate change with promote clean drinking water

occurrence of waterborne sources.
diseases.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

Class-wise Competency
Class V
By the end of class V, the learner should be able to:
1. Classifying Materials
classify common substances into elements and compounds based on their atomic composition to
understand their applications in daily life.
2. Materials and Change
explore the properties of matter, various changes, and the interconversions occurring in and
around oneself to understand their effects in nature.
3. Separating Mixtures
explore the separation techniques for separating solid – solid mixtures according to their
characteristics to purify the mixtures for appropriate use in everyday situations.

Table 17: Learning objectives and process/essential skills for materials and their properties, class V
Process/Essential Skills
Core Concepts (Chapter,
Learning Objectives Scientific methods and
Topic/Theme) Society and Technology
Engineering
2.1 Classifying Materials Obtaining, Evaluating, and Exploring Digital Resources
Communicating Information
i. Explain atoms, elements, 2.1.1 Element and The learners observe the
and compounds with Compound Observe and classify different substances around them to
examples. substances into elements and learn.
(Scope: This topic begins with
ii. Classify substances compounds.
an introduction of atoms, and ExploringDigital Resources
found in the locality into classification of substances
elements and into elements and May browse relevant sources
compounds to compounds based on the to gather information to
understand their types of atoms present in validate the classification of
significance them.) substances done.

2.2 Materials and Change Planning and Carrying out Promoting Socio-cultural,
Investigations Economic, and Human
2.2.1 Matter
Values
Observe and investigate the
i.Identify various processes (Scope: This topic deals with
different processes that bring Observe different natural
involved in interconversion of matter and its
interconversion through the changes in the states of phenomena happening in the
matter. surrounding and identify the
processes of melting, matter. Investigate properties
ii.Investigate the process of freezing, evaporation, processes of change and
of matters using available
melting, freezing, condensation, sublimation, their properties.
resources.
evaporation, condensation,
and sublimation using
experiments.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

iii.Explain the properties of and deposition. In addition, it Explore and classify things in Exploring Digital Resources
solid, liquid, and gas based on explains the characteristics of the surrounding into natural
three states of matter based Use digital resources to
particle arrangement and man-made things, and
on the arrangement of obtain relevant information
iv.Explore the effects of the investigate and verify various to differentiate the three
particles in them.)
interconversion of matter in physical changes happening states of matter and to
nature. around them. explain the physical change.
Analysing and Interpreting
Data

Analyse and interpret the data

2.2.2 Physical Changes
collected
(Scope: This topic covers
i.Investigate physical change what natural and artificial
based on its physical changes are with their
properties. examples. It also includes
ii.Investigate conditions of what is physical change,
condition of physical
physical change
change and its properties
iii.Identify natural and
such as reversible and
artificial changes in the
irreversible physical
locality. change.
iv.Explain the significance of
different types of change in
everyday lives.
2.3 Separating Mixtures The learners verify the Promoting Socio-cultural,
applicability of methods in Economic, and Human
2.3.1 Methods of
separating various mixtures. Values
Separation
Planning and Carrying Out May explore traditional ways
(Scope: This topic emphasises
i. Identify methods for Investigations of separating mixtures
on separating solid-solid
separating solid-solid (threshing and winnowing)
mixtures by using methods Carry out experiments to learn
mixture based on the such as [hand-picking, sieving, though field visits.
characteristics of the process and methods of
winnowing, threshing and
constituents. separation. Exploring Digital Resources
magnetic separation ]based
ii. Demonstrate the on the characteristics of the Engaging in Arguments from May use relevant digital
methods of separating components of the mixture.) Evidence resources to supplement the
solid-solid mixtures. learning derived from
iii. Explain the importance Discuss the applicability of
experimentation and field
of separating mixture different methods in
visit.
and separation separating various mixtures in
techniques. the daily world.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

Class-wise Competency
Class VI
By the end of class VI, the learner should be able to:
1. Classifying Materials
study symbols and molecular formulae of elements and compounds, and categorise acids and
bases, to understand their uses in daily situations.
2. Materials and Change
examine the features of chemical changes, as well as distinction between hard water and soft water inorder
to discern their significance within the natural environment.
3. Separating Mixtures
examine the concept of solutions, liquid-liquid mixtures and techniques of separating them
according to their characteristics for appropriate use in daily life.

Table 18: Learning objectives and process/essential skills for materials and their properties, class VI
Process/Essential Skills
Core Concepts (Chapter/
Learning Objectives Scientific methods and
Topic/Theme) Society and Technology
Engineering Practices

2.1 Classifying Materials Obtaining, Evaluating, Exploring Digital

and Communicating Resources
2.1.1 Elements and
Information
Compounds The learners explore
Use different relevant and learn to name
(Scope: This topic consists of
i. Explain elements, names and symbols of common sources to explore the elements and
compounds and molecular elements such as carbon, names and symbols of molecules using the
formulae with examples. hydrogen, oxygen, nitrogen, elements and molecule internet, and use ready-
iron, gold, silver, copper, formation. made and locality
ii. Identify elements and
magnesium, lead, zinc, available indicators.
compounds using atomic Planning and Carrying out
aluminium, sodium, chlorine,
symbols and molecular iodine, fluorine, etc. In addition, Investigations Explore the names and
formulae. students explore the concept of symbols of elements
Investigate acidic and
molecules and the names and from relevant digital
iii. Develop a model of basic nature of substances
chemical formulae of common resources.
simple molecules and using different indicators.
elements and compounds [C,
describe their atomic O2, H2, CO2, H2O, NaCl, and
composition. Developing and using
C12H22O11 etc.]. It also includes
Models Using Physical Tools
differences between atomic
symbols and molecular Use locally available Explore and use ready-
formulae.) material to develop made and locality
models of simple available indicators
molecules.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

Constructing explanations
and designing solutions

Use the model of simple

molecules from science
laboratories or the model
developed (improvised) to
explain the formation of
molecules.
2.1.2 Acids and Bases

i. Explore acid and base (Scope: This topic introduces acid

Use different locally
based on their and bases with its properties
available materials to
properties. such as taste and pH. Carrying out STEM
Furthermore, the students test prepare indicators to
ii. Classify substances into Activities
acid and base using different determine whether the
acids and bases using
indicators like litmus, universal given substance is acid or May use a virtual lab
different indicators.
indicator, methyl orange, and base. simulation to study the
iii. Prepare indicators phenolphthalein.) colour change in
Analysing and
using the locally indicators to determine
Interpreting Data
available materials to whether the substance
test acid and base. Observe the colour change is acid or base.
iv. Explain the importance in the indicator and
of acid and base in daily determine the nature of
life. substance (acid or base)

2.2 Materials and Change Obtaining, Evaluating, and Promoting Socio-

Communicating cultural, Economic, and
i. Explain chemical 2.2.1 Chemical Change
Human Values
change with examples. Information
(Scope: This topic will cover the
ii. Investigate the Observe chemical
concept of chemical change, its Refer grade‑appropriate
characteristics of a properties, and its significance.)
changes happening in
texts or digital media to
chemical change. the environment, and
obtain scientific
iii. Justify the significance use available materials
information about
of chemical changes in to carry out the activity.
chemical change, and soft
everyday situations.
water and hard water. Exploring Digital
Resources
2.2.2 Hard water and soft Planning and Carrying Out
water Investigations Use relevant digital
sources to obtain
i. Explore the (Scope: This topic covers the Explore and investigate information on
characteristics of soft concept of soft water and hard various chemical changes chemical changes and
water and hard water. water with their distinctive taking place in nature. hard water.
ii. Carry out an characteristics followed by a
process to remove hardness of
experiment to remove
water through distillation and
the hardness of water.

52
 Science (PP-VIII) Science Curriculum Framework (PP-XII)

iii. Evaluate the boiling. Also study the Explore and investigate
advantages and advantages and disadvantages the characteristics and
disadvantages of hard of hard water and soft water.) methods of removal of
water and soft water. hardness in water.

Design experiments and

investigate characteristics
of a chemical change.

Analysing and
Interpreting Data

Analyse the observation

data to determine the
characteristics of chemical
change and to explain
different ways to remove
hardness of water.

Engaging in argument
from evidence

Argue with scientific

justification the
characteristics of a
chemical change and its
significance in daily lives.

Construct an argument to
justify whether the hard
water is beneficial to us or
not.

2.3 Separating Mixtures Obtaining, Evaluating, and Exploring Digital

Communicating Resources
2.3.1 Mixtures in Liquids
Information
Use relevant digital
i. Explain solute, solvent, (Scope: Mixtures in liquids focus Refer grade‑appropriate sources to obtain
solution and solubility on the concept of solute, solvent, texts and/or digital media information on mixture
with examples. solution and solubility.
to obtain scientific and the methods of
ii. Classify liquid-liquid Additionally, this topic includes
information on mixture separating mixtures.
mixtures into miscible the exploration of soluble solids
and separation using the process
and the mixture
and immiscible liquids
of evaporation and distillation, separation method.
based on their
immiscible and miscible liquids,
solubility.
and ways of separating these
types of mixtures [using
separating funnel for immiscible

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

iii. Demonstrate the liquids and distillation for Planning and Carrying Out Promoting Socio-
methods of separating miscible liquids].) Investigations cultural, Economic, and
soluble solid from Human Values
Investigate different
solution, and miscible May explore different
methods of separating
and immiscible liquid traditional methods of
mixtures in liquids.
mixtures. separation of mixture.
Analysing and interpreting
iv. Justify the importance
data
of separating liquid
mixtures in real life Observe and analyse the
situations. different mixtures in
everyday life to determine
the separation method.

9.2.3 Strand: Physical Processes

Competency Based Standard

By the end of Key stage 2 (Class VI), the learner should be able to:
1. carry out experiments to understand force and density to recognise their effect in daily life.
2. investigate the forms of energy and their transformation to understand the law of conservation of
energy, and relate their significance in daily activities.
3. explore the sources of electricity and explain the generation of electricity, circuits, and properties
of magnets, and recognize their uses in our daily life.
4. examine the sources, properties of light and sound, composition of light to understand their
applications.
5. explore the movement of the Earth, lunar phases and eclipses to comprehend the cycles of day
and night, changes in season and their correlation with culture and traditional beliefs that
influences daily life patterns in societies.

Class-wise Competency
Class IV
By the end of class IV, the learner should be able to:
1. Forces and Motion
investigate the effects of forces and floating and sinking phenomena, to comprehend the impact
of both force and density.
2. Energy
explain various forms of energy, their use and ways to save energy to use it efficiently in daily
life.
3. Electricity and Magnetism
explore the sources of electricity, components of simple circuits and its construction, properties
of magnets and magnetic substances to understand their applications in society.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

4. Light and Sound

explore the concept of light and sound and their sources and properties to understand the
significance in daily life
5. The Earth and Beyond
explore the shape and movement of the Earth to understand their effects on the earth and life of
people.

Table 19: Learning objectives and process/essential skills for Physical Processes, class IV
Process/Essential Skills
Core Concepts
Learning Objectives Scientific methods and
(Chapter/Topic/Theme) Society and Technology
Engineering Practices
3.1 Forces and motion Planning and Carrying Exploring Digital
out Investigation Resources
3.1.1 Types of Forces.
(Scope: This topic begins with
The learners investigate Use digital resources to
i. Explain force and motion.
the introduction of the concept different types of obtain more information
ii. Explore the types of force with of force and motion and types of forces involved in daily on forces and its impact.
examples. forces [contact and non-contact activities
forces]. The contact force
iii. Investigate the effects of force.
includes push and pull, and the
iv. Explain the significance of noncontact force includes
force in everyday life. gravitational and magnetic
forces. It also discusses the
effects of force.)

Analysing and
Exploring Digital
3.1.2 Floating and Sinking Interpreting Data
Resources
i. Explain density of a substance. (Scope: This topic introduces the The learners analyse
concept of floating and sinking May browse a video of
ii. Investigate the density of and interpret the data
based on the density of an objects with different
different solids in liquid. to identify objects
object in relation to a liquid.) densities showing
based on their
iii. Justify the effects of density to floating and sinking
densities.
demonstrate the understanding of nature.
floating and sinking.

3.2 Energy Obtaining, Evaluating, Exploring Digital

and Communicating Resources
3.2.1 Forms of energy
Information
May browse relevant
i. Explain energy. (Scope: This topic introduces
Observe and gather sources to gather
ii. Explore various forms of energy energy, forms of energy and
information from the information on saving
with examples. ways to save energy)
surrounding to state energy.
iii. Investigate the use of energy in
the forms of energy
daily activities.
iv. Suggest ways to save energy.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

and share with the

class.

Obtaining, Evaluating,
and Communicating
Information.

Gather and evaluate

information on how
energy can be saved
from reliable sources.

3.3. Electricity and Obtaining, Evaluating, Using Physical Tools

Magnetism and Communicating
Use an ammeter to
Information
3.3.1 Sources of Electricity determine the flow of
i. Identify different sources of
Observe and list the current in a circuit.
electricity. (Scope: This topic includes the
electricity generating
sources of electricity such as
ii.Explain the roles of natural battery, wind, water and solar. methods practised in
resources to produce electricity. the country and share Exploring Digital
It also deals with the
the information to the Resources
importance of electricity for a
iii. Discuss the importance of
healthy lifestyle.) class. May browse relevant
electricity for a healthy lifestyle.
sources to gather
information on sources of
electricity.

3.3.2 Circuits Developing and Using

(Scope: This topic consists of the Models
i. Explain the electrical circuit. concept of a circuit and its
Design a simple circuit
components. It further includes
ii. Construct a simple electric circuit the construction of simple to study the flow of
to demonstrate the flow of circuits to demonstrate the flow electricity.
electricity. of electricity.)

Obtaining, Evaluating,
3.3.3 Magnet and Communicating Exploring Digital
(Scope: This topic deals with Information Resources
i. Explore magnets, magnetic and
non - magnetic substances. what magnet is, magnetic and May browse relevant
Collect information on
non-magnetic materials, and sources to gather more
ii. Identify home appliances that magnetic and non-
examples of things that use information on attracting
use magnets. magnetic properties
magnets.)
and communicate the property of objects.
results.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

3.4. Light and Sound Obtaining, Evaluating, The learners use

and Communicating materials around them
3.4.1 Sources of Light
and the internet to
Information
i. Explain light as a form of energy. (Scope: This topic begins with gather more information
ii. Identify different sources and light as a form of energy that Observe and list the on the concept.
primary sources of light. helps us see, sources of light, the gathered information
primary source of light, and on the sources of light
iii. Explain the importance of light.
explains the importance of
2. and sound.
light.)

3.4.2 Properties of Light

i. Explore the properties of light.
(Scope: This topic deals with
ii. Investigate the properties of light
properties of light and
to understand its nature. formation of shadow)
iii. Explain the formation of
shadows.
3.4.3 Sound
Planning and Carrying Exploring Digital
i. Explain sound as a form of (Scope: This topic begins with out Investigations Resources
energy. sound as a form of energy and
ii. Investigate how sound is production of sound through Design various Using digital resources to
vibration.) experiments to study gather more information
produced.
the properties of light. on the sources of light
iii. Explain the importance of sound
and sound along with
in people’s life.
their properties.

3.5 The Earth and Beyond Planning and Carrying Exploring

out Investigations.
3.5.1 Our Earth Digital Resources.
The learner designs a
i. Explain the shape of the Earth. (Scope: This topic includes the
model to investigate
ii. Demonstrate rotation and its shape of the earth, rotation and
revolution of the earth and their the effect of rotation The learners use the
effect on the Earth. and revolution of the internet to explore more
effects.)
iii. Demonstrate the revolution and Earth. information on the effect
its effects on the Earth. of rotation and
iv. Explain the importance of the revolutions of the Earth.
movement of Earth in our daily
life.

Class-wise Competency
Class V
By the end of class V, the learner should be able to:
1. Forces and Motion
investigate frictional force, ways to enhance or reduce it, and compare the density of liquids to
understand the effect of both frictional force and densities in daily activities.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

2. Energy
examine various forms of energy transformations and relate the law of conservation of mass
based on energy transformation to recognize the significance of energy changes in everyday
life.
3. Electricity and Magnetism
explain circuits, conductor, insulator, magnetic poles, generation of electricity from renewable
sources and construct a series circuit to understand their uses in different appliances.
4. Light and Sound
investigate the composition and reflection of light and production of sound from musical
instruments to understand the nature of light and sound.
5. The Earth and Beyond
explore the lunar phases and lunar cycle to understand the scientific facts and local beliefs.

Table 20: Learning objectives and process/essential skills for Physical Processes, class V
Process/Essential Skills
Core Concepts
Learning Objectives Scientific methods and
(Chapter/Topic/Theme) Society and technology
Engineering Practices

3.1 Force and Motion The learners investigate Exploring Digital

the effects of frictional Resources
3.1.1 Frictional Force
forces, design an activity to
Use PhET simulation to
i. Explain frictional force. (Scope: This topic begins by investigate the properties understand more on
introducing what friction is, of liquids with different
ii. Suggest ways to increase or ways to increase and
then explores effects of densities. decrease friction.
decrease the frictional force.
frictional force and its
Constructing Explanations
iii. Investigate the effects of application. It also deals
and Designing Solutions
frictional force. with methods on how to
increase and decrease Observe the surrounding
friction.) and list a few objects in the
surrounding (must include
both static and dynamic
objects). Explain how
frictional forces acting on
each object could be
changed with assistance
from PhET simulation.

Analysing and Interpreting

3.1.2 Floating and Sinking
i. Explain density of a liquid. Data
(Scope: This topic begins by
ii. Design and carryout simple Observe the property of
explaining what density is
experiments to compare the different types of liquid in
and compares density of
density of different liquids. water and analyse the
different liquids.)

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

iii. Analyse how densities of liquids reason for its floating or

affect the floating and sinking sinking characteristic.
among the liquids.

3.2 Energy Obtaining, Evaluating, and Exploring Digital

Communicating Resource
3.2.1 Forms and
Information
transformation of energy Use digital resources to
i. Explore various forms of Explore and use a variety gather more information
energy transformation. (Scope: This topic deals with of examples from the on energy
ii. Explain the law of forms and transformation of locality to describe various transformation.
conservation of energy based energy to explain the law of transformations of energy
on the transformation of conservation of energy,
that take place in daily life.
energy. importance of energy
iii. Justify the importance of transformation.)
transformation of energy in
everyday situations.
iv. Analyze how transformation
of energy can cause climate
change.
3.3 Electricity and Obtaining, Evaluating, and The learners use available
Magnetism Communicating materials in the locality
Information and the internet to
3.3.1 Generating Electricity
i. Explain the generation of explore and investigate
Interview a community
electricity using hydropower. (Scope: This topic introduces the concepts.
and report on the sources
ii. Explain the generation of the process of generating of electricity the Promoting Socio-
electricity using solar energy. electricity using community uses or is cultural, Economic, and
iii. Explain the generation of hydropower, solar and wind aware of. Human Values
electricity using wind energy. energy, its transportation to
iv. Explain the transportation of our homes and its Gather information on
electricity from the source to significance.) the significance of
consumers. generating electricity and
v. Justify hydropower, solar and its sustainable use.
wind energy as clean energy
sources.
3.3.2 Circuits Developing and Using
Models
(Scope: This topic covers the
i. Conduct an experiment to concept of conductors and Construct a model that
identify conductor and insulator. insulators, differences depicts the functions of
ii. Demonstrate the construction of between open and closed different parts of a circuit.
open and closed circuits using circuits, construction of Incorporate locally
available materials. series circuits and safety available materials (may
measures.) replace the switch) to
complete the circuit and

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

iii. Construct a series circuit using determine if the used

available materials to determine its material is a conductor or
characteristics. an insulator.

iv. Suggest safety measures of using

electricity safely. Exploring Digital
Engaging in Argument Resources
3.3.3 Magnet from Evidence
May browse relevant
i. Explore the magnetic poles using (Scope: This topic focuses on Interpret the magnetic sources to gather
bar magnets to identify its poles. attraction and repulsion of properties of some of the information on earth as
magnets based on their locally available objects
ii. Conduct an experiment to prove the biggest magnet and
polarity.) based on its materials.
that unlike poles attract each other its magnetic properties.
and like poles repel each other.

3.4 Light and Sound Planning and Carrying out Exploring Digital
Investigations Resources
3.4.1 Properties of Light
Execute Newton’s Disc Use reliable sources to
i. Explore the composition of white (Scope: This topic begins
Experiment and analyse obtain more information
light using prisms and Newton’s with composition of white
the phenomena observed on the concepts.
disc. light (VIBGYOR) , [Newton’s
disc, light through prism,]
ii. Explore and list some properties
and some properties
of light and investigate reflection of
[reflection from even and
light from even and uneven
uneven surfaces].)
surfaces.

3.4.2 Sound

(Scope: musical sound, Constructing Explanation

i. Describe the production of and Designing Solutions
concept of volume and pitch
sound using different musical
through activity, activity on Draw conclusions based on
instruments.
musical instruments the significance of sound in
ii. Construct a simple musical [percussion, stringed and conversation and music
instrument to study the wind], sound production and creation.
variation in volume and pitch its significance.)
of sound. Propose methods to make
a certain music instrument
iii. Explore the significance of
sound produced by musical sound a certain way.
instruments.

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3.5 The Earth and Beyond Planning and Carrying out Promoting Socio-
Investigations cultural, Economic, and
i. Explain the moon as one of the 3.5.1 Moon
Human Values
heavenly bodies in the universe. The learner observes
(Scope: This topic deals with different phases of the The learner asks adults in
ii. Describe different phases of the the nature and properties of moon, and designs activity the locality about the
moon. the moon, its phases in to investigate the phases significance of different
iii. Make a model to understand different weeks and their of the Moon. phases of the moon, and
different phases of the moon. significance in Bhutanese uses the internet to play
belief system.) online simulations on the
iv. Recognize its significance in phases of the moon.
Bhutanese socio-cultural settings.

Class-wise Competency
Class VI
By the end of class VI, the learner should be able to:
1. Forces and Motion
explain mass, weight, gravity, and gravitational force, density, their relationships, and analyse their
effects in nature and human’s life.
2. Energy
investigate potential energy and kinetic energy, factors affecting potential energy and kinetic energy to
understand their application in life.
3. Electricity and Magnetism
construct a parallel circuit in contrast to a series circuit and explore methods of preparing permanent,
temporary magnets, and enhancing the electromagnetic power to improve functionality in home
appliances.
4. Light and Sound
demonstrate refraction of light and propagation of sound through different media to understand their
significance in our daily life.
5. The Earth and Beyond
explain the equator, poles of earth and eclipses to understand the Earth's features, climate, and their
roles in our daily life.

Table 21: Learning objectives and process/essential skills for Physical Processes, class VI
Process/Essential Skills
Core Concepts
Learning Objectives Scientific methods and Society and
(Chapter/Topic/Theme)
Engineering Technology

3.1 Forces and Motion Obtaining, Evaluating, Using Physical Tools

and Communicating
3.1.1 Gravity and Factors The learners use
Information
objects collected
Record the time taken from their locality to
for each item of

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

1. Explain mass, weight, (Scope: This topic begins by different weights to conclude the density
gravity and gravitational introducing the concept of mass, reach the ground when of an object.
force. weight, gravity, and released from various
2. Investigate the effects of gravitational force. Further the surroundings.
mass on gravitational force relationship between mass and
Justify the difference in
to understand the impact of gravity, mass and weight,
time taken.
gravity on daily activities. altitude and gravity shall be
3. Explore the relationships discussed in this topic.)
between mass, weight and
gravity.
4. Investigate the effects of
altitude on gravitational
force to understand the
impact of gravity on daily
activities. 3.1.2 Floating and Sinking Engaging in Argument
from Evidence
(Scope: This topic deals with the
i. Conduct an experiment to Justify the density of
compare the density of solid in comparison of the density of a
solid with that of density of different solids based on
different liquids.
different liquid, importance of the property it exhibits
ii. Recognise the importance of floating and sinking) in liquids of different
floating and sinking objects in liquid. densities.

3.2 Energy Planning and Carrying Use PhET simulation

Out Investigations to explore the
3.2.1 Forms of Energy
concepts of
Explore the mechanical
i. Explain potential and kinetic (Scope: This topic introduces mechanical energy.
energy in daily life and
energy with examples from the potential and kinetic energy,
illustrate the law of Exploring Digital
surrounding. investigation and factors
conservation of energy. Resources to
influencing potential and kinetic
ii. Investigate the factors affecting understand the law
energy.
potential energy and kinetic energy. of conservation of
energy with
iii. Relate the significance of PE and
examples.
KE to our daily activities.

3.3 Electricity and Magnetism Constructing Using Physical Tools

Explanations and
3.3.1 Circuits Use materials
Designing Solutions
available at the
i. Explore the characteristics of (Scope: This topic focuses on the
Determine the type of school laboratories
parallel circuits in contrast to a construction of a parallel circuit to construct relevant
circuit suitable under
series circuit. and its comparison with a series circuits.
various conditions and
ii. Construct a parallel circuit using circuit. Further it includes construct the relevant
available resources and compare it identifying types of circuits at circuits.
with the series circuit. home and school and

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

iii. Explore the advantages of understanding the advantages

parallel circuits in comparison to of using circuits
series circuits.
iv. Examine the types of circuit used
at home or school, and justify its
appropriateness.
3.3.2 Magnet
Obtaining, Evaluating,
(Scope: This topic focuses on and Communicating
i. Explore the concept of temporary
preparing temporary magnets Information
and permanent magnets, magnetic
and ways of increasing the
strength, and magnetic field. Gather information on
strength of a magnet. Further it
magnets with different
ii. Carry out an experiment to also deals with study of magnetic
strengths from reliable
demonstrate the magnetic field of a field, shapes of magnet and use
sources and share them
magnet. of magnets in various home
with the class.
appliances.)
iii. Prepare temporary magnets
using available resources.

iv. Identify the uses of magnets in

everyday life.

3.4 Light and Sound Planning and Carrying Exploring Digital

Out Investigations Resources
3.4.1 Properties of Light
Explain the formation of Explore the web to
i. Explain the phenomenon of (Scope: The topic explains the
images at circus mirrors understand the
reflection and refraction of light. concept of reflection, refraction,
and observation of a concept of image
and explores experiments on
ii. Design an experiment to bending phenomenon of formation and
bending of light).
investigate refraction of light. objects when immersed bending of light.
in liquid.
iii. Explain the significance of
refraction of light in our daily life.
3.4.2 Properties of Sound Obtaining, Evaluating,
Using Physical Tools
and Communicating
i. Explore the propagation of sound (Scope: This topic explains how Use materials
through different media. sound travels through different Information
available at the
media. [Solid, liquid, and gas]. Conduct the tuning fork school laboratories
ii. Design and carry out an
Variation of pitch and volume in experiment in various and home to conduct
experiment to demonstrate how
different media) media and observe the the tuning fork
pitch and volume of the sound
changes in different media. properties of sound experiment.
exhibited in terms of its
iii. Explain the significance of sound pitch and volume.
in our daily life.

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3.5 The Earth and Beyond Obtaining, Evaluating, Promoting Socio-

and Communicating cultural, Economic,
3.5.1 Solar Eclipse & Lunar
Information. and Human Values
Eclipse
i. Explore the concepts of poles,
The learner explores and The learner
polar days,polar night and equator (Scope: This topic introduces identifies the causes of investigates local
of earth. poles, polar days and night and solar and lunar eclipse, narratives on the
ii. Construct a model to equator of earth. It also includes and constructs a formation of solar
demonstrate and explain the causes the causes and formation of scientific explanation for and lunar eclipse.
of solar and lunar eclipses. solar and lunar eclipse.) such natural
Exploring digital
phenomena.
iii. Compare the scientific causes of resources such as the
solar and lunar eclipse with local internet to explore
belief of the community. the cause and
formation of such
natural phenomena.

9.3 Key Stage 3 (VII-VIII)

9.3.1 Strand: Life processes
Competency Based Standard
By the end of Key stage 3 (Class VIII), the learner should be able to:
Explain the types of cells, collaboration amongst the cells, tissues, organs, organ systems of an
organism to understand their interdependence for the proper growth and development of an
organism.
explain on nutrition, health, organ systems and their roles in proper functioning of humans to foster
a healthy lifestyle.
investigate the conditions necessary for photosynthesis, nutrition, germination, reproduction, and
explain their significance in the proper growth and development of plants.
Explain the absorption and reproduction in plants and farming practices to understand their
importance in survival of plants and practising sustainable farming respectively.
study the means of adaptation and feeding strategies adopted by species in an ecosystem to
understand the importance of interdependence of living beings, among themselves and with their
environment.

Class-wise Competency
Class VII
By the end of class VII, the learner should be able to:
Cells
explore various cell types and compare the plant and animal cells to grasp the importance of
cells in the survival of organisms.

Humans as Organism
explore nutrition, health, and organ systems to understand how they contribute to the proper

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

functioning of the human body.

Green Plants
investigate the conditions required for the photosynthesis and germination of seeds to understand their
importance in plant life.

explain nutrients, its type and deficiency diseases to understand the significance in growth and
development of plants.

Living things and their Environment

analyse adaptation, variation and ecosystem to understand the significance of interdependence
for the survival of organisms.

Table 22: Learning objectives and process/essential skills for Life processes, class VII
Process/Essential Skills
Core Concepts
Learning Objectives Scientific methods and Society and
(Chapter/Topic/Theme)
Engineering Practices Technology

i. Explain the cell. 1.1 Cells Obtaining, Evaluating, and Using Physical Tools
ii. Compare unicellular Communicating Information
1.1.1 Types, Structures Use a microscope to
and multicellular
and Functions Observe permanent slides observe plant and
organisms.
of plant and animal cells animal cells.
iii. Explore different (Scope: This topic
under a compound
shapes and sizes of the introduces cells,
microscope to obtain
cells. unicellular organisms
information on plant and Exploring Digital
iv. Examine different and multicellular
animal cells and Resources
parts of an animal cell. organisms, the shapes
communicate the
and size of cells,
v. State the significance information by drawing the Explore digital
structures and parts of resources to further
of animal cells in cell observed.
plant and animal cells. It study the structural
maintaining the life
also focuses on how to differences between
processes of an
handle a compound plant and animal cells.
organism.
microscope during the
vi. Examine different activity of preparation
parts of a plant cell. and observation of
vii. Compare plant cells temporary slides.
and animal cells.
viii. State the
importance of plant
cells for the survival of
organisms.
ix. Identify the parts of
the microscope and
their scientific uses.
x. Prepare a temporary

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

slide of onion cell and

cheek cell.
xi. Draw to compare an
onion cell and cheek cell
as observed under the
microscope.
1.2 Humans as Planning and Carrying Out Serving human values
Organisms Investigation and influence value
formation
1.2.1 Nutrition Explore the need for various
i.Explain the significance
nutrients and food groups The learners explore all
of nutrition for proper (Scope: This topic covers
through investigations. kinds of food in the
growth and food nutrients
locality and the eating
development of the [carbohydrates,
habits in their family
human body. proteins, fats, minerals,
and the community to
vitamins, water,
ii.Explain the causes of advocate a healthy
roughage /fibre] and
diseases related to food habit.
their deficiency diseases
insufficient
and excess consumption
consumption of food
of food nutrients
nutrients.
significance in
iii.Investigate the organisms’ survival. It
presence of also focuses on testing
carbohydrates, fats, and foods for the presence
proteins in foods. of carbohydrates, fats,
and proteins.)

1.2.2 Movement

(Scope: This topic deals

i. Identify the different Obtaining, Evaluating, and Exploring Digital
with the parts of the
parts of the human Communicating Resources
human skeleton:
skeleton. Axial Skeleton-skull Information Explore digital
ii. State the functions of (cranium and facial resources for
Observe and record the role
the parts of the human bones), rib cage [true additional information
of the skeleton in daily
skeleton. ribs, floating ribs, and on the significance of
activities and share the
sternum], and vertebral skeleton in day -to- day
iii. Describe the information through
column (back bone). activities.
importance of the demonstration or in written
Appendicular Skeleton-
human skeleton. form.
pectoral girdles (clavicle
and scapula), pelvic
girdles (hip bone,
sacrum, and coccyx),
bones of limbs
[forelimbs and hind

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

limbs] and their

functions.)

1.2.3 Breathing and

Respiration
i. Identify different parts Obtaining, Evaluating, and Exploring Digital
(Scope: This topic
of the human Communicating Resources
highlights what
respiratory system.
breathing and Information The learners use the
ii. List the functions of respiration are, parts of internet to explore
the human respiratory Observe and record the role
different parts of a more information on
system and their of the respiration and the
human respiratory the respiratory system.
functions. It also breathing in daily activities
system.
includes the mechanism and share the information
iii. Demonstrate the of breathing.) through demonstration or in
Using Physical Tools
mechanism of breathing written form.
with the help of a model Use locally available
of the human resources to design a
respiratory system. model to explain the
mechanism of
iv. Explain the
breathing.
significance of the
human respiratory
system.
1.2.4 Reproduction
Obtaining, Evaluating, and
Using Digital
(Scope: This topic Communicating
i. Identify different parts Resources
includes the functions of
of human reproductive Information
different parts of the The learners explore
organs.
male and female Use any reliable resources more information on
ii. Mention the reproductive systems. It to study parts of male and the concepts using the
functions of the human also touches on the female reproductive system internet.
reproductive organs. phases of the menstrual and explore ways to
cycle and the ways to maintain health and hygiene
iii. Differentiate
promote health and during menstruation.
between primary and
hygiene.)
secondary sexual Communicate the obtained
characteristics. information through songs,
iv. Describe the phases posters, arts, etc.
of the menstrual cycle.

v. Recognize ways of
maintaining personal
health and hygiene
during menstruation.

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1.2.5 The Nervous Obtaining, Evaluating, and Exploring Digital

System Communicating
Resources
(Scope: This topic Information
i. Describe the The learners use the
highlights the parts of
structures and functions The learners use human internet to gather
the human nervous
of the human nervous brain models to identify the more information on
system - brain (limited to
system. parts and gather the nervous system
cerebrum, cerebellum
information on parts of the and its significance.
ii. Identify different and medulla oblongata),
nervous system and their
types of nerves and spinal cord(just a cross-
functions.
their function. sectional structure in
terms of long and
iii. Relate how the cylindrical structure
health of the nervous made of fluids, tissues, Design an activity to
system is significant for and nerve cells); nerves, recognise and remember to
the emotional well- types of nerves and their further cater the functions
being of a person. functions - sensory of the nervous system.
nerves, motor nerves
and mixed nerves.)

1.2.6 Health
Planning and Carrying Out Serving human values
(Scope: This topic Investigation and influence value
i. Explain causes, introduces formation
symptoms, and communicable and non- Survey the
preventions of The learners use local
communicable diseases Prevalence of
communicable diseases. settings to explore the
and their causes, communicable and non- concept and create
ii. Explain causes, symptoms, and communicable diseases in awareness on
symptoms, and preventions. Common the locality. communicable and
preventions of non- communicable diseases
non-communicable
include diarrhoea, Analysing and Interpreting
communicable diseases. disease in the
typhoid, AIDS, common Data
community.
iii. Design strategies to cold and chickenpox,
Design a poster using
mitigate the outbreak of ringworm, malaria.
programming language to
communicable diseases Common non-
create awareness on the
due to climate change. communicable diseases
prevention of
include diabetes, blood
communicable disease.
pressure, asthma,
cancer, stroke and
obesity.)

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

1.3 Green Plants Planning and Carrying Out Exploring Digital

Investigation Resources
i. Explain 1.3.1 Nutrition and
macronutrients and Photosynthesis Carry out the investigation Use the digital
micronutrients. on conditions required for resources to further
(Scope: This topic covers
photosynthesis explore the role of
macronutrients -
ii. Identify the source, nutrients in the growth
primary and secondary, Analysing and Interpreting
roles and deficiency and development of
micronutrients Data
symptoms of plants.
macronutrients and - and their roles and List down the conditions
micronutrients. deficiency symptoms in necessary for
plants. It also includes photosynthesis to occur Serving human values
iii. Explain photosynthesis, from the collected data. and influence value
photosynthesis. equations - word as well formation
Planning and Carrying Out
as chemical, and factors
iv. Explain the Investigation The learners
affecting the process of
significance of understand the
photosynthesis and its Observe the role of
photosynthesis importance of plants in
importance.) nutrients through field visit
the environment based
v. Investigate the in the locality and study its
on their potential to
factors affecting the deficiency symptoms.
absorb carbon dioxide
process of and produce oxygen
Analysing and Interpreting
photosynthesis. gas.
Data

Identify the essential

nutrients required for
proper growth of plants and
its deficiency symptoms

1.3.2 Germination

(Scope: This topic begins Planning and Carrying Out Using Physical Tools
i.Compare hypogeal with what germination Investigation
Use the locally
and epigeal is, hypogeal and epigeal
Carry out an investigation to available resources to
germination. germination, and the
study the conditions investigate the
conditions required for
ii.Investigate conditions required for the conditions necessary
germination of seeds.)
necessary for epigeal germination of seed by for germination.
and hypogeal conducting an experiment.
germination. Analysing and Interpreting
iii.Explain the Data
significance of List down the conditions
germination. required for germination of
seed from the collected
data.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

1.4 Living things and Planning and Carrying Out Exploring Digital
their environment Investigation Resources

1.4.1 Adaptation and The learners investigate The learners use the
i.Explain adaptation
Variation different adaptive features surroundings and the
and variation and their
of organisms in different internet to explore the
significance for the (Scope: This topic
habitats through field visits. adaptive features and
balance of the introduces adaptation,
various kinds of
ecosystem. and variation. It includes Analysing and Interpreting
habitats.
the study of adaptive Data
ii.State the adaptive
features of organisms. It Promoting Socio-
features of organisms Identify various habitats of
further discusses global cultural, Economic,
in different habitats. animals in the locality and
warming and the causes and Human Values
compare the features of
iii.Explain global and risk of climate
animals to understand the Observe the habitats of
warming as the cause change)
variation. animals in the
of climate change. environment and
Planning and Carrying Out
iv.Investigate the realize the significance
Investigation
human activities that of conserving the
Carry out an investigation in environment.
contribute to climate
the locality to identify some
change in the locality.
ecosystems.
v.Suggest measures to
mitigate the human
activities that
contribute towards
climate change impact.

1.4.2 Ecosystems Promoting Socio-

Analysing and Interpreting
cultural, Economic,
i.Explain biotic and (Scope: This topic Data
and Human Values
abiotic components of introduces biotic and
List down the ecosystems
an ecosystem. abiotic components and The learners use the
found in the locality and
types of ecosystems.) local environment to
ii.Investigate the biotic come up with some
learn about
and abiotic strategies to conserve them.
ecosystems and create
components in an Obtaining, Evaluating, and awareness on the
ecosystem in the Communicating conservation of
locality. ecosystems.
Information
iii.Identify different
types of ecosystems. Observe the surroundings or
refer to any reliable Promoting Socio-
resources to study the role cultural, Economic,
of the food chain in the and Human Values
balanced nature. Share the
The learners explore
the threat posed by

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

obtained information to human activities on the

others ecological balance in
their locality and
Planning and Carrying Out
suggest ways to
Investigation
mitigate threats
Investigate ways to mitigate
the threat to ecological
balance due to human
activities.

Analysing and Interpreting

Data

State the strategies to

minimise ecological threats
posed due to human activities.

Class-wise Competency
Class VIII
By the end of class VIII, the learner should be able to:
Cells
explain the levels of organisation of cells of an organism to understand their relationships in
maintaining the overall function and survival of an organism.
2. Humans as Organisms
explain various life processes (digestive system, movement, respiratory system and
reproduction), sense organs, environment, lifestyle and health to understand their significance
in proper functioning of the human body.

3. Green Plants
Explain the functions of roots, reproduction, and its types in plants, highlighting their roles in
the growth and development of plant life.
Analyse the functions and significance of farming types in delivering valuable benefits to
human agriculture and ecosystems.

4. Living Things and their Environment

examine how species within an ecosystem adapt and employ feeding strategies to
comprehend the crucial interdependence among living organisms, both among themselves
and with their surroundings.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

Table 23. Learning objectives and process/essential skills for Life processes, class VIII
Process/Essential Skills
Core Concepts
Learning Objectives Scientific methods and Society and
(Chapter/Topic/Theme)
Engineering Practices Technology

1.1 Cells Obtaining, Evaluating, and Using Physical Tools

Communicating
i.Identify the structures 1.1.1 Levels of Use a microscope to
Information
and functions of plant Organisation observe permanent
cells and animal cells. Observe the cells using the slides of plant and
(Scope: This topic covers
microscope to identify the animal cells and tissues.
ii. Construct a model of the functions of cell
cell organelles. Share the
plant and animal cells. organelles, levels of
functions of each cell
iii. Examine the level of Organisation: cells,
organelle with others.
tissues, organs, organ
organisation in
systems of both plants Observe the permanent Exploring Digital
organisms.
and animals with greater slides of plant and animal Resources
iv. Identify the structure emphasis on plant and tissues under the
animal tissues and their compound microscope. The learners use the
and functions of
functions.) internet to explore
different plant tissues. Planning and Carrying Out more on the concept
v. Observe the Investigation and investigate the
permanent slides of relationship.
Carry out an investigation
plant tissues under the to study the relationship of
microscope (limited to cells, tissues, organs, and
dicot stem). organ systems to
understand the
vi. Describe the
development of organisms.
structure and functions
of animal tissues Analysing and Interpreting
Data
vii. Observe the
permanent slides of Explain the development
of organisms from the data
animal tissues under
collected.
the microscope.

1.2 Humans as
Organisms
Developing and Using a Using Physical Tools
1.2.1 Human Digestive Model
i. Explain the structures The learners use
System
and functions of the Construct a human available resources in
human digestive system. (Scope: This topic covers digestive model to identify the locality to design a
what digestion is, parts the parts and describe the model.
ii. Explain the
of the digestive system function of each part.
significance of the Exploring Digital
and their functions, and
Resources
the process of digestion

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

digestive system in in the mouth, stomach, Explore digital

humans. and small intestine.) resources to further
understand the
mechanism of
1.2.2 Muscle, Joints, and digestion.
Movements
Exploring Digital
Obtaining, Evaluating, and Resources
(Scope: This topic
i. Identify different Communicating
includes the types of
types of muscles. Further explore the
muscles and joints, their Information functions of muscles
ii. Describe the characteristics, and
Observe a model or video and joints and the
characteristics and the functions. It also
to explore the functions of working of antagonistic
functions of muscles. includes the working of
muscles and joints and to muscles to relate the
antagonistic muscles in
understand the working of movement of the body
iii. Explain the working the body.)
antagonistic muscles. in everyday life.
principle of antagonistic
Communicate the
muscles. iv. Explain the
information obtained
types, characteristics,
through demonstration or
and functions of joints.
verbally.
v. Describe the
significance of muscles
and joints for the
survival of organisms.
1.2.3 Respiratory System

(Scope: This topic Developing and Using a

i.Explain external Exploring Digital
focuses on the process Model
respiration, internal Resources
of external respiration,
respiration, and cellular Develop and use a model
internal respiration, and The learners use the
respiration. The learners explore the
cellular respiration. It internet to explore
concept of gaseous
also includes the types more on the concept.
ii.Explain how ATP is exchange through the
of respiration in plants
generated during cellular development of a model to
and animals- aerobic
respiration. demonstrate the exchange
respiration and
of gases in alveoli and the
iii.Explore respiration anaerobic respiration.)
consequences of two types
and its types in plants of respiration.
and animals.
Obtaining, Evaluating, and
iv.Differentiate between Communicating
aerobic respiration and Information
anaerobic respiration in
the plants and animals. Refer any resources to
gather information on two
types of information.
Explain the effects of two

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

v.Explain the significance types of respiration on

of respiration for the everyday activities.
survival of an organism.
Obtaining, Evaluating, and
Communicating

Information

Use a relevant video on

fertilisation and
implantation to collect
information on fertilisation
and implantation.

The learners observe,

explain, and describe the
concept of fertilisation and
foetal development.

1.2.4 Reproduction

(Scope: This topic Obtaining, Evaluating, and Exploring Digital

i.Explain fertilisation and Communicating
introduces fertilisation, Resources
its process.
stages of foetal Information The learners explore
ii.Explain the different development and
Observe a model or watch more information on
stages of foetal teenage pregnancy.)
a video to obtain the concepts using the
development.
information on stages of internet.
iii.Discuss the foetal development and
consequences of share the information
teenage pregnancy and gathered.
ways to prevent it.

1.2.5 Sense Organs

(Scope: This topic Obtaining, Evaluating, and Using a Physical Tools

i. Develop models that includes the structure, Communicating
Use tools available in
explain the structures parts and functions of
Information the locality to
and functions of human eyes, ears, tongue, nose,
understand the concept
eyes and ears. (Limited and skin.) Use a model to study the of sense organs.
to structures of eyeball; basic structures of sense
external, middle, and organs and their functions. Exploring Digital
internal structures of a Further explore the digital Resources
ear) resources to gather
Use the internet to
information on the
ii. Explains the gather more
significance of sense
structures and information and take

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

functions of the human organs in the daily proper care of sense

nose, tongue, and skin functioning of life. organs.
(hair and basic internal
chambers of nose; parts
of tongue and taste
buds, and skin (hair,
epidermis, and dermis).

iii. Suggest ways to

care for the sense
organs.

iv. Explain the

importance of sense
organs
Planning and Carrying Out Exploring Digital
1.2.6 Lifestyle and
Investigation Resources
Health
i.Explain substance
Visit the locality to Use digital resources to
abuse and its effects on (Scope: This topic deals
investigate the different explore the
the wellbeing of an with health, and effects
sources of pollution that environment that leads
individual and social on health due to
affects the health and to an unhealthy
issues in the society. substance abuse and
lifestyle of human beings. lifestyle.
domestic violence.
ii.Justify consequences
Analysing and Interpreting
of substance abuse and
Data
power dynamics as the
causes of domestic List down the sources of
violence and social pollution and its effect on
discrimination to suggest the lifestyle of human
ways to prevent them. beings from the data
gathered.

Constructing Explanations
and Designing

Solutions

Construct the explanation

for the pollution and its
effect on health and
lifestyle based on evidence
gathered and suggest
solutions to reduce
pollution, health, and
lifestyle issues.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

1.3 Green Plants Obtaining, Evaluating, and Exploring Digital

Communicating Resources
1.3.1 Absorption by
Roots Information Use digital resources to
i. Identify different parts further understand the
of a root. (Scope: This topic Refer any resources to
concept of absorption
includes the types of obtain information on
ii. Explain the types of by roots.
roots, and their different parts of the root
roots in plants. functions.) and their functions. Share
the function of roots in the
iii. Explain the functions
absorption of nutrients.
of roots.
Planning and Carrying Out
iv. Demonstrate the Investigations
functions of a root
through osmosis. Conduct an experiment to
show the process of
diffusion and osmosis.

Analysing and Interpreting

Data

Explain how diffusion and

osmosis help in the
absorption of water and
minerals by the root hairs.

1.3.2 Organic and

Inorganic Farming Planning and Carrying Out
i.Explain organic and
(Scope: This topic Investigation
inorganic farming to
understand their introduces organic and Visit your locality to
advantages and inorganic farming, investigate organic and
disadvantages. methods of organic inorganic farming
farming, and Promoting Socio-
practises.
ii.Explain different advantages of organic cultural, Economic, and
methods of organic farming and Analysing and Interpreting Human Value
farming and their disadvantages of Data
Advocate locality on
significance. inorganic farming.) Indicate the advantages disadvantages of
iii.Assess the impacts of and disadvantages of inorganic farming
inorganic farming on organic and inorganic practises and
the quality of soil and farming. advantages of organic
the environment. farming practices
Constructing Explanations
and Designing Solutions

Construct an explanation
and suggest some

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

strategies to promote
organic farming in the
locality.

1.3.3 Reproduction

i.Explain sexual and (Scope: This topic Exploring Digital

Obtaining, Evaluating, and
asexual reproduction in includes sexual and Resources
Communicating
plants. asexual reproduction.
Use any digital
An asexual Information
ii.Explain the natural resources to explore
reproduction highlights
and artificial vegetative Refer any reliable more information on
natural vegetative
propagation in plants. resources to obtain propagation of plants.
propagation - stems,
information on vegetative
roots, leaves; and Using Physical Tools
iii.Investigate the propagation and
artificial vegetative
propagation of plants understand its application. Use the locally available
propagation - stem
through stem cutting. Spell out the various resources to conduct
cutting, layering,
methods of propagating an experiment on
grafting. It also deals
plants to your friends. application of
with advantages and
disadvantages of vegetative propagation
Planning and Carrying Out
vegetative of plants in agriculture.
Investigation
propagation.)
Conduct an experiment to
further investigate the
application of vegetative
propagation of plants in
agriculture.

Analysing and Interpreting

Data

List down the application

of vegetative propagation
of plants in agriculture of
the data collected.

1.4 Living Things and Obtaining, Evaluating, and Exploring Digital

their Environment Communicating Resources

1.4.1 Adaptation and Information Use the internet to

i.Explain how plants
Survival explore the adaptive
and animals adapt to Refer any reliable
features and various
their habitats. (Scope: This topic resources to gather
kinds of competition
highlights on adaptation information on adaptation
ii.Differentiate faced by organisms in
- structural, and spell out how adaptive
their locality.
between intraspecific physiological, features help organisms
behavioural; adaptive
features and natural

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

and interspecific selection through survive in the harsh

competition. competition - climatic conditions.
intraspecific,
iii.Explain how climate Planning and Carrying Out
interspecific, and
change effects Investigation
predation.)
adaptation, and Observe your locality to
intraspecific and study the different types of
interspecific competitions existing in
competition the locality.

Analysing and Interpreting

Data

Sort out the differences

between intraspecific and
interspecific competition.

1.4.2 Feeding and

Relationships

(Scope: This topic Obtaining, Evaluating, and Exploring Digital

i.Explain the causes and Resources
includes what Communicating
effects of
biomagnification. biomagnification is, its Use the internet to
Information
causes and effects with explore more
ii.Analyse the impacts examples.) Explore any digital information on the
of biomagnification in resources or any other concept.
an ecosystem. resources to obtain
information on
biomagnification and its Exploring Digital
effects. Share the Resources
information obtained to
others verbally. Use the internet to
learn global practices.
1.4.3 Biodiversity
Obtaining, Evaluating, and
i.Explain biodiversity (Scope: The topic Communicating Promoting Socio-
and its role in the introduces biodiversity, cultural, Economic, and
its role in the ecosystem Information Human Value
ecosystem.
and how sustainable Explore reliable resources
ii.Evaluate sustainable development helps in Compare and contrast
to study the importance of the sustainable
development practices conserving biodiversity.) biodiversity and practices between
in the locality in
significance of practising Bhutan and global
conserving the local
sustainable development practices. Then
biodiversity.
in conservation of advocate the
iii.Evaluate the environment. Evaluate significance of
religious and cultural data obtained by sustainable practices.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

practices that conducting an activity. Exploring Digital

contribute to Communicate the Resources
conservation of information by creating
Use the internet to
biodiversity. awareness on the concept.
learn the concept.
1.4.4 Breeding

(Scope: The topic covers Planning and Carrying Out

Promoting Socio-
what breeding is, Investigation
i.Explain selective cultural, Economic, and
selective breeding and
breeding. Visit your locality to Human Value
its role in crop and
investigate the breeding
ii.Identify examples of livestock improvement. Advocate and promote
methods practised by the
hybrid plants and It also includes the the advantages of
farmers. Further refer
animals. merits and demerits of practising selective
digital resources to collect
selective breeding.) breeding in agriculture
data on breeding practices
iii.Discuss advantages in your locality.
in agriculture
and disadvantages of
selective breeding. Analysing and Interpreting
Data

Discuss benefits and

drawbacks of selective
breeding in crops and
animals from the data
collected.

9.3.2 Strand: Materials and their Properties

Competency Based Standard
By the end of Key Stage 3 (Class VIII), the learner should be able to:
Investigate the properties of matter based on particle theory and explore concepts of elements
compounds and atomic structure to understand their uses in daily life.
Investigate the characteristics of physical and chemical change to relate their effects on the changes
occurring in the natural environment to recognise their significane in day-to-day life.
Analyse the patterns in the periodic table to understand the properties of elements and classify them
into different groups and periods.
Investigate the properties of acids and bases to understand the concept neutralisation reaction and
their applications in everyday life.
Investigate mixtures and their properties and explore methods of separation to separate the mixtures
into components, and relate those techniques in everyday life.

Class-wise Competency
Class VII
By the end of class VII, the learner should be able to:

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

Classifying Materials
demonstrates the understanding of particle theory of matter to understand the interconversion of
matter, gas pressure and diffusion, and relate its relevance in everyday life.
illustrate the atomic structure using models to understand metals and nonmetals and their uses in
everyday life of people.
Materials and Change
investigate the conditions and characteristics of physical and chemical changes, and relate them
to everyday phenomena occurring in the natural environment.
Patterns in Chemistry
analyse the patterns of the periodic table to explain the trends across the period and down the groups.
analyse the properties of acids and bases to provide scientific reasons for their uses in day-to-day life.

Separating Mixtures
explain solution and solubility, types of solution and mixtures, and different separation
techniques to understand their applications in the real-life setting.

Table 24: Learning objectives and process/essential skills for materials and their properties, class
VII

Process/Essential Skills
Core Concepts
Learning Objectives Scientific methods and Society and
(Chapter/Topic/Theme)
Engineering Practices Technology

2.1 Classifying Materials The learners observe, explore, The learners

and investigate properties of examine material
2.1.1 Particle Theory of
matter through various around them to
Matter
activities. study their
(Scope: This topic properties.
Explain the states of Planning and Carrying out
introduces the particle
matter based on the Investigations Using Physical
theory of matter. It
particle theory of matter. Tools
covers interconversion of Design experiments to
i.Investigate the process matter i.e., melting, investigate the intermolecular Use the apparatus
of interconversion of freezing, evaporation, space, interconversion of from the science
matter, gas pressure and condensation, matters, gas pressure and laboratory or
diffusion based on the sublimation, and diffusion. improvise the
particle theory. deposition. It also apparatus from the
Determine the dependent,
explores gas pressure locally available
ii.Relate diffusion and gas and diffusion based on independent, and controlled
materials.
pressure to everyday life particle theory.) variables if needed in the
experiences to experiment.
understand their
Analysing and Interpreting
significance.
Data

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

Analyse and interpret the data

collected from the
experiment.

2.1.2 Elements and Exploring Digital

Constructing Explanation and
Atomic Structure Resources
Designing Solutions
(Scope: This topic covers Explore and use
i.Identify names, Provide scientific explanation
elements and their digital plate form or
symbols, atomic using the data collected from
symbols [first thirty tools to obtain
numbers, and mass the experiment.
elements] along with information to
numbers for the first 30
their atomic and mass The learners classify metals supplement
elements in the periodic
number. Furthermore, it and nonmetals and construct a learning and/or
table.
delves into atomic model to represent the atomic validate findings
ii.Develop models to structure representing structure. developed through
describe the atomic the location of the experiments.
Obtaining, Evaluating, and
composition of atoms of subatomic particles
Communicating Information
common elements. [proton, neutron and
electron, and their Refer grade‑appropriate texts The learners use
iii.Classify elements as charges]. This topic also and/or digital media to obtain information from
metals and non-metals includes the properties scientific information about the internet and
based on their physical of metal and non-metal, common elements, atomic construct a model
properties. and their examples.) structure, and the showing the atomic
iv.Evaluate the classification of elements into composition using
significance of metals metal and non-metal available resources.
and nonmetals in daily
Engaging in Argument from Use of Physical
life.
Evidence tools

Based on the scientific Use tools and

information gathered through materials provided
grade‑appropriate texts and/or locally
and/or through relevant digital available to design
resources, construct an an atomic structure
argument with evidence to that can be used in
develop an atomic model and explaining the
to differentiate metals and composition of an
non-metals. atom.

Developing and Using Models May use ready-

made models of
Develop atomic models based
atoms from the
on scientific knowledge,
laboratory as well.
acquired through exploration
from various sources and Exploring Digital
involvement in the argument, Resources

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

to illustrate the components May obtain

of atoms. information from
reliable digital
sources to develop
knowledge on the
core concepts
provided and on
the designing of
atomic models.

Carrying out STEM

Activities

May explore and

use software to
design simulation,
illustration and/or
graphic models of
an atom.

2.2 Materials and Change Learners observe and The learners

investigate characteristics of explore and relate
2.2.1 Physical and
physical and chemical changes characteristics of
Chemical Change
and the conditions required physical and
(Scope: This topic for change chemical changes
i.Differentiate between and the conditions
highlights the
physical and chemical Obtaining, Evaluating, and
characteristics of physical required for the
change. Communicating
and chemical change, and changes happening
the conditions required for Information in the surrounding.
physical and chemical
ii.Explore various Obtain and combine
change - moisture, heat,
conditions necessary for information from books and
temperature, pressure, Promoting Socio-
physical and chemical other reliable digital media to
force, and air, etc.) cultural, Economic,
changes. explore the characteristics of
and Human Values
physical and chemical changes
and the conditions required Explore and relate
iii.Design an experiment for these changes to take characteristics of
to demonstrate physical place. physical and
and chemical changes. chemical changes
Planning and Carrying Out
and the conditions
Investigations
required for these
iv.Relate the changes to Investigate to obtain data changes happening
everyday phenomena which support explanations in the natural
occurring in the natural for characteristics of physical world.
environment. and chemical changes and the
conditions required for these
changes occur.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

Analysing and Interpreting Exploring Digital

Data Resources

Use observations (first-hand May explore

and/or from media) for relevant digital
analysing and determining the platforms and tools
characteristics of physical and to obtain
chemical changes and the information on the
conditions required for change characteristics of
to relate them to the natural physical and
world. chemical changes
and the conditions
Engaging in Argument from
required for change
Evidence
to validate the
Construct an argument with findings from the
evidence to determine the investigation.
characteristics of physical and
chemical changes and the
conditions required for
changes happening in the
natural world.

2.3 Patterns in Chemistry The learners explore and The learner uses
explain the features of a the reference
i.Explore the 2. 3.1 Patterns in the
periodic table. books, internet,
classification of Periodic Table
and videos to learn
elements and explain Obtaining, Evaluating, and
(Scope: This section the concept.
the importance of a Communicating Information
focuses on the
periodic table.
arrangement of elements Draw information from a
ii.Explain the group and in the periodic table and range of grade‑appropriate Exploring Digital
period features of a its early attempts in sources to develop coherent Resources
modern periodic table to classification. It also conceptual understanding on
May explore
understand the emphasises the features history of element
relevant digital
properties of elements. [concept of group and classification and the features
sources to obtain
period] of the modern of the Modern periodic table.
iii.Differentiate between information on the
periodic table based on
the groups and periods history of element
atomic number.
as the fundamental classification and
Engaging in Argument from
layout of the periodic the features of the
Evidence
table. Modern periodic
Engage in argument supported table.
by scientific reasoning,
gathered through various
sources, to critique and
provide explanations for the
failure or the acceptance of a

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

particular classification
method of elements.

2.3.2 Acids and Bases

The learners observe, explore,
i.Classify acids into (Scope: This topic The learners
and investigate properties of
organic and inorganic presents the explore
acids and bases.
acids with examples. classification of acids applications of
into organic and Obtaining, Evaluating, and acids and bases in
ii.Tests acids and bases to
inorganic. It also Communicating the community.
understand their
includes properties and
properties through Information
usage of acids and
experimental
bases. Additionally, the Refer grade‑appropriate texts Exploring Digital
observation.
neutralisation reaction and/or relevant digital sources Resources
iii.Explore the application and its application and to obtain scientific information
application of pH [in May explore and
of neutralisation about the acid & base and the
medicines, agriculture, obtain information,
reactions in daily life. indicators.
food preservation and from relevant
iv.Analyse the use of living organisms] will be Planning and Carrying Out digital platforms, to
acids and bases in various covered.) Investigations construct a
fields. conceptual
Plan and carry out
understanding of
experiments to investigate the
the identified core
properties of acid and base
concepts and to
using the indicators.
validate the
Further carry out investigation findings from the
to determine how acidic or investigation.
alkaline some of the
substances are in the physical
world. Carrying out STEM
Activities
Analysing and Interpreting
Data May use a virtual
lab to carry out the
Integrate information from the
experiment to
experimental investigation and
explore the
the relevant print/digital
properties of acid
media to reflect, analyse,
and base.
determine, and develop
conceptual understanding of
the properties of acid and
base.

2.4 Separating Mixtures The learners observe, The learners use

investigate, and explore different solutions
2.4.1 Solutions and
solutions and solubility and mixtures to
Solubility (Scope: This
through various activities, and learn the concept
topic outlines the

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

i.Explain solution, concept of solubility and classify mixtures through and learn various
solubility and types of types of solutions - dilute investigation. The learners types of distillation.
solutions and concentrated, explore types of distillation
aqueous, and non- and demonstrate simple
ii.Prepare different types
aqueous, saturated, and distillation through an Exploring Digital
of solutions.
unsaturated solutions. experiment. Resources
iii.Investigate the effects The students also
Obtaining, Evaluating, and May explore and
of temperature, stirring investigate the effect of
Communicating Information obtain information,
and particle size on the temperature, stirring
and particle size on from relevant
solubility. Explore the relevant books
solubility.) digital platforms, to
and/or digital platform for
iv.Explain the significance construct a
information to construct the
of solubility and solution conceptual
conceptual understanding of
in our everyday life. understanding of
solubility, factors affecting
the identified core
solubility and the properties of
concepts and to
the homogeneous and
validate the
heterogeneous mixture, and
findings from the
different types of distillation.
investigation.

2.4.2 Mixtures
Planning and Carrying Out
(Scope: This topic covers Investigations
i.Explain homogeneous mixture and its type -
and heterogeneous homogeneous and Plan and carry out
mixtures with examples. heterogeneous. It also experiments to explore the
includes its factors affecting solubility and
ii.Classify various characteristics with the characteristics of the
mixtures found in the examples. This section mixture (heterogeneous and
surrounding into will also focus on homogeneous mixture). Plan
homogeneous and different types of and conduct experiments to
heterogeneous mixture. distillation - simple demonstrate simple
iii.Explain types of distillation, steam distillation.
distillation to understand distillation and fractional
Analysing and Interpreting
its application in daily distillation.)
Data
life.
Analyse the data to explain the
iv.Carry out an effect of various factors on the
experiment to solubility of a substance and to
demonstrate simple differentiate the
distillation. characteristics to identify the
types of the mixture
(heterogeneous and
homogeneous mixture).
Integrate information from the

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

experimental investigation and

the relevant print/digital
media to reflect, analyse,
determine, and develop
conceptual understanding on
simple, steam and fractional
distillation.

Engaging in Argument from

Evidence

Construct an argument with

scientific evidence to
determine whether the
identified mixture in the
natural world is
heterogeneous or
homogeneous. Argue with
scientific justification on the
most preferred form of
distillation amongst various
forms of distillation for
separating a given mixture.

Class-wise Competency
Class VIII
By the end of class VIII, the learner should be able to:
Classifying Materials
explain the chemical composition and reaction (atomic structure, chemical formula and
chemical equation) of chemical substances to comprehend the importance of chemical
reactions in daily life.
Materials and Change
analyse types of chemical reactions and indicators to relate to chemical changes occurring in
our everyday life.
Patterns in Chemistry
demonstrate the understanding of periodic trends to predict the properties and chemical
reactivity of elements.

investigate the properties of acid and base to understand its classification, applications, and
impact on the environment.
Separating Mixtures
investigate different types of mixture and compound, and techniques of separating mixture to
relate their significance in our everyday life.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

Table 25: Learning objectives and process/essential skills for materials and their properties, class
VIII
Core Concepts Process/Essential Skills
Learning Objectives (Chapter/Topic/Theme Scientific methods and Society and
) Engineering Practices Technology

2.1 Classifying Materials The learners describe The learners use the
properties of atoms by internet to play the
i.Explain mass number 2.1.1 Atomic Structure
constructing a model, and simulation on atomic
and atomic number
(Scope: This topic explore properties of isotopes structures and learn
based on the number of
explains mass number and their application. concepts.
electrons, protons, and
and atomic number
neutrons.
based on the number
ii.Draw the atomic of electrons, protons The learner describes the Exploring Digital
structure of common and neutrons, and properties of the atom, Resources
elements to understand their relationship. It relationship of the mass
Use digital media to
their electronic further includes number, proton number and
explore for
configuration. electronic neutron number in conjunction
simulation,
configuration in the with electronic configuration of
iii.Explain isotopes and animation,
form of K, L, M, N elements through exploration
their properties illustration, video
notation following and investigate the properties
lessons, and other
iv.Explain various electron distribution of isotopes and their
information on
applications of isotopes rules in shells. Concept applications. The learner also
atomic structure,
in different fields of Isotopes and its explores the methods to write
electron configuration
application.) chemical formulae for different
and isotopes of
compounds and explain the
elements.
law of conservation of mass
through balancing of chemical Using Physical Tools
equations.
Use locally available
materials to construct
2.1.2 Elements,
the model. May use
Compounds, and their
ready-made models
Formulae
of atoms from the
i.Explain chemical (Scope: This topic laboratory.
Obtaining, Evaluating, and
formula, valency, and explores what valency
Communicating Information Carrying out STEM
radicals with examples. and radical are, and
Activities
two types of radicals - Evaluate the information
ii.Identify the valencies simple and compound; gathered through May explore and use
of elements and radicals and formation of ions - grade‑appropriate texts and/or software to design
of compounds. cations and anions. The digital media, on the core simulation,
iii.Explain the formation topic further explains concepts, to design atomic illustration and/or
of cations and anions. the steps to write models, write chemical graphic models of
chemical formulae for formulae and balance chemical atoms.
Iv.Write the chemical compounds.) equations.
formulae of chemical

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

substances based on Developing and Using Models The learner uses the
the rules. internet to explore
Construct a model of atom
more on the concept.
v/Analyze the chemical based on the information
composition of a gathered to explain the Exploring Digital
compound based on the composition of an atom and its Resources
chemical formula. electron arrangement.
May obtain
Obtaining, Evaluating, and information from
Communicating Information reliable digital sources
to develop knowledge
Explore grade‑appropriate
on the core concepts
texts, books and/or digital
mentioned herein.
media to obtain scientific
information on the core
concepts mentioned herein to
provide explanation and/or
justification.
2.1.3 Chemical Carrying out STEM
Equation Activities
i.Explain the chemical (Scope: This topic May explore and use
equation by identifying covers the relevant interactive
reactants and products. identification of virtual simulation
reactant and product in software (e.g., PhET,
ii.Write balanced
chemical equations, AACT, etc.) to study
chemical equations.
followed by a balancing of chemical
iii.Explain significance of procedure to balance equations.
chemical equation. chemical equations as
per the Law of The learners use the
iv.Explain the internet to gather
conservation of mass.)
importance of the law more information and
of conservation of mass learn the concept to
in chemical equations find empirical
evidence for the law
of conservation of
mass in the chemical
reaction.

2.2 Materials and The learners design an The learners observe

Change experiment to learn the natural phenomena
concept of chemical reaction around them and use
2.2.1 Chemical
i.Investigate synthesis, and safety measures. the internet to gather
Reaction
decomposition, and more information.
Obtaining, Evaluating, and
displacement (Scope: This topic
Communicating Information
reactions. underlines the concept
and types of chemical

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

ii.Construct empirical reactions - synthesis, Gather information from The learners use the
evidence to prove the decomposition, and relevant books and/or digital internet to explore
law of conservation of displacement. It also platforms to explain the more on the concept.
mass in chemical encompasses indicators mechanism of chemical
Exploring Digital
reaction. of chemical reactions reaction and the types of
Resources
such as change in reaction.
iii.Identify different
colour, odour, state, May use a digital
types of indicators of Planning and Carrying Out
temperature - platform to explore
chemical reactions. Investigations
exothermic and information on
iv.Carryout and endothermic; Design an investigation and chemical reaction and
experiment to effervescence and observe the variation in its type.
demonstrate importance of temperature during the
disposing chemical Using Physical Tools
exothermic and chemical reaction to determine
endothermic reaction. waste safely. release or absorption of Use the apparatus
thermal energy by chemical and materials from
v.Relate exothermic and
processes. the science laboratory
endothermic reactions
and/or from the
to daily life Further design and undertake
locality for carrying
applications. investigation to explore the
out the experiment to
types of chemical reaction.
vi.Explain the investigate the
importance of disposing Furthermore, design chemical reactions.
chemical waste safely investigation and inquiry
in the environment. processes to explore and
construct empirical evidence to
prove the law of conservation
of mass in chemical reaction.

Analysing and Interpreting

Data

Analyse the observation data

from investigation to
determine and explain the
types of chemical reactions.

Constructing Explanations and

Designing Solutions

Use empirical information

from the investigation carried
out to construct evidence-
based explanations for the law
of conservation of mass in
chemical reaction.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

Engaging in Argument from

Evidence

Observe the patterns of various

reactions occurring in the
physical world to construct an
argument supported by
evidence-based information
gathered from the
investigation and/or from
relevant book/digital platforms
to determine the type of
reaction and explain its
mechanism.

2.3 Patterns in The learners explore and Promoting Socio-

Chemistry explain the atomic radius, cultural, Economic,
ionisation potential, and Human Values
2.3.1 Patterns in the
i.Explain atomic radius, electronegativity, and electron
Periodic Table Explore about acid
metallic and affinity metallic and
rain, uses of acid and
nonmetallic character (Scope: This topic nonmetallic properties of
base including the
of elements focuses on trends of elements across the period and
neutralisation
atomic size, down the group in the periodic
ii.Explain the trends of reaction to
table.
atomic radius, metallic metallic and non- understand their
character across and metallic character The learners further investigate significance and
down the periodic across the period and different classes of acids and impacts in the real-
table. down the group and bases, the application of world.
introduction to the neutralisation, and explore
iii.Explain ionisation cause, prevention, and impact
terms: ionisation
potential, of acid rain.
potential, Exploring Digital
electronegativity and
electronegativity and Resources
electron affinity Obtaining, Evaluating, and
electron affinity)
Communicating Information May explore video
iv.Explain the
lessons, and other
significance of learning Gather information from
digital media for
periodic properties of relevant sources to construct
obtaining information
elements. the conceptual understanding
on periodic properties
of the core concepts
and for carrying out
mentioned herein.
experiments to
Planning and carrying out explore chemical
investigations properties of acid and
base.
Explore through the web link to
explain periodic properties i.e.,
the atomic radius, and metallic
character, ionisation potential,
electronegativity, and electron

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

affinity across the period and

down the group in the periodic
table.

2.3.2 Acids and Bases

i.Classify acids and (Scope: This topic Carrying out STEM

Further, investigate the
bases based on strength focuses on the Activities
properties of acids and bases
and concentration. classification of acids
and reaction with metal, metal May carry out
and bases with respect
ii.Investigate the oxides, carbonates, and experiments or
to strength and
reaction of acids and bicarbonates. practical through
concentration. It also
bases with other simulations using
includes the chemical Furthermore, explore and
elements and virtual labs to explore
reactions of acids and explain cause, impact, and
compounds. the chemical
bases with metals, prevention of acid rain.
properties of acids
iii.Explain the causes, metal oxides,
Analysing and Interpreting and bases including
impact, and prevention carbonates, and
Data neutralisation
of acid rain. bicarbonates. It further
reaction.
includes formation of Compare and contrast the
iv.Design a poster or acid rain.) information gained from
other means to create
relevant books, simulations,
awareness to mitigate Using Physical Tools
video, or multimedia sources
the causes of acid rain.
with that gained from May use digital media
experiments. like graphics, audio,
visual while making
presentations to add
interest and enhance
understanding of
findings, reasoning,
and evidence.

2.4 Separating The learners design various The learners explore

Mixtures activities using available different techniques
material to investigate used in the locality to
2.4.1 Separating
different techniques of separate mixtures and
mixtures
separating mixtures. use the internet to
i.Differentiate between gather more
(Scope: This topic
mixture and Obtaining, Evaluating, and
focuses on differences information.
compounds. Communicating Information
between mixture and
ii.Carry out an compound through Recall relevant information
experiment to investigation followed from experiences or gather Exploring Digital
differentiate between by separation methods relevant information from print Resources
compounds and like filtration and and/or digital sources to
May explore and
mixture. chromatography with construct the conceptual
obtain information,
their applications.) understanding of mixture and
from relevant digital

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

iii.Carry out an different techniques of platforms, on

experiment to separating mixtures. mixtures and
understand the process techniques of
Planning and carrying out
of filtration and separation.
investigations
chromatography.
Design activities to investigate
iv.Explore the
differences between
applications of filtration
compound and mixture to
and chromatography in
explore different techniques of
various fields.
separating mixtures.

Analysing and Interpreting

Data

Synthesise information
obtained from experiments
and other relevant sources
(text and digital) into a
coherent understanding of
differences between a mixture
and a compound. Further,
through the observation of the
identified mixture in the real
world, determine and justify
the techniques required for
separating it.

9.3.3 Strand: Physics Process

Competency Based Standard

By the end of Key stage 3 (Class VIII), the learner should be able to:
investigate more about force, speed, pressure to explain their effects on the motion of an object,
calculate the relative density and relate their applications in real life settings.
identify the types of simple machines by using examples available in the surrounding and calculate
the efficiency of each type of machine to justify their uses in daily lives.
explore various forms of energy and their transformations to explain work, power and their
relationships in relation to their uses in our everyday life.
investigate static electricity, and variables in the flow of current to find their relationship based on
Ohm’s Law in relation to its use in electrical appliances, and explain the properties of magnets
and their uses.
demonstrate the understanding of properties of light based on the investigation of reflection and
refraction through different media; sound based on propagation, wave patterns and audibility
range, and relate their application in various fields of studies and people’s lives.

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 Science (PP-VIII) Science Curriculum Framework (PP-XII)

explain the formation and planetary motion of the solar system, satellites, and other heavenly bodies
to understand their significance in life on the Earth.

Class-wise Competency
Class VII
By the end of class VII, the learners should be able to:
1. Forces and Motion
demonstrate the understanding of force, distance, speed, average speed and types of motion, and density of
substances, and analyse their applications in our daily activities.
identify the types of simple machines, calculate the mechanical advantage, velocity ratio and efficiency of
simple machines, and justify how they help us in our daily activities.
2. Work and Energy
explore various sources of energy and their types to understand the sustainable use of energy in real life.
explain work by drawing its relationship with force and displacement and relate its application in daily
activities.
3. Electricity and Magnetism
construct electrical circuits with electrical components like ammeter, voltmeter, resistor, conducting wire, bulb,
and switch to understand their functions, investigate electrical energy transformation and the effects of
static electricity.
explain the molecular theory of magnetism to understand the process of magnetisation, properties and strength
of magnets and relate how it is used in our life.
4. Light and Sound
investigate the properties of light and sound to draw their significance and applications in daily life.
5. The Earth and Beyond
explain the solar system based on its features and distance of planets from the sun to understand their
significance in everyday life.

Table 26: Learning objectives and process/essential skills of Physical Processes, class VII
Process/Essential Skills
Core Concepts
Learning Objectives Scientific methods and Society and
(Chapter/Topic/Theme)
Engineering practices Technology

3.1 Forces and Motion Using Mathematics and Exploring Digital

Computational Thinking Resources
3.1.1 Force and Linear
Motion Calculate the speed, Study the required
i.Explore force,
distance and time taken concepts on speed by
distance, speed, and (Scope: This topic deals
for appropriate cases of browsing the internet
average speed and with concepts of force,
motion observed in the for more calculation
draw their relationship. distance and speed and
community. exercises and by PhET
average speed, balanced
ii.Calculate the speed simulation.
and unbalanced force,
and average speed at
linear and non-linear
different situations. Analysing and Interpreting
motion, and rotational
Data

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

iii.Explain balanced and motion, and their Provide qualitative Exploring Digital
unbalanced force, applications.) comparisons of forces, Resources
linear and non-linear mass, and changes in
Use every day
motion and rotational motion to study the effects
phenomena, frame of
motion and their of balanced and
reference, and
applications in daily unbalanced forces.
specification of units
life.
related to motion in the
surrounding to learn
Planning and Carrying Out
the concept, and use
Investigations.
related technologies to
Identify examples of compute and interpret
rotational motion with data.
intellectual justifications
identified in the
environment.

3.1.2 Simple Machine

i. Explore to identify (Scope: This topic covers

the types of levers. the concept of simple Planning and Carrying Out Exploring Digital
machines - lever, pulley: Investigations. Resources
ii. Investigate the single and fixed, gears;
mechanical advantage, mechanical advantage, Explore and investigate Observe involvement of
velocity ratio and velocity ratio, efficiency, how a simple machine force in daily activities
efficiency of levers to calculations, and activity multiplies force through and relate it to the
assess their application on efficiency of simple activities. concept of a simple
in daily life. machines.) machine, and use the
internet to play
iii. Demonstrate how simulations related to
levers multiply force simple machines.
and increase efficiency.

iv. Explore the concept

of pulley and its types.

v. Investigate the
mechanical advantage,
velocity ratio and
efficiency of pulleys to
assess their application
in daily life.

vi. Demonstrate how

pulleys multiply force
and increase efficiency.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

3.1.3 Relative Density Obtaining, Evaluating, and Using Physical Tools

Communicating
i.Explain relative (Scope: This topic Use different things
Information
density with examples. highlights the concept of around them, and
relative density, activity Gather information on explore the uses of
ii.Determine relative
on investigating relative density and relative density in the locality.
density of materials
density and its density using available
used.
applications.) materials and relevant
iii.Explain the sources.
significance of relative
density in our everyday
life.

3.2 Work and Energy

i.Define displacement. 3.2.1 Work

ii.Differentiate between (Scope: This topic deals Investigate the concept of Observe different
distance and with concepts on distance and displacement situations of work done
displacement with distance, displacement, through an activity, and and explore the
examples. work done and simple calculate work. involvement of force
calculations and and displacement.
iii.Calculate the work
experimental verification
done with respect to
related to work done.)
force and displacement
in different situations.

iv.Justify that the

scientific meaning of
work is different from
everyday meaning of
work done in daily life.

3.2.2 Sources of Energy

i.Explore various Exploring Digital
(Scope: This topic deals Explore different sources
sources of energy. Resources
with the sources and of energy and classify them
ii.Classify energy into classification of energy. It in renewable and non- Explore various sources
renewable and non- also evaluates sources of renewable energy. of energy in the locality
renewable sources. energy contributing to and search for other
climate change and additional sources
iii.Evaluate sources of suggests ways to become using the internet.
energy contributing to a sustainable energy
climate change. consumer.)

iv.Suggest ways for

sustainable use of
energy.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

3.3 Electricity and Developing and Using Using Physical Tools

Magnetism Models
The learners use
3.3.1 Electric Circuits The learners construct different electrical
i. Explain the concept
(Scope: This topic deals series and parallel circuits appliances to relate the
of resistance.
with what are electric to investigate the role of applications of
ii. Deduce the current, voltage and different variables in electricity, and use the
relationship amongst resistance and their circuit, explore their effect internet to search
current, voltage and relationship. It also and application through further information on
resistance. includes measuring activities. the concept and play
current and voltage in simulations related to
Developing and Using
iii. Construct parallel series and parallel electric current and
and series circuits Models
circuits, and other variables.
transformation of Construct series and
iv. Compare the electrical energy.) parallel circuits to
current and voltage in investigate the role of
parallel and series different variables in
connection. circuit, explore their effect
v. Investigate and application through
transformation of activities.
electrical energy in
different electrical
appliances.
3.3.2 Static Electricity
Exploring Digital
(Scope: This topic deals
i.Explore the effect Resources
with the concept of static
and application of
electricity and its effect The learners use
static electricity in
and application in natural available materials and
day-to-day life.
phenomena.) the internet to gather
information to design
investigations.
3.3.3 Magnetism
i.Explain the Planning and Carrying out
(Scope: This topic
molecular theory of Investigations
comprises the concept of
magnetism and
molecular theory of The learners design an
magnetization
magnetism, investigation to
ii.List some practical magnetisation, and understand the concept of
applications of investigation of particle magnetisation.
magnetism. arrangement in a
magnet.) Analysing and Interpreting
Data

Design an investigation to
understand the concept of
magnetisation.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

3.4. Light and Sound The learners explore and The learners observe
investigate properties of natural phenomena
3.4.1 Light and its
light and image formation due to light and daily
Properties
i.Demonstrate the laws in spherical mirrors, applications of light to
of reflection of light. (Scope: This topic investigate the speed of understand the
comprises the concept of light in different mediums, concept.
ii.Construct a ray and explore the application
propagation of light,
diagram to illustrate of laws of reflection.
reflection and its types,
the formation of
investigating laws of Using Physical Tools
images by a spherical
reflection, reflection
mirror. Observe natural
through plane mirror, Obtaining, Evaluating, and
phenomena due to
iii.List the uses of terms and general rules of Communicating
light and daily
concave and convex spherical mirrors, and Information
applications of light to
mirrors in a variety of uses of spherical mirrors.)
Gather and evaluate understand the
situation.
information on how the concept.
speed of light travels in
Carrying out STEM
different mediums, and the
Activities
application of laws of
reflection from reliable Use digital resources to
sources. design or come up with
a simulation to show
Planning and Carrying Out
the image formed by a
Investigations
spherical mirror.
Explore and investigate the
Exploring Digital
image formed by spherical
Resources
mirrors and the uses of
concave and convex Use digital resources to
mirrors. identify multiple uses
of concave and convex
3.4.2 Sound and Hearing mirrors in the world.
i.Describe the
(Scope: This topic consists
properties of sound Planning and Carrying Out
of concepts of production Exploring Digital
waves. Investigations
and propagation of Resources
ii.Explore the wave sound, wave patterns of Explore and investigate
pattern of sounds different sound, range of Use the internet to get
properties of sound and
produced by different audibility, uses of more information on
the propagation of sound
instruments. ultrasonic and infrasonic the concept, explore
through different
sound, and effect of loud noise pollution in the
mediums.
iii.Analyse the different sound.) community and
forms of sound based propose ways to reduce
on the wave patterns. it.
Constructing Explanation
and Designing Solutions

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

iv.Explain how noise Draw conclusions on how

pollution causes noise pollution affects the
damage to health human ear and design
solutions to reduce sound
v.Propose ways to
pollution in the
reduce noise pollution
community.
in the locality.

vi.Explain the uses of

ultrasonic and
infrasonic sound.

3.5 The Earth and Beyond Obtaining, Evaluating, and Exploring Digital
Communicating Resources.
i.Describe the 3.5.1 Beyond Earth
Information.
formation of the solar The learner uses
(Scope: This topic deals
system. The learner investigates information from the
with the formation of the
the features of planets and internet /other sources
ii.Explore satellites and solar system, concept of
other heavenly bodies to learn the concepts
their types, asteroids, sun, satellites, and types
beyond the Earth through and explore more.
meteoroids, planets, of satellites (Natural and
activities.
and the sun. Artificial), asteroids,
meteoroids, comets and
iii.Explore the
planets.)
significance of the solar
system in the formation
of the universe.

Class-wise Competency
Class VIII
By the end of class VIII, the learners should be able to:
Forces and Motion
explore the effects of frictional forces and gravity on a body and establish a relationship amongst force, area,
and pressure to comprehend its significance on daily life applications.
Work and Energy
explain the relationship among work, power, and energy through calculation to understand their applications
in daily activities.
Electricity and Magnetism
investigate principles and applications of electricity and explain magnets to understand their use in different
appliances.
Light and Sound
investigate the properties and effects of light and sound in different situations to use it in daily life.
The Earth and Beyond
investigate sources of light in the solar system and natural forces of planetary motion to understand why the
heavenly bodies revolve and are stationed on their respective orbits.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

Table 27: Learning objectives and process/essential skills for Physical Processes, class VIII
Process/Essential Skills
Core Concepts
Learning Objectives Scientific methods and Society and
(Chapter/Topic/Theme)
Engineering practices Technology

3.1 Force and Motion The learners investigate Exploring Digital

speed, velocity, and Resources
3.1.1 Force and Linear
acceleration through
Motion The learners use
i.Explain velocity. activity and interpret
everyday phenomena
(Scope: This topic delves distance-time graphs.
ii.Explore the concept related to motion in
into the concept of
of acceleration due to the surrounding, and
velocity, acceleration due
gravity. use technology to
to gravity and factors Planning and Carrying Out
compute and interpret
iii.State the factors affecting it, interpreting Investigations
data.
affecting the displacement time graphs
Investigate speed and
acceleration due to (physical quantities: scalar
velocity and highlight their
gravity. and vector), relating mass
differences using
and force to gravity.)
iv.Interpret the weight reasonable examples.
of a body in terms of
Engaging in Arguments
mass, force and gravity.
from Evidence
v.Explain the
Construct and present
importance of the
scientific reasoning to
gravitational force of
support the claim that
the Earth.
gravitational forces are
attractive and are affected
by mass and weight of an
object.

3.1.2 Fluid Friction

(Scope: This topic covers Using Mathematics and

i.Explore the concept of the concept of fluid Computational Thinking
fluid friction friction, effects of fluid Comprehend the concept
friction, factors affecting of effects on mass and
ii.Explain the factors
fluid friction, and weight due to acceleration
that affect the fluid
reduction of fluid friction.) due to gravity through
friction on moving
objects. calculations.
The learners explore
iii.Investigate the Developing and Using
the application of
effects of fluid friction Models
force, pressure and
on moving objects. Interpret the distance-time area in the daily
iv.Suggest the ways to graph by drawing activities and locality.
reduce fluid friction. conclusions from data

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

generated in GeoGebra
simulations.

Exploring Digital
Planning and Carrying Out Resources
3.1.3 Force and Pressure
Investigations
Use reliable sources to
i.Investigate the (Scope: This topic deals
The learners investigate obtain information on
relationship between with the concept of
the relationship between application of force,
force, area, and pressure, investigating
force, area and pressure pressure and area in
pressure. pressure and factors
using available resources. the daily activities and
affecting it, and designing
ii.State the applications locality.
simple machines using the
of pressure in daily life.
concept of pressure.)

i.Explore work and 3.2 Work and Energy Planning and Carrying Out
power to explain their Investigations
role in everyday
Conduct various activities
activities. 3.2.1 Work and Power
to explore the concept of
ii.Calculate power in (Scope: This topic covers energy and power.
terms of the rate of the concept of work and
work done using power, units for work and
instances from real-life power, calculation related Using Mathematics and Using Physical Tools
activities. to work and power.) Computational Thinking
The learners use
3.2.2 Mechanical and Heat Calculate power for word available materials to
Energy problems designed using design activities
i.Explore mechanical
realistic applications. related to different
energy. (Scope: This topic deals
modes of transfer of
with mechanical energy Design an activity to
ii.Calculate potential heat, and explore the
[potential energy and demonstrate different
and kinetic energy. application of heat
kinetic energy]. It also modes of transmission of
transfer in daily life.
iii.Explain conduction, deals with transfer of heat heat.
convection and energy (conduction,
The learners explore the
radiation of heat. convection, and radiation)
concept of energy and
and dissipation of energy.)
iv.Demonstrate the power through activities,
process of conduction, calculate power, and
convection and design an activity to
radiation of heat. demonstrate different
modes of transmission of
v.Describe the
heat.
importance of heat
transfer to understand
its applications.

vi.Explain dissipation of
energy.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

vii.Determine ways to
minimise the energy
dissipation.

3.3 Electricity and The learners investigate Exploring Digital

Magnetism the relationship between Resources
current, voltage and
3.3.1 Circuits The learners relate the
i.Explain potential resistance and calculate
variations in current,
difference, electric (Scope: This topic includes different variables.
voltage and resistance
current and Ohm’s law. the concepts of potential
Analysing and Interpreting and the working of
difference, electric
ii.Investigate the Data different appliances,
current, electric resistance
relationship between use the internet to
,Ohm’s law and its Interpret how change in
current, voltage and play simulation on
numerical problems. It current or voltage affects
resistance to Ohm’s law, and use
also includes energy the other using the
understand Ohm's law. technology to
transfer in battery, and relationship between
compute and interpret
iii.Solve numerical construction of simple them.
data.
problems related to cell)
Ohm’s law to determine
resistance, current, and
voltage.

iv.Analyse transfer of
Using Mathematics and
energy in a battery and The learners observe
Computational Thinking
its exhaustion. the types of electricity
3.3.2 Mains Electricity Compute the missing at home and schools
values for resistance, under the guidance of
(Scope: This topic deals elders, use the
i.Compare direct and current or voltage in basic
with types of current, internet to explore for
alternating current with circuits using Ohm’s law.
domestic electric supply, more information on
reference to electricity
colour codes of electrical The learners investigate domestic main supply,
supply.
wires, electrical safety, the different types of and explore how
ii.Explain the use of live, fuse, electrical insulation, current, design activity to electrical energy
neutral and earth wires earthing, electrical explain functions of consumption is
in electric circuits. heating for domestic different colours, calculated in the
purpose and calculation investigate safety measures community.
iii.Explain the
on electrical energy while using electricity, and
importance of
consumption.) calculate electrical energy
insulation, earthing,
consumption at home.
fuses, and circuit Promoting Social-
breakers used in Planning and Carrying Out Cultural, Economic
electric circuits. Investigations and Human Value

iv.Calculate electrical Observe and investigate Observe the types of

energy consumption at the different types of electricity at home and
home and school based current. schools under the
on electric bill. guidance of elders and
explore how electrical

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

Analysing and Interpreting energy consumption is

Data calculated in the
community.
Design activity to explain
functions of different
coloured wires.
Exploring Digital
3.3.3 Magnetism Planning and Carrying Out Resources
Investigations
i.Explain the process of (Scope: This topic includes Use the internet to
magnetization. concepts of Investigate safety explore for more
magnetisation, differences measures while using information on
ii.Differentiate electricity through various domestic main supply.
and use of temporary and
temporary and relevant sources.
permanent magnet, and
permanent magnets
application of
and their uses at homes Using Mathematics and
electromagnet.) Exploring Digital
and industries Computational Thinking
Resources
iii.Investigate the Calculate electrical energy
The learners explore
factors that affect the consumption at home.
the uses of magnets in
strength of
The learners investigate the locality and use
electromagnets
the uses of different the internet to gather
iv.Design and construct magnets, and design simple information to design
a simple electric bell magnets. a magnet
based on the concept of
Planning and Carrying Out
electromagnet.
Investigations

Investigate the uses of

different magnets in the
industry.

Asking Questions and

Defining Problems

Ask a question like

What happens to the

strength of the magnetic
forces when a soft iron
core is placed into the
solenoid?

Developing and Using

Model

Design simple magnets

using the locally available
materials to study the
properties of magnets.

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Science (PP-VIII) Science Curriculum Framework (PP-XII)

3.4 Light and Sound The learners investigate The learners observe
refraction of light in natural phenomena
i.Investigate the 3.4.1 Refraction of Light
different media, and due to light and daily
refracting properties of (Scope: This topic deals
explore and construct the applications of light to
light through different with refraction of light
formation of images in understand the
media. through (glass slab, prism,
lenses. concept.
lenses, liquids, and air),
ii.Describe various
formation of image by
natural phenomena
lenses (ray diagrams),
around us that occur as Planning and Carrying Out Exploring Digital
dispersion of white light,
a result of refraction. Investigations Resources
colours, and pigments,
iii.Construct ray investigating the Investigate refraction of May browse relevant
diagrams to illustrate transmission of light light in different mediums sources to gather
the characteristics of through different colour through various activities. information on natural
images formed by filters) phenomena of light
Developing and Using
convex and concave and daily applications
Models
lenses. to understand the
Illustrate the appearance of concept.
iv.Differentiate
coloured objects in white
between spectral
light.
colours and pigments.
Developing and Using
v.Illustrate the
Models
appearance of coloured
objects in white light Explore and construct the
and in other colours of formation of images in
light. lenses.

3.4.2 Sound Exploring Digital

The learners explore the
Resources
(Scope: This topic includes relationship between
i.Explore the concepts
sound wave, loudness and loudness of sound and The learners use the
of the sound wave,
amplitude, frequency and amplitude of vibration, internet to get more
loudness of sound,
pitch of the sound, factors pitch of the sound and information on the
amplitude, frequency
affecting speed of sound - frequency of vibration, and concept, explore
and pitch.
(nature of medium, elastic investigate how sound sound with different
ii.Explain the factors properties and densities, causes the eardrum to loudness and pitch to
affecting the speed of temperature, wind), vibrate through various understand its
sound. investigate variation in activities. relationship with
sound produced by amplitude and
iii.Formulate the Analysing and Interpreting
different tuning forks.) frequency.
relationship between Data
the loudness of the
Analyse and interpret the
sound and the
relationship between
amplitude.
loudness of sound and
iv.Investigate the amplitude of vibration.
relationship between

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the pitch of the sound Analysing and Interpreting

and the frequency using Data
tuning forks.
Explore the relationship
between pitch of the sound
and frequency of vibration.

Planning and Carrying Out

Investigations

Investigate how sound

causes the eardrum to
vibrate through various
activities.

3.5 The Earth and Beyond Planning and Carrying Out Exploring Digital
Investigations Resources
i.Explain luminous and 3.5.1 Planetary Motion
non-luminous objects. The learner explores The learner uses the
(Scope: This topic
sources of light in the internet/other sources
ii.Explore different discusses the visibility of
universe, and investigate to gather information
sources of light in the heavenly objects,
the forces in the planetary and explore the
universe and their uses. luminous and non-
motion through activities. concepts.
luminous objects, and the
iii.Investigate the
natural forces in planetary
natural forces involved
motion:
in planetary motion.
- gravity
iv.Analyse the
significance of natural - centripetal force
forces in maintaining
- centrifugal force
the solar system in
position by which the - inertia)
Earth can sustain all
forms of life.

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SECTION B: BIOLOGY

10 SECTION B: BIOLOGY

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10. 1 Key Stage 4 (IX-X)

Competency-based Standard
By the end of key stage 4 (class X), a learner should be able to:
1. Molecules to Organisms: Structures and Processes
1.1 use the understanding and scientific evidence from the cell to explain that all organisms, either simple or complex are made up
of single or numerous cells.
1.2 apply the concept and scientific evidence from human biological organisation to explain how the human body is a system of
interacting systems and subsystems.
2. Ecosystems: Interactions, Energy and Dynamics
2.1 apply the understanding of complex and dynamic interacting patterns of biotic and abiotic components of the ecosystem to
explain the transfer of energy at various trophic levels.
2.2 use the concept of interdependence to construct an argument supported by empirical evidence that changes to physical or
biological components of an ecosystem affect organisms and their environment.
3. Heredity: Inheritance and Variation of Traits
3.1 apply the understanding of the influence of genetic and environmental factors on the structure, function, and behaviour of an
organism to explain how variation occurs within the individual and amongst the individuals of the same species.
3.2 use the understanding of the relationship of the gene, DNA and chromosomes in terms of size and sequence, to explain the
biological role of the gene, chromosome and DNA in determining a character of an organism through molecular and subcellular
processes.
3.3 apply the understanding of cell division with scientific reasons to explain why asexual reproduction results in offspring with
identical genetic information while sexual reproduction results in offspring with genetic variation; and the patterns of
inheritance of certain traits in an organism.
4. Biological Evolution: Unity and Diversity
4.1 apply the understanding from fossil records, similarity in morphological structures and embryological structures to explain that
all organisms have evolved from common ancestors through selection (natural and/or artificial) and adaptation, and they are the
basis for the emergence of multiple lines of organisms.
4.2 use the understanding of theories of evolution, to explain how present living forms have evolved from past simple forms and
how humans with their modern technology have intervened speciation in the present day with scientific evidence.

Class-wise Competency (Class IX)

By the end of class IX, a learner should be able to:
I. Molecules to Organisms: Structures and Processes

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● apply the understanding from the cell to explain that all organisms, either simple or complex are made up of single or multiple cells.
● use scientific evidence to support the explanation that an organism contains several interacting systems and subsystems.
● use scientific concepts from human biological organisation to explain that processes, behaviours, and emotions of an organism are
coordinated by several interacting systems and subsystems.
II. Ecosystems: Interactions, Energy and Dynamics
● apply the understanding of an ecosystem to explain that disturbances to any of the physical or biological components of an ecosystem
can lead to a shift in all its population, interactions, energy, and dynamics.
● use the concept of interdependence amongst organisms to understand the intrinsic value of organisms in an ecosystem.
III. Heredity: Inheritance and Variation of Traits
● apply the understanding of cell division to explain how offspring inherit genes from their parents during reproduction.
● apply the concept of the influence of genetic (mutation, random mating, random fertilization and recombination) and/or environmental
factors (nutrition, light etc.) to explain the occurrence of variation within an individual organism or amongst the individuals of the same
species.
● use the understanding of the relationship of the gene, DNA and chromosomes in terms of size and sequence, to explain the biological
role of the gene, chromosome and DNA in determining a character of an organism through molecular and subcellular processes.
● use the concept of variation of individuals to understand and value the importance of diversity.
IV. Biological Evolution: Unity and Diversity
● apply the understanding from fossil records, similarity in morphological structures and embryological structures to explain that all
organisms have evolved from common ancestry lines.
● apply the concept from the theories of evolution to explain how modern organisms have evolved from their ancestral forms.
● use the concept of the influence of genetic and environmental factors on organisms to explain the process of speciation.

Table 1. Learning Objectives and Dimensions for Molecules to Organisms: Structures and Processes, class IX
Scientific methods and Engineering
Learning Objectives (LO) Core Concepts Society and Technology
practices

LO-1. Investigate to provide 1. Molecules to Organisms: Structures Planning and Carrying out Investigations Using Physical Tools
evidence that living things are made and Processes Planning and carrying out investigations in Using physical tools (e.g.,
up of cell(s). 1.1. Cells in Living Organisms providing evidence for, and testing laboratory equipment, gadgets,
mobile devices, computers, etc.)

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

LO-2. Construct scientific 1.1.1. Scope: Living things are made up conceptual, mathematical, physical, and for observing, explaining, and
explanation that different cells have of cells. Cells are considered the empirical models. evaluating scientific phenomena,
specific shapes adapted to carry out fundamental units of life. ● Plan and conduct investigations to constructing models, and designing
specific functions. 1.1.2. Scope: Cells occur in various produce data to serve as the basis for solutions. (LO- 1,)
LO-3. Communicate the scientific shapes and sizes. The structure of a evidence, and in the design to decide Exploring Digital Resources
information on the application of cell determines the nature of its on data needed to produce reliable Exploring and identifying sources
stem cells in addressing health function. measurements considering of information (e.g., database,
issues. 1.1.3. Scope: Stem cells have unique limitations on the precision of the journal articles, periodicals,
abilities to differentiate into data (e.g., variables, resources, applications, programs and
numerous cells in the body to take number of trials, cost, risk, time), software, websites, etc.) to validate
up different functions. Therefore, and refine the design accordingly. information on the scientific
these cells are used for the (LO-1) theories and laws that exist in
treatment of certain diseases (e.g., nature, and communicate the key
cancer, leukaemia, autoimmune Constructing Explanations and Designing ideas, scientific quest, and engage
diseases, etc.). Solutions in scientific practices and
Constructing explanations and designing discourses. (LO-1, LO- 2, LO- 3)
solutions supported by multiple and
independent student-generated evidence
consistent with scientific ideas, principles,
and theories.
● Construct and revise an explanation
based on evidence obtained from a
variety of sources (including
students’ own investigations,
models, theories, simulations, peer
review) and the assumption that
theories and laws that describe the
natural world operate today as they
did in the past and will continue to
do so in the future. (LO- 2)

Obtaining, Evaluating, and

Communicating Information Obtaining,
evaluating, and communicating information
in evaluating the validity and reliability of
the claims, methods, and designs.
● Evaluate the validity and reliability,
and communicate scientific
information (e.g., about phenomena

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and/or the process of development

and the design and performance of a
proposed process or system) through
multiple formats such as orally,
graphically, textually, or
mathematically. (LO-3)

LO-1. Develop a model that explains 1.2. Photosynthesis: Food for Life Developing and Using Models Using Physical Tools
the transformation of energy during 1.2.1. Scope: Plants, algae, and some Developing models in synthesising and Using physical tools (e.g.,
photosynthesis. bacteria use light energy to prepare food predicting relationships amongst variables laboratory equipment, gadgets,
LO-2. Construct an explanation on (glucose) from carbon dioxide and water between systems and their components in the mobile devices, computers, etc.)
the significance of photosynthesis during photosynthesis. Photosynthesis natural and human-designed world(s). for observing, explaining, and
based on scientific reasoning. involves a series of chemical reactions ● Develop models based on scientific evaluating scientific phenomena,
LO-3. Construct arguments based on that occur within the structures of the evidence or logic and reasons, to constructing models, and designing
scientific reasons that indoor plants cell. The energy from glucose is later represent relationships between solutions. (LO- 1, LO- 2)
reduce human health issues. transferred to ATP (adenosine systems or components of a system. Exploring Digital Resources
triphosphate), the fundamental fuel of all (LO- 1) Exploring and identifying sources
organisms. Constructing Explanations and Designing of information (e.g., database,
1.2.2. Scope: Plants that are grown Solutions journal articles, periodicals,
indoors, help in maintaining a clean Constructing explanations and designing applications, programs and
indoor environment and are known to solutions supported by multiple and software, websites, etc.) to validate
have a wider range of applications in independent student-generated evidence information on the scientific
reducing human health issues. However, consistent with scientific ideas, principles, theories and laws that exist in
some plants have the potential of causing and theories. nature, and communicate the key
allergic reactions in people. ● Construct and revise an explanation ideas, scientific quest, and engage
based on evidence obtained from a in scientific practices and
variety of sources (including discourses. (LO-1, LO- 2, LO-3)
students’ own investigations, Promoting Human and Cultural,
models, theories, simulations, peer Socioeconomic, and
review) and the assumption that Environmental Values
theories and laws that describe the Using technology in promoting
natural world operate today as they human, cultural, socio-economic,
did in the past and will continue to and environmental values driven
do so in the future. (LO- 2) by individual or societal needs,
Engaging in Arguments from Evidence aspirations, and changing
Engaging in arguments using evidence or expectations and their influences.
logical reasoning in defending and critiquing (LO-3)
claims, and explanations about natural

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phenomena including current scientific and

historical episodes in science.
● Construct and defend a claim based
on scientific reasons that reflect
scientific knowledge and student-
generated evidence about the natural
world. (LO-3)

LO-1. Construct scientific 1.3. Transpiration: The perspiration in Constructing Explanations and Designing Using Physical Tools
explanations to demonstrate the plants. Solutions Using physical tools (e.g.,
relationship between factors and the 1.3.1. Scope: Plants undergo Constructing explanations and designing laboratory equipment, gadgets,
rate of transpiration. transpiration to lose excess heat and the solutions supported by multiple and mobile devices, computers, etc.)
LO-2. Design a solution to obtain rate of transpiration varies depending on independent student-generated evidence for observing, explaining, and
clean water based on the concept of various internal and external factors. consistent with scientific ideas, principles, evaluating scientific phenomena,
transpiration. Plants are adapted to conserve water. and theories. constructing models, and designing
1.3.2: Scope: Green plants are often used ● Construct and revise an explanation solutions. (LO- 2)
to remove contaminants(e.g., toxic based on evidence obtained from a Exploring Digital Resources
substances, trace elements, radioactive variety of sources (including Exploring and identifying sources
substances, etc.) from soil and water students’ own investigations, of information (e.g., database,
(Phytoremediation). models, theories, simulations, peer journal articles, periodicals,
review) and the assumption that applications, programs and
theories and laws that describe the software, websites, etc.) to validate
natural world operate today as they information on the scientific
did in the past and will continue to theories and laws that exist in
do so in the future. (LO- 1) nature, communicate the key ideas,
● Design, evaluate, and refine a scientific quest, and engage in
solution to a complex real‐world scientific practises and discourses.
problem, based on scientific (LO-1, LO- 2)
knowledge, student‐generated
sources of evidence, prioritised
criteria, and trade-off
considerations. (LO- 2)

LO-1. Construct a model that 1.4. Digestion: What's on the plate? Developing and Using Models Using Physical Tools
provides a scientific explanation on 1.4.1. Scope: The digestive system in Developing models in synthesising and Using physical tools (e.g.,
digestive organs and their role in the humans consists of the alimentary canal predicting relationships amongst variables laboratory equipment, gadgets,
digestion of food. and accessory organs. During digestion, between systems and their components in the mobile devices, computers, etc.)
LO-2. Communicate scientific the food we consume is broken down into natural and human-designed world(s). for observing, explaining, and
information on cellular respiration simpler forms for absorption by the body ● Develop models based on scientific evaluating scientific phenomena,
and its mechanism. (limited to basic and assimilated for growth and evidence or logic and reasons, to

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

concepts of glycolysis, Krebs cycle, development. Food (glucose) is represent relationships between constructing models, and designing
and electron transport). chemically broken down during cellular systems or components of a system. solutions. (LO- 1)
LO-3. Develop a model of a diet respiration to release energy that is (LO-1, LO-3) Exploring Digital Resources
plan that provides scientific stored in ATP. During aerobic respiration Obtaining, Evaluating, and Exploring and identifying sources
explanation on healthy eating habits. glucose is converted into carbon dioxide Communicating Information of information (e.g., .gdatabase,
LO-4. Communicate the scientific and water releasing the energy. Obtaining, evaluating, and communicating journal articles, periodicals,
information on the effects of eating 1.4.2 . Scope: The growth and information in evaluating the validity and applications, programs and
junk or processed food on the growth development of our body depend largely reliability of the claims, methods, and software, websites, etc.) to validate
and development of our body. on the kinds of food we consume, our designs. information on the scientific
dietary practises, and our lifestyles. An ● Evaluate the validity and reliability, theories and laws that exist in
imbalance in nutritional requirements can and communicate scientific nature, and communicate the key
result in certain health issues. information (e.g., about phenomena ideas, scientific quest, and engage
and/or the process of development in scientific practises and
and the design and performance of a discourses. (LO- 2, LO- 3)
proposed process or system) through Promoting Human and Cultural,
multiple formats such as orally, Socioeconomic, and
graphically, textually, or Environmental Values
mathematically. (LO-2, LO-4) Using technology in promoting
human, cultural, socio-economic,
and environmental values driven
by individual or societal needs,
aspirations, and changing
expectations and their influences.
(LO- 4)

LO-1. Develop a model of the 1.5. Transport and Exchange in Our Developing and Using Models Using Physical Tools
human heart that explains its Body Developing models in synthesising and Using physical tools (e.g.,
structure and function. 1.5.1. Scope: Circulation of body fluids predicting relationships amongst variables laboratory equipment, gadgets,
LO-2. Design a solution to address help in the collection and distribution of between systems and their components in the mobile devices, computers, etc.)
issues related to the heart ( Limited substances (i.e., oxygen, nutrients, ions, natural and human-designed world(s). for observing, explaining, and
to coronary artery disease and heart etc.) and in the removal of waste ● Develop models based on scientific evaluating scientific phenomena,
valve failure). materials. The circulatory system of evidence or logic and reasons, to constructing models, and designing
LO-3. Develop a model that humans comprises the heart, blood, and represent relationships between solutions. (LO-1, LO-3)
represents how the circulatory and blood vessels. systems or components of a system.
respiratory systems work in 1.5.2. Scope: Abnormalities in the (LO-1, LO-3) Exploring Digital Resources
coordination for the transportation structure or injuries to the parts (i.e., Exploring and identifying sources
and exchange of gases in humans. heart and blood vessels) of the circulatory Constructing Explanations and Designing of information (e.g., database,
system result in health complications. Solutions journal articles, periodicals,
applications, programs and

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

1.5.3. Scope: The inspired air is carried Constructing explanations and designing software, websites, etc.) to validate
to the lungs by the respiratory tract. The solutions supported by multiple and information on the scientific
exchange of gases occurs in the lungs and independent student-generated evidence theories and laws that exist in
tissues. The circulatory and respiratory consistent with scientific ideas, principles, nature, communicate the key ideas,
systems work together to supply oxygen and theories. scientific quest, and engage in
and remove carbon dioxide from the ● Construct and revise an explanation scientific practises and discourses.
body. based on evidence obtained from a (LO-1, LO-2, LO-3)
variety of sources (including
students’ own investigations, Computational Modeling and
models, theories, simulations, peer Simulation
review) and the assumption that Using programming language and
theories and laws that describe the software in coding, robotics,
natural world operate today as they gamification, and simulations to
did in the past and will continue to develop models, analyse real-time
do so in the future. (LO-2) data samples, and design solutions
to address socio-scientific
issues.(LO-2)

LO-1. Construct a model that 1.6. Response and Coordination Developing and Using Models Using Physical Tools
provides a scientific explanation of 1.6.1. Scope: The endocrine system Developing models in synthesising and Using physical tools (e.g.,
the human endocrine system through the production of hormones predicting relationships amongst variables laboratory equipment, gadgets,
(Limited to pituitary, thyroid, regulates various processes and functions between systems and their components in the mobile devices, computers, etc.)
adrenal, and gonads). in the body. Endocrine glands (pituitary natural and human-designed world(s). for observing, explaining, and
LO-2. Construct a model that gland, adrenal gland, gonads, and ● Develop models based on scientific evaluating scientific phenomena,
explains the structure and functions pancreas) have a significant influence on evidence or logic and reasons, to constructing models, and designing
of the human nervous system. the body. represent relationships between solutions. (LO-1, LO-2)
LO-3. Construct a scientific 1.6.2. Scope: The nervous system consists systems or components of a system.
explanation on how the human of the brain, spinal cord, sensory organs, (LO-1, LO-2) Exploring Digital Resources
nervous system and endocrine and nerves (bundle of neurons) that Constructing Explanations and Designing Exploring and identifying sources
systems work together to bring connect these organs to different parts of Solutions of information (e.g., database,
coordination. the body. The organs of the nervous Constructing explanations and designing journal articles, periodicals,
LO-4. Communicate the scientific system play vital roles in the control and solutions supported by multiple and applications, programs and
information on the roles of coordination of the body. independent student-generated evidence software, websites, etc.) to validate
phytohormones in the growth and 1.6.3. Response and coordination in our consistent with scientific ideas, principles, information on the scientific
development of plants. body are brought by the nervous system and theories. theories and laws that exist in
and endocrine system. The endocrine ● Construct and revise an explanation nature, and communicate the key
system acts as a communication tool based on evidence obtained from a ideas, scientific quest, and engage
within the human body, working together variety of sources (including in scientific practises and
students’ investigations, models, discourses. (LO- 1, LO-2)

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with the nervous system to maintain theories, simulations, peer review)

homeostasis. and the assumption that theories
1.6.4. Scope: Plants produce a wide and laws that describe the natural
variety of biochemicals (eg., Auxin, world operate today as they did in
gibberellin, cytokinin, abscisic acid, and the past and will continue to do so in
ethylene) that regulate their growth and the future. (LO- 3)
development. These biochemicals are Obtaining, Evaluating, and
known as phytohormones. The Communicating Information
phenomena such as flowering, fruiting, Obtaining, evaluating, and communicating
ageing, etc., are regulated by information in evaluating the validity and
phytohormones. reliability of the claims, methods, and
designs.
● Evaluate the validity and reliability,
and communicate scientific
information (e.g., about phenomena
and/or the process of development
and the design and performance of a
proposed process or system) through
multiple formats such as orally,
graphically, textually, or
mathematically. (LO-4)

Table 2. Learning Objectives and Dimensions for Ecosystems: Interactions, Energy and Dynamic, class IX

Learning Objectives (LO) Core Concepts Scientific Methods and Engineering Society and Technology
Practices

LO-1. Construct a model that 2. Ecosystems: Interactions, Energy, Developing and Using Models
explains the interactions amongst the and Dynamic Developing models in synthesising and Using Physical Tools
organisms. 2.1. Interaction in its Environment predicting relationships amongst variables Using physical tools (e.g.,
LO-2. Investigate the impacts of 2.1.1. Scope: Organisms interact with between systems and their components in the laboratory equipment, gadgets,
human activities on the stability of each other and with their environment for natural and human-designed world(s). mobile devices, computers, etc.)
the local ecosystems. food, space, reproduction, etc. A variety ● Develop models based on scientific for observing, explaining, and
LO-3. Communicate the scientific of relationships, such as predator and evidence or logic and reasons, to evaluating scientific phenomena,
information on the ways to minimise prey relationship, competition, and represent relationships between constructing models, and
the impacts of anthropogenic symbiosis exist in an ecosystem. systems or components of a system. designing solutions. (LO-1)
activities on ecosystems. 2.1.2. Scope: Food chains and food webs (LO-1) Exploring Digital Resources
represent the feeding interactions Planning and Carrying Out Investigations Exploring and identifying sources
amongst organisms in an ecosystem. They Planning and carrying out investigations in of information (e.g., database,

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show the transfer of energy from one providing evidence for, and testing journal articles, periodicals,
organism to another in the process. conceptual, mathematical, physical, and applications, programs and
2.1.3. Scope: Humans cause changes in empirical models. software, websites, etc.) to
the physical environment in various ways ● Plan and conduct investigations to validate information on the
(e.g., construction, pollution, produce data to serve as the basis for scientific theories and laws that
deforestation, etc.) that have significant evidence, and in the design to decide exist in nature, and communicate
impacts on the health and functioning of on data needed to produce reliable the key ideas, scientific quest, and
an ecosystem. measurements considering engage in scientific practises and
limitations on the precision of the discourses. (LO-1, LO-2, LO-3)
data (e.g., variables, resources, Promoting Human and
number of trials, cost, risk, time), and Cultural, Socioeconomic, and
refine the design accordingly. (LO- Environmental Values
2) Using technology in promoting
Obtaining, Evaluating, and human, cultural, socio-economic,
Communicating Information and environmental values driven
Obtaining, evaluating, and communicating by individual or societal needs,
information in evaluating the validity and aspirations, and changing
reliability of the claims, methods, and designs. expectations and their influences.
● Evaluate the validity and reliability, (LO-2, LO-3)
and communicate scientific
information (e.g., about phenomena
and/or the process of development
and the design and performance of a
proposed process or system) through
multiple formats such as orally,
graphically, textually, or
mathematically. (LO-3)

Table 3. Learning Objectives and Dimensions for Heredity: Inheritance and Variation of Traits, class IX

Learning Objectives (LO) Core Concepts Scientific Methods and Engineering Society and Technology
Practices

LO-1. Investigate various physical 3. Heredity: Inheritance and Variation Constructing Explanations and Designing Exploring Digital Resources
traits to show variation of structures of Traits Solutions Exploring and identifying sources
within an organism or amongst the 3.1. Variation of Traits Constructing explanations and designing of information (e.g., database,
organisms of same species. 3.1.1. Scope: Differences that exist within solutions supported by multiple and journal articles, periodicals,
LO-2. Construct scientific an individual or amongst individuals of independent student-generated evidence applications, programs and
explanations on why variation occurs the same species. For instance, leaves software, websites, etc.) to

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within an organism or amongst the borne from the same plant at the same consistent with scientific ideas, principles, validate information on the
organisms of the same species. time may not be the same. A person’s and theories. scientific theories and laws that
right hand may not be alike with that of a ● Construct and revise an explanation exist in nature, and communicate
left hand. Moreover, a person’s thumb based on evidence obtained from a the key ideas, scientific quest, and
digits or earlobes may not be identical to variety of sources (including engage in scientific practices and
the thumb digits or the earlobes of students’ own investigations, discourses. (LO-1, LO-2)
another person. These differences are models, theories, simulations, peer
called variations. These variations are review) and the assumption that
caused by genetic and environmental theories and laws that describe the
factors or combined effects of both natural world operate today as they
genetic and environmental factors.) did in the past and will continue to
do so in the future. (LO-2)
Planning and Carrying Out Investigations
Planning and carrying out investigations in
providing evidence for, and testing
conceptual, mathematical, physical, and
empirical models.
● Plan and conduct investigations to
produce data to serve as the basis for
evidence, and in the design to decide
on data needed to produce reliable
measurements considering
limitations on the precision of the
data (e.g., variables, resources,
number of trials, cost, risk, time),
and refine the design accordingly.
(LO-1)

LO-1. Construct a model that 3.2. Chromosome, DNA and Gene Developing and Using Models Using Physical Tools
explains the relationships amongst 3.2.1. Scope: DNA (or deoxyribonucleic Developing models in synthesising and Using physical tools (e.g.,
chromosomes, DNA, and gene. acid) is the molecule that carries genetic predicting relationships amongst variables laboratory equipment, gadgets,
information in all life forms and viruses. between systems and their components in the mobile devices, computers, etc.)
LO-2. Develop a model that explains Genes are segments of DNA. The activity natural and human-designed world(s). for observing, explaining, and
that gene codes for a protein that of a cell depends on its ability to use the ● Develop models based on scientific evaluating scientific phenomena,
expresses the character or trait. information in the gene. DNA molecule evidence or logic and reasons, to constructing models, and
coils and supercoils form visible represent relationships between systems designing solutions. (LO-1, LO-
LO-3. Construct scientific structures called chromosomes. or components of a system. (LO-1, LO- 2)
explanations on why the nature of 3.2.2. Scope: Proteins are synthesized 2)
based on the information in the genes of Exploring Digital Resources

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information encoded in DNA differs an organism. The type and structure of Constructing Explanations and Designing Exploring and identifying sources
from one individual to another. proteins determine the characters or Solutions of information (e.g., database,
traits of an organism. Constructing explanations and designing journal articles, periodicals,
3.2.3. Scope: A DNA molecule contains solutions supported by multiple and applications, programs and
two polynucleotide chains formed of independent student-generated evidence software, websites, etc.) to
nucleotides. A nucleotide consists of consistent with scientific ideas, principles, and validate information on the
phosphoric acid, sugar and nitrogenous theories. scientific theories and laws that
bases. Four different types of nitrogenous ● Construct and revise an explanation exist in nature, and communicate
bases (i.e., adenine, thymine, cytosine, based on evidence obtained from a the key ideas, scientific quest, and
and guanine) are present in a DNA variety of sources (including engage in scientific practises and
molecule. The arrangement pattern of students’ own investigations, models, discourses. (LO-1, LO-2, LO-3)
these bases ultimately determines each theories, simulations, peer review)
organism's unique characteristics. and the assumption that theories and
laws that describe the natural world
operate today as they did in the past
and will continue to do so in the
future. (LO-2)

LO-1. Construct a model that 3.3. Cloning and Genetic Engineering Developing and Using Models Using Physical Tools
provides scientific explanations on 3.3.1. Scope: Genetic engineering Developing models in synthesising and Using physical tools (e.g.,
cloning and genetic engineering. involves the use of recombinant DNA predicting relationships amongst variables laboratory equipment, gadgets,
technology to manipulate the genetic between systems and their components in the mobile devices, computers, etc.)
LO-2. Construct an argument with composition of an individual by the natural and human-designed world(s). for observing, explaining, and
scientific reasons on bioethical, insertion of a foreign gene into its ● Develop models based on scientific evaluating scientific phenomena,
societal, and moral issues of cloning genome. Vectors are used to transfer evidence or logic and reasons, to constructing models and
and genetic engineering. foreign genes into a host. Cloning represent relationships between designing solutions. (LO-1)
(nuclear transfer technique and embryo systems or components of a system. Exploring Digital Resources
LO-3. Construct scientific splitting) is a technique used to multiply (LO-1) Exploring and identifying sources
explanation on how the adoption of organisms to obtain identical individuals Engaging in Arguments from Evidence of information (e.g., database,
the Biosafety Act of Bhutan in large numbers. Engaging in arguments using evidence or journal articles, periodicals,
contributes towards the conservation 3.3.2. Scope: There are moral and ethical logical reasoning in defending and critiquing applications, programs and
of native species. concerns related to the use of claims, and explanations about natural software, websites, etc.) to
recombinant DNA technology for phenomena including current scientific and validate information on the
producing GMOs, clones, and in treating historical episodes in science. scientific theories and laws that
diseases. ● Construct and defend a claim based exist in nature, and communicate
3.3.3. Scope: The present Biosafety act of on scientific reasons that reflect the key ideas, scientific quest, and
Bhutan provides for the protection, scientific knowledge and student- engage in scientific practises and
conservation, and safeguarding of generated evidence about the natural discourses. (LO-1, LO-2, LO-3)
biodiversity in Bhutan. world. (LO-2)

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Constructing Explanations and Designing Promoting Human and

Solutions Cultural, Socioeconomic, and
Constructing explanations and designing Environmental Values
solutions supported by multiple and Using technology in promoting
independent student-generated evidence human, cultural, socio-economic,
consistent with scientific ideas, principles, and and environmental values driven
theories. by individual or societal needs,
● Construct and revise an explanation aspirations, and changing
based on evidence obtained from a expectations and their influences.
variety of sources (including (LO-2, LO-3)
students’ own investigations, models,
theories, simulations, peer review)
and the assumption that theories and
laws that describe the natural world
operate today as they did in the past
and will continue to do so in the
future. (LO-3)

Table 4. Learning Objectives and Dimensions for Biological Evolution: Unity and Diversity, class IX

Learning Objectives (LO) Core Concepts Scientific Methods and Engineering Society and Technology
Practises

LO-1. Construct an explanation on 4. Biological Evolution: Unity and Constructing Explanations and Designing Using Physical Tools
the existence of diversity, evolution Diversity Solutions Using physical tools (e.g.,
and extinction of life forms using 4.1 Evidence of Common Ancestry Constructing explanations and designing laboratory equipment, gadgets,
data from pictorial fossil records. 4.1.1. There are various lines of evidence solutions supported by multiple and mobile devices, computers, etc.)
that show the evolution of organisms. One independent student-generated evidence for observing, explaining, and
LO-2. Design a model that explains of them is fossil records. Fossil records consistent with scientific ideas, principles, and evaluating scientific phenomena,
the change in the environmental provide scientific basis for existence, theories. constructing models, and
conditions over time based on fossil diversity, extinction, and change of many ● Construct and revise an explanation designing solutions. (LO-2)
records. life forms throughout the history of life on based on evidence obtained from a Exploring Digital Resources
Earth. variety of sources (including Exploring and identifying sources
LO-3. Construct scientific 4.1.2. Scope: The nature of fossils can be students’ own investigations, models, of information (e.g., database,
explanations on the evolutionary related to understand how an theories, simulations, peer review) journal articles, periodicals,
relationships amongst modern environment of a particular area has and the assumption that theories and applications, programs and
changed over time. The geographical laws that describe the natural world software, websites, etc.) to

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organisms either through convergent distribution of living species reflects the operate today as they did in the past validate information on the
or divergent evolution. pattern of origins of species in a and will continue to do so in the scientific theories and laws that
particular geographic location. future. (LO-1, LO-3) exist in nature, and communicate
LO-4. Analyse the structures of 4.1.3. Scope: Fossils are used to depict Developing and Using Models the key ideas, scientific quest, and
embryos to derive evolutionary the structural similarities and differences Developing models in synthesising and engage in scientific practises and
relationships amongst organisms amongst organisms. Fossils represent the predicting relationships amongst variables discourses. (LO-1, LO-2, LO-3,
based on the patterns of similarities. vast diversity of life forms that existed on between systems and their components in the LO-4)
Earth. natural and human-designed world(s).
4.1.4. Scope: Similarities in the ● Develop models based on scientific Computational Modeling and
embryonic structure and appearance of evidence or logic and reasons, to Simulation
the embryonic stages of different represent relationships between Using programming language and
organisms show the evolutionary systems or components of a system. software in coding, robotics,
relationship that is not evidently seen in (LO-2) gamification, and simulations to
fully developed organisms. Using Mathematics and Computational develop models, analyse real-time
Thinking data samples, and design solutions
Mathematical and computational thinking for to address socio-scientific issues.
statistical analysis to represent or model data (LO-4)
using algebraic thinking and analysis, a range
of linear and non‐linear functions, including
trigonometric functions, exponentials and
logarithms, and computational tools. Simple
computational simulations are created and
used based on mathematical models of basic
assumptions.
● Use mathematical and/or
computational representations of
phenomena or design solutions to
analyse data; support, revise, or refute
explanations and claims. (LO-4)

LO-1. Argue with scientific reasons 4.2 Theories that Explain Evolution Constructing Explanations and Designing Exploring Digital Resources
which amongst Lamarckism, 4.2.1. Scope: Several theories (e.g. theory Solutions
Darwinism, or the mutation theory is of natural selection, theory of inheritance Constructing explanations and designing Exploring and identifying sources
the most credible theory of of acquired characters, mutation theory, solutions supported by multiple and of information (e.g., database,
evolution. etc.) explain the mechanism of evolution. independent student-generated evidence journal articles, periodicals,
4.2.2. Scope: According to Lamarckism, consistent with scientific ideas, principles, and applications, programs and
evolution occurs as a result of the theories. software, websites, etc.) to
inheritance of characteristics that an ● Construct and revise an explanation validate information on the
organism obtains during one’s lifetime. based on evidence obtained from a scientific theories and laws that

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4.2.3. Scope: Darwinism builds on the variety of sources (including exist in nature, and communicate
idea that an organism is suited to live in students’ own investigations, models, the key ideas, scientific quest, and
an area to survive and reproduce, while theories, simulations, peer review) engage in scientific practises and
others do not. The ratio of individuals and the assumption that theories and discourses. (LO-1)
that survive, increases in future laws that describe the natural world
generations. operate today as they did in the past
4.2.4. Scope: Mutation theory is based on and will continue to do so in the
the concept that change in the structure future. (LO-1)
or arrangement of genetic materials
results in change in physical traits. The
changes caused by mutation could be
useful or harmful for an organism and
therefore, determines their chances to
survive and reproduce.

Class-wise Competency (Class X)

By the end of class X, a learner should be able to:
I. From Molecules to Organisms: Structures and Processes
● apply the understanding of the cell structure to explain the differences between prokaryotic and eukaryotic cells, and processes at the
cellular level contribute to the functioning of the organism.
● argue based on empirical evidence and scientific reasoning to support an explanation for how subsystems of organisms coordinate
different biological processes; and regulate the state of emotions.
II. Ecosystems: Interactions, Energy and Dynamics
● apply the understanding of the ecosystem to explain that organisms grow, reproduce, and perpetuate their species by obtaining
necessary resources through interdependent relationships with other organisms and the physical environment.
● sustainable use of natural resources is essential and any disturbance in the ecosystem can influence the quality and sustainability of
natural resources.
● use the concepts of interdependence amongst organisms to develop solutions to mitigate environmental pollution.
III. Heredity: Inheritance and Variation of Traits
● apply the understanding of cell division to explain that growth, development, and repair as the results of a mitotic division of cells.

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● apply the understanding of cell division to explain that reproduction, stability of chromosome number, and continuity of life are
maintained by meiotic division of cells.
● use the understanding of patterns of inheritance to explain that offspring receive half of the chromosome from each parent and genes
received from either of the parents is expressed.
IV. Biological Evolution: Unity and Diversity
● use the understanding of the mutation, genetic drift, and gene flow to explain how the evolution of species occurs.
● apply the understanding of natural selection to explain how humans have used technology to influence speciation.

Table 1. Learning Objectives and Dimensions for Molecules to Organisms: Structures and Processes, class X

Learning Objectives (LO) Core Concepts Scientific Methods and Engineering Practices Society and Technology

LO-1. Develop a model that 1. Molecules to Organisms: Structures Developing and Using Models Exploring Digital Resources
compares prokaryotic and and Processes Developing models in synthesising and predicting Exploring and identifying
eukaryotic cells. 1.1. Prokaryotic Cells and Eukaryotic relationships amongst variables between systems sources of information (e.g.,
LO-2. Communicate scientific Cells and their components in the natural and human- database, journal articles,
information on the role of 1.1.1. Scope: Prokaryotic cells differ from designed world(s). periodicals, applications,
prokaryotes in maintaining the eukaryotic cells in their structure and ● Develop models based on scientific programs and software,
health of the environment. functions. Prokaryotic cells have a simple evidence or logic and reasons, to represent websites, etc.) to validate
structure with DNA forming a nucleoid and relationships between systems or information on the scientific
do not have well developed structures components of a system. (LO-1) theories and laws that exist in
(organelles) to carry out specific functions. Obtaining, Evaluating, and Communicating nature, and communicate the
Eukaryotic cells, on the other hand, contain Information key ideas, scientific quest, and
a nucleus and membrane-bound organelles Obtaining, evaluating, and communicating engage in scientific practises
specialised to carry out specific functions. information in evaluating the validity and reliability and discourses. (LO-1, LO-2)
1.1.2. Scope: Prokaryotes play important of the claims, methods, and designs.
roles in sustaining life and maintaining the ● Evaluate the validity and reliability, and
quality of the soil. They help in the communicate scientific information (e.g.,
recycling of nutrients (i.e., carbon, nitrogen about phenomena and/or the process of
and phosphorus) as they are a major part of development and the design and
nutrient cycles. Some bacteria live in the performance of a proposed process or
digestive system of other organisms (e.g., system) through multiple formats such as
humans) and aid in digestion. orally, graphically, textually, or
mathematically. LO-2)

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LO-1. Design a model that 1.2. In and Out of the Cell Developing and Using Models Using Physical Tool
demonstrates the movement of 1.2.1. Scope: The movement of substances Developing models in synthesising and predicting Using physical tools (e.g.,
substances in and out of a cell. in and out of the cells occurs by various relationships amongst variables between systems laboratory equipment, gadgets,
LO-2. Design a solution to membrane transport mechanisms (e.g., and their components in the natural and human- mobile devices, computers,
increase the shelf life of fruits diffusion, osmosis, active transport system, designed world(s). etc.) for observing, explaining,
and vegetables based on the passive transport system). The selective Develop models based on scientific evidence or and evaluating scientific
concept of membrane transport. nature of the cell membranes helps in logic and reasons, to represent relationships phenomena, constructing
regulating all the membrane transport between systems or components of a system. (LO- models, and designing
mechanisms. 1) solutions. (LO-1, LO-2)
1.2.2. Scope: The shelf-life of fruits and Constructing Explanation and Designing
vegetables depend on the ability of the cell Solution
membrane to regulate the movement of Constructing explanations and designing solutions
substances and therefore, maintaining the supported by multiple and independent student-
concentration of solute inside a cell. The generated evidence consistent with scientific ideas,
movement of substances across a membrane principles, and theories.
is regulated based on their relative ● Design, evaluate, and refine a solution to a
concentrations inside and outside of the complex real‐world problem, based on
cell. scientific knowledge, student‐generated
sources of evidence, prioritised criteria,
and trade off considerations. (LO-2)

LO-1. Develop a model that 1.3. Photosynthesis: Food for Life. Developing and Using Models Using Physical Tools
explains light dependent and 1.3.1. Scope: Plants synthesise their food by Developing models in synthesising and predicting Using physical tools (e.g.,
light independent phases of photosynthesis. There are two phases in relationships amongst variables between systems laboratory equipment, gadgets,
photosynthesis. photosynthesis (i.e, light-dependent and and their components in the natural and human- mobile devices, computers,
LO-2. Investigate to show how light-independent phases), each of which designed world(s). etc.) for observing, explaining,
external factors affect the rate of involve a series of chemical reactions. The Develop models based on scientific evidence or and evaluating scientific
photosynthesis.(limited to light-dependent phase (light reaction) logic and reasons, to represent relationships phenomena, constructing
carbon dioxide concentration, occurs in the thylakoid while the light- between systems or components of a system. (LO- models, and designing
temperature, and light intensity). independent phase (dark reaction) occurs in 1) solutions. (LO-1)
the stroma. Planning and Carrying Out Investigations Exploring Digital Resources
LO-3. Design a solution to 1.3.2. Scope: The rate of photosynthesis is Planning and carrying out investigations in Exploring and identifying
improve crop yield using the affected by various internal and external providing evidence for, and testing conceptual, sources of information (e.g.,
concept of photosynthesis. factors (limited to intensity of light, the mathematical, physical, and empirical models. database, journal articles,
concentration of carbon dioxide and ● Plan and conduct investigations to produce periodicals, applications,
temperature). External factors can be data to serve as the basis for evidence, and programs and software,
controlled to alter the rate of in the design to decide on data needed to websites, etc.) to validate
photosynthesis. produce reliable measurements information on the scientific

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1.3.3. Scope: Photosynthesis determines the considering limitations on the precision of theories and laws that exist in
yield of crops. The ability of plants to the data (e.g., variables, resources, number nature, and communicate the
absorb sunlight, carbon dioxide, and water of trials, cost, risk, time), and refine the key ideas, scientific quest, and
is directly related to crop yield. design accordingly. (LO-2) engage in scientific practises
Constructing Explanations and Designing and discourses. (LO-2, LO-3)
Solutions
Constructing explanations and designing solutions
supported by multiple and independent student-
generated evidence consistent with scientific ideas,
principles, and theories.
● Design, evaluate, and refine a solution to a
complex real‐world problem, based on
scientific knowledge, student‐generated
sources of evidence, prioritised criteria,
and trade-off considerations. (LO-3)

LO-1. Investigate to show the 1.4. Transportation of Substances in the Planning and Carrying Out Investigations Using Physical Tools
movement of food and water in Plant Planning and carrying out investigations in Using physical tools (e.g.,
plants. 1.4.1. Scope: Distribution of substances providing evidence for, and testing conceptual, laboratory equipment, gadgets,
(e.g., water, minerals, food, etc) in plants mathematical, physical, and empirical models. mobile devices, computers,
are carried out by vascular tissues (i.e., ● Plan and conduct investigations to produce etc.) for observing, explaining,
xylem and phloem). Xylem transports water data to serve as the basis for evidence, and and evaluating scientific
and mineral salts from the roots up to other in the design to decide on data needed to phenomena, constructing
parts of the plant, while phloem transports produce reliable measurements models, and designing
food from source to sink. considering limitations on the precision of solutions. (LO-1)
the data (e.g., variables, resources, number
of trials, cost, risk, time), and refine the
design accordingly. (LO-1)

LO-1 Develop a model that 1.5. Digestion: What’s on the plate? Developing and Using Models Exploring Digital Resources
provides scientific explanation 1.5.1. Scope: During digestions, large Developing models in synthesising and predicting Exploring and identifying
on the chemical digestion of insoluble food particles (e.g., relationships amongst variables between systems sources of information (e.g.,
food (limited to carbohydrates, carbohydrates, fats, and proteins) are and their components in the natural and human- database, journal articles,
fats, and proteins). broken down into smaller soluble forms to designed world(s). periodicals, applications,
LO-2. Design a solution to be absorbed easily by the cells. Digestion ● Use models to illustrate the relationships programs and software,
enhance the digestion and occurs in the mouth, stomach and small between systems or between components websites, etc.) to validate
absorption of food in humans. intestine. Various hydrolytic enzymes (e.g., of a system. (LO-1, ) information on the scientific
LO-3. Communicate the saliva, lysozyme, gastric enzymes etc.) are Constructing Explanations and Designing theories and laws that exist in
scientific information on an aid in the chemical breakdown of Solutions nature, and communicate the
carbohydrates, proteins and fats. The inner key ideas, scientific quest, and

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unhealthy dietary practises that walls of the small intestine are adapted for Constructing explanations and designing solutions engage in scientific practises
lead to lifestyle diseases. efficient absorption of digested food. supported by multiple and independent student- and discourses. (LO-1, LO-2,
LO-4. Design a solution to 1.5.2. Scope: The health, growth and generated evidence consistent with scientific ideas, LO-3, LO-4)
improve human diet based on development of a body depend on our principles, and theories. Promoting Human and
the concept of anaerobic dietary habits. Unhealthy dietary habits ● Design, evaluate, and refine a solution to a Cultural, Socioeconomic,
respiration. such as overeating of fatty food, processed complex real‐world problem, based on and Environmental Values
food, lack of balanced diet, etc. can result scientific knowledge, student‐generated Using technology in
in several body health issues. sources of evidence, prioritised criteria, promoting human, cultural,
1.5.3. Scope: Anaerobic respiration occurs and trade-off considerations. (LO-2, LO- socio-economic, and
without the use of oxygen. Due to their 4) environmental values driven
ability to undergo anaerobic respiration, Obtaining, Evaluating, and Communicating by individual or societal needs,
microorganisms are used for a variety of Information aspirations, and changing
applications (e.g., yeast is used in food Obtaining, evaluating, and communicating expectations and their
industries for the improvement of food information in evaluating the validity and reliability influences. (LO-3)
production) of the claims, methods, and designs.
● Evaluate the validity and reliability, and
communicate scientific information (e.g.,
about phenomena and/or the process of
development and the design and
performance of a proposed process or
system) through multiple formats such as
orally, graphically, textually, or
mathematically. ( LO-3)

LO-1. Design a model that 1.6. Transport and Exchange in our Body Developing and Using Models Using Physical Tools
provides scientific explanation 1.6.1. Scope: Animals contain fluids (i.e. Developing models in synthesising and predicting Using physical tools (e.g.,
on the composition of human blood, haemolymph, etc) circulating in their relationships amongst variables between systems laboratory equipment, gadgets,
blood. bodies. In human, blood comprises plasma and their components in the natural and human- mobile devices, computers,
LO-2. Provide scientific and formed elements (i.e, WBC, RBS and designed world(s). etc.) for observing, explaining,
explanation on ABO blood platelets). The blood cells are adapted to ● Develop models based on scientific and evaluating scientific
typing based on the presence of carry out specific functions. evidence or logic and reasons, to represent phenomena, constructing
antigens and antibodies. 1.6.2. Scope: The ABO system of blood relationships between systems or models, and designing
grouping is based on the antigens (i.e., A components of a system. (LO-1) solutions. (LO-1)
and B) present on the surface of RBCs. The Constructing Explanations and Designing Exploring Digital Resources
body has antibodies (i.e., a and b) for these Solutions Exploring and identifying
antigens. These antigens and antibodies Constructing explanations and designing solutions sources of information (e.g.,
determine the compatibility during a blood supported by multiple and independent student- database, journal articles,
transfusion. Blood transfusion is performed generated evidence consistent with scientific ideas, periodicals, applications,
for a variety of reasons (e.g., injuries, principles, and theories. programs and software,

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disease, bleeding disorders and during ● Design, evaluate, and refine a solution to a websites, etc.) to validate
surgery). complex real‐world problem, based on information on the scientific
scientific knowledge, student‐generated theories and laws that exist in
sources of evidence, prioritised criteria, nature, and communicate the
and trade-off considerations. (LO-2) key ideas, scientific quest, and
engage in scientific practises
and discourses. (LO-2)

LO-1. Construct scientific 1.7. Response and Coordination Constructing Explanations and Designing Promoting Human and
explanations on biological, 1.7.1. Scope: The endocrine and nervous Solutions Cultural, Socioeconomic,
psychological, and social systems work together to coordinate various Constructing explanations and designing solutions and Environmental Values
processes in the body. Hormones influence supported by multiple and independent student- Using technology in
impacts of using steroids.
human behaviour, growth, reproduction generated evidence consistent with scientific ideas, promoting human, cultural,
LO-2. LO-2. Communicate
and other bodily processes. Sex hormones principles, and theories. socio-economic, and
scientific information on the cause some pubertal changes such as the ● Construct and revise an explanation based environmental values driven
application of synthetic development of reproductive organs and on evidence obtained from a variety of by individual or societal needs,
hormones (plant hormones) in emotional changes. sources (including students’ own aspirations, and changing
enhancing agricultural 1.7.2. Scope: Hormones are used for the investigations, models, theories, expectations and their
productivity. treatment of conditions (e.g., infertility, simulations, peer review) and the influences. (LO-1, LO-3)
LO-3. Construct scientific cancer, etc.) by hormone therapy; and also assumption that theories and laws that Using Physical Tools
explanation on how the working for birth control. The use of some hormones describe the natural world operate today as Using physical tools (e.g.,
of sensors in machines is similar (e.g., steroids) has some physical and they did in the past and will continue to do laboratory equipment, gadgets,
to the working of receptors in psychological implications. so in the future. LO-1, LO-3) mobile devices, computers,
the human body. 1.7.3. Scope: Synthetic chemicals (e.g., Planning and Carrying Out Investigations etc.) for observing, explaining,
synthetic hormones) are used to manipulate Planning and carrying out investigations in and evaluating scientific
the biological systems of plants and study providing evidence for, and testing conceptual, phenomena, constructing
the influence of phytohormones on plant mathematical, physical, and empirical models. models, and designing
growth and development. Synthetic solutions. (LO-2)
hormones are used in commercial farming ● Plan and conduct investigations to produce
for improving food production. data to serve as the basis for evidence, and
1.7.4. Scope: Neurons transmit impulses in the design to decide on data needed to
between the central nervous system and the produce reliable measurements
body parts (i.e., receptors and effectors). A considering limitations on the precision of
reflex arc is a pathway travelled by an the data (e.g., variables, resources, number
impulse during reflex action. The impulse of trials, cost, risk, time), and refine the
transmitted by the sensory neurons to the design accordingly. (LO-2)
CNS (i.e., Brain and spinal cord) is
modulated to make decisions and then

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transmitted to effectors by motor neurons.

The working principle of the human
nervous system is applied in the production
of devices that are used in daily lives. A
bionic device works similar to that of the
human nervous system.

LO-1. Develop a model that 1.8. Excretion: Removal of Waste Developing and Using Models Promoting Human and
explains the role of nephrons in 1.8.1. Scope: Kidneys regulate the Developing models in synthesising and predicting Cultural, Socioeconomic,
maintaining the osmotic concentration of solute in body fluids. relationships amongst variables between systems and Environmental Values
concentration of body fluids. Different parts of nephrons function and their components in the natural and human- Using technology in
LO-2. Communicate scientific differently, to alter the concentration of designed world(s). promoting human, cultural,
information that kidney failure is urine in order to maintain the required ● Develop models based on scientific socio-economic, and
linked to unhealthy lifestyle. osmotic concentration in the body fluids. evidence or logic and reasons, to represent environmental values driven
The nature of urine does not remain the relationships between systems or by individual or societal needs,
same. components of a system. (LO-1) aspirations, and changing
1.8.2. Scope: Lifestyle practices are linked Obtaining, Evaluating, and Communicating expectations and their
to the health of the excretory system in Information influences. (LO-1, LO-2)
various ways. Unhealthy practices such as Obtaining, evaluating, and communicating
low physical activity, smoking, alcohol information in evaluating the validity and reliability
consumption, etc. are associated with of the claims, methods, and designs.
kidney dysfunction. ● Evaluate the validity and reliability, and
communicate scientific information (e.g.,
about phenomena and/or the process of
development and the design and
performance of a proposed process or
system) through multiple formats such as
orally, graphically, textually, or
mathematically. (LO-2)

LO-1. Design a solution to treat 1.9. Microorganisms: Diseases and Constructing Explanations and Designing Exploring Digital Resources
waste water/sewage/kitchen Drugs Solutions Exploring and identifying
waste/municipal waste using the 1.9.1. Scope: Microorganisms have many Constructing explanations and designing solutions sources of information (e.g.,
concept of anaerobic digestion. applications in the food industry, waste supported by multiple and independent student- database, journal articles,

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LO-2. Communicate the degradation and management, and in the generated evidence consistent with scientific ideas, periodicals, applications,
scientific information on production of antibiotics, vaccines, insulin principles, and theories. programs and software,
measures to keep oneself safe etc. ● Design, evaluate, and refine a solution to a websites, etc.) to validate
from microbial diseases (limited 1.9.2. Scope: Microbes (e.g., HIV, complex real‐world problem, based on information on the scientific
to HIV, coronavirus, and coronavirus, Helicobacter Pylori, etc. ) scientific knowledge, student‐generated theories and laws that exist in
Helicobacter pylori) cause various types of diseases. Some sources of evidence, prioritised criteria, nature, and communicate the
diseases (e.g., STIs, COVID-19, stomach and trade-off considerations. (LO-1) key ideas, scientific quest, and
LO-3. Communicate scientific
cancer, etc.) are common these days. Obtaining, Evaluating, and Communicating engage in scientific practises
information on ways to deal with
Communicable diseases can be prevented Information and discourses. (LO-1)
social stigmas related to STIs
through hygienic and safe practices. Obtaining, evaluating, and communicating Promoting Human and
and COVID-19.
information in evaluating the validity and reliability Cultural, Socioeconomic,
of the claims, methods, and designs. and Environmental Values
● Evaluate the validity and reliability, and Using technology in
communicate scientific information (e.g., promoting human, cultural,
about phenomena and/or the process of socio-economic, and
development and the design and environmental values driven
performance of a proposed process or by individual or societal needs,
system) through multiple formats such as aspirations, and changing
orally, graphically, textually, or expectations and their
mathematically. LO-2, (LO-3) influences.(LO-2, LO-3)

Table 2. Learning Objectives and Dimensions for Ecosystems: Interactions, Energy and Dynamics, class X

Learning Objectives (LO) Core Concepts Scientific Methods and Engineering Practices Society and Technology

LO-1. Construct a model that 2. Ecosystems: Interactions, Energy, Developing and Using Models Exploring Digital Resources
represents biotic and abiotic and Dynamics Developing models in synthesising and predicting Exploring and identifying
components of a local ecosystem. 2.1. Organisms in its Environment relationships amongst variables between systems sources of information (e.g.,
LO-2. Explain with scientific 2.1.1. Scope: Organisms interact amongst and their components in the natural and human- database, journal articles,
reasons that the health of an themselves and with their physical designed world(s). periodicals, applications,
ecosystem depends on its environment for their survival. The biotic ● Develop models based on scientific evidence programs and software,
biodiversity. and abiotic components of an ecosystem or logic and reasons, to represent relationships websites, etc.) to validate
LO-3. Investigate the challenges are interdependent and interact to between systems or components of a system. information on the scientific
in the management of natural maintain the balance in nature. (LO-1) theories and laws that exist in
resources in the locality. Constructing Explanations and Designing nature, and communicate the
LO-4. Design a solution to 2.1.2. Scope: The biodiversity of an area is Solutions key ideas, scientific quest, and
reduce the impacts of human studied at different levels (e.g., genetic Constructing explanations and designing solutions engage in scientific practises
activities on biodiversity. diversity, species diversity and ecosystem supported by multiple and independent student-

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LO-5. Argue with scientific diversity.). Ecosystem services (e.g., generated evidence consistent with scientific ideas, and discourses. (LO-1, LO-2,
reasons that the introduction of oxygen, water, nutrient cycles, wastewater principles, and theories. LO-3)
exotic species in an area impacts treatment, etc) are benefits that are ● Construct and revise an explanation based on Promoting Human and
the native species. obtained either directly or indirectly from evidence obtained from a variety of sources Cultural, Socioeconomic, and
the ecosystem. (including students’ own investigations, Environmental Values
2.1.3. Scope: Bhutan is rich in biodiversity models, theories, simulations, peer review) and Using technology in promoting
and is a part of one of the biodiversity the assumption that theories and laws that human, cultural, socio-
hotspots of the world. The presence of describe the natural world operate today as economic, and environmental
diverse forms of habitats in Bhutan is able they did in the past and will continue to do so values driven by individual or
to support a lot of endangered species of in the future. (LO-2, LO-4, LO-5) societal needs, aspirations, and
plants and animals. Planning and Carrying Out Investigations changing expectations and their
2.1.4. Scope: Anthropogenic activities Planning and carrying out investigations in influences. (LO-4, LO-5)
pose threat to biodiversity in a variety of providing evidence for, and testing conceptual,
ways. For instance, clearing forest for mathematical, physical, and empirical models.
construction and agricultural purposes not
only impacts biodiversity but also brings ● Plan and conduct investigations to produce
adverse changes to the landscape. data to serve as the basis for evidence, and in
Biodiversity loss is an increasing global the design to decide on data needed to produce
concern. reliable measurements considering limitations
on the precision of the data (e.g., variables,
resources, number of trials, cost, risk, time),
and refine the design accordingly. (LO-3)

Table 3. Learning Objectives and Dimensions for Heredity: Inheritance and Variation of Traits, class X

Learning Objectives (LO) Core Concepts Scientific Methods and Engineering Practices Society and Technology

LO-1. Develop a model that 3. Heredity: Inheritance and Variation Constructing Explanations and Designing Exploring Digital Resources
explains the production of body of Traits. Solutions Exploring and identifying
cells through mitotic division. 3.1. Growth, Development, and Constructing explanations and designing solutions sources of information (e.g.,
Reproduction supported by multiple and independent student- database, journal articles,
LO-2. Develop a model that 3.1.1. Scope: Cell division involves a generated evidence consistent with scientific ideas, periodicals, applications,
explains the production of sex series of events leading to the division of a principles, and theories. programs and software,
cells through meiotic division. mother cell into two or more daughter ● Construct and revise an explanation based websites, etc.) to validate
cells. During these events, the behaviour on evidence obtained from a variety of information on the scientific
LO-3. Construct an argument with of chromosomes and centrioles change. sources (including students’ own theories and laws that exist in
scientific reasons to support or investigations, models, theories, nature, and communicate the

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refute the concept that body cells 3.1.2. Scope: The growth and simulations, peer review) and the key ideas, scientific quest, and
have the same genetic development of organisms occur by assumption that theories and laws that engage in scientific practises
composition, while sex cells have mitotic division of the body cells and describe the natural world operate today and discourses. (LO-1, LO-2)
different genetic composition. therefore, contain the same genetic as they did in the past and will continue
composition. A somatic cell contains to do so in the future. (LO-1, LO-2)
chromosomes that are arranged in the
form of homologous pairs. In humans, a
body cell contains 23 pairs of
chromosomes. Each pair contains
maternal and paternal chromosomes.
3.1.3. Scope: In animals (e.g. humans),
sexual reproduction involves the
formation of sex cells (i.e., sperm and
ovum) by meiotic division of germ cells.
When cells divide by meiosis, crossing
over occur between the maternal and
paternal chromosomes which results in
the mixing of the genes. The daughter
cells (e.g. sex cells) produced by meiosis
differ in genetic composition from each
other and also from the mother cell (i.e.,
germ cells).

LO-1. Develop a model that 3.2. Inheritance and Variation of Traits Using Mathematics and Computational Exploring Digital Resources
explains the patterns of inheritance 3.2.1. Scope: During sexual reproduction, Thinking Exploring and identifying
of characters of an organism each parent contributes half the number Mathematical and computational thinking for sources of information (e.g.,
based on Mendel’s laws of of chromosomes (at random) to the statistical analysis to represent or model data using database, journal articles,
inheritance. offspring. Therefore, each chromosome of algebraic thinking and analysis, a range of linear periodicals, applications,
LO-2. Construct scientific a homologous pair comes from one of the and non‐linear functions, including trigonometric programs and software,
explanation the inheritance of sex- parents. Each chromosome in a pair functions, exponentials and logarithms, and websites, etc.) to validate
linked diseases, such as contains one copy of a gene (allele) computational tools. Simple computational information on the scientific
haemophilia and colour blindness inherited either from father or mother. simulations are created and used based on theories and laws that exist in
using Punnet squares and 3.2.2. Scope: Each allele in a pair mathematical models of basic assumptions. nature, and communicate the
probability statements. expresses protein. The structure of a ● Use mathematical and/or computational key ideas, scientific quest, and
protein determines the traits of an representations of phenomena or design engage in scientific practises
individual and may produce different solutions to analyse data; support, revise, and discourses.(LO-1, LO-2)
phenotypes (physical appearance). When or refute explanations and claims.(LO-1,
a trait has two different alleles, one allele LO-2)

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may dominate its effect on another allele,

and masks the effect of another allele.
Therefore, one looks similar either to the
father in certain features and mother in
other features.
3.2.3. Scope: Differences occur within an
individual or amongst individuals of the
same species. These differences are called
variations. The variations are caused due
to genetic, environmental or combined
effects of both genetic and environmental
factors.

Table 4. Learning Objectives and Dimensions for Biological Evolution: Unity and Diversity, class X

Learning Objectives (LO) Core Concepts Scientific Methods and Engineering Practices Society and Technology

LO-1. Construct scientific explain 4. Biological Evolution: Unity and Obtaining, Evaluating, and Communicating Exploring Digital Resources
on how natural selection Diversity Information Exploring and identifying
influences the evolution of 4.1. Genetic Basis of Natural Selection Obtaining, evaluating, and communicating sources of information (e.g.,
organisms through changing the 4.1.1. Scope: Natural selection supports information in evaluating the validity and reliability database, journal articles,
frequency of alleles and their the organisms with favourable character of the claims, methods, and designs. periodicals, applications,
corresponding traits. to survive in an area. This leads to the ● Evaluate the validity and reliability, and programs and software,
change in the frequency of certain communicate scientific information (e.g., websites, etc.) to validate
alleles. Organisms with favoured traits about phenomena and/or the process of information on the scientific
have a higher probability to survive and development and the design and theories and laws that exist in
reproduce. performance of a proposed process or nature, and communicate the
system) through multiple formats such as key ideas, scientific quest, and
orally, graphically, textually, or engage in scientific practises
mathematically. (LO-1) and discourses. (LO-1)

LO-1. Construct scientific 4.2. Artificial Selection Engaging in Arguments from Evidence Exploring Digital Resources
explanation on how gene 4.2.1. Scope: Selective breeding is Engaging in arguments using evidence or logical Exploring and identifying
technologies and selective carried out to obtain organisms (i.e., reasoning in defending and critiquing claims, and sources of information (e.g.,
breeding techniques influences the plants and animals) with desired traits. It explanations about natural phenomena including database, journal articles,
evolution of the organisms. leads to the alteration of the frequency of current scientific and historical episodes in science. periodicals, applications,
alleles associated with certain traits ● Evaluate and comprehend claims, programs and software,
(e.g., the allele frequency of desired traits evidence, and reasons behind scientific websites, etc.) to validate
increases in a population.). Improved information on the scientific

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varieties of fruits and vegetables have explanations or solutions and determine theories and laws that exist in
been obtained through artificial the merits of arguments. (LO-1) nature, and communicate the
selection. Asking Questions and Defining Problems key ideas, scientific quest, and
4.2.2. Scope: Artificial selection, Asking questions and defining problems in engage in scientific practises
hybridization and the use of recombinant formulating, refining, and evaluating questions and and discourses. (LO-1)
DNA technology in agriculture have led understanding problems, supported by scientific
to the production of improved varieties of reasons, models and simulations.
plant and animal species. ● Ask questions to define constraints and
specifications for a solution. (LO-2)

LO-1. Construct scientific 4.3. Factors Responsible for Speciation Using Mathematics and Computational Thinking Exploring Digital Resources
explanation using Hardy- 4.3.1. Scope: Evolution is influenced by a Mathematical and computational thinking for Exploring and identifying
Weinberg’s principle on how variety of evolutionary factors (e.g, statistical analysis to represent or model data using sources of information (e.g.,
organisms evolve through a genetic drift, genetic variations, algebraic thinking and analysis, a range of linear database, journal articles,
change in allele frequency of a mutations, natural selection, etc.). and non‐linear functions, including trigonometric periodicals, applications,
population over time. According to the Hardy-Weinberg functions, exponentials and logarithms, and programs and software,
principle, the gene frequency in a computational tools. Simple computational websites, etc.) to validate
LO-2. Construct scientific population remains constant when no simulations are created and used based on information on the scientific
explanation on how evolutionary evolutionary forces are operating on it. mathematical models of basic assumptions. theories and laws that exist in
forces lead to speciation (limited ● Use mathematical and/or computational nature, and communicate the
to mutation, natural selection, representations of phenomena or design key ideas, scientific quest, and
isolation, migration, genetic drift solutions to analyse data; support, revise, engage in scientific practises
theory). or refute explanations and claims. (LO-1) and discourses.(LO-1, LO-2)
Constructing Explanations and Designing
Solutions
Constructing explanations and designing solutions
supported by multiple and independent student-
generated evidence consistent with scientific ideas,
principles, and theories.
● Construct and revise an explanation based
on evidence obtained from a variety of
sources (including students’ own
investigations, models, theories,
simulations, peer review) and the
assumption that theories and laws that
describe the natural world operate today as
they did in the past and will continue to do
so in the future. (LO-2)

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10. 2 Key Stage 5 (XI-XII)

Competency-based Standard
By the end of key stage 5 (class XII), a learner should be able to:
1. From Molecules to Organisms: Structures and Processes
1.1. explain with scientific reasons that all organisms either unicellular or multicellular, simple or complex are made up of cells;
and are composed of biomolecules that form the essential basis for cellular processes.
1.2. provide explanations using scientific reason that an organism is a biological system consisting of interacting subsystems,
functioning in a coordinated manner to maintain a balanced internal environment.

2. Ecosystems: Interactions, Energy and Dynamics

2.1. apply mathematical models to demonstrate understanding of fundamentals of carrying capacity, factors affecting biodiversity,
and flow of energy amongst organisms in an ecosystem.
2.2. use the understanding of the effect of unsustainable anthropogenic activities on the environment in making scientific,
economic, political and social decisions in maintaining biodiversity and a healthy environment.

3. Heredity: Inheritance and Variation of Traits

3.1. use scientific reasons to explain that the variation in the genetic composition leads to the differences in the way organisms look,
function and survive in relation to the environment.
3.2. use the understanding of the genetic code to explain that gene expression enables DNA to control biochemical processes in the
body and DNA can be manipulated to solve problems pertaining to humanity.

4. Biological Evolution: Unity and Diversity

4.1. Apply scientific evidence to explain that organisms evolved from common ancestors through natural selection and adaptation,
artificial selection is the basis for the emergence of multiple lines of organisms.
4.2. use scientific reasons to explain that the trend of evolution is predictable and diversity of organisms are a result of the ratio
between various genetic combinations as favoured by natural selection.

Class-wise Competency (Class XI)

By the end of class XI, a learner should be able to:
I. From Molecules to Organisms: Structures and Processes
● apply the understanding from biomolecules to explain that all organisms contain biomolecules, such as carbohydrates, fats, proteins
and nucleic acid which forms the basis for cellular processes.

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● provide a scientific explanation that all living organisms are a biological system of interacting subsystems that coordinate the
processes, functions, or emotions of an organism.

II. Ecosystems: Interactions, Energy and Dynamics

● use the understanding from interactions, energy and dynamics to explain that the ecosystem is composed of interacting physical and
biological components.
● use the understanding from the effects of pollution on the environment to design solutions to minimize anthropogenic impact on the
environment and to maintain sustainable use of resources.

III. Heredity: Inheritance and Variation of Traits

● apply the understanding of body cell division and sex cell division to explain that growth, repair, reproduction and development of
organisms are the result of mitosis and meiosis; and anybody cell contains the same genetic composition while the sex cell contains
different genetic information.
● use the understanding of patterns of inheritance to explain that each individual offspring receives half of the genes from each parent
and either of the genes received from parents, express and mask the expression of the other gene.
● apply the understanding of the concept of inheritance and variation to explain why individuals of the same species vary in how they
look, function, and behave based on the context of genetic inheritance, environmental factors and DNA technologies.

IV. Biological Evolution: Unity and Diversity

● use the knowledge from the phylogenetic relationship of five kingdoms to explain that all the organisms have originated from
common ancestors.
● apply the concepts and understanding of classification system to categorise organisms found in the localities into relative groups and
families to demonstrate common line of ancestry.

Table 1. Learning Objectives and Dimensions for Molecules to Organisms: Structures and Processes, class XI

Scientific Methods and Engineering

Learning Objectives Core Concepts Society and Technology
Practises

LO-1. Construct scientific 1. Molecules to Organisms: Structures Constructing Explanations and Using Physical Tools
explanation that biomolecules are and Processes Designing Solutions

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formed by the combination of 1.1 Biomolecules: What makes up living Constructing explanations and designing Using physical tools (e.g.,
monomers (limited to organisms. solutions supported by multiple and laboratory equipment, gadgets,
carbohydrates-monosaccharides, 1.1.1. Scope: Carbohydrates are primary independent student-generated evidence mobile devices, computers, etc.) for
disaccharides, starch, and sources of energy. Monosaccharides (e.g., consistent with scientific ideas, principles, observing, explaining, and
cellulose; fats-simple lipids; and glucose, fructose, galactose) are the and theories. evaluating scientific phenomena,
proteins-simple proteins). smallest units that combine to form different ● Construct and revise an explanation constructing models, and designing
LO-2. Design a 3D model of a types of carbohydrates. Polysaccharides based on evidence obtained from a solutions. (LO-1, LO-4, LO-5)
protein that demonstrates how (e.g., starch and glycogen) are formed by variety of sources (including Computational Modelling and
interacting forces trigger the the combination of monosaccharides students’ own investigations, Simulation
formation of stable 3D through the formation of glycosidic bonds. models, theories, simulations, peer Using programming language and
conformation of a protein. 1.1.2. Scope: Lipids are naturally occurring review) and the assumption that software in coding, robotics,
conformation of protein structure. esters that are formed by glycerol and fatty theories and laws that describe the gamification, and simulations to
LO-3. Design a solution to address acids. They have widespread functions in natural world operate today as they develop models, analyse real-time
the environmental issues, using the organisms (e.g. source of energy, insulation, did in the past and will continue to data samples, and design solutions
concept of biomolecules. etc.) do so in the future. (LO-1, LO-5) to address socio-scientific issues
LO-4. Construct scientific 1.1.3. Scope: Proteins are formed by the ● Design, evaluate, and refine a (LO-2, LO-3).
explanation on how the structure of combination of amino acids, through the solution to a complex real‐world
the DNA molecule is adapted to formation of polypeptide chains. problem, based on scientific
store information to make proteins. Polypeptide chains form larger protein knowledge, student‐generated
LO-5. Construct scientific molecules. The folding of polypeptide chains sources of evidence, prioritised
explanation on how the structure of is supported by the interacting forces of criteria, and trade-off
RNA is adapted to carry out its protein residues. The working of proteins is considerations. (LO-3, LO-4)
biological role in protein synthesis determined by their 3D structural Developing and Using Models
(limited to transcription and conformations. Developing models in synthesising and
translation). 1.1.4. Scope: Scientists and engineers are predicting relationships amongst variables
working to develop and produce molecule- between systems and their components in
based materials (e.g., plastics, forks, toilet the natural and human-designed world(s).
papers, etc.) that can satisfy our high ● Develop models based on
demands for quality and performance while scientific evidence or logic and
at the same time posing no burden to the reasons, to represent relationships
environment because they are made of between systems or components
renewable resources and are fully of a system. (LO-2)
biodegradable.
1.1.5. Scope: Nucleic acids are formed by
the arrangement of nucleotides in the form
of a long chain. A nucleotide is composed of
a pentose sugar, nitrogenous base, and
phosphate group. DNA and RNA are two
different nucleic acids.

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1.1.6. DNA contains information that directs

the production of proteins. A DNA molecule
contains two strands (polynucleotide
chains) arranged to form a double helix.
The sequence of nitrogenous bases
determines the sequence of amino acids in a
polypeptide chain.
1.1.7. RNA contains a single strand of
nucleotides. There are three different types
of RNA (i.e., rRNA, mRNA and tRNA). Each
RNA performs specific roles during protein
synthesis.

LO-1. Argue with scientific reasons 1.2. The Power of Enzymes. Engaging in Arguments from Evidence Exploring Digital Resources
on the credibility of lock and key, Engaging in arguments using evidence or Exploring and identifying sources of
and induced fit hypothesis in 1.2.1. Scope: Enzymes influence logical reasoning in defending and information (e.g., database, journal
explaining the mechanism of biochemical reactions occurring inside and critiquing claims, and explanations about articles, periodicals, applications,
enzyme action. outside of the cells, without themselves natural phenomena including current programs and software, websites,
LO-2. Investigate to study the undergoing changes. These enzymes are scientific and historical episodes in etc.) to validate information on the
effect of pH, temperature, and produced by living cells. science. scientific theories and laws that
substrate concentration on enzyme 1.2.2. Scope: An enzyme brings reactant ● Evaluate and comprehend claims, exist in nature, and communicate
action. molecules together and increases the rate of evidence, and reasons behind the key ideas, scientific quest, and
LO-3. Design a solution to remove the intermediate complex by lowering the scientific explanations or engage in scientific practises and
stains (e.g., betel nut, urine, graffiti, activation energy. The process of formation solutions and determine the discourses. (LO-1, LO-2).
paints, etc.) using concepts of of intermediate complexes and the products merits of arguments (LO-1).
enzymes. are explained by some models (e.g. Lock Planning and Carrying Out Promoting Human and Cultural,
and Key and induced-fit hypothesis). Investigations Socioeconomic, and
1.2.3. Scope: Enzyme activity is affected by Planning and carrying out investigations in Environmental Values
certain factors (e.g., temperature, pH, providing evidence for, and testing Using technology in promoting
substrate concentration, etc.) conceptual, mathematical, physical, and human, cultural, socio-economic,
1.2.4. Enzymes have a wide range of empirical models. and environmental values driven by
applications, starting from the production of ● Plan and conduct investigations to individual or societal needs,
simple homemade and industrial products to produce data to serve as the basis aspirations, and changing
being used as tools for technologies for evidence, and in the design to expectations and their influences
involving the manipulation of genes. decide on data needed to produce (LO-3).
Enzymes are used to deal with various real- reliable measurements considering
world issues (e.g., oil spillage, limitations on the precision of the
bioremediation, etc.) data (e.g., variables, resources,
number of trials, cost, risk, time),

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and refine the design accordingly.

(LO-2).
Constructing Explanations and
Designing Solutions
Constructing explanations and designing
solutions supported by multiple and
independent student-generated evidence
consistent with scientific ideas, principles,
and theories.
● Construct and revise an explanation
based on evidence obtained from a
variety of sources (including
students’ own investigations,
models, theories, simulations, peer
review) and the assumption that
theories and laws that describe the
natural world operate today as they
did in the past and will continue to
do so in the future (LO-3).

LO-1. Develop a model that 1.3. Organs for Breathing Developing and Using Models Exploring Digital Resources
explains the working of the human Developing models in synthesising and Exploring and identifying sources of
respiratory system. 1.3.1. Scope: The respiratory system predicting relationships amongst variables information (e.g., database, journal
LO-2. Investigate the trend of the comprises of respiratory tract and organs, between systems and their components in articles, periodicals, applications,
common respiratory disorders in that are designed to support the movement the natural and human-designed world(s). programs and software, websites,
your locality. and exchange of gases ● Develop models based on etc.) to validate information on the
LO-3 Design a solution that can 1.3.2. Scope: The movement of air while scientific evidence or logic and scientific theories and laws that
help a person acclimatise in high breathing is facilitated by the combined reasons, to represent relationships exist in nature, and communicate
altitude conditions and reduce the activities of the intercostal (ribcage) and between systems or components the key ideas, scientific quest, and
risk from altitude sickness. phrenic (diaphragm) muscles. The internal of a system (LO-1) engage in scientific practices and
structures of the lungs are well-developed to Planning and Carrying Out discourses (LO-1)
facilitate the exchange of gases between the Investigations
alveolar air and the blood. The exchange of Planning and carrying out investigations in Computational Modeling and
gases in the lungs and tissues occurs in a providing evidence for, and testing Simulation
similar manner, depending on the relative conceptual, mathematical, physical, and Using programming language and
concentrations and pressures of respiratory empirical models. software in coding, robotics,
gases. ● Plan and conduct investigations gamification, and simulations to
1.3.3. Scope: Respiratory disorders range to produce data to serve as the develop models, analyse real-time
from mild (e.g., common cold, influenza, basis for evidence, and in the data samples, and design solutions
pharyngitis, etc.) to life-threatening (e.g.,

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pneumonia, lung cancer, asthma, design to decide on data needed to address socio-scientific issues
tuberculosis, etc.) Respiratory disorders to produce reliable measurements (LO-2, LO-3)
are caused by microbial infections, smoking, considering limitations on the
pollution, genetic factors, etc. As altitude precision of the data (e.g.,
increases, the number of oxygen molecules variables, resources, number of
per breath is reduced. In order to properly trials, cost, risk, time), and refine
oxygenate the body, the breathing rate has the design accordingly (LO-2).
to increase. Since the amount of oxygen Constructing Explanations and
required for bodily activity is the same, the Designing Solutions
body must adjust to having less oxygen. Constructing explanations and designing
Ascending to higher altitudes without solutions supported by multiple and
proper acclimatisation can lead to independent student-generated evidence
potentially serious, even life-threatening consistent with scientific ideas, principles,
illnesses (e.g., high-altitude pulmonary and theories.
edema). ● Design, evaluate, and refine a
solution to a complex real world
problems, based on scientific
knowledge, student generated
sources of evidence, prioritised
criteria, and trade off
considerations (LO-3)

LO-1. Develop a model that 1.4. Transport System in Human Body Developing and Using Models Using Physical Tools
explains the structure and functions Developing models in synthesising and Using physical tools (e.g.,
of the human heart. 1.4.1. Scope: The circulatory system in predicting relationships amongst variables laboratory equipment, gadgets,
LO-2. Analyse the organisms comprises organs and fluids between systems and their components in mobile devices, computers, etc.) for
electrocardiogram (ECG) to relate (e.g., hemolymph, blood) that circulate in the natural and human-designed world(s). observing, explaining, and
to the working of the human heart. the body collecting and distributing ● Develop models based on evaluating scientific phenomena,
LO-3. Design a prototype to replace substances. Circulation in lower organisms scientific evidence or logic and constructing models, and designing
a faulty heart valve. (e.g. bacteria) occurs by a simple process reasons, to represent relationships solutions (LO-1, LO-3).
LO-4. Communicate scientific such as diffusion while the more evolved between systems or components Exploring Digital Resources
information about the ABO and Rh organisms (e.g., mammals) have heart and of a system (LO-1, LO-3). Exploring and identifying sources of
blood typing in the field of blood vessels. ● Use models to illustrate the information (e.g., database, journal
medicine. 1.4.2. Scope: The architecture of the relationships between systems or articles, periodicals, applications,
circulatory system is similar amongst fishes, between components of a system programs and software, websites,
amphibians, reptiles, and mammals, (LO-2). etc.) to validate information on the
comprising the heart, blood vessels, and Obtaining, Evaluating, and scientific theories and laws that
blood. The human heart is designed to pump Communicating Information Obtaining, exist in nature, and communicate
blood to every part of the body. It is a evaluating, and communicating the key ideas, scientific quest, and
hollow organ having four chambers (i.e.,

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ventricles and atria) and valves that information in evaluating the validity and engage in scientific practises and
regulate the flow of blood in a single reliability of the claims, methods, and discourses (LO-2, LO-4).
direction. In certain conditions, one or more designs.
valves fail to open or close properly, ● Evaluate the validity and
disrupting the unidirectional flow of blood. reliability, and communicate
Arteries and veins are designed to transport scientific information (e.g., about
blood to the body and to the heart. phenomena and/or the process of
1.4.3. Scope: The sequence of events that development and the design and
take place during a heartbeat is known as performance of a proposed
the cardiac cycle. The electric impulse is process or system) through
generated in the Sinu-atrial node (SA node) multiple formats such as orally,
and travels through the conducting system graphically, textually, or
of the heart. mathematically (LO-4).
1.4.4. Scope: An electrocardiogram (ECG)
is a simple test to check the heart's rhythm
based on the electrical activity. The
electrocardiograph detects the electrical
activities of the heart during the cardiac
cycle and produces its graphical
representation.
1.4.5. Scope: RBCs have surface antigens
that are classified by the ABO system as
antigen A and antigen B. The presence or
absence of these antigens has led to the
grouping of blood into four different
types(A, B, AB, and O). Rh antigens occur
in some individuals and the presence or
absence of Rh antigen is indicated in the
blood group by +ve/ -ve symbols. These
antigens determine the biochemical
compatibility amongst individuals.

LO-1. Construct scientific 1.5. Homeostasis: The Biological Constructing Explanations and Exploring Digital Resources
explanation how humans maintain Ropewalk Designing Solutions Exploring and identifying sources of
balance in the body’s internal Constructing explanations and designing information (e.g., database, journal
environment (limited to glucose, 1.5.1. Scope: A balanced internal body solutions supported by multiple and articles, periodicals, applications,
thermoregulation, and environment is important for the normal independent student-generated evidence programs and software, websites,
osmoregulation). functioning of the body. Our body adjusts to consistent with scientific ideas, principles, etc.) to validate information on the
the changing environment (internal and and theories. scientific theories and laws that
external), through biological feedback

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mechanisms (positive and negative). In ● Construct and revise an exist in nature, and communicate
LO-2. Develop a solution (e.g., biological feedback mechanisms, the explanation based on evidence the key ideas, scientific quest, and
nutrient solution, supplements, effectors either oppose or enhance the obtained from a variety of engage in scientific practices and
sports drinks, etc.,) to help athletes change. sources (including students’ own discourses.(LO-1, LO-2)
regain normal state of the body's 1.5.2. Scope: Organisms undergo some investigations, models, theories,
internal environment during or after physiological and behavioural changes to simulations, peer review) and the
workout. maintain body conditions (e.g., pH, osmotic assumption that theories and laws
concentration, body temperature, glucose that describe the natural world
level, etc.) at a balanced level. operate today as they did in the
Homeotherms, through thermoregulatory past and will continue to do so in
mechanisms, maintain a constant body the future (LO-1, LO-2).
temperature in response to the changes in
the external temperature.
1.5.3. Scope: Pancreas through hormone-
mediated mechanisms influence certain
body processes (e.g., glycogenesis,
respiration, etc.,) to maintain a required
level of glucose in the blood.

LO-1. Investigate the roles of 1.6. Chemical Coordination Planning and Carrying Out Exploring Digital Resources
hormones on growth, development, Investigations Exploring and identifying sources of
and reproduction in plants (limited 1.6.1. Scope: Growth, development, and Planning and carrying out investigations in information (e.g., database, journal
to auxin, cytokinin, gibberellic acid, reproduction in organisms are controlled by providing evidence for, and testing articles, periodicals, applications,
ethylene and abscisic acid). hormones. Hormones in plants (e.g., auxin, conceptual, mathematical, physical, and programs and software, websites,
cytokinin, gibberellic acid, ethylene and empirical models. etc.) to validate information on the
LO-2. Communicate scientific abscisic acid) are known as phytohormones ● Plan and conduct investigations scientific theories and laws that
information on the application of and they influence various physiological to produce data to serve as the exist in nature, and communicate
synthetic hormones in enhancing and cellular activities in plants. basis for evidence, and in the the key ideas, scientific quest, and
agricultural productivity. 1.6.2. Scope: In animals (e.g., humans) design to decide on data needed engage in scientific practises and
hormones regulate various body functions, to produce reliable measurements discourses (LO-1, LO-3, LO-4).
LO-3. Develop a model that such as growth and development, considering limitations on the Promoting Human and Cultural,
represents the role of hormones metabolism, electrolyte balances, and precision of the data (e.g., Socioeconomic, and
secreted by major endocrine glands reproduction. Hormones are secreted by variables, resources, number of Environmental Values
in humans (limited to pituitary endocrine glands (limited to pituitary gland, trials, cost, risk, time), and refine Using technology in promoting
gland, thyroid gland, adrenal thyroid gland, adrenal glands, and gonads) the design accordingly (LO-1) human, cultural, socio-economic,
glands, and gonads). and carried by the blood to the target cell to Developing and Using Models and environmental values driven by
regulate physiological processes. individual or societal needs,

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LO-4. Construct scientific 1.6.3 The development of secondary sexual Developing models in synthesising and aspirations, and changing
explanation that change in characters (e.g., breast development, predicting relationships amongst variables expectations and their influences
organisms (e.g., human) over time, production of ovum or sperm, growth of between systems and their components in (LO-5, LO-2).
body hair, etc.,) are influenced by the natural and human-designed world(s).
including reproductive capacities
reproductive hormones. Hormones ● Develop models based on
and functions; and emotions are influence the emotional state of a person scientific evidence or logic and
regulated by hormones. during different states of development. reasons, to represent relationships
1.6.4. Scope: Synthetic hormones are used between systems or components
LO-5. Communicate scientific commercially to stimulate metabolic of a system (LO-3).
information on the implications of processes associated with increased rate Obtaining, Evaluating, and
using steroids on psychological, and efficiency of body growth. In plants, Communicating Information
social, and reproductive capacities synthetic hormones (Indole 3-acetic acid, 1- Obtaining, evaluating, and communicating
of humans. naphthaleneacetic acid) are used to control information in evaluating the validity and
plants’ growth and development. reliability of the claims, methods, and
designs.
● Evaluate the validity and
reliability, and communicate
scientific information (e.g., about
phenomena and /or the process of
development and the design and
performance of a proposed
process or system) through
multiple formats such as orally,
graphically, textually, or
mathematically (LO-4, LO-5,
LO-2).

LO-1. Communicate scientific 1.7. Nervous Coordination Obtaining, Evaluating, and Using Physical Tools
information on the structures and Communicating Information Using physical tools (e.g.,
1.7.1. Scope: The central nervous system Obtaining, evaluating, and communicating laboratory equipment, gadgets,
functions of the central nervous
plays an integral role in the control and information in evaluating the validity and mobile devices, computers, etc.) for
system (brain and spinal cord) in coordination of bodily processes. The brain reliability of the claims, methods, and observing, explaining, and
humans. and spinal cord are designed to perform designs. evaluating scientific phenomena,
specific functions to enable an organism to ● Evaluate the validity and constructing models, and designing
LO-2. Design a model that explains adapt according to the changes in the reliability, and communicate solutions (LO-2).
the coordination between the central external or internal environment. scientific information (e.g., about Exploring Digital Resources
nervous system and visual, 1.7.2. Scope: The peripheral nervous system phenomena and/or the process of Exploring and identifying sources of
auditory, or tactile senses in an (PNS) acts as a physical link to relay development and the design and information (e.g., database, journal
organism. information between the central nervous performance of a proposed articles, periodicals, applications,
system, the receptors, and other organs.

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1.7.3. Scope: The autonomic nervous process or system) through programs and software, websites,
system (ANS) contains sympathetic and multiple formats such as orally, etc.) to validate information on the
parasympathetic systems that regulate body graphically, textually, or scientific theories and laws that
processes under different circumstances. mathematically (LO-1). exist in nature, and communicate
The sympathetic system helps the body Constructing Explanations and the key ideas, scientific quest, and
function during emergencies (fight or flight Designing Solutions engage in scientific practises and
responses) while the parasympathetic Constructing explanations and designing discourses (LO- 1).
system regulates body processes under solutions supported by multiple and
normal conditions. independent student-generated evidence
consistent with scientific ideas, principles,
and theories.
● Construct and revise an
explanation based on evidence
obtained from a variety of
sources (including students’ own
investigations, models, theories,
simulations, peer review) and the
assumption that theories and laws
that describe the natural world
operate today as they did in the
past and will continue to do so in
the future (LO-2).

LO-1. Construct scientific 1.8. The Body’s Defence System Constructing Explanations and Exploring Digital Resources
explanation on how three lines of Designing Solutions Exploring and identifying sources of
defence in humans respond to the 1.8.1. Scope: Organisms have systems Constructing explanations and designing information (e.g., database, journal
entry of pathogens. (immune system) and processes to protect solutions supported by multiple and articles, periodicals, applications,
LO-2. Construct scientific them from pathogenic organisms and independent student-generated evidence programs and software, websites,
explanation on how vaccines help to related conditions. The immune system in consistent with scientific ideas, principles, etc.) to validate information on the
develop immunity against humans comprises the three lines of defence and theories. scientific theories and laws that
infections. (i.e., first, second and third lines of ● Construct and revise an exist in nature, communicate the
LO-3. Communicate scientific defences). The first line consists of physical explanation based on evidence key ideas, scientific quest, and
information on transmission and barriers to block the entry of pathogens. The obtained from a variety of engage in scientific practises and
prevention of communicable second line of defence consists of cells and sources (including students’ own discourses (LO-1, LO-2).
diseases (limited to HIV, Hepatitis proteins of the immune system that are non- investigations, models, theories, Promoting Human and Cultural,
B virus, Helicobacter pylori, and specific and work on a variety of pathogens. simulations, peer review) and the Socioeconomic, and
coronavirus). The third line of defence is the most effective assumption that theories and laws Environmental Values
and works to eliminate pathogens in a that describe the natural world
specific manner. The third involves the operate today as they did in the
formation of antibodies which enables the

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organisms to have long term protection past and will continue to do so in Using technology in promoting
against a particular pathogen. the future (LO-1, LO-2). human, cultural, socio-economic,
1.8.2. Scope:Immunity is achieved against ● and environmental values
many pathogens through vaccination. Obtaining, Evaluating, and driven by individual or societal
Vaccines are weakened pathogens or their Communicating Information Obtaining, needs, aspirations, and changing
body parts, which when introduced into the evaluating, and communicating expectations and their influences
body of an organism, trigger an immune information in evaluating the validity and (LO-2, LO-3)
response. Immunisation is a process reliability of the claims, methods, and
whereby a person develops immunity designs.
against a particular disease, possibly by ● Evaluate the validity and
administering a vaccine. reliability, and communicate
1.8.3. Communicable diseases are usually scientific information (e.g., about
caused by microorganisms (e.g., viruses, phenomena and/or the process of
bacteria, etc) and can be transmitted from development and the design and
one person to another through direct or performance of a proposed
indirect contacts. The risks of transmission process or system) through
of communicable diseases can be reduced multiple formats such as orally,
through vaccination and following hygienic graphically, textually, or
protocols. mathematically (LO-3)

LO-1. Investigate to study the 1.9. Transport System in Plants Planning and Carrying Out Exploring Digital Resources
effect of solute concentration on 1.9.1. Scope: Water potential is a measure Investigations Exploring and identifying sources of
water potential. of the concentration of free water molecules Planning and carrying out investigations in information (e.g., database, journal
LO-2. Design a model that explains to diffuse to another area. With the increase providing evidence for, and testing articles, periodicals, applications,
absorption and movement of water in solute concentration in a solution, the conceptual, mathematical, physical, and programs and software, websites,
in plants applying the concepts of value of water potential decreases. empirical models. etc.) to validate information on the
1.9.2. Scope:Transpiration creates a suction ● Plan and conduct investigations scientific theories and laws that
transpiration.
pressure (transpiration pull) that aids in to produce data to serve as the exist in nature, and communicate
LO-3. Design a solution to purify upwards movement of sap in plants.The basis for evidence, and in the the key ideas, scientific quest, and
water (e.g., saline water) through cohesive force between the water molecules design to decide on data needed engage in scientific practises and
the application of the concepts of maintains the continuous column of water to produce reliable measurements discourses (LO-1, LO-2, LO-3).
reverse osmosis. from the root to the leaves. considering limitations on the
1.9.3. Scope: Inflow of water into the cell precision of the data (e.g.,
creates hydrostatic pressure. When external variables, resources, number of
pressure applied to a solution exceeds trials, cost, risk, time), and refine
osmotic pressure, reverse osmosis is the design accordingly (LO-1).
created. Reverse osmosis is used for the Developing and Using Models
treatment of contaminated water. Developing models in synthesising and
predicting relationships amongst variables

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between systems and their components in

the natural and human-designed world(s).
● Develop models based on
scientific evidence or logic and
reasons, to represent relationships
between systems or components
of a system (LO-3).
● Use models to illustrate the
relationships between systems or
between components of a system
(LO-2).

Table 2. Learning Objectives and Dimensions for Ecosystems: Interactions, Energy and Dynamics, class XI

Scientific Methods and Engineering

Learning Objectives (LO) Core Concepts Society and Technology
Practices

LO-1. Construct a model that 2. Ecosystems: Interactions, Energy, and Developing and Using Models Using Physical Tools.
explains interactions amongst biotic Dynamic Developing models in synthesising and Using physical tools (e.g.,
and abiotic components of local 2.1. Organism in their Environment predicting relationships amongst variables laboratory equipment, gadgets,
2.1.1. Scope: An ecosystem consists of biotic between systems and their components in mobile devices, computers, etc.) for
ecosystems.
and abiotic components that interact with the natural and human-designed world(s). observing, explaining, and
each other. The biotic components (e.g., ● Develop models based on evaluating scientific phenomena,
LO-2. Construct scientific
plants, animals, microorganisms, etc.) scientific evidence or logic and constructing models, and designing
explanation on why the population interact amongst each other and also with reasons, to represent relationships solutions (LO-1, LO-2, LO-3, LO-
of organisms at higher trophic levels abiotic factors (e.g., water, soil, air, between systems or components 4).
(e.g., tiger, leopard, etc.) are lesser sunlight, temperature, minerals, etc.) to of a system (LO-1).
than the number of herbivores. maintain balance in an ecosystem. Constructing Explanation and
2.1.2. Scope: The diversity of organisms of Designing Solutions
LO-3. Communicate scientific an ecosystem depends on its ability to Constructing explanations and designing
provide support for their needs. The solutions supported by multiple and
information on the environmental,
interdependence amongst organisms independent student-generated evidence
social, and economic implications through various food interactions consistent with scientific ideas, principles,
of biodiversity loss. contributes to the stability of an ecosystem. and theories.
Energy and biomass transfer occurs from ● Construct and revise an
LO-4. Design a solution to reduce one trophic level to the next. The number of explanation based on evidence
the impacts of human activities on organisms that occupy lower trophic levels obtained from a variety of
the environment and biodiversity. exceeds the higher levels. sources (including students’ own
2.1.3. Anthropogenic activities are investigations, models, theories,

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increasing threats to the environment that simulations, peer review) and the
often result in the loss of biodiversity. assumption that theories and laws
Biodiversity loss has several direct and that describe the natural world
indirect implications on the health of the operate today as they did in the
ecosystem and also human society. past and will continue to do so in
Conservation of biodiversity is important to the future. LO-2)
maintain the essential ecological processes, ● Design, evaluate, and refine a
in order to have a sustained life-supporting solution to a complex real‐world
system and also balance in the environment. problem, based on scientific
knowledge, student‐generated
sources of evidence, prioritised
criteria, and trade-off
considerations. LO-3, LO-4).

LO-1. Communicate scientific 2.2. Environmental Pollution Obtaining, Evaluating, and Using Physical Tools
information on how pollutants affect Communicating Information Using physical tools (e.g.,
the environment. 2.2.1. Scope: Pollution is an increasing Obtaining, evaluating, and communicating laboratory equipment, gadgets,
LO-2. Investigate how human global concern. The increased human information in evaluating the validity and mobile devices, computers, etc.) for
activities in your locality contribute activities due to developmental progress reliability of the claims, methods, and observing, explaining, and
to pollution. have led to large-scale pollution. For designs. evaluating scientific phenomena,
LO-3. Design a solution to treat instance, air pollution, land pollution, water ● Evaluate the validity and constructing models, and designing
effluents and sewerage before being pollution, etc. are some of the pressing reliability, and communicate solutions (LO-1, LO-2, LO-3).
discharged into water bodies. issues that threaten the health of the scientific information (e.g., about
environment. phenomena and/or the process of
2.2.2. Scope: Pollutants are the agents (e.g., development and the design and
elements, molecules, particles, etc.) that performance of a proposed
cause pollution. Pollutants are introduced process or system) through
into the environment in many ways, both by multiple formats such as orally,
natural processes and human activities. graphically, textually, or
Primary pollutants are emitted directly into mathematically. (LO-1)
the environment, while secondary pollutants Planning and Carrying Out
are formed from primary pollutants and Investigations
external factors. Planning and carrying out investigations
in providing evidence for, and testing
conceptual, mathematical, physical, and
empirical models.
● Plan and conduct investigations
to produce data to serve as the
basis for evidence, and in the

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design to decide on data needed

to produce reliable measures the
precision of the data (e.g.,
variables, resources, number of
trials, cost, risk, time), and refine
the design accordingly
considering limitations on y. (
LO-2).

LO-1. Construct scientific 2.3. Invasive Species: The Threat to Constructing Explanations and Exploring Digital Resources
explanation on how the introduction Biodiversity Designing Solutions Exploring and identifying sources of
of exotic species leads to ecological 2.3.1. Scope: Invasive species pose major Constructing explanations and designing information (e.g., database, journal
and economic implications. threats to biodiversity. The invasive species solutions supported by multiple and articles, periodicals, applications,
LO-2 Design a solution to mitigate (e.g, Ageratina adenophora, Mikania independent student-generated evidence programs and software, websites,
the spread of invasive species in the micrantha, Cuscuta campestris, invasive consistent with scientific ideas, principles, etc.) to validate information on the
locality. carp, etc.) have prolific growing habits out- and theories. scientific theories and laws that
competing native species and could lead to ● Design, evaluate, and refine a exist in nature, and communicate
ecological disturbance. solution to a complex real‐world the key ideas, scientific quest, and
2.3.2. Scope: Invasive species hamper crop problem, based on scientific engage in scientific practises and
yield as they compete with the crops for knowledge, student‐generated discourses (LO-1, LO-2).
nutrients and space. Some invasive species sources of evidence, prioritised
(e.g., Parthenium sp.) are known to be criteria, and trade-off
hazardous to human health. considerations. (LO-1, LO-2)
2.3.3. Scope: The contamination by exotic
genes to a population is a serious concern.
The breeding between closely related
species results in the production of hybrids
that usually dominate the ecosystem.
Implementation of strategies to minimise the
risk and consequences of genetic pollution
is important for the sustainability of native
species.

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Table 3. Learning Objectives and Dimensions for Heredity: Inheritance and Variation of Traits, class XI

Scientific Methods and Engineering

Learning Objectives (LO) Core Concepts Society and Technology
Practises

LO-1. Design a model that provides 3. Heredity: Inheritance and Variation of Developing and Using Models Exploring Digital Resources
a scientific explanation on the Traits Developing models in synthesising and Exploring and identifying sources
events of DNA replication. predicting relationships amongst variables of information (e.g., database,
3.1. DNA Replication between systems and their components in journal articles, periodicals,
the natural and human-designed world(s). applications, programs and
3.1.1. Scope: Prior to cell division (i.e., ● Develop models based on software, websites, etc.) to validate
during interphase), a DNA molecule scientific evidence or logic and information on the scientific
undergoes replication producing two reasons, to represent relationships theories and laws that exist in
identical DNA molecules. This helps in between systems or components nature, and communicate the key
maintaining the same genetic composition in of a system (LO-1). ideas, scientific quest, and engage
all the somatic cells of an organism. DNA in scientific practices and
replication is a semiconservative process discourses (LO-1).
regulated by a group of enzymes and has a
high degree of accuracy.

LO-1. Develop a model that 3.2. Growth, Development, and Developing and Using Models Exploring Digital Resources
explains the production of body Reproduction Developing models in synthesising and Exploring and identifying sources
predicting relationships amongst variables of information (e.g., database,
cells (somatic cells) by mitotic 3.2.1. Scope: Growth, development and between systems and their components in journal articles, periodicals,
division and sex cells (gametes) by reproduction in organisms occur as a result the natural and human-designed world(s). applications, programs and
meiotic division. of cell division. Cell division involves several ● Develop models based on scientific software, websites, etc.) to validate
stages marked by a series of changes in evidence or logic and reasons, to information on the scientific
LO-2. Construct scientific chromosomal and centriolar behaviours. represent relationships between theories and laws that exist in
explanations on why cells from Cell division helps in maintaining stability in systems or components of a system nature, and communicate the key
genetic information. (LO-1). ideas, scientific quest, and engage
different body parts of an organism 3.2.2 Scope: During mitosis, a cell(mother) Constructing Explanations and in scientific practises and
contain the same genetic divides to produce two identical daughter Designing Solutions discourses (LO-1, LO-2, LO-3).
composition. cells. The genetic composition of the Constructing explanations and designing
daughter cells is identical to that of the solutions supported by multiple and
LO-3. Construct scientific mother cell. Mitosis leads to growth and independent student-generated evidence
explanations on why individuals, repairment in organisms. consistent with scientific ideas, principles,
including siblings, differ from one 3.2.3 Scope: During meiosis, a cell(mother) and theories.
another divides to produce four daughter cells. There ● Construct and revise an
is a reduction in the number of chromosomes explanation based on evidence
to half as compared to the mother. The obtained from a variety of sources

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genetic composition of each daughter cell is (including students’ own

different. Meiosis occur in some animala investigations, models, theories,
(e.g. humans) to produce gametes (sperm simulations, peer review) and the
and egg) that help in sexual reproduction. assumption that theories and laws
3.2.4. During meiosis, crossing over occurs that describe the natural world
between non-sister chromatids of the operate today as they did in the
homologous chromosomes whereby genes past and will continue to do so in
are exchanged resulting in new the future (LO-2, LO-3).
combinations (recombinations) of genes.

LO-1. Develop a model that 3.3 Inheritance of Characters Developing and Using Models Using Physical Tools
explains the mechanism of Developing models in synthesising and Using physical tools (e.g.,
inheritance of characters in humans, 3.3.1. Scope: Gene is the unit of heredity. predicting relationships amongst variables laboratory equipment, gadgets,
based on the concept of expression The transmission of genes to offspring is the between systems and their components in mobile devices, computers, etc.) for
of alleles. basis of the inheritance of phenotypic traits the natural and human-designed world(s). observing, explaining, and
(e.g., height, eye colour, hair colour, skin ● Develop models based on evaluating scientific phenomena,
LO-2. . Develop a model that colour, hair quality, etc.). In sexually scientific evidence or logic and constructing models, and designing
reproducing organisms, offspring receives reasons, to represent relationships solutions (LO-1, LO-3).
explains the patterns of inheritance
half of the chromosomes from each of their between systems or components Computational Modeling and
of traits (e.g., height, sex-linked parents. The chromosomes pair up to form of a system (LO-1, LO-2). Simulation
diseases, etc.) based on Mendel’s homologous pairs. The alternative form of Engaging in Arguments from Evidence Using programming language and
laws of inheritance using Punnet genes present in each chromosome of a Engaging in arguments using evidence or software in coding, robotics,
squares and probability statements. homologous chromosome is known as logical reasoning in defending and gamification, and simulations to
LO-3. Argument with scientific alleles. Each allele expresses protein and the critiquing claims, and explanations about develop models, analyse real-time
reasons that blending inheritance dominant allele masks the effect of the natural phenomena including current data samples, and design solutions
and codominance deviate from recessive allele. scientific and historical episodes in to address socio-scientific issues
Mendel’s laws of inheritance 3.3.2. Scope: The mechanism of inheritance science. (LO-2).
of traits is explained by Mendel’s laws of ● Evaluate and comprehend claims,
inheritance. The Punnett square is a table in evidence, and reasons behind
which all of the possible outcomes for a scientific explanations or
genetic cross between two individuals with solutions and determine the
known genotypes are given. merits of arguments ( LO-3).
3.3.3. Scope: There are certain conditions Using Mathematics and Computational
(blending inheritance, codominance) in Thinking
which inheritance of characters is not in the Mathematical and computational thinking
way as explained by Mendel's laws of for statistical analysis to represent or
inheritance. These conditions lead to the model data using algebraic thinking and
appearance of unique traits which were not analysis, a range of linear and non‐linear
visible in parents and their inheritance show functions, including trigonometric
deviation from Mendel's law of inheritance.

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3.3.4. Scope: Sex chromosomes contain a functions, exponentials and logarithms,

huge number of genes directly linked to and computational tools. Simple
physical traits. Abnormalities in these genes computational simulations are created and
are found to cause certain diseases that pass used based on mathematical models of
down the family line. basic assumptions.
● Use mathematical and/or
computational representations of
phenomena or design solutions to
analyse data; support, revise, or
refute explanations and claims
(LO-2).

LO-1. Develop a model that 3.4. Gene Cloning and Genetic Developing and Using Models Using Physical Tools
provides scientific explanations on Engineering Developing models in synthesising and Using physical tools (e.g.,
cloning by somatic cell nuclear predicting relationships amongst variables laboratory equipment, gadgets,
3.4.1. Scope: It is now possible to make between systems and their components in mobile devices, computers, etc.) for
transfer and embryo splitting clones or exact genetic copies of organisms. the natural and human-designed world(s). observing, explaining, and
techniques. Cloning involves the multiplication of ● Develop models based on scientific evaluating scientific phenomena,
organisms to produce offspring with the evidence or logic and reasons, to constructing models, and designing
LO-2. Argue with scientific reasons same genetic makeup. Naturally, it occurs represent relationships between solutions (LO-1, LO-3).
on why cloning is against bio- through asexual reproduction while the systems or components of a system Exploring Digital Resources
ethical, moral, religious, and social artificial process involves multiplying genes (LO-1, LO-3). Exploring and identifying sources
values. and also organisms. As animals are Engaging in Arguments from Evidence of information (e.g., database,
multiplied with the same genetic composition Engaging in arguments using evidence or journal articles, periodicals,
by cloning, plants are multiplied by tissue logical reasoning in defending and applications, programs and
LO-3. Develop a model that culture techniques. critiquing claims, and explanations about software, websites, etc.) to validate
provides a scientific explanation on 3.4.2. Scope: The application of animal natural phenomena including current information on the scientific
the process of genetic engineering. cloning (limited to the use of embryonic cells scientific and historical episodes in theories and laws that exist in
to clone animals) has gained widespread science. nature, communicate the key ideas,
LO-4. Construct arguments with scepticism from moral, ethical, religious, ● Evaluate and comprehend claims, scientific quest, and engage in
scientific reasons on how genetic cultural, and societal values, in association evidence, and reasons behind scientific practises and discourses
engineering and production of with the use or destruction of embryonic scientific explanations or (LO-2, LO-4).
GMOs are against biological, cells for stem cells research. solutions and determine the
societal, ethical, and moral values. 3.4.3. Scope: Genetic engineering is a merits of arguments (LO-2, LO-
technique carried out to manipulate the 4).
genetic makeup of the organism through the
application of Recombinant DNA
technology.
Enzymes are employed as major tools for the
manipulation of genes. GMOs are produced

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for their widespread applications in

agriculture, medicine, and controlling
environmental pollution.
3.4.4. Scope: The application of GMOs has a
lot of societal, bioethical, and moral issues.

LO-1. Construct scientific 3.5 Variation of Traits Obtaining, Evaluating, and Using Physical Tools
explanations on why variation Communicating Information Using physical tools (e.g.,
occurs within an organism or 3.5.1. Scope: Differences that exist within an Obtaining, evaluating, and communicating laboratory equipment, gadgets,
amongst the organisms of the same individual or amongst individuals of the information in evaluating the validity and mobile devices, computers, etc.) for
species. same species. For instance, leaves borne reliability of the claims, methods, and observing, explaining, and
from the same plant at the same time may designs. evaluating scientific phenomena,
not be the same. A person’s index finger at ● Evaluate the validity and constructing models, and designing
the right hand may not be alike with that of reliability, and communicate solutions (LO-1).
the index finger of a left hand. Moreover, a scientific information (e.g., about
person’s thumb digits or earlobes may not be phenomena and/or the process of
identical to the thumb digits or earlobes of development and the design and
another person. These differences are called performance of a proposed
variations. Variations are caused either by process or system) through
genetic differences (genotypic variation) or multiple formats such as orally,
by the effect of environmental factors on the graphically, textually, or
expression of the genetic potentials mathematically. (LO-1).
(phenotypic variation).
3.5.2. Scope: Variations are caused by
various environmental factors (e.g., nutrient,
light, water, etc.) or genetic factors (e.g.,
random mating, random fertilisation,
recombination of genes, mutation, etc.)

Table 4. Learning Objectives and Dimensions for Biological Evolution: Unity and Diversity, class XI

Scientific Methods and Engineering

Learning Objectives (LO) Core Concepts Society and Technology
Practises

LO-1 Construct scientific 4. Biological Evolution: Unity and Obtaining, Evaluating, and Exploring Digital Resources
explanations on the processes of the Diversity Communicating Information Exploring and identifying sources
Obtaining, evaluating, and communicating of information (e.g., database,
biochemical origin of life.
information in evaluating the validity and journal articles, periodicals,

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4.1. Origin of Life reliability of the claims, methods, and applications, programs and
LO-2. Construct arguments giving designs. software, websites, etc.) to
4.1.1. Scope: Organisms are believed to ● Evaluate the validity and validate information on the
scientific reasons, to support or
have originated as a result of some simple reliability, and communicate scientific theories and laws that
refute the idea, that life originated and complex chemical reactions. Scientific scientific information (e.g., about exist in nature, communicate the
on water bodies as a result of bio- explanations and evidence direct the origin phenomena and/or the process of key ideas, scientific quest, and
chemical reactions. and evolution of life in three major phases development and the design and engage in scientific practises and
(i.e., chemogeny, biogeny, and cognogeny) performance of a proposed process discourses. (LO-1, LO-2)
LO-3 Construct arguments giving as explained by Lederberg. Organisms are or system) through multiple Promoting Human and
scientific reasons, to support or believed to have changed the environment formats such as orally, graphically, Cultural, Socioeconomic, and
refute the idea, that the evolution of and have themselves undergone gradual textually, or mathematically. (LO- Environmental Values
the oxygenic photosynthetic changes to adapt to new conditions. 1) Using technology in promoting
mechanism had major impact on the 4.1.2. Scope: The development of oxygenic Engaging in Arguments from Evidence human, cultural, socio-economic,
development of the present-day photosynthetic mechanisms led to major Engaging in arguments using evidence or and environmental values driven
atmosphere. changes in the atmosphere. The change in logical reasoning in defending and by individual or societal needs,
the atmosphere further led to the evolution critiquing claims, and explanations about aspirations, and changing
and diversification of life forms on earth. natural phenomena including current expectations and their influences.
scientific and historical episodes in science. (LO-3)
● Evaluate and comprehend claims,
evidence, and reasons behind scientific
explanations or solutions and determine
the merits of arguments. (LO-2, LO-3)

LO-1. Design a model that 4.2. Diversity of Life Constructing Explanations and Designing Using Physical Tools
classifies organisms from the Solutions Using physical tools (e.g.,
locality into five kingdoms based 4.2.1. Scope: Living organisms are Constructing explanations and designing laboratory equipment, gadgets,
on scientific reasons. classified under the five kingdoms (i.e., solutions supported by multiple and mobile devices, computers, etc.)
Monera, Protista, Fungi, Plantae and independent student-generated evidence for observing, explaining, and
LO-2. Design a model Animalia). Organisms are classified on the consistent with scientific ideas, principles, evaluating scientific phenomena,
(phylogenetic tree or cladogram) basis of morphological character which and theories. constructing models, and
that explains the evolutionary shows evolutionary relationships between ● Construct and revise an explanation designing solutions (LO-1, LO-
relationships of a group of organisms. The system of classification based on evidence obtained from a 2).
organisms from the locality. based on phylogeny organises species or variety of sources (including students’
other groups in ways that reflect our own investigations, models, theories,
understanding of how organisms evolved simulations, peer review) and the
from a common ancestor. Moving from the assumption that theories and laws that
point of origin, the groups become more describe the natural world operate today
specific, until one branch ends as a single as they did in the past and will continue
species. These evolutionary relationships to do so in the future (LO-1).

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are, oftentimes, represented by a Developing and Using Models

phylogenetic tree or cladograms. Developing models in synthesising and
predicting relationships amongst variables
between systems and their components in
the natural and human-designed world(s).
● Develop models based on scientific
evidence or logic and reasons, to
represent relationships between
systems or components of a system
(LO-2).

Class-wise Competency (Class XII)

By the end of class XII, a learner should be able to:
1. From Molecules to Organisms: Structures and Processes
1.1. explain with scientific reason that all organisms either unicellular or multicellular, simple or complex are made of cell; and
composes of biomolecules which form the essential basis for cellular processes.
1.2. provide an explanation using scientific reason that an organism is a biological system consisting of interacting subsystems that
function in a coordinated manner to maintain balance of internal environment.

2. Ecosystems: Interactions, Energy and Dynamics

2.1. use mathematical models to demonstrate understanding of fundamentals of carrying capacity, factors affecting biodiversity, and
flow of energy amongst organisms in an ecosystem.
2.2. use the understanding of the effect of unsustainable anthropogenic activities on the environment in making scientific,
economic, political and social decisions in maintaining biodiversity and a healthy environment.

3. Heredity: Inheritance and Variation of Traits

3.1. use scientific reasons to explain that the variation in the genetic composition leads to the differences in the way organisms look,
function and survive in relation to the environment.
3.2. use the understanding of the genetic code to explain that gene expression enables DNA to control biochemical processes in the
body and DNA can be manipulated to solve problems pertaining to humanity.

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4. Biological Evolution: Unity and Diversity

4.1. use scientific evidence to explain that organisms evolved from common ancestors through natural selection and adaptation,
artificial selection are the basis for the emergence of multiple lines of organisms.
4.2. use scientific reasons to explain that the trend of evolution is predictable and diversity of organisms are a result of the ratio
between various genetic combinations as favoured by natural selection.

Table 1. Learning Objectives and Dimensions for from molecules to Organism: Structures and Processes, class XII
Scientific Methods and Engineering
Learning Objectives (LO) Core Concepts Society and Technology
Practices
LO-1. Construct scientific 1. From Molecules to Organisms: Constructing Explanation and Designing Exploring Digital Resources
explanation on why eukaryotes Structures and Processes Solution Exploring and identifying sources
are more complex than 1.1. Prokaryotic and Eukaryotic Cells Constructing explanations and designing of information (e.g., database,
prokaryotes. 1.1.1. Scope: Organisms are made up of solutions supported by multiple and journal articles, periodicals,
cells. Cells are categorised as prokaryotic independent student-generated evidence applications, programs and
LO-2. Develop a model that and eukaryotic cells based on the difference consistent with scientific ideas, principles, software, websites, etc.) to validate
explains the nature of changes in structure and functions. Prokaryotes and theories. information on the scientific
that occurred during the contain nucleoid and lack well-developed ● Construct and revise an explanation theories and laws that exist in
evolution of eukaryotes from organelles. Eukaryotes have a nucleus and based on evidence obtained from a nature, and communicate the key
prokaryotes. well-developed organelles that are variety of sources (including ideas, scientific quest, and engage
designed to carry out specific functions. students’ own investigations, in scientific practises and
Some similar structures are present in both models, theories, simulations, peer discourses. (LO-1, LO-2)
prokaryotes and eukaryotes. review) and the assumption that Using Physical Tools
1.1.2. Scope: Prokaryotes comprise the theories and laws that describe the Using physical tools (e.g.,
Kingdom Monera. Eukaryotes are both natural world operate today as they laboratory equipment, gadgets,
unicellular and multicellular organisms did in the past and will continue to mobile devices, computers, etc.) for
and constitute the protista, fungi, plant and do so in the future. (LO-1) observing, explaining, and
animal kingdoms. As per the endosymbiont Developing and Using Models evaluating scientific phenomena,
hypothesis, eukaryotes are presumed to Developing models in synthesising and constructing models and designing
have evolved from prokaryotes as a result predicting relationships amongst variables solutions. (LO-2)
of some symbiotic associations. between systems and their components in the
natural and human-designed world(s).
● Develop models based on scientific
evidence or logic and reasons, to
represent relationships between
systems or components of a system.
(LO-2)

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● Use models to illustrate the

relationships between systems or
between components of a system.
(LO-2)
LO-1. Construct scientific 1.2. Support and Movement Systems Constructing Explanation and Designing Exploring Digital Resources
explanation on how various 1.2.1. Scope: Movement in organisms Solution Exploring and identifying sources
components are arranged to form occurs at cytoplasmic, cellular, organ and Constructing explanations and designing of information (e.g., database,
bones and cartilages. organism level. The support and movement solutions supported by multiple and journal articles, periodicals,
LO-2. Develop a model that system of humans is composed of bones, independent student-generated evidence applications, programs and
relates the arrangement of muscles and cartilage. The system provides consistent with scientific ideas, principles, software, websites, etc.) to validate
proteins in a muscle fibre to support, stability, and various internal and and theories. information on the scientific
muscle contraction. external movements. ● Construct and revise an explanation theories and laws that exist in
LO-3. Develop a model that 1.2.2. Scope: The skeletal system consists of based on evidence obtained from a nature, and communicate the key
explains the roles of muscles in bones and cartilages, connected by other variety of sources (including ideas, scientific quest, and engage
the movement of bones. tissues to form a framework of the body. students’ own investigations, in scientific practises and
LO-4. Design a solution to help Like any other connective tissue, the models, theories, simulations, peer discourses. (LO-1)
people with skeletal limb skeletal tissues (bones and cartilages) are review) and the assumption that Using Physical Tools
abnormalities live a normal life. formed of cells, matrix, and fibres. The theories and laws that describe the Using physical tools (e.g.,
nature of bones and cartilages is natural world operate today as they laboratory equipment, gadgets,
determined by the types of cells, matrix, and did in the past and will continue to mobile devices, computers, etc.) for
fibres that they are made of. do so in the future. (LO-1, LO-4) observing, explaining, and
1.2.3. Scope: Muscle fibres are adapted to evaluating scientific phenomena,
undergo contraction and electrical Developing and Using Model constructing models, and designing
excitation. These muscle fibers are bundled Developing models in synthesising and solutions. (LO-1, LO-2, LO-3)
to form larger muscles. Muscle fibres predicting relationships amongst variables Computational Modelling and
contain contractile proteins (actin and between systems and their components in the Simulation
myosin) arranged to form thin filaments natural and human-designed world(s). Using programming language and
(actin and myosin myofilaments). The actin ● Use models to illustrate the software in coding, robotics,
and myosin myofilaments are arranged to relationships between systems or gamification, and simulations to
form myofibrils. The sliding of between components of a system. ( develop models, analyse real-time
myofilaments in myofibrils leads to the LO-2, LO-3) data samples, and design solutions
contraction and relaxation of muscles. ● Use models to illustrate the to address socio-scientific issues.
relationships between systems or (LO-4)
between components of a system. (
LO-2, LO-3)
LO-1 Develop a model that 1.3. Digestion: What is on the Plate? Developing and Using Model Using Physical Tools
explains the chemical breakdown 1.3.1. Scope: The human digestive system Developing models in synthesising and Using physical tools (e.g.,
of food materials in the comprises the alimentary canal and predicting relationships amongst variables laboratory equipment, gadgets,
alimentary canal by enzymes digestive glands. The alimentary canal is between systems and their components in the mobile devices, computers, etc.) for
structurally adapted to perform various natural and human-designed world(s). observing, explaining, and

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(limited to carbohydrates, fats, functions during the digestive process. The ● Develop models based on scientific evaluating scientific phenomena,
and protiens). secretions of chemicals from different evidence or logic and reasons, to constructing models, and designing
digestive glands aid in chemical digestion. represent relationships between solutions.(LO-1, LO-3, LO-4)
LO-2. Construct scientific 1.3.2. Scope: Digestion occurs by physical systems or components of a system. Exploring Digital Resources
explanation on how the end and chemical breakdown of food. During (LO-1, LO-4) Exploring and identifying sources
products of digestion are physical digestion, the larger food chunks Constructing Explanations and Designing of information (e.g., database,
absorbed and assimilated in the are broken down into smaller particles Solutions journal articles, periodicals,
cells. due to chewing and movements. Chemical Constructing explanations and designing applications, programs and
LO-3. Design a solution to treat digestion involves enzymatic hydrolysis of solutions supported by multiple and software, websites, etc.) to validate
conditions related to digestion food molecules to soluble forms in independent student-generated evidence information on the scientific
applying the concepts of botano- different parts of the alimentary canal. consistent with scientific ideas, principles, theories and laws that exist in
chemicals. 1.3.3. Scope: The digested food particles and theories. nature, and communicate the key
LO-4. Design a diet plan that are absorbed into the bloodstream through ● Construct and revise an explanation ideas, scientific quest, and engage
provides scientific explanations blood capillaries and lacteals. Blood based on evidence obtained from a in scientific practices and
on the daily nutritional transports the absorbed food to the liver variety of sources (including discourses. (LO-1, LO-2, LO-3,
requirements of a person for a for detoxification and is ultimately students’ own investigations, LO-4)
healthy lifestyle. assimilated in the cells. models, theories, simulations, peer
1.3.4 The growth, development, and health review) and the assumption that
of an organism depend on its food. The theories and laws that describe the
human lifestyle is undergoing a rapid natural world operate today as they
change due to which people depend more did in the past and will continue to
on processed food (fast foods) that barely do so in the future. (LO-2, LO-4)
meets the dietary requirements. Healthy
dietary practices contribute to good
immunity and help in preventing diseases
(e.g., malnourishment, heart diseases,
stroke depressed immune functions, etc.).
LO-1. Develop a model that 1.4. Respiration: The Source of Energy Developing and Using Models Using Physical Tools
represents the events leading to 1.4.1. Scope: Food (glucose) is broken Developing models in synthesising and Using physical tools (e.g.,
the breakdown of food during down by a series enzyme-controlled predicting relationships amongst variables laboratory equipment, gadgets,
respiration (limited to basic biochemical reactions during respiration, between systems and their components in the mobile devices, computers, etc.) for
concepts of glycolysis, Krebs to release energy. Respiration occurs in two natural and human-designed world(s). observing, explaining, and
cycle, and electron transport major phases, i.e., glycolysis and Krebs ● Develop models based on scientific evaluating scientific phenomena,
chain). cycle. Aerobic respiration requires oxygen evidence or logic and reasons, to constructing models, and designing
for the complete breakdown of represent relationships between systems solutions. (LO-1)
LO-2. Design a solution to treat biomolecules (glucose) and release energy. or components of a system. (LO-1) Exploring Digital Resources
wastewater/ Glucose is broken down to form pyruvic Constructing Explanations and Designing Exploring and identifying sources
sewage/kitchen acid in the cytoplasm (glycolysis). Pyruvate Solutions of information (e.g., database,
waste/municipal waste is converted to Acetyl CoA which is Constructing explanations and designing journal articles, periodicals,
using the idea of oxidised during Krebs cycle through a solutions supported by multiple and applications, programs and

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anaerobic respiration. series of chemical reactions in the independent student-generated evidence software, websites, etc.) to validate
mitochondria. Incomplete breakdown of consistent with scientific ideas, principles, information on the scientific
LO-3. Design a solution to food materials occurs during anaerobic and theories. theories and laws that exist in
enhance the flavour of food, respiration (lactic acid and alcoholic ● Design, evaluate, and refine a nature, and communicate the key
based on the concept of cellular fermentation). solution to a complex real‐world ideas, scientific quest, and engage
respiration. 1.4.2. Scope: Microbes are economically problem, based on scientific in scientific practices and
and environmentally important due to their knowledge, student‐generated discourses. (LO-1, LO-2, LO-3)
ability to break down organic materials by sources of evidence, prioritised Computational Modelling and
aerobic and an anaerobic respiration. criteria, and trade-off considerations. Simulation
Using them for the treatment of sewage and ( LO-2 LO-3) Using programming language and
other wastes have contributed towards software in coding, robotics,
minimising environmental pollution. Due to gamification, and simulations to
their abilities to carry out anaerobic develop models, analyse real-time
respiration, microbes are also applied in a data samples, and design solutions
range of food processing industries to to address socio-scientific issues.
synthetically add flavour to processed food. (LO-3)

LO-1. Construct scientific 1.5. Perception and Interaction Constructing Explanations and Designing Exploring Digital Resources
explanation on how organisms 1.5.1. Scope: Organisms interact and Solutions Exploring and identifying sources
respond to the changes in their respond to the changes that occur in their Constructing explanations and designing of information (e.g., database,
surroundings. environment in order to survive. Central solutions supported by multiple and journal articles, periodicals,
LO-2. Develop a model using Nervous System (CNS) coordinates the independent student-generated evidence applications, programs and
scientific evidence that responses shown by an organism. consistent with scientific ideas, principles, software, websites, etc.) to validate
represents the chemical events Receptors sense the changes in the and theories. information on the scientific
leading to the transmission of surrounding (stimuli) and generate ● Construct and revise an explanation theories and laws that exist in
information (impulse) across a electrical impulses (sensory) which are based on evidence obtained from a nature, and communicate the key
nerve fibre. transmitted to the CNS. CNS modulates and variety of sources (including ideas, scientific quest, and engage
LO-3. Communicate the generates a new impulse (motor) which students’ investigations, models, in scientific practises and
scientific information on determines the nature of the response that theories, simulations, peer review) discourses. (LO-1, LO-2, LO-3)
artificial intelligence(AI) and an organism exhibits. and the assumption that theories and Computational Modelling and
robotics, and their influences in 1.5.2. Scope: Neurons have electrolytes laws that describe the natural world Simulation
our daily lives. (Na+, K+, etc.) on the inner and outer sides operate today as they did in the past Using programming language and
of their membranes. The distribution of and will continue to do so in the software in coding, robotics,
electrolytes determines the potential future. (LO-1) gamification, and simulations to
difference of the membrane. On being Developing and Using Models develop models, analyse real-time
stimulated, the pattern of distribution keeps Developing models in synthesising and data samples, and design solutions
changing, allowing transmission of the predicting relationships amongst variables to address socio-scientific issues.
impulse. During rest, the membrane is in a between systems and their components in the (LO-2)
polarised state having more positive charge natural and human-designed world(s).
outside the membrane and less inside.

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During the generation of transmission of ● Develop models based on scientific

impulse, the potential difference is reversed evidence or logic and reasons, to
(action potential) and the membrane is represent relationships between
depolarised. The transmission of impulses systems or components of a system.
is a result of the movement of electrolytes in (LO-2)
and out of the nerve fibres. The electrical Obtaining, Evaluating, and
state of a neuron keeps changing during Communicating Information
impulse conduction Obtaining, evaluating, and communicating
1.5.3. Scope: Artificial Intelligence (AI) is a information in evaluating the validity and
field of computer science, associated with reliability of the claims, methods, and
enabling machines to work in a similar designs.
manner as the human nervous system. ● Evaluate the validity and reliability,
These systems are designed to perform and communicate scientific
tasks that require human intelligence. information (e.g., about phenomena
Through this, robots/ machines are and/or the process of development
employed to work in situations that are not and the design and performance of a
usually possible for humans. The working proposed process or system) through
principle of AI-based systems is similar to multiple formats such as orally,
that of the human nervous system. graphically, textually, or
mathematically. (LO-3)
LO-1. Construct scientific 1.6. Excretion: The Removal of Waste Constructing Explanations and Designing Exploring Digital Resources
explanation on how the working 1.6.1. Scope: Excretion involves cellular Solutions Exploring and identifying sources
of the excretory system helps processes in removing substances that are Constructing explanations and designing of information (e.g., database,
organisms to attain a balanced not required in the body, and maintaining solutions supported by multiple and journal articles, periodicals,
internal environment. the required concentration of substances in independent student-generated evidence applications, programs and
LO-2. Develop a model that the body fluids. The nature of nitrogenous consistent with scientific ideas, principles, software, websites, etc.) to validate
explains how different parts of a waste excreted varies amongst different and theories. information on the scientific
nephron in humans are types of species and also depends on the ● Construct and revise an explanation theories and laws that exist in
structurally adapted to remove environment that an organism lives in. based on evidence obtained from a nature, and communicate the key
nitrogenous waste. 1.6.2. Scope: All vertebrates have kidneys variety of sources (including students’ ideas, scientific quest, and engage
LO-3. Design a solution to help a formed of nephrons, that specialise in investigations, models, theories, in scientific practises and
person with kidney removing metabolic waste and retaining simulations, peer review) and the discourses. (LO-1, LO-2, LO-3)
dysfunctionalities attain an useful substances. Human kidneys are assumption that theories and laws that Using Physical Tools
osmotic balance of the body highly developed and adapted to excrete describe the natural world operate today Using physical tools (e.g.,
fluids. urea (the main metabolic waste) dissolved as they did in the past and will continue laboratory equipment, gadgets,
in the urine. Urine formation (uropoiesis) to do so in the future. (LO-1) mobile devices, computers, etc.) for
occurs by ultrafiltration, tubular secretion, ● Design, evaluate, and refine a solution observing, explaining, and
and tubular reabsorption. Substances are to a complex real‐world the problem, evaluating scientific phenomena,
retained during uropoiesis by movement based on scientific knowledge, student‐ constructing models, and designing
across the membrane of nephrons. The generated sources of evidence, solutions. (LO-2)

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exchange of substances occurs depending prioritised criteria, and trade-off Computational Modeling and
on the concentration of solutes and in turn considerations. (LO- 3) Simulation
regulates the osmotic concentration of Developing and Using Models Using programming language and
urine, blood, and body fluids. Developing models in synthesising and software in coding, robotics,
1.6.3.Scope: Inefficiency/ dysfunction of the predicting relationships amongst variables gamification, and simulations to
excretory organs results in the between systems and their components in the develop models, analyse real-time
accumulation of harmful substances in the natural and human-designed world(s). data samples, and design solutions
body causing problems (e.g., anaemia, ● Develop models based on scientific to address socio-scientific issues.
decreased immune response, etc.). evidence or logic and reasons, to (LO- 3)
Hemodialyser is used to maintain the represent relationships between systems
osmotic concentration of body fluid during or components of a system. (LO-2)
kidney failure.
LO-1. Construct scientific 1.7. What is inside a Plant? Constructing Explanations and Designing Exploring Digital Resources
explanation that plant tissues 1.7.1. Scope: In plants, cells are arranged Solutions Exploring and identifying sources
form tissue systems designed to to form tissues that are integrated to form Constructing explanations and designing of information (e.g., database,
carry out specific functions. different organs. The apical part of the solutions supported by multiple and journal articles, periodicals,
LO-2. Investigate to draw a plant contains meristematic tissue, that independent student-generated evidence applications, programs and
comparison on the structure and divides indefinitely forming new tissues. consistent with scientific ideas, principles, software, websites, etc.) to validate
functions amongst the epidermal, The meristematic tissues give rise to and theories. information on the scientific
vascular and ground tissue permanent tissues that form different parts ● Construct and revise an explanation theories and laws that exist in
systems with scientific reasons. of the plant and are specialised to take up based on evidence obtained from a nature, and communicate the key
LO-3. Investigate to illustrate the different functions. variety of sources (including ideas, scientific quest, and engage
variation amongst monocot and students’ own investigations, in scientific practises and
dicot plants in terms of their 1.7.2. Scope: Plant tissues are organised to models, theories, simulations, peer discourses. (LO-1, LO-2, LO-3,
anatomies giving scientific form epidermal, ground, and vascular review) and the assumption that LO-4)
evidence. tissue systems. theories and laws that describe the Using Physical Tools
LO-4. Construct arguments to These tissue systems are adapted to take up natural world operate today as they Using physical tools (e.g.,
support or refute the idea that different functions in the roots, stems and did in the past and will continue to laboratory equipment, gadgets,
adaptive features of plants are leaves. Plants exhibit both physiological do so in the future.(LO-1) mobile devices, computers, etc.) for
directly related to the and morphological adaptations to survive observing, explaining, and
environment where they grow. in various types of environments. evaluating scientific phenomena,
Planning and Carrying Out Investigations constructing models, and designing
Planning and carrying out investigations in solutions. (LO-3, LO-4)
providing evidence for, and testing
conceptual, mathematical, physical, and
empirical models.
● Plan and conduct investigations to
produce data to serve as the basis for
evidence, and in the design to decide
on data needed to produce reliable

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measurements considering
limitations on the precision of the
data (e.g., variables, resources,
number of trials, cost, risk, time),
and refine the design accordingly.
(LO-2, LO-3)
Engaging in Arguments from Evidence
Engaging in arguments using evidence or
logical reasoning in defending and critiquing
claims, and explanations about natural
phenomena including current scientific and
historical episodes in science.
● Construct and defend a claim based
on scientific reasons that reflect
scientific knowledge and student-
generated evidence about the natural
world.(LO-4)
LO-1. Construct scientific 1.8. Photosynthesis: Food for Life Constructing Explanations and Designing Exploring Digital Resources
explanation on how plant 1.8.1. Scope: Some organisms (e.g., plants, Solutions Exploring and identifying sources
pigments absorb energy from algae, bacteria, etc.) are capable of Constructing explanations and designing of information (e.g., database,
lights of different wavelengths absorbing sunlight and using the energy in solutions supported by multiple and journal articles, periodicals,
and cause the light reaction. synthesizing organic compounds (e.g., independent student-generated evidence applications, programs and
LO-2. Design a model that glucose), which is used as the source of consistent with scientific ideas, principles, software, websites, etc.) to validate
explains the mechanisms metabolic energy for cellular activities. and theories. information on the scientific
involved during light and dark Plants use light energy from the visible ● Construct and revise an explanation theories and laws that exist in
phases of photosynthesis (limit spectrum (PAR) for photosynthesis. Plant based on evidence obtained from a nature, and communicate the key
dark reaction to carboxylation, pigments absorb energy from different variety of sources (including ideas, scientific quest, and engage
reduction and regeneration). wavelengths of visible light and in a students’ own investigations, in scientific practises and
synergistic manner, attain the energy level models, theories, simulations, peer discourses. (LO-1, LO-2, LO-3,
LO-3. Investigate the impacts of required for the light reaction to take place. review) and the assumption that LO-4, LO-5)
light intensity, carbon dioxide Photosystems make the light reaction very theories and laws that describe the
and temperature on the rate of efficient. natural world operate today as they Using Physical Tools
photosynthesis. 1.8.2. Scope:Photosynthesis is a did in the past and will continue to Using physical tools (e.g.,
physicochemical process that involves light do so in the future. (LO-1) laboratory equipment, gadgets,
LO-4. Design an investigation to and dark phases. The light phase takes mobile devices, computers, etc.) for
understand what type of plant place in the thylakoids and involves the Developing and Using Models observing, explaining, and
would be the most effective to transduction of light energy into chemical Developing models in synthesising and evaluating scientific phenomena,
take to Mars to produce enough energy and ultimately storing it into energy predicting relationships amongst variables constructing models, and designing
oxygen for aerobes to survive. carriers (i.e., NADPH and ATP). The dark between systems and their components in the solutions. (LO- 3, LO-4)
phase takes place in the stroma and natural and human-designed world(s).

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LO-5. Construct an argument involves the usage of energy from the ● Develop models based on scientific
with scientific reasons to support energy carriers for the fixation of CO2 by evidence or logic and reasons, to
or refute the claim that plants can the Calvin Cycle(C3 cycle). Glucose is represent relationships between
be employed to mitigate global produced as the main product while oxygen systems or components of a
warming. is released as a by-product. system.(LO-2)
1.8.3. Scope: The rate of photosynthesis Planning and Carrying Out Investigations
keeps changing, depending on a variety of Planning and carrying out investigations in
internal and external factors. The external providing evidence for, and testing
factors are the environmental factors (e.g., conceptual, mathematical, physical, and
light, temperature, CO2 concentration) empirical models.
while the internal factors are leaf structure ● Plan and conduct investigations to
and protoplasmic factors. produce data to serve as the basis for
1.8.4. Scope:Photosynthesis has a wide evidence, and in the design to decide
range of potential applications. The on data needed to produce reliable
evolution of oxygen is presumed to have a measurements considering
major impact leading to the formation of limitations on the precision of the
the present-day atmosphere(oxygen data (e.g., variables, resources,
revolution). Due to photosynthetic abilities, number of trials, cost, risk, time),
plants have potential applications in and refine the design accordingly. (
controlling the rising CO2 concentration in LO-3, LO-4)
the atmosphere and extra-terrestrial Engaging in Arguments from Evidence
applications such as creating suitable Engaging in arguments using evidence or
environments for the survival of organisms. logical reasoning in defending and critiquing
claims, and explanations about natural
phenomena including current scientific and
historical episodes in science.
● Construct and defend a claim based
on scientific reasons that reflect
scientific knowledge and student-
generated evidence about the natural
world.(LO-5)

Table 2. Learning Objectives and Dimensions for Ecosystems: Interactions, Energy and Dynamics, class XII

Learning Objectives (LO) Core Concepts Scientific Method and Engineering Practices Society and Technology

LO-1. Develop a model 2. Ecosystems: Interactions, Energy Using Mathematics and Computational Computational Modelling and
(mathematical representation) to and Dynamics Thinking Simulation
quantify biodiversity based on 2.1. Our Environment

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species richness and species 2.1.1. Scope: Earth is inhabited by Mathematical and computational thinking for Using programming language and
evenness of a community. various life forms. The distribution of statistical analysis to represent or model data software in coding, robotics,
different species varies in every using algebraic thinking and analysis, a range of gamification, and simulations to
LO-2. Communicate scientific ecosystem depending on a variety of linear and non‐linear functions, including develop models, analyse real-time
information on how the factors(e.g. ability to adapt, climatic trigonometric functions, exponentials and data samples, and design solutions to
biodiversity in the locality is conditions, food availability, etc.). The logarithms, and computational tools. Simple address socio-scientific issues.
connected with social, economic, diversity of species in an area is computational simulations are created and used (LO-1)
cultural and spiritual values. studied by determining their richness based on mathematical models of basic Promoting Human and Cultural,
and evenness. The richness and assumptions. Socioeconomic, and Environmental
LO- 3. Investigate to identify the evenness of organisms in a community ● Use mathematical and/or computational Values
plants (along with their can be quantified through numerous representations of phenomena or design Using technology in promoting
botanochemicals) that are used for methods and can determine the health solutions to analyse data; support, human, cultural, socio-economic, and
healing practices in your locality. of an ecosystem. revise, or refute explanations and environmental values driven by
2.1.2. Scope:Humans share an claims. (LO-1) individual or societal needs,
intricate relationship with their Obtaining, Evaluating, and Communicating aspirations, and changing
environment. The environment and Information expectations and their influences.
biodiversity have deeply associated Obtaining, evaluating, and communicating (LO-2. LO-3)
social, economic, cultural, and information in evaluating the validity and Exploring Digital Resources
spiritual importance with the human reliability of the claims, methods, and designs. Exploring and identifying sources of
community. Bhutan's cultural ● Evaluate the validity and reliability, and information (e.g., database, journal
practices exhibit a lot of connections communicate scientific information articles, periodicals, applications,
to the environment. (e.g., about phenomena and/or the programs and software, websites, etc.)
2.1.3. Scope:Plants and their process of development and the design to validate information on the
derivatives (e.g., plant parts, and performance of a proposed process scientific theories and laws that exist
botanochemicals, etc.) are widely or system) through multiple formats in nature, and communicate the key
used for traditional healing practices such as orally, graphically, textually, or ideas, scientific quest, and engage in
and producing indigenous medicines. mathematically. ( LO-2) scientific practises and discourses.
The traditional knowledge on the Planning and Carrying Out Investigations (LO-1, LO-2, LO-3)
usability of plants has led to the Planning and carrying out investigations in Using Physical Tools
development of recent applications in providing evidence for, and testing conceptual, Using physical tools (e.g., laboratory
modern medicine. mathematical, physical, and empirical models. equipment, gadgets, mobile devices,
● Plan and conduct investigations to computers, etc.) for observing,
produce data to serve as the basis for explaining, and evaluating scientific
evidence, and in the design to decide on phenomena, constructing models, and
data needed to produce reliable designing solutions. (LO-3)
measurements considering limitations
on the precision of the data (e.g.,
variables, resources, number of trials,

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cost, risk, time), and refine the design

accordingly.(LO-3)

LO- 1. Construct arguments 2.2. Threats on Biodiversity Engaging in Arguments from Evidence Exploring Digital Resources
supported by scientific reasons to 2.2.1. Scope:The nature of Engaging in arguments using evidence or logical Exploring and identifying sources of
support or refute the claim that interactions amongst organisms, has a reasoning in defending and critiquing claims, information (e.g database, journal
socio-economic development direct connection to the health of the and explanations about natural phenomena articles, periodicals, applications,
impacts the natural environment. environment in an area. Natural and including current scientific and historical programs and software, websites, etc.)
LO- 2 Design a solution to anthropogenic disturbances bring episodes in science. to validate information on the
control the environmental impact changes in the environmental ● Evaluate and comprehend claims, scientific theories and laws that exist
caused due to economic conditions, as a result, numerous evidence, and reasons behind scientific in nature, communicate the key ideas,
development. vulnerable species (e.g., White-bellied explanations or solutions and determine scientific quest, and engage in
LO- 3 Design a solution to protect heron, Chinese caterpillar, red-panda, the merits of arguments.(LO-1) scientific practices and discourses.
species (white-bellied heron, etc.) are facing increased threats to Constructing Explanations and Designing (LO-1, LO-2, LO-3, LO-4)
chinese caterpillar, etc.) that are their survival. Human efforts for the Solutions
under threat. improvement of plant and animal Constructing explanations and designing Computational Modelling and
LO- 4 Design a solution to species has resulted in some visible solutions supported by multiple and independent Simulation
address human wildlife conflict. consequences (e.g., gene pollution) student-generated evidence consistent with Using programming language and
and is an increasing global concern. scientific ideas, principles, and theories. software in coding, robotics,
2.2.2. Scope: Anthropogenic activities ● Construct and revise an explanation gamification, and simulations to
(e.g,. construction, agriculture, based on evidence obtained from a develop models, analyse real-time
hunting, etc.) cause disturbances to variety of sources (including students’ data samples, and design solutions to
the environment on a greater scale investigations, models, theories, address socio-scientific issues. (LO-3,
resulting to decline in the population simulations, peer review) and the LO-4)
of a lot of species. Numerous species assumption that theories and laws that Promoting Human and Cultural,
(e.g., White-bellied herons, Red describe the natural world operate Socioeconomic, and Environmental
panda, etc.) have reached a today as they did human wildlife and Values
staggering low population and are on will continue to do so in the future. Using technology in promoting
a continual threat of extinction. Illegal (LO-2) human, cultural, socio-economic, and
wildlife trade has led to the escalation ● Design, evaluate, and refine a solution environmental values driven by
of illegal activities such as poaching to a complex real‐world problem, based individual or societal needs,
and trafficking and is becoming a on scientific knowledge, student‐ aspirations, and changing
growing concern for conservation. generated sources of evidence, expectations and their influences.
2.2.3. Scope: Clearing of forests and prioritised criteria, and trade-off (LO-1, LO-2, LO-3, LO-4)
manipulation of landscapes for considerations. (LO-3, LO-4).
industrial growth, human settlement,
and agricultural expansion has led to
habitat fragmentation and increased
incidences of human encounter with

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wildlife. Human-wildlife conflict is

increasing global concern over the
years and has resulted in the loss of a
lot of important species.

LO-1. Construct scientific 2.3. Sustainable Management of Constructing Explanations and Designing Exploring Digital Resources
explanation on how sustainable Natural Resources Solutions Exploring and identifying sources of
development contributes towards 2.3.1. Scope: Unsustainable Constructing explanations and designing information (e.g., database, journal
conservation of the environment. consumption and production patterns solutions supported by multiple and independent articles, periodicals, applications,
have resulted in huge economic and student-generated evidence consistent with programs and software, websites, etc.)
LO-2. Investigate the challenges social costs that endanger life on the scientific ideas, principles, and theories. to validate information on the
of the management of natural planet. Sustainable Management of ● Construct and revise an explanation scientific theories and laws that exist
resources faced in the locality. Natural resources meets the needs of based on evidence obtained from a in nature, and communicate the key
the natural resources for the present variety of sources (including students’ ideas, scientific quest, and engage in
LO-3. Design a solution to and future through conservation. investigations, models, theories, scientific practices and discourses.
conserve natural resources at the Sustainable development requires simulations, peer review) and the (LO-1, LO-2, LO-3, LO-4)
community level. actions on delivering legitimate assumption that theories and laws that
strategies for economic and social describe the natural world operate Computational Modelling and
LO-4. Analyse the significance of progress, and at the same time today as they did in the past and will Simulation
Gross National Happiness in the strengthening environmental continue to do so in the future. (LO-1) Using programming language and
sustainable management of protection. ● Design, evaluate, and refine a solution software in coding, robotics,
natural resources. 2.3.2. Scope: Sustainable to a complex real‐world problem, based gamification, and simulations to
Management of natural resources on scientific knowledge, student‐ develop models, analyse real-time
involves conservation of forest, generated sources of evidence, data samples, and design solutions to
wildlife, habitats at community and prioritised criteria, and trade-off address socio-scientific issues. (LO-2,
national levels. Strategies developed considerations. (LO-2, LO-3) LO-3)
at community, national and Promoting Human and Cultural,
international levels are used to Obtaining, Evaluating, and Communicating Socioeconomic, and Environmental
promote conservation. Management of Information Values
biodiversity and natural resources is Obtaining, evaluating, and communicating Using technology in promoting
hindered by lower literacy rate, information in evaluating the validity and human, cultural, socio-economic, and
poverty, illegal marketing, lack of reliability of the claims, methods, and designs. environmental values driven by
human resources, and other ● Evaluate the validity and reliability, and individual or societal needs,
challenges. communicate scientific information aspirations, and changing
2.3.3. Scope: Conservation of the (e.g., about phenomena and/or the expectations and their influences.
Environment is a pivotal part of process of development and the design (LO-1, LO-2, LO-3, LO-4)
Bhutan’s Developmental Philosophy. and performance of a proposed process
Bhutan’s economic development or system) through multiple formats
policy is guided by the philosophy of

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Gross National Happiness (GNH). such as orally, graphically, textually, or

The country’s pursuit of development mathematically. (LO-4)
remains within the limit of
environmental sustainability.

Table 3. Learning Objectives and Dimensions for Heredity: Inheritance and Variation of Traits, class XII

Learning Objectives (LO) Core Concepts Scientific Methods and Engineering

Society and Technology
Practices

LO-1. Construct scientific 3. Heredity: Inheritance and Variation Obtaining, Evaluating, and Communicating Exploring Digital Resources
explanation how the structure of the of Traits Information Exploring and identifying
DNA molecule is adapted to carry 3.1. DNA: The Blueprint of Life Obtaining, evaluating, and communicating sources of information (e.g.,
out its biological role in coding 3.1.1. Scope: DNA contains information information in evaluating the validity and database, journal articles,
proteins to make proteins that determine our reliability of the claims, methods, and designs. periodicals, applications,
structures and Life processeses. The ● Evaluate the validity and reliability, programs and software, websites,
LO-2. Construct scientific information to make proteins are stored and communicate scientific etc.) to validate information on
explanations on how the genetic in the form of genetic codes. The genetic information (e.g., about phenomena the scientific theories and laws
information stored in DNA code for codes are formed by four-letter and/or the process of development and that exist in nature, and
proteins that determine traits of the languages of DNA (adenine, guanine, the design and performance of a communicate the key ideas,
organisms. thymine and cytosine).Then nature of proposed process or system) through scientific quest, and engage in
genetic information or genetic codes multiple formats such as orally, scientific practises and
specify the sequence of amino acids in a graphically, textually, or discourses. (LO-1, LO-2)
polypeptide chain. The amino acid mathematically. (LO-1)
sequence, thus, determines the 3D Constructing Explanations and Designing
conformation (structure) and function of Solutions
the proteins. Constructing explanations and designing
solutions supported by multiple and
3.1.2. Scope: Proteins take a central role independent student-generated evidence
in linking the DNA (genes or genetic consistent with scientific ideas, principles, and
information) to traits expressed in the theories.
organisms. The nature of proteins, ● Construct and revise an explanation
including their structure and function, based on evidence obtained from a
depends on the nature of the genetic variety of sources (including students’
information stored in DNA or genes. The investigations, models, theories,
nature of protein, in turn, influences the simulations, peer review) and the
structure and function of cells and assumption that theories and laws that
tissues, and therefore determines the describe the natural world operate
traits of an organism. This occurs at

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various stages, including molecular, today as they did in the past and will
cellular and subcellular levels catalysed continue to do so in the future. (LO-1)
by enzymes. For instance, the colour of
our hair or the nature of our earlobes
are influenced by the nature of proteins
specified by our genetic code.

LO-1. Develop a model that explains 3.2. Breaking the Code. Developing and Using Models Developing Exploring Digital Resources
how the sequence of nucleotides 3.2.1. Scope: DNA contains genetic models in synthesising and predicting Exploring and identifying
codes for amino acids of a codes or information to make proteins relationships amongst varia bles between sources of information (e.g.,
polypeptide chain (limited to the that determine our structures and Life systems and their components in the natural and database, journal articles,
collinearity between codons and processeses. The genetic codes are human-designed world(s). periodicals, applications,
amino acids). formed by a long chain of four-letter ● Develop models based on scientific programs and software, websites,
languages of DNA (adenine, guanine, evidence or logic and reasons, to etc.) to validate information on
LO-2. Develop a model that thymine and cytosine) that occur in represent relationships between the scientific theories and laws
explains the expression of groups of three nucleobases or systems or components of a system. that exist in nature, and
information encoded in DNA through nucleotides. These triplet nitrogenous (LO-1, LO-2) communicate the key ideas,
a protein-mediated mechanism bases are called codons. There are 64 ● Use models to illustrate the scientific quest, and engage in
(transcription and translation). codons in the human genome. The relationships between systems or scientific practises and
sequence of codons in a mRNA between components of a system. discourses. (LO-1, LO-2)
determines the sequence of amino acids (LO-1, LO-2)
in a polypeptide chain. Computational Modelling and
Simulation
3.2.2. Scope: DNA codes proteins. This Using programming language
is initiated when the information stored and software in coding, robotics,
in DNA (genetic code or genetic gamification, and simulations to
information) is carried into the develop models, analyse real-
cytoplasm by mRNA. A part of the time data samples, and design
template strand of DNA is transcribed to solutions to address socio-
form RNA. Transcription (a process scientific issues. (LO-1, LO-2,)
similar to replication), results in the
synthesis of a single strand mRNA. The
RNA further undergoes post-
transcriptional modification to become
functional mRNA. Conversion of the
genetic information on a mRNA to
protein occurs by translation in the
cytoplasm, where ribosomes mediate the

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combination of amino acids in cordance

with the sequence of codons on mRNA.

LO-1. Develop a model that explains 3.3. Gene Therapy and Genetic Developing and Using Models Using Physical Tools
the process of gene therapy in the Fingerprinting Developing models in synthesising and Using physical tools (e.g.,
treatment of a genetic disorder. 3.3.1. Scope: Medical conditions related predicting relationships amongst variables laboratory equipment, gadgets,
to genes can potentially be treated by between systems and their components in the mobile devices, computers, etc.)
LO-2. Communicate the scientific gene therapy. The therapeutic natural and human-designed world(s). for observing, explaining, and
information on the potential uses and procedures are performed on stem cells ● Develop models based on scientific evaluating scientific phenomena,
implications of CRISPR technology. and germs cells. There are ethical and evidence or logic and reasons, to constructing models, and
moral issues associated with the represent relationships between systems designing solutions.(LO-1,LO-
LO-3. Construct an argument giving application of gene therapy. or components of a system. (LO-1, LO- 6)
scientific reasons to compare the 3.3.2. Scope: CRISPR (Clustered 6)
advantages and disadvantages of Regularly Interspaced Short Obtaining, Evaluating, and Communicating Exploring Digital Resources
gene therapy over the use of drugs Palindromic Repeats) technology Information Obtaining, evaluating, and Exploring and identifying
(i.e., pharmacotherapy) for the involves techniques that allow the communicating information in evaluating the sources of information (e.g.,
treatment of diseases. editing of genes with the use of an validity and reliability of the claims, methods, database, journal articles,
enzyme (Cas9). It has a wide range of and designs. periodicals, applications,
LO-4. Communicate scientific applications in correcting genetic ● Evaluate the validity and reliability, programs and software, websites,
information on the prospects and defects, treating medical conditions, and and communicate scientific etc.) to validate information on
social implications of “The Human improving the growth and resilience of information (e.g., about phenomena the scientific theories and laws
Genome Project”. crops. Epigenetics is a growing field of and/or the process of development and that exist in nature, and
science that aims at improving the design and performance of a communicate the key ideas,
LO-5. Argue with scientific reasons organisms without the necessary proposed process or system) through scientific quest, and engage in
on the bio-ethical issues of gene manipulation of genes. multiple formats such as orally, scientific practises and
therapy and its application for the 3.3.3. Scope: DNA fingerprinting graphically, textually, or discourses. (LO-1, LO-2, LO-3,
treatment of medical conditions. involves sophisticated procedures (e.g., mathematically. (LO-2, LO-4) LO-4, LO-5, LO-6, LO-7)
PCR, gel electrophoresis, southern Engaging in Arguments from Evidence Promoting Human and
LO-6. Develop a model that explains blotting, etc.) to identify the difference Engaging in arguments using evidence or Cultural, Socioeconomic, and
the process of genetic fingerprinting. amongst organisms through sequencing logical reasoning in defending and critiquing Environmental Values
of DNA and studying the non-coding claims, and explanations about natural Using technology in promoting
LO-7. Construct scientific part of the DNA. It has a wide range of phenomena including current scientific and human, cultural, socio-economic,
explanation that the application of applications in research, medicine, historical episodes in science. and environmental values are
genetic fingerprinting can contribute criminology, forensics, and others. ● Evaluate and comprehend claims, driven by individual or societal
towards promoting peace and justice 3.3.4. Scope: The Human Genome evidence, and reasons behind scientific needs, aspirations, and changing
in society. Project is an ambitious research project explanations or solutions and expectations and their influences.
to decipher the chemical makeup of the determine the merits of (LO-4, LO-5)
entire human genetic code. The project arguments.(LO-3)

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is aimed at identifying genes involved in ● Construct and defend a claim based on

causing different types of diseases. scientific reasons that reflect scientific
knowledge and student-generated
evidence about the natural world. (LO-
5)
Constructing Explanations and Designing
Solutions
Constructing explanations and designing
solutions supported by multiple and
independent student-generated evidence
consistent with scientific ideas, principles, and
theories.
● Construct and revise an explanation
based on evidence obtained from a
variety of sources (including students’
own investigations, models, theories,
simulations, peer review) and the
assumption that theories and laws that
describe the natural world operate
today as they did in the past and will
continue to do so in the future. (LO-7)

Table 4. Learning Objectives and Dimensions for Biological Evolution: Unity and Diversity, class XII

Learning Objectives (LO) Core Concepts Scientific Methods and Engineering Society and Technology
Practices

LO-1. Construct scientific explanation on 4. Biological Evolution: Unity and Constructing Explanations and Exploring Digital Resources
how morphological structures (homology Diversity Designing Solutions
and analogy) indicate the common 4.1. Evidence of Common Ancestry Constructing explanations and designing Exploring and identifying sources of
ancestry of organisms. 4.1.1. Scope: Organisms share a lot solutions supported by multiple and information (e.g., database, journal
of similarities in terms of their independent student-generated evidence articles, periodicals, applications,
LO-2. Construct a model that represents physical and behavioural characters. consistent with scientific ideas, programs and software, websites, etc.)
the evolutionary relationships between The similarities in the organism’s principles, and theories. to validate information on the
different groups of organisms using the morphological structures (homology ● Construct and revise an scientific theories and laws that exist
concept of missing links and connecting and analogy) reveal the descendants explanation based on evidence in nature, and communicate the key
links. of organisms from common ancestral obtained from a variety of ideas, scientific quest, and engage in
forms by evolution. Some organisms sources (including students’ scientific practices and discourses.(
are found to contain features of two investigations, models, theories, LO-1, LO-2, LO-3, LO-4)

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LO-3. Analyse fossils data to understand or more groups of organisms (e.g., simulations, peer review) and
the pattern of evolution and change in duck-billed platypus and Archeotyrex the assumption that theories and Computational Modelling and
environmental conditions. contain the features of reptiles and laws that describe the natural Simulation
LO-4. Make a claim to support which mammals). world operate today as they did Using programming language and
amongst genetic, biochemical, 4.1.2. Scope: The resemblances in the in the past and will continue to software in coding, robotics,
cytological, and fossil evidence is the stages of embryonic development and do so in the future.(LO-1, LO- gamification, and simulations to
most credible approach for deriving temporary embryonic structures 2) develop models, analyse real-time
evolutionary relationships amongst amongst various organisms depict Analysing and Interpreting Data data samples, and design solutions to
organisms. their evolutionary relationships. Analysing data in introducing detailed address socio-scientific issues.(LO-3)
Embryos of certain organisms statistical analysis, comparing data sets
provide structural evidence that is not for consistency, and the use of models
shown by the adults.' (e.g., data analysing techniques) to
4.1.3. Scope:Fossils and artefacts left generate and analyse data.
by ancestral organisms are sources of ● Apply the concepts of statistics
information in understanding and probability (including
evolution. These provide a logical determining function fits to data,
basis for understanding the existence slope, intercept, and correlation
of organisms, diversity, extinction, coefficient for linear fits) to
and change of many life forms science questions and
throughout the history of life on engineering problems.(LO-3)
Earth. Distribution patterns, forms, Engaging in Arguments from Evidence
and ages of fossils are studied to Engaging in arguments using evidence or
derive the chronological order of logical reasoning in defending and
evolution (by radioactive carbon critiquing claims, and explanations about
dating). natural phenomena including current
4.1.4. Scope: The nature of fossils scientific and historical episodes in
(physiology, anatomical structures, science.
or morphological structures) ● Evaluate and comprehend
provides substantial information on claims, evidence, and reasons
the nature of change that a region's behind scientific explanations or
environment underwent (climate solutions and determine the
change). Comparing fossils to merits of arguments.(LO-4)
modern organisms can help to
determine the trend of climate change
and evolution.
4.1.5. Scope: Organisms exhibit
similarities in a lot of cytological
features (e.g., biomolecules, cell
structure, etc.). Similarities in

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genetic and biochemical composition

indicate the common ancestry
amongst organisms. The
understanding of molecular biology,
cellular processes, information
related to genes and proteins are
used in studying evolutionary history
and developing relationships.

LO-1 Construct arguments on the 4.2. Theories that Explain Engaging in Arguments from Evidence Exploring Digital Resources
reliability of Lamarckism in explaining Evolution Engaging in arguments using evidence or Exploring and identifying sources of
the mechanism of evolution. 4.2.1. Scope:Lamarcksim explains logical reasoning in defending and information (e.g., database, journal
evolution as a result of the critiquing claims, and explanations about articles, periodicals, applications,
LO-2. Construct a scientific explanation inheritance of characters that an natural phenomena including current programs and software, websites, etc.)
on the evolution of organisms based on organism obtains or builds during its scientific and historical episodes in to validate information on the
Darwinism. lifetime. (e.g., Modern day giraffes science. scientific theories and laws that exist
are presumed to have evolved from ● Evaluate and comprehend in nature, and communicate the key
LO-3. Construct a scientific explanation short-necked ancestors with regular claims, evidence, and reasons ideas, scientific quest, and engage in
on the evolution of organisms based on elongation of their necks). behind scientific explanations or scientific practises and discourses.
mutation theory. 4.2.2. Scope: Darwinism builds up on solutions and determine the (LO-1, LO-2, LO-3, LO-4)
the idea that the population of an merits of arguments.(LO-1)
LO-4. Argue with scientific reasons organism that are suited to live in the ● Construct and defend a claim
which amongst Lamarckism, Darwinism, environment survive and reproduce, based on scientific reasons that
and mutation theory, is the most credible while others that are not suited do not reflect scientific knowledge and
theory in explaining the mechanisms of survive. student-generated evidence
evolution. 4.2.3. Scope: Mutation theory about the natural world.(LO-4)
explains that any change in the Constructing Explanations and
genetic material or randomness Designing Solutions
creates the organisms to bear either Constructing explanations and designing
useful or harmful characteristics. solutions supported by multiple and
Those that gain useful characteristics independent student-generated evidence
get selected by the environment and consistent with scientific ideas,
survive, while those that are harmful principles, and theories.
do not. ● Construct and revise an
4.2.4. Scope: Modern synthetic theory explanation based on evidence
of evolution defines evolution as a obtained from a variety of
result of variation, recombination, sources (including students’
natural selection, isolation, and investigations, models, theories,
migration. simulations, peer review) and

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the assumption that theories and

laws that describe the natural
world operate today as they did
in the past and will continue to
do so in the future.(LO-2, LO-
3)

LO-1. Construct scientific explanation on 4.3. Evolution from Allele Constructing Explanations and Exploring Digital Resources
how natural selection and artificial Frequency Designing Solutions Exploring and identifying sources of
selection contribute to the evolution of 4.3.1. Scope: In absence of Constructing explanations and designing information (e.g., database, journal
organisms based on change in allele evolutionary forces there is no solutions supported by multiple and articles, periodicals, applications,
frequency. change in gene frequency and independent student-generated evidence programs and software, websites, etc.)
genotype frequency and thus no consistent with scientific ideas, to validate information on the
LO-2. Analyse how the effect of human evolution. Natural selection and principles, and theories. scientific theories and laws that exist
activities on gene frequencies is related to artificial selection (Techniques such ● Construct and revise an in nature, and communicate the key
the endangerment of species. as gene cloning, hybridization in explanation based on evidence ideas, scientific quest, and engage in
agriculture and animal husbandry; obtained from a variety of scientific practises and discourses.
LO-3. Construct scientific explanation to and other human breeding sources (including students’ own (LO-1, LO-2, LO-3, LO-4)
show the roles of evolutionary factors in techniques) influence or alter the investigations, models, theories,
the formation of new species (limited to frequency of allele, genotype and the simulations, peer review) and
variation, selection, isolation, migration, corresponding traits. the assumption that theories and
and genetic drift theory). 4.3.2. Scope: According to genetic laws that describe the natural
drift theory, change in allele world operate today as they did
LO-4. Construct scientific explanation to frequency or genotype frequency; and in the past and will continue to
derive a relation between Mendel's traits in a population occurs by do so in the future. (LO-1, LO-
concept of inheritance and Hardy chance due to factors such as natural 3, LO-4)
Weinberg’s principle to develop the role calamities (sudden change in Analysing and Interpreting Data
of inheritance in evolution. seasonal temperature, climate Analysing data in introducing detailed
change, acidity, and forest fire), statistical analysis, comparing data sets
geographical barriers; and human for consistency, and the use of models
activities contribute to evolution. (e.g., data analysing techniques) to
4.3.3. Scope: According to Hardy- generate and analyse data.
Weinberg’s principle, if there is no ● Apply the concepts of statistics
change in allele frequency, a and probability (including
population is said to be in stable or determining function fits to data,
equilibrium. However, if there is a slope, intercept, and correlation
change in allele frequency, the coefficient for linear fits) to
population is said to be in the state of science questions and
evolution. engineering problems.(LO-2)

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SECTION C: CHEMISTRY

11 SECTION C: Chemistry (Materials and their Properties)

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11. 1 Key stage 4 (IX -X)

Competency-based Standard
By the end of key stage 4 (class X), a learner should be able to:
1. Classifying Materials
1.1. demonstrate the conceptual understanding of the behaviour of gases and gas laws to relate it to the everyday life.
2. Materials and Change
2.1. interpret the chemistry of alcohol to evaluate its impact on health, economy, society, environment, industry and in the field of
medicine.
2.2 outline the basic steps of metallurgy to understand the significance of metals and their alloys in contributing towards human welfare,
civilization, culture, and the environmental impact.

3. Patterns in Chemistry
3.1 Outline the properties of halogens and transition elements to relate their importance in industries, medicine, and other areas of life.
3.2 Exhibit the knowledge of mole concept and stoichiometry to quantify the substances in chemical reaction for industries and to carry out
quantitative analysis in laboratories.
3.3 Relate the fundamental concepts and principles of thermodynamics to understand interconversion of energy and Physical Processes taking
place in the universe.

Class-wise Competency (Class IX)

By the end of class IX, a learner should be able to:
1. Classifying Materials
• relate chemical bonding to the properties and usefulness of materials in day-to-day life.

2. Materials and Change

• outline the fundamentals of hydrocarbons and polymers in terms of synthesis, properties and applications to analyze their impact on
health, environment and society.
• relate the properties of metals with reference to metal activity series for identifying metals used for different purposes.
• appreciate the bio-geochemical cycles to adopt green practices to reduce the impact on health, society and environment.

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3. Patterns in Chemistry
• apply the knowledge of periodic table to study and predict the properties, uses and position of new elements.
• relate the concept of chemical reactions to understand the fundamentals of energy changes, industrial applications and the material
change.

Table 1. Learning Objectives and Dimension for Classifying Materials, class IX

Process/Essential Skills
Core Concepts
Learning Objectives Society and
(Chapter/Topic/Theme Scientific Methods and Engineering Practices
Technology
i. Explore the information on 1. Classifying Materials Developing and Using Models Exploring
definition of chemical 1.1 Chemical Bond Construct 2D/3D model to explain ionic bond and covalent in Digital Resources
bond, types of chemical 1.1.1 Chemical Bond: (Scope: relation to duplet and octet rule. Explore the
bond, and duplet and octet Definition, types of chemical Asking Questions and Defining Problems information on
rule using relevant sources. bond, and formation of cation Ask questions on properties of materials based on types of definition
ii. Explain the formation of and anion). chemical bonds. of chemical bond,
ionic and covalent bond 1.1.2 Duplet and Octet rule: Planning and Carrying Out Investigations types of chemical
using simulation. (Scope: explanation with Observe common materials to investigate properties of bond,
iii. Explain the formation of examples). materials based on types of chemical bonds. duplet and octet
ionic, covalent and 1.1.3 Ionic bond: (Scope: definition Analysing and Interpreting Data rules using
coordinate bond using of ionic bond, formation of Analyse and interpret data collected through investigation relevant resources.
simulation. ionic bonds with examples, Constructing Explanations and Designing Solutions Exploring
iv. Construct 2D/3D models general properties of ionic Explain the formation of chemical bonds based on the Digital Resources
that explain ionic bond and compounds) interpretation of data. Use simulation to
covalent in relation to 1.1.4 Covalent bond:(Scope: definition Obtaining, Evaluating, and Communicating Information explain the
duplet and octet rule. of covalent bond, types of Share the information through different media. formation
v. Investigate the properties covalent bond, formation of Developing and Using Models of ionic and
of materials based on covalent bond and coordinate Design a device which uses covalent or ionic materials to covalent bonds.
types of chemical bond bond with examples, general relate the bonding with the properties of materials.
and their applications. properties of covalent Asking Questions and Defining Problems
vi. Design a device which compounds). Ask questions and define problems based on the significance of
uses covalent or ionic 1.1.4 Properties of materials based on chemical bonding in the biological system and existence of life on
materials to relate the bonding and the application of earth.
bonding with the materials based on the Planning and Carrying Out Investigations
properties of materials. properties. Carry out research to relate the significance of chemical
vii. Research to relate the bonding in the biological system and existence of life on
significance of chemical earth.
bonding in the biological Analysing and Interpreting Data
Analyse and interpret data collected through investigation

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system and existence of Constructing Explanations and Designing Solutions Explain

life on earth. and relate the significance of the biological system and
existence of life on earth.
Obtaining, Evaluating, and Communicating Information
Share the information to the class using different media.

Table 2. Learning Objectives and Dimension for Materials and Change, class IX
Process/Essential Skills
Core Concepts
Learning Objectives Society and
(Chapter/Topic/Theme Scientific Methods and Engineering Practices
Technology
i. Explore the definition of organic 2. Materials and Change Using Mathematics, Information and Exploring Digital
compounds, reasons for existence 2.1 Organic Compounds Computer Technology, and Computational Resources
of a large number of organic (Scope: definition, reasons Thinking Explore the
compounds, their sources and for existence of large use IUPAC rules to name alcohols. information on the
importance using relevant sources. number of organic Analyzing and Interpreting Data Predict the products of meaning of
ii. Explain classification, functional compounds, sources of burning alkanes, alkenes Organic compounds,
group, nomenclature and organic compounds, and alkynes using relevant chemical equations existence of a large
homologous series of hydrocarbons importance of organic Developing and using models number of organic
through relevant sources. compounds) Design molecular models to explain the structures of compounds and their
iii. Explain isomerism in hydrocarbons 2.2 Hydrocarbons (Scope: alkane, alkene and alkyne. sources and
using simulations. definition, classification of Asking Questions and Defining Problems importance.
iv. Explore the information on hydrocarbons, alkyl Ask questions on differences between saturated and Exploring Digital
physical and chemical properties of group, functional group, unsaturated hydrocarbons. Resources
methane, ethane, ethene and ethyne homologous series, and Planning and Carrying Out Investigations Explore information
using relevant resources. nomenclature of Design an experiment to investigate saturated and on the classification,
v. Design an experiment to hydrocarbons) unsaturated hydrocarbon functional group,
investigate the difference between 2.2.1 Alkanes (Scope: definition Analysing and Interpreting Data nomenclature and
saturated and unsaturated with examples, isomerism Analyse and interpret data collected through experiment. homologous series of
hydrocarbons. in alkanes, methane and Constructing Explanations and Designing hydrocarbons
vi. Compare the efficiency of saturated ethane: physical and Solutions Exploring Digital
and unsaturated hydrocarbons as a chemical properties Point out the difference between saturated and unsaturated Resources
fuel in automobiles. (combustion, oxidation, hydrocarbons. use simulation to
vii. Explain monomers, polymers and substitution reactions and Obtaining, Evaluating and Communicating explain isomerism in
polymerization by analysing the uses) Information hydrocarbons.
given information on polymers. 2.2.2 Alkenes (Scope: definition Share the findings in the class. Exploring Digital
viii. Explore on natural and synthetic with examples, isomerism Analyzing and Interpreting Data Compare the efficiency Resources
polymers using relevant sources. in alkenes, ethene: of saturated and unsaturated hydrocarbons as a fuel in Explore the
physical and chemical automobiles. information on
properties (combustion, Developing and using models preparation and

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ix. Explain the formation of oxidation, addition design physical or computer models of any polymer that physical properties of
polyethene and PVC using reactions and uses) might have commercial values. methane, ethane,
simulation. 2.2.3 Alkyne (Scope: definition Asking Questions and Defining Problems ethene and
x. Apply the knowledge of with examples, isomerism Ask questions and define problems to research ethyne
hydrocarbons and polymerization in alkynes, ethyne: on alternative polymers as synthetic polymers have huge Exploring Digital
to design physical or computer physical and chemical environmental impact. Resources
models of any polymer that may properties (combustion, Planning and Carrying Out Investigations Explore on
have commercial values. oxidation, addition Plan the research. monomers, polymers
xi. Evaluate the impacts of synthetic reactions and uses). Analysing and Interpreting Data and polymerisation.
polymer on health, environment 2.3 Polymers(Scope: Analyse and interpret data collected through research. Exploring Digital
and society. monomers, polymers, Constructing Explanations and Designing Resources
xii. Research on alternative polymers polymerization, natural Solutions Explore the formation
that can reduce the and synthetic polymers, Suggest alternative polymers which are effective and of polyethene and
environmental impact caused by uses, and impacts) environmentally friendly. PVC using
synthetic polymers. 2.4 Reactivity of metals Obtaining, Evaluating and Communicating simulation.
xiii. Locate elements which are metals, (Scope: definition of Information Using Physical Tools
metalloids and non-metals based on metals, non-metals, and Share the findings in the class. Use a periodic table
their characteristic properties using metalloids with examples, Developing and Using Models to locate elements
the periodic table. physical and chemical Construct an activity series of metals to arrange the metals which are metals,
xiv. Construct activity series of metals properties of metals and based on their reactivity. metalloids and
based on their reactivity. non-metals) Analysing and Interpreting Data nonmetals based on
xv. Predict the reaction of metals with 2.4.1 Activity series of metals Predict the reaction of metals with air, water and acids their characteristic
air, water and acids using reactivity (Scope: definition of using an activity series of metals. properties.
series of metals. activity series of metals, Asking Questions and Defining Problems Exploring Digital
xvi. Explain the uses of metal activity reaction of metals such as Ask questions and define problems based on the knowledge Resources
series after exploring the Na, Ca, Mg, Zn, Fe, Pb of reactivity series to design a chemical process to extract a Explore the uses of
information through relevant and Cu with air, water metal from its ore that has been discovered in the locality. an activity series of
sources. and acids, and application Planning and Carrying Out Investigations metals.
xvii. Apply the knowledge of metal of reactivity series of Investigate the ore that is discovered in the Exploring Digital
activity series to design a metals) locality/investigate . Resources
chemical process to extract a 2.5. Green chemistry Constructing Explanation and Designing Explore twelve
metal from its compound. 2.5.1. Concept and principles of Solutions principles of green
xviii. Apply the knowledge of activity green chemistry (Scope: Design a chemical process to extract to a metal from the chemistry in relation
series of metals for selecting concept, principles and ore. to design and
different types of metals to design practices of green Analysing and Interpreting Data processes of goods
medals for the school athletes. chemistry) Analyse the data collected from the chemical processes. that reduce or
xix. Explain the chemistry behind why 2.5.2. Nitrogen cycle (Scope: Obtaining, Evaluating and Communicating eliminate the
some metals are more reactive description of nitrogen Information generation of
than others. cycle, importance of Share the findings to the class. hazardous substances.
converting nitrogen to Asking Questions and Defining Problems Exploring Digital

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xx. Explore the principles of green ammonia for agriculture). Ask questions and define problems to design a chemical Resources
chemistry in relation to design and 2.5.3. Fertilizers (Scope: sources process for producing different types of medals for your explain the nitrogen
process of goods that reduce or of fertilizers with school athletes. cycle
eliminate generation of hazardous examples, uses of Planning and Carrying Out Investigations Investigate to using simulation or a
substances. fertilizers, environmental design a chemical process for producing different types of model.
xxi. Explain the nitrogen cycle using consequences of excessive medals for your school athletes. Exploring Digital
simulation or a model. use of fertilizers) Constructing Explanation and Designing Resources
xxii. Compare chemical fertilizers and 2.5.4. Carbon Cycle Solutions Use simulation or a
bio fertilizers based on their (Scope: description of Design a chemical process for producing different types of model to explain
environmental consequences. carbon cycle, importance medals. carbon cycle.
xxiii. Explain carbon cycle using and consequence of Analysing and Interpreting Data Exploring Digital
simulation or a model. Explain the disturbance to carbon Analyse the data collected from the chemical processes. Resources
significance and impact of cycle) Obtaining, Evaluating and Communicating Use simulation or
greenhouse gases. 2.5.5. Global Warming (Scope: Information a model to explain
xxiv. Explain global warming using greenhouse gases and Share the findings to the class. global warming.
simulation or a model. their importance, Engaging in Argument from Evidence
xxv. Apply the principles of green explanation of global Compare chemical fertilizers and bio fertilizers
chemistry to design a Bhutanese warming, natural and based on their environmental consequences.
house that can keep us warm in man-made causes of Developing and Using Models
winter. global warming, effect of Using the principles of green chemistry, design a
xxvi. Research to find out how Bhutan global warming, Bhutanese house that can keep us warm in winter.
may prepare for the impact of mitigation towards cause Constructing Explanations and Designing
global warming and climate of global warming, carbon Solutions
change. sequestration) Explain the design based on principles of green chemistry.
xxvii. Explore the adoption of green Asking Questions and Defining Problems Ask questions
technologies to reduce the impact to find out how Bhutan may prepare for impact of global
on environment due to greenhouse warming and climate change
gases. Planning and Carrying Out Investigations Investigate to
find out how Bhutan may prepare for impact of global
warming and climate change
Constructing Explanation and Designing
Solutions
Review literature and collect data to study the impact of
global warming and climate change.
Analysing and Interpreting Data
Analyse the data collected from the investigation.
Obtaining, Evaluating and Communicating
Information
Share the findings through different media.

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Table 3. Learning Objectives and Dimension for Patterns in chemistry, class IX

Process/Essential Skills
Core Concepts
Learning Objectives Society and
(Chapter/Topic/Theme Scientific Methods and Engineering Practices
Technology
i. Explain the variation in the 3. Patterns in chemistry Engaging in Argument from Evidence Exploring Digital
periodic trends across the 3.1 Periodic Table Discuss the advantages and disadvantages of modern periodic table. Resources
period and down the group 3.1.1 Modern Periodic Table Developing and using models Use interactive
and main features of modern (Scope: Characteristics Create an interactive periodic table for the first 30 elements using any periodic table to
periodic table. of periods and groups, computer software. discuss the main
ii. Discuss the advantages and advantages and Engaging in Argument from Evidence features of modern
limitations of modern periodic disadvantages of Discuss the significance and limitations of a chemical equation in periodic table and
table. modern periodic table, relation to chemical reaction. the variation in
iii. Create interactive periodic and short description of Using Mathematics, Information and Computer periodic trends
table for the first 20 elements. the modern periodic Technology, and Computational Thinking across the period and
iv. Study the reaction of group 1 table) Balance chemical equations using different methods. down the group.
elements with oxygen and 3.1.2 Trends in the modern Engaging in Argument from Evidence Exploring Digital
water. periodic table (Scope: Relate collision theory with rate of reaction. Resources
v. Explore the information on the Periodicity and causes Asking Questions and Defining Problems Explore the reaction
noble gases and their uses. of periodicity, valence Ask questions and define problems to design a chemical process for a of group 1 elements
vi. Discuss the significance and electrons, atomic size, pharmaceutical company to optimize the yield of medicine. with oxygen and
limitations of a chemical metallic character, Planning and Carrying Investigation water
equation in relation to ionization enthalpy, Design a chemical process for a pharmaceutical company to optimize Exploring Digital
chemical reaction. electron affinity, and the yield of medicine. Resources
vii. Balance chemical equation electronegativity) Analysing and Interpreting Data Explore the periodic
using different methods. 3.1.3 Group elements (Scope: Analyse the chemical processes to optimise the yield of properties of group
viii. Design and carry out an Introduction, electronic medicine and interpret the data. 18 elements
experiment to explain the law configuration, and Constructing Explanations and Designing Solutions Exploring Digital
of conservation of mass. reaction with oxygen Explain the chemical process for optimizing the yield of medicine. Resources
ix. Design and carry out an and water) Obtaining, Evaluating and Communicating Explore the factors
experiment to explain the rate 3.1.4 Group 18 elements Information that affect the rate of
of reaction in terms of change (Scope: Introduction, Share the findings to the class. chemical reaction.
in mass of reactants or electronic configuration Asking Questions and Defining Problems
products. and uses) Ask questions and define solutions to design an experiment to
x. Deduce the mathematical 3.2 Chemical Reactions identify exothermic and endothermic reactions.
expression and unit for rate of and Energy Transfer Planning and Carrying Investigation
reaction based on the above 3.2.1 Chemical Reactions and Design an experiment to carry out and identify exothermic and
experiment and solve the Energy Transfer (Scope: endothermic reactions.
numerical problems. Steps for balancing the Analysing and Interpreting Data
chemical equation, law Analyse the experiment to identify the exothermic and endothermic

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xi. Explain the factors that affect of conservation of mass, reactions.

the rate of the chemical significance of chemical
reaction by exploring the equation, limitation of Constructing Explanations and Designing Solutions
information through relevant chemical equation, slow Explain the experimental design with justification and evidence.
sources. and fast reaction with Obtaining, Evaluating and Communicating
xii. Relate collision theory with examples, collision Information
the rate of reaction. theory, rate of a Share the findings to the class
xiii. Design a chemical process for chemical reaction in Analyzing and Interpreting Data
a pharmaceutical company to terms of change in mass Interpret the graph to explain exothermic and endothermic reactions.
optimize the yield of the of reactant or product Asking Questions and Defining Problems
medicines. factors affecting rate of Ask questions and define problems to design a physical
xiv. Design and carry out an chemical reaction, model of hand-warmer/ hot and cold pack
experiment to identify thermochemical Planning and Carrying Investigation
exothermic and endothermic reaction, definition of Design a physical model of hand-warmer/ hot and cold pack using
reactions. exothermic and the principles of exothermic and endothermic reaction.
xv. Interpret the graphs to explain endothermic reactions Analysing and Interpreting Data
exothermic and endothermic with examples and Analyse the heat content of the model.
reactions. graphs) Constructing Explanations and Designing Solutions
xvi. Use the principles of Explain the heat content of the model and provide evidence.
exothermic and endothermic Obtaining, Evaluating and Communicating Information
reactions to design a physical Advertise the model through different media.
model of a hot or cold pack.

Class-wise Competency (Class X)

By the end of class X, a learner should be able to
1. Classifying Materials
• demonstrate the conceptual understanding of the behaviour of gases and gas laws to relate it to the everyday life.

2. Material and Change

• interpret the chemistry of alcohol to evaluate its impact on health, economy, society, environment, industry and in the field of
medicine.
• outline the basic steps of metallurgy to understand the significance of metals and their alloys in contributing towards human welfare,
civilization, culture, and the environmental impact.

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3. Patterns in Chemistry
• outline the properties of halogens and transition elements to relate their importance in industries, medicine, and other areas of life.
• exhibit the knowledge of mole concept and stoichiometry to quantify the substances in chemical reaction for industries and to carry
out quantitative analysis in laboratories.
• relate the fundamental concepts and principles of thermodynamics to understand interconversion of energy and Physical Processes
taking place in the universe.

Table 4. Learning Objectives and Dimensions of Classifying Materials, class X

Process/Essential Skills
Learning Objectives Core Concepts (Chapter/Topic/Theme Society and
Scientific Methods and Engineering Practices
Technology
i. Explore the particle theory and 1. Classifying Materials - Asking Questions and Defining Problems Exploring Digital
relate it to the behaviour of gases. 1.2 Gas Laws Ask questions and define problems based on gas Resource Explore
ii. Explore Boyle’s law, Charles’ 1.2.1 Particle Theory: (Scope: statement of laws. Boyle’s law, Charles’
law, Gay-Lussac’s law and particle theory of matter and behaviour of Planning and Carrying Out Investigations law and Avogadro’s
Avogadro’s law to explain the gases) Design an experiment to verify gas laws. Using law to explain the
relationship among different 1.2.2 Boyle’s law (Scope: statement of Boyle’s the design, carry out an experiment to verify gas relationship among
variables such as pressure, law, derivation of Bolye’s equation, laws. different variables
temperature, volume and number of experimental verification of Boyle’s law, Analysing and Interpreting Data such as pressure,
particles. numerical problems, graphical Analyse and interpret data collected through temperature, volume
iii. Design an experiment, formulate representation, real-life application of experiment. and number of
data, and represent the result the law) Constructing Explanations and Designing particles.
graphically to verify Boyle’s law, 1.2.3 Charles’ law: (Scope: statement of Solutions Promoting Socio-
Charles’ law, Gay-Lussac’s law, Charles’ law, derivation of Charles’ Confirm gas law and share findings. cultural, Economic,
and Avogadro’s law. equation, experimental verification of Obtaining, Evaluating, and Communicating Environmental and
iv. Derive equations for gas laws using Boyle’s law, numerical problems, Information Human Values
mathematical and computational graphical representation, real-life Share the design of the experiment to the class Design a device that
thinking. application of the law). through various media. can be used in your
v. Solve numerical problems using the 1.2.4 Avogadro’s law: (Scope: statement of Using mathematics and computational locality using the
gas law equations. Avogadro’s law, derivation of Avogadro’s thinking principles of gas laws.
vi. Use the principles of gas laws to equation, experimental verification of Use mathematics and computational thinking to
design a device that can be used in Avogadro’s law, numerical problems, derive equations for gas laws.
your locality. graphical representation, real-life Using Mathematics, Information and
vii. Develop a simulation to application of the law). Computer Technology, and Computational
demonstrate the behaviour of gas. 1.2.5 Ideal gas equation (Scope: derivation of Thinking
ideal gas equation and numerical Solve numerical problems using the gas law
problems). equations

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Table 5. Learning Objectives and Dimension for Materials and Change, class X
Process/Essential Skills
Core Concepts
Learning Objectives Society and
(Chapter/Topic/Theme Scientific Methods and Engineering Practices
Technology
i. Explain a homologous series of 2. Materials and Change Analysing and interpreting Data Exploring
alcohol and functional group to 2.1 Alcohols Explain a homologous series of alcohol and functional group to observe a Digital tools
observe a regular pattern in the 2.1.1 Alcohol (Scope: regular pattern in the structure. Explore a
structure after exploring the homologous series Developing and Using Models method in which
information through relevant and functional group, Design 2D/3D molecular model of an alcohol with its ethanol is made
sources. alcohol as hydroxyl functional group to study the structural formula of alcohol. non-
ii. Classify the alcohol based on derivatives of alkane, Using Mathematics, Information and Computer consumable to
the number of hydroxyl group. structural Technology, and Computational Thinking humans through
iii. Design 2D/3D molecular representation, use IUPAC rules to name alcohols. using relevant
model of alcohol. classification, Planning and Carrying Out Investigations sources.
iv. Use IUPAC rules to name nomenclature) Design an experiment to investigate properties of alcohol Exploring
alcohols. 2.1.2 Properties of alcohol Analysing and Interpreting Data Digital
v. Design an experiment to (Scope: physical and Analyse and interpret data collected through experiment. Constructing Resources
investigate the properties of chemical properties Explanations and Designing Solutions Conclude the properties of Use multimedia
alcohol. [combustion, oxidation, alcohols with evidence. Obtaining, Evaluating and Communicating tools to create a
vi. Design a breath analyser that esterification, and Information video for
may be used by traffic police. dehydration] of Share the findings in the class. educating the
vii. Explain the chemistry behind alcohol) Asking Questions and Defining Problems community on
the breath analyser. 2.1.3 Denatured alcohol Ask questions and define problems to design a breath analyzer that can be health and social
viii. Formulate a hand sanitizer (Scope: definition, and used by traffic police. impact of misuse
based on the properties of identification of Planning and Carrying Out Investigations of alcohol.
alcohol. alcohol) Plan and design breath analyzer Exploring
ix. Explain a method in which 2.1.4 Preparation and uses of Analysing and Interpreting Data Digital
ethanol is made non- ethanol (Scope: ethanol Analyse the chemical process taking place inside breath analyzer. Resources
consumable to humans after from starch by Constructing Explanations and Designing Solutions Explore the
exploring the information fermentation and Explain the working of breath analyser. terms
through relevant sources. ethanol from ethene by Obtaining, Evaluating and Communicating Information metallurgy, ores,
x. Design an experiment to hydration,and uses). Exhibit the device to the class. minerals, charge,
outline the process for 2.1.5 Ethanol and its impacts Asking Questions and Defining Problems gangue, flux,
preparation of ethanol. (Scope: impact on Ask questions and define problems to formulate a hand sanitizer that may slag, calcination
xi. Carry out a case study related environment, economy, be used in school. and
to the impact of alcohol on society, and health). Planning and Carrying Out Investigations roasting to
health, economy, society, 2.2 Metallurgy (Scope: Plan and design hand sanitizer that may be used in school evaluate their
environment, industry and in definition of Analysing and Interpreting Data significance in
the field of medicine. metallurgy, some Analyse the formulated hand sanitizer that may be used in school the process of
terminologies such as Constructing Explanations and Designing Solutions extraction of

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xii. Debate on national policies ores, minerals, charge, Explain the formulated hand sanitizer. metals.
related to alcohol such as gangue, flux, slag, Obtaining, Evaluating and Communicating Information Using
issuance of bar license, sale of calcination, roasting, Demonstrate for the use to the whole class. Physical Tools
alcohol, age limit for drinking, basic steps of Asking Questions and Defining Problems Use any drawing
etc. metallurgy such as Ask questions to design an experiment to outline the process for to create a flow
xiii. Advocate on health and social dressing of ore, preparation of ethanol. chart to explain
impact of alcohol to educate the concentration of ores, Planning and Carrying Out Investigations the steps
community. extraction of metals Design an experiment for preparation of ethanol. involved in
xiv. Explain the terms metallurgy, from the concentrated Analysing and Interpreting Data metallurgy.
ores, minerals, charge, gangue, ores, purification of Analyse the chemical process taking place.
flux, slag, calcination and metals including Constructing Explanations and Designing Solutions
roasting to evaluate their electro-refining, Explain the chemical process for preparation of alcohol.
significance in the process of introduction to alloys, Obtaining, Evaluating and Communicating Information
extraction of metals after nano-alloys, and their Share the findings to the class.
exploring the information uses, significance, and Asking Questions and Defining Problems
through relevant sources. impacts of metals in Ask questions to explore the uses and impacts of ethanol on social,
xv. Explain the steps involved in contributing towards economy and human health.
metallurgy by creating a human welfare, Planning and Carrying Out Investigations
flowchart using any drawing civilization, culture and Plan to carry out the research.
tools. the environment). Analysing and Interpreting Data
xvi. Predict reactivity of metals Analyse the data collected through the research.
based on the reactivity series. Constructing Explanations and Designing Solutions
xvii. Design an experiment to Construct explanations based on the data analysed
demonstrate the electro-refining Obtaining, Evaluating and Communicating Information
of metals. Share the findings to the class.
xviii. Research on the significance of Asking Questions and Defining Problems
metals in contributing towards Ask questions to design an experiment to demonstrate the electro-refining
human welfare, civilization, of metals.
culture, and environment. Planning and Carrying Investigation
xix. Explain nano-alloying as an Design an experiment to demonstrate the electro-refining of metals.
emerging technology. Analysing and Interpreting Data
xx. Design a canister for soft drink Analyse the chemical process taking place in the electro- refining.
based on the knowledge of Constructing Explanations and Designing Solutions
properties of metals/alloys. Explain the chemical process for electro-refining.
Obtaining, Evaluating and Communicating Information
Share the findings to the class.
Constructing Explanations and Designing Solutions
Carry out a research on the significance of metals in human life and
civilization.
Asking Questions and Defining Problems

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

Ask questions and define problems to design a soft drink can.

Planning and Carrying Investigation Design a soft drink using
appropriate metal.
Analysing and Interpreting Data
Analyse drink can designed, suit the properties of metal.
Constructing Explanations and Designing Solutions
Explain the chemical process for designing the soft drink can.
Obtaining, Evaluating and Communicating Information Exhibit the
soft drink can through different media.

Table 6. Learning Objectives and Dimension for Patterns in chemistry, class X

Process/Essential Skills
Core Concepts
Learning Objectives Society and
(Chapter/Topic/Theme Scientific Methods and Engineering Practices
Technology
i. Describe the variation in periodic 3. Patterns in Chemistry Asking Questions and Defining Problems Exploring Digital
properties of halogens using 3.1 Patterns in the Periodic Table Ask questions and define problems to design an experiment Resources
periodic table. 3.1.1 Group 7 - Halogens (F, Cl, Br to investigate the displacement reaction of halide salts. se a periodic table to
ii. Explain the physical properties, and I) and Basic information: Planning and Carrying Out Investigations discuss the variation
chemical properties and uses of (Scope: Occurrence, electronic Plan and design an experiment. Analyzing and in periodic
halogens using relevant resources. configuration and stability, Interpreting Data properties of
iii. Design an experiment to safety, and storage) Analyse the experiment designed halogens.
investigate the displacement 3.1.2 Periodic properties: (Scope: Constructing Explanations and Designing Exploring Digital
reaction of halide salts. nuclear and effective nuclear Solutions Resources
iv. Apply the knowledge of halogens charge, atomic size, Construct explanations and design solutions based on the Explore the physical
to formulate toothpaste. electronegativity, ionization experiment designed. and chemical
v. Perform qualitative/quantitative energy, electron affinity) Obtaining, Evaluating, and Communicating properties and uses
analysis for iodine in different 3.1.3 Physical properties: (Scope: Information of halogens.
samples of salts. physical state, colour and Share the experiment to the class through different media. Exploring Digital
vi. Research the dietary requirement solubility, density, melting and Asking Questions and Defining Problems Resources
of iodine for various age group. boiling points, oxidation state). Ask questions and define problems to formulate toothpaste Explore the
vii. Explain the electronic 3.1.4 Chemical properties: (Scope: that may be used in the school. information
configuration of transition combustibility, as oxidizing and Planning and Carrying Investigation electronic
elements in s, p, d, f notation after reducing agents, as bleaching Apply a knowledge of halogens to formulate toothpaste configuration of
exploring the information through agent, displacement reaction, that may be used in the school. transition elements
relevant sources. reaction with alkali metals, Analysing and Interpreting Data in s, p, d, f notation
viii. Locate the position of transition water, and hydrogen). Analyse the tooth paste formulated and provide using
elements in the periodic table to 3.1.5 Uses of halogens (Scope: uses of chemical processes taking place in tooth enamel. relevant sources.
relate to their characteristic fluorine, chlorine, bromine, Constructing Explanations and Designing Solutions Exploring Digital
properties. iodine, and astatine). Explain the toothpaste formulated and provide evidence of Resources

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

ix. Explain the characteristics and 3.2 Transition Elements chemical processes taking place in tooth enamel and safety. Locate the position
uses of transition metals after 3.2.1 Electronic configuration and Obtaining, Evaluating and Communicating of transition
exploring the information position in periodic table (Scope: Information elements in the
through relevant sources. Electronic configuration in s, p, Exhibit the toothpaste to the class. periodic table to
x. Explain the reason for d, f notation, position in the Asking Questions and Defining Problems relate to their
characteristic properties exhibited periodic table) Ask questions and define problems to perform flame test characteristic
by transition elements. 3.2.2 Characteristics of transition and alkali test with some compounds of transition elements properties.
xi. Perform flame test for transition elements (Scope: metallic to draw similarities among transition elements. Exploring Digital
elements (Fe, Cu, Ni, Mn, Cr and character, melting and boiling Planning and Carrying Out Investigations Resources
Zn) and relate it to real life points, colour, ionization Perform flame test and alkali test with some compounds of Explore the
application (Miner, Geologist, and potential, atomic volume and transition elements to draw similarities among transition characteristics of
Forensic science). densities, low reactivity, elements. transition metals
xii. Perform alkali test with magnetic properties, variable Analysing and Interpreting Data using relevant
compounds of Fe, Cu and Zn to oxidation state, complex ion Analyse the information collected through the sources.
examine their properties. formation catalytic properties). investigation. Exploring Digital
xiii. Explore the application, impact, 3.2.3 Reactions involving transition Constructing Explanations and Designing Resources
and influence of transition elements: (Scope: Reaction of Solutions Explore the concept
elements towards development of Fe, Cu and Zn with alkali) Explain the information collected through the investigation and significance of
human culture and civilization. 3.2.4 Application: (Scope: Uses, Obtaining, Evaluating and Communicating enthalpy, entropy
xiv. Apply the knowledge of impact and influence of Information and internal energy
properties of transition elements transition elements towards Share the information collected through to relate to the law
to formulate a catalyst that may be development of human culture investigation to the class. of conservation of
used in industries in Bhutan. and civilization) Asking Questions and Defining Problems energy.
xv. Explain relative atomic mass, 3.3. Chemical Reactions, Ask questions and define problems to formulate a catalyst
gram atomic mass, relative Conservation of Mass, Mole that may be used in industries in Bhutan.
molecular mass, Avogadro’s Concept and Stoichiometry Planning and Carrying Out Investigations Investigate to
number, and number of moles of 3.3.1Terms related to mole concept formulate the catalyst that may be used in the industries of
elements and compounds using (Scope: definition of relative Bhutan
relevant mathematical atomic mass, gram atomic mass, Analysing and Interpreting Data
expressions. relative molecular mass, gram Analyse the data collected through investigation.
xvi. Calculate number of moles and molecular mass, Avogadro’s Obtaining, Evaluating, and Communicating
number of particles in chemical number, mole concept and Information
substances using mathematical related numerical problems). Share the catalyst formulated through various media.
data. 3.3.2 Percentage composition, Using Mathematics, Information and Computer
xvii. Apply the knowledge of empirical formula, and molecular Technology, and Computational Thinking
stoichiometry to formulate a formula (Scope: definition of Explain relative atomic mass, gram atomic mass, relative
pharmaceutical product which percentage composition, molecular mass, Avogadro’s number and number of moles
contains the right proportion of empirical formula molecular of elements and compounds using relevant mathematical
chemical composition formula and related numerical expressions.
problems, differences between

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xviii. Use mathematical data to empirical formula and molecular Using Mathematics, Information and Computer
calculate percentage composition, formula). Technology, and Computational Thinking
empirical formula, and molecular 3.4 Calculation based on chemical Use mathematical data to calculate number of moles and
formula. reactions: (Scope: calculations number of particles in chemical substances.
xix. Use balanced chemical based on mass-mass Using Mathematics, Information and Computer
equations to calculate mass, relationship, mass-volume Technology, and Computational Thinking
volume, and number of particles relationship, volume-volume Apply the knowledge of stoichiometry to formulate a
of chemical substances. relationship, and mass- number pharmaceutical product which contains the right proportion
xx. Design an experiment to of particles relationship). of chemical composition.
calculate the number of 3.4.2 Application: (Scope: production Using Mathematics, Information and Computer
particles in a sample of industries, quantitative analysis Technology, and Computational Thinking
chemical substance using the in the laboratory, amount of Use mathematical data to calculate percentage composition,
knowledge of stoichiometry. reactants and products). empirical formula and molecular formula.
xxi. Apply the knowledge of mole 3.5 Energy Transfer in Chemical Using Mathematics, Information and Computer
concept to calculate the exact Reactions Technology, and Computational Thinking
amount of nitrogen gas required 3.4.1 Internal Energy, Enthalpy and Use balanced chemical equations to calculate mass, volume
in the car air bags to protect the Entropy: (Scope: description and number of particles of chemical substances.
driver and the passenger during o f Law of conservation of Asking Questions and Defining Problems
head on collision. energy, definition of internal Ask questions and define problems to design an experiment
xxii. Use mathematical data to energy (E), change in internal to calculate the number of particles in a sample of chemical
calculate percentage energy (∆E), and sign substance using the knowledge of stoichiometry.
composition, empirical formula, convention. Definition of Planning and Carrying Out Investigations
and molecular formula. enthalpy (H), graphical Design an experiment to calculate the number of particles
xxiii. Use balanced chemical representation of change of in a sample of chemical substance.
equations to calculate mass, enthalpy, change in enthalpy Analysing and Interpreting Data
volume, and number of (∆H), and sign convention. Analyse the information collected through the
particles of chemical Definition of entropy (S), change investigation.
substances. in entropy (∆S), sign convention Constructing Explanations and Designing Solutions
xxiv. Design an experiment to and its significance). Explain the information collected through the investigation.
calculate the number of 3.4.2 Heat of Reaction: (Scope: Using Mathematics, Information and Computer
particles in a sample of definition of heat of reaction, Technology, and Computational Thinking
chemical substance using the types of heat of reactions Apply the knowledge of mole concept to calculate the exact
knowledge of stoichiometry. (combustion, neutralization, amount of nitrogen gas required in the car air bags to
xxv. Apply the knowledge of mole formation, and stability) with protect the driver and the passenger during head on
concept to calculate the exact examples, applications of energy collision.
amount of nitrogen gas required change). Engaging in Argument From Evidence
in the car air bags to protect the Analyse the conditions required for sign change with
driver and the passenger during reference to enthalpy and internal energy.
head on collision. Engaging in Argument From Evidence
Discuss the applications of energy change in daily life.

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xxvi. Explain the concept and

significance of internal energy,
enthalpy, and entropy to relate
to the law of conservation of
energy.
xxvii. Explain the change in enthalpy
graphically to determine the
types of thermochemical
reactions.
xxviii. Explain the sign convention
with reference to change in
enthalpy, internal energy, and
entropy.
xxix. Explain different types of heat
of reaction with examples.
xxx. Discuss the applications of
energy change in day-to-day
life.

11. 2 Key Stage 5 (XI-XII)

Competency-based Standard
By the end of key stage 5 (class XII), a learner should be able to:

1. Classifying Materials
1.1 Apply the concept of ionic equilibria in relation to industries, environment, agriculture, food products and human health.
1.2 Relate the knowledge of Nuclear Chemistry to evaluate the application and impact of nuclear materials with reference to medicine,
defense, engineering and source of energy.
1.3 Apply the knowledge of chemical kinetics to evaluate its significance in the field of industry, cosmology, geology, biology, engineering
etc.
1.4 Relate the concept of thermodynamics to heat, work and interconversion of energy in understanding the physical and chemical
processes taking place in the universe.

2. Materials and change

2.1. Apply the knowledge of organic compounds and their interconversion to relate their importance and impact in daily life.

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

2.2. Narrate the nutritional value of amino acids to practice healthy dietary habit.

3. Patterns in Chemistry
3.1. Relate the principle of colligative properties to day-to-day applications in improving the quality of life.
3.2. Apply the knowledge of coordination chemistry to enhance the production in industries and understand the functioning of biological
systems.
3.3. Apply analytical techniques for qualitative and quantitative analysis in industries, research, space and forensic science.

Class-wise Competency (Class XI)

By the end of class XI, a learner should be able to:
1. Classifying Materials
• Analyse the historical development of different atomic models to interconnect the knowledge in understanding the behaviour of
matter and the universe.
• Understand that the bonding of atoms form new substances that have different properties and geometries and significance of bonding
in supporting all forms of life.
2. Materials and Change
• apply the knowledge of organic compounds to understand the chemical reactions related to life and the crucial role that the organic
compound plays in our daily life.

3. Patterns in Chemistry
● apply the information of the periodic table in the field of material science to understand the properties of elements in designing
products and processes.
● use value of oxidation number to predict the reactivity of elements based on loss or gain of electrons by elements.
● apply the knowledge and significance of chemical and phase equilibria in industries, living and non-living systems.

Table 7. Learning Objectives and Dimension for Classifying Materials, class XI

Process/Essential Skills
Learning Objectives Core Concepts (Chapter/Topic/Theme Scientific Methods and
Society and Technology
Engineering Practices
i. Explain the discovery of 1. Classifying Materials Engaging in Argument Exploring Digital
electrons, protons and neutrons 1.1 Atomic structure From Evidence Resources

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after exploring the information 1.1.1 Sub-atomic particles (Scope: properties of proton, Compare the properties of Explore the discovery of
through relevant sources. neutron and electron, discovery of sub- atomic electron, proton and neutron in electrons, protons and
ii. Compare the properties of particles, charge on electron ‘e/m ratio’) relation to their charge and mass. neutrons.
electron, proton and neutron in 1.1.2 Atomic models: (Scope: Thomson’s model of Using Mathematics, Using Physical Tools
relation to their charge and mass. atom, Rutherford’s experiment and model, failure Information and Computer Design Thomson’s,
iii. Explain the modifications in the of Rutherford’s atomic model, Bohr’s model of the Technology, and Computational Rutherford’s, and Bohr’s
theories of atomic structure by atom) Thinking atomic models to explain
designing Thomson’s, 1.1.3 Atomic number and mass number (Scope: Use mathematical data to the modifications in the
Rutherford’s, and Bohr’s atomic definition of atomic number and mass number, calculate the relative atomic mass theories of atomic
models. explanation of isotopes, isobars, isotones, isosters of an element in relation to structure.
iv. Compare isotopes, isobars, with examples) relative abundance of isotopes. Exploring Digital
isotones and isosters in relation 1.1.4 Relative atomic mass (Scope: definition of relative Engaging in Argument Resources
to atomic number and atomic atomic mass based on C-12 isotope, calculation of From Evidence Explore isotopes, isobars,
mass after exploring the relative atomic mass of an element when relative Relate the significance of isotones and isosters in
information through relevant abundances of its isotopes are given, calculation isotopes to day today life. relation to atomic
sources. of relative molecular mass and relative formula Obtaining, Evaluating, and number and atomic mass.
v. Narrate the significance of mass from atomic masses) Communicating Information Exploring Digital
isotopes to day-to-day life. 1.1.5 Concept of atomic orbital (Scope: definition of Use an analogy to explain the Resources
vi. Explain the differences between orbital, differences between orbit and orbital) differences between orbit and Use simulation to explain
orbit and orbital using an 1.1.6 Quantum numbers (Scope: description of four orbital. electrovalent bond and
analogy. quantum numbers - principal quantum number, Engaging in Argument covalent bond with
vii. Interpret four quantum numbers azimuthal quantum number, magnetic quantum From Evidence Interpret four reference to
to evaluate their significance. number and spin quantum number, number of quantum numbers to evaluate their electrovalency and
viii. Explain that the quantum model orbitals making up s-subshell, p-subshell and d- significance. covalency.
predicts that electrons do not subshell, and the number of electrons that occupy Developing and Using Exploring Digital tools
occupy orbit but orbitals. s-subshell, p-subshell and d-subshell) Models Explore the causes of
ix. Construct 2D/3D structure of s, p 1.1.7 Shapes of orbitals (Scope: description of shapes of Construct 2D/3D structure of s-, variable electrovalency,
and d orbitals to highlight their s-orbital, p-orbital and d-orbital) p- and d– orbitals to highlight variable covalency and
shapes. 1.1.8 Energy level diagram for multi-electron atoms their shapes. violation of octet rule.
x. Write electronic configuration of (Scope: description of relative energies of s- Using Mathematics, Exploring Digital tools
the given elements using orbitals, p-orbitals and d-orbitals for the quantum Information and Computer Explore the limitations of
Aufbau’s Principle, Pauli’s levels 1, 2, 3 and the 4s- and 4p-orbitals) Technology, and Computational Lewis concept of
exclusion principle and Hund’s 1.1.9 Filling of orbitals (Scope: statement and Thinking covalent bond
rule of maximum multiplicity. application of Aufbau’s principle, (n+l) rule, Use Aufbau Principle,’s Pauli’s Explore Digital Tools
xi. Evaluate the importance of atom Pauli’s exclusion principle, Hund’s rule of exclusion principle andHund’s Use simulation to explain
and atomic structure in maximum multiplicity, rule of half-filled and rule of maximum multiplicity to electronegativity, dipole
explaining the mysteries of life completely-filled orbitals) write electronic moment and hydrogen
and existence of the universe. 1.1.10 Electronic configuration of elements (Scope: configuration of the given bond.
xii. Critique any atomic models and electronic configurations of the atoms of elements elements. Exploring Digital
put forward a suggestive model. up to atomic number 36) Engaging in Argument From Resources

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xiii. Explain electrovalent bond and 1.1.11 Some exceptional electronic configurations Evidence explain the existence
covalent bond with reference to (Scope: study exceptional electronic configuration Discuss the importance of atom of partial covalent
electrovalency and covalency of elements) and atomic structure in explaining character in ionic
using simulation / video tutorial. 1.2 Bonding the mysteries of life and compounds with
xiv. Compare the properties of 1.2.1 Ionic Bonding (Scope: types of chemical bond, existence of the universe. reference to Fajan’s rule.
substances in relation to the definition of electrovalent bond, definition of Engaging in Argument From Exploring Digital
nature of bonds such as ionic, electrovalency, causes of variable electrovalency, Evidence Resources
covalent and dative bonds. general properties of ionic compounds) compare the properties of Explore metallic bond in
xv. Explain the causes of variable 1.2.2 Covalent bonding and dative covalent bonding substances in relation to the nature the light of the electron-
electrovalency, variable (Scope: definition of covalent bonds, Lewis of bond such sea model by using
covalency and violation of octet concept, definition of covalency, causes of variable as ionic, covalent and dative simulation.
rule after exploring the covalency, explanation of violation of octet rule bonds. Promoting Socio-
information through relevant with examples, characteristics of covalent Obtaining, Evaluating, and cultural, Economic,
sources. compounds, comparison between the properties of Communicating Information Environmental and
xvi. Explore limitations of Lewis electrovalent and covalent compounds, limitations use an analogy to explain Human Values
concept of covalent bond using of Lewis concept of covalent bond, definition of hybridisation of orbitals. apply the knowledge
relevant sources. coordinate bond with some examples of coordinate Developing and Using Models of properties of metals to
xvii. Explain hybridisation of orbitals molecules, properties of coordinate compounds) construct 2D/3D structures of design a roof for houses
using an analogy. 1.2.3 Shapes of Molecules and Ions Hybridisation of molecules to explain the shapes of in the locality.
xviii. Construct 2D/3D structures of orbitals (Scope: definition of hybridisation of sp, sp2 and sp3 molecules.
molecules to explain the shapes orbitals, necessary conditions for hybridisation, Engaging in Argument
of sp, sp2 and sp3 molecules. types of hybridisation-sp, sp2, sp3). From Evidence
xix. Discuss VSEPR theory, VBT 1.1.4 Factors influencing shapes of molecules (Scope: Discuss hybridisation, VSEPR
and MOT to explain the shape of explanation of type of hybridisation, VSEPR theory, VBT and MOT to explain
molecules. theory, VBT and MOT) the shape of molecules.
xx. Explain electronegativity, dipole 1.1.5 Shapes of certain molecules (Scope: explanation of Using Mathematics,
moment and hydrogen bond and shapes and bond angles in molecules and ions with Information and Computer
conditions for formation of up to six electron pairs surrounding central atom Technology, and Computational
hydrogen bond by using e.g. BF3, CH4, NH4+, SF6, NH3, H2O, CO2, etc. Thinking
simulation /video tutorial. formula for predicting shapes of molecules and Calculate the polarity of bond in
xxi. Calculate the polarity of bond in their bond angles for other molecules and ions) different molecules to predict their
different molecules to predict 1.1.6 Polar Molecules (Scope: definition of ionic character.
their ionic character. electronegativity, polarity in covalent bonds, Analyzing and Interpreting
xxii. Explain the existence of partial partial ionic character in covalent bond) Data
covalent character in ionic 1.1.7 Dipole Moment (Scope: definition of dipole Analyse the necessary conditions
compounds with reference to moment, applications of dipole moment in for formation of hydrogen bond
Fajan’s rule. determining the symmetry of the molecules, the Constructing
xxiii. Explain metallic bond in the light polarity of the bonds and percentage of ionic Explanations and Designing
of the electron-sea model by character) Solutions
using simulation. Explain the information collected

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xxiv. Explore the historical evolution 1.1.8 Partial Covalent Character in Ionic Compound through the investigation.
and properties of metals and their (Scope: explanation of partial covalent character Analyzing and Interpreting
applications with the changing in ionic compounds and Fajan’s rule). Data
time. 1.1.9 Hydrogen Bond (Scope: definition of hydrogen Relate the significance of
xxv. Analyse the causes and the bond, conditions required for the formation of hydrogen bond to support
factors determining Van der hydrogen bond, types of hydrogen bond with different forms of life on the
Waal’s force. examples, some consequences of hydrogen Earth.
xxvi. Relate chemical bonds with the bonding). Engaging in Argument
properties of substances and their 1.1.10 Metallic Bonding (Scope: explanation of metallic From Evidence
application in material science bond using electron-sea model, properties of Predict the properties of metals in
and significance in life. metals based on electron-sea model) relation to metallic bond.
xxvii. Compare the physical properties 1.1.11 Van der Waal’s forces (Scope: definition of Van Analyzing and Interpreting
of molecules based on strength of der Waal’s forces, causes of Van der Waal’s Data
Van der Waal’s forces. forces, dipole-dipole interaction, ion-dipole Analyse and interpret the causes
interaction, London forces, factors determining and the factors determining van
Van der Waal’s forces) der Waal’s force.

Table 8: Learning Objectives and Dimension for Materials and Change, class XI
Process/Essential Skills
Core Concepts
Learning Objectives Society and
(Chapter/Topic/Theme Scientific Methods and Engineering Practices
Technology
i. Study the members of different 2. Materials and Change Analyzing and Interpreting Data Exploring
classes of organic compounds 2.1. Introduction to Organic Study the members of different classes of organic compounds Digital Resources
to explain homologous series Chemistry to explain homologous series and functional group. Explore different
and functional group. 2.1.1. Functional Groups Using Mathematics, Information and Computer types of isomerism
ii. Write structural formula of (Scope: definition of Technology, and Computational Thinking existing in organic
organic compounds and apply functional group, names Apply IUPAC rules to name the different classes of organic compounds by using
IUPAC rules to name them. and structures of compounds. relevant videos or
functional groups) Developing and Using Models simulation.
iii. Explain isomerism in organic
2.1.2 Homologous Series Construct structural formulas from the IUPAC names of the Exploring Digital
compounds using relevant
(Scope: characteristics of compounds. Resources
videos or simulation.
homologous series) Developing and Using Models Explore the concept
iv. Construct 2D/3D structures of 2.1.3 Nomenclature of Construct 2D/3D structures of different structural isomers of of nucleophiles and
different structural and stereo Different Classes of organic compounds. electrophiles using
isomers of organic compounds. Organic Compounds Analyzing and Interpreting Data relevant video or
(Scope: types of Analyse the significance of structural isomers in the simulation.

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v. Analyse the significance of nomenclature, common agrochemical industries and other areas of life. Exploring
structural and stereo isomers in system, IUPAC rule, Asking Questions and Defining Problems Digital Resources
the agrochemical and explanation and Ask questions on the type of organic reactions Explain different
pharmaceutical industries. examples, General rules Planning and Carrying Out Investigations terms associated
vi. Investigate types of organic for naming organic Carry out investigation on the types of organic reactions. with polymerisation
reactions such as substitution compounds, Analyzing and Interpreting Data and its classification
reaction, addition reaction, nomenclature for Analyse and interpret the data collected through the using relevant
elimination reaction and branched chain alkanes, investigation sources. Exploring
rearrangement reaction with nomenclature for Constructing Explanations and Designing solutions Digital Resources
relevant examples. unsaturated Construct explanations based on the data interpreted. Explain addition
hydrocarbons, Evaluating, and Communicating Information polymers with
vii. Explain the concept of
nomenclature for Share the explanation to the class through different media relevant examples
nucleophiles and electrophiles
compounds containing Constructing Explanations and Designing using relevant
using relevant video or
one functional group, Solutions sources.
simulation.
multiple bonds and Compare mechanism of free radical reaction and mechanism of
viii. Compare mechanism of free substituents, polar reaction.
radical reaction and mechanism nomenclature for Engaging in Argument From Evidence Promoting Socio-
of polar reaction. cultural, Economic,
ix. Explain electron displacement
polyfunctional Differentiate between SN1 and SN2 and E1 and E2 reactions
compounds, based on their reaction mechanisms. Environmental and
effect with reference to nomenclature for Human Values
inductive effect in organic Engaging in Argument From Evidence
aromatic compounds, Classify hydrocarbons on the basis of structure. Design a
compounds. writing structural polymer that has a
Developing and Using Models
x. Differentiate between SN1 and formulae from the Construct general formula of alkanes, alkenes and alkynes commercial value
SN2 and E1 and E2 reactions IUPAC name of the based on their homologous series. based on the
based on their reaction compounds). Engaging in Argument From Evidence knowledge of
mechanisms. 2.1.4. Isomerism (Scope: types Compare 2D/3D molecular structures to explain different types polymer and
xi. Classify hydrocarbons based on of isomerism, structural of isomerism existing in alkanes, alkenes and alkynes. polymerisation
structure. isomerism: chain Asking Questions and Defining Problems Exploring Digital
xii. Construct general formula of isomerism, position Ask questions on the properties of hydrocarbons to relate to Resources Explain
alkanes, alkenes and alkynes isomerism, functional daily life. the general
based on their homologous isomerism, metamerism, Planning and Carrying Out Investigations mechanism of
series. tautomerism, Carry out an investigation on the properties of electrophilic
Stereoisomerism: substitution reaction
xiii. Compare 2D/3D molecular hydrocarbons
geometry and optical Analyzing and Interpreting Data in benzene with
structures to explain different
isomerism) Analyse the data collected through the investigation relevant examples
types of isomerism existing in
2.1.4 Types of Organic Constructing Explanations and Designing Solutions using illustration.
alkanes, alkenes and alkynes.
Reactions (Scope: Construct the explanation on the properties of hydrocarbons Exploring Digital
xiv. Investigate the properties of definition of substitution Resources Explain
alkanes, alkenes and alkynes to and its significance in day to day life
reaction, addition Obtaining, Evaluating, and Communicating Information Friedel Craft’s
relate their properties to daily reaction, elimination alkylation and effect
life. Share the explanation through different media.

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xv. Design an experiment to reaction and Asking Questions and Defining Problems of substituent on
demonstrate the laboratory rearrangement reaction Ask question on extraction of hydrocarbons from local plants orientation and
preparation of acetylene. with examples, that may solve future energy problems. reactivity of
xvi. Research on the extraction of nucleophiles and Planning and Carrying Out Investigations benzene. Promoting
hydrocarbons from local plants electrophiles: definition Carry out research to extract hydrocarbons from local plants Socio-cultural,
that may be used as fuel. of nucleophilic reagents that may solve future energy problems. Economic,
or nucleophiles, Analyzing and Interpreting Data Environmental and
xvii. Apply the knowledge of
electrophilic reagents or Analyse the data collected through the research Human Values
hydrocarbon combustion to
electrophiles with Constructing Explanations and Designing Solutions Write a report on the
formulate a fuel that is eco-
examples, Mechanism of Construct explanations and solution through the data analysed. health risk
friendly.
a free-radical reaction: Obtaining, Evaluating, and Communicating associated with
xviii. Discuss / debate on the Explanation of steps of Information benzene. Promoting
policies/resolutions adopted in free-radical mechanism Share the explanation and solution through different media. Socio-cultural,
national and international using example of Asking Questions and Defining Problems Economic,
climate change conferences or chlorination of alkane, Ask questions to design an automobile engine that can Environmental and
summit such as COP26, UN Mechanism of a polar promote complete burning of hydrocarbon. Human Values
conference on climate change, reaction: Explanation of Planning and Carrying Out Investigations Relate the
etc. steps of SN1, SN2, E1 Plan to design an engine. significance of
xix. Explain addition polymers with and E2 reaction Analyzing and Interpreting Data phenol to health and
examples using relevant mechanism, Electron Analyse the design of the engine medicine.
sources. displacement effect Constructing Explanations and Designing Solutions
xx. Explain different terms (Inductive effect)). Construct explanations and solution through the design.
associated with polymerisation 2.2 Hydrocarbons Obtaining, Evaluating, and Communicating
and its classification using 2.2.1 Hydrocarbons (Scope: Information
relevant sources. Classification of Share the design and solution through different media.
xxi. Design space suits / fire hydrocarbons into cyclic, Using Mathematics, Information and Computer
fighter’s gears / scuba diver’s acyclic, aliphatic and Technology, and Computational Thinking
suit / bulletproof vest etc., aromatic). Apply IUPAC rules to name alcohols.
using the knowledge of 2.2.2 Alkanes (Scope: Engaging in Argument From Evidence
polymers. structural isomerism in Distinguish primary, secondary and tertiary alcohols
xxii. Design a polymer that has a alkanes, preparations, Analyzing and Interpreting Data
commercial value based on the physical and chemical Investigate the chemical properties of alcohol with relevant
knowledge of polymer and properties (oxidation and examples.
polymerization. halogenation), uses and Asking Questions and Defining Problems
impacts). Ask questions on formulating a chemical combination for a
xxiii. Discuss the recent
2.2.3 Alkenes (Scope: particular brand of alcoholic beverage using the knowledge of
advancement in polymer
isomerism in alkenes, cis- properties of alcohol, quantitative and qualitative analysis.
science.
and trans-isomerism in Planning and Carrying Out Investigations
xxiv. Apply IUPAC rules to name relation to E and Z Plan and carry out an investigation to formulate an alcohol.
alcohols. configuration, Analyzing and Interpreting Data

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xxv. Distinguish primary, secondary preparations, physical Analyse and interpret the data collected from the investigation.
and tertiary alcohols properties, chemical Constructing Explanations and Designing
xxvi. Investigate the chemical properties (electrophilic Solutions
properties of alcohol with addition reactions with Construct an explanation and solution through the data
relevant examples. Br2, H2SO4 and HCl interpreted.
with mechanism, use of Obtaining, Evaluating, and Communicating
xxvii. Formulate a chemical
Markownikoff’s rule in Information
combination for a particular
prediction of products in Share the information through different media.
brand of alcoholic beverage
addition reactions), uses Developing and Using Models
using the knowledge of
and impacts). Construct a 2D/3D model of a benzene molecule to explain its
properties of alcohol and
2.2.4 Alkynes (Scope: structure.
quantitative and qualitative
isomerism in alkynes, Using Mathematics, Information and Computer
analysis.
preparations, physical Technology, and Computational Thinking
xxviii. Critique on the national and properties, chemical Apply IUPAC rules to name phenol and its derivatives.
international policies on use of properties (electrophilic Developing and Using Models
alcohol related to youth, addition reaction with Design an experiment to explain the preparation of phenol.
culture, environment, health H2, Br2 and HCl with Analyzing and Interpreting Data
and economy. mechanism), uses and Analyse the data collected through the design.
xxix. Construct 2D/3D model of impacts). Constructing Explanations and Designing Solutions
benzene molecule to explain its 2.2.5 Polymerisation (Scope: Construct an explanation on preparation of phenol
structure using ChemDraw or Classification: Obtaining, Evaluating, and Communicating Information
any other image editing Condensation and Share the experimental design to the class.
software. Addition polymers: Developing and Using Models
xxx. Explain the general mechanism Preparation, properties, Design an experiment to explain the reaction of phenol dilute and
of electrophilic substitution uses and impacts concentrated nitric acids, and Kolbe’s reaction.
reaction in benzene with (Polyethene, PTFE, PVC, Analyzing and Interpreting Data
relevant examples using Polystyrene, Melamine Analyse the data collected through the design.
illustration. and Bakelite)). Constructing Explanations and Designing Solutions
xxxi. Explain Friedel Craft’s 2.3 Alcohols (Scope; Construct an explanation on reactions of phenol dilute and
alkylation, acylation and effect nomenclature of concentrated nitric acids, and Kolbe’s reaction
of substituent on orientation alcohols, primary, Obtaining, Evaluating, and Communicating Information
and reactivity of benzene. secondary and tertiary Share the experimental design to the class.
xxxii. Apply IUPAC rules to name alcohols, structure of Asking Questions and Defining Problems
benzene and its derivatives. alcohols, oxidation of Qualitative analysis to identify aromatic compounds in local
alcohols, dehydration of plants that have medicinal values.
xxxiii. Design an experiment to
alcohol in the presence of Planning and Carrying Out Investigations
explain the preparation of
acid catalyst, uses and Visit your locality to find out plants that have medicinal values
phenol.
implications of alcohol). for qualitative analysis.
xxxiv. Design an experiment to 2.4 Aromatic Compounds Analyzing and Interpreting Data
explain the reactions of phenol 2.4.1 Benzene (Scope: Study the plant and carry out analysis to identify aromatic
with dilute and concentrated

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nitric acids, and Kolbe’s structure and bonding: compounds.

reaction. Kekule’s structure, Constructing Explanations and Designing
xxxv. Relate the significance of drawbacks of Kekule’s Solutions
benzene and phenol to health structure, molecular Construct the explanation on qualitative analysis of aromatic
and medicine. orbital structure, compounds present in local plants.
xxxvi. Write a report on the health evidence in support of Obtaining, Evaluating, and Communicating Information
risk associated with benzene molecular orbital Share the explanation through different media.
and phenol. structure, electrophilic
substitution reaction of
xxxvii. Carry out qualitative analysis
arenes, General
to identify aromatic compounds
mechanism of
in some local plants that have
electrophilic substitution,
commercial values.
reaction of arenes with
concentrated nitric acid
in the presence of
sulphuric acid, reaction
of arenes with a halogen,
Friedel-Crafts alkylation
and acylation,
importance of Friedel-
Crafts reaction in
organic synthesis such as
manufacture of
polystyrene, effects of
substituents on
orientation and reactivity
of benzene ,uses and
implications)
2.4.2 Phenol (Scope:
nomenclature, structure,
general methods of
preparation, industrial
preparation, , reactions
with dilute and
concentrated nitric acid,
Kolbe’s reaction ,uses
and implications)

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Table 9: Learning Objectives and Dimensions for Patterns in Chemistry, class XI

Process/Essential Skills
Core Concepts
Learning Objectives Society and
(Chapter/Topic/Theme Scientific Methods and Engineering Practices
Technology
i. Classify elements as s- 3.1. Periodic Table Engaging in Argument From Evidence Exploring
block, p-block, d-block and 3.1.1 Classification of Elements Use electronic configuration to classify elements as s- block, p-block, Digital Resources
f-block elements using (Scope: classification of d-block and f-block elements. Discuss the factors
electronic configuration. elements as s, p, d and f Using Mathematics, Information and Computer affecting ionisation
ii. Predict the period, group block elements, prediction Technology, and Computational Thinking energy of elements
and block for elements of period, group and block Predict the period, group and block for elements using formulas. by using relevant
using mathematical for elements based on Analyzing and Interpreting Data sources.
formula. electronic configuration) Interpret the given mathematical data to analyse the variation of atomic Carrying out
3.1.2 Periodic properties (Scope: radii and ionisation energy of elements in the periodic table. STEM Activities
iii. Interpret the given
atomic radius: covalent Engaging in Argument From Evidence Apply the
mathematical data to
radius, Van der Waals’ Justify the variation in melting and boiling points of elements in the knowledge of
analyse the variation of
radius, metallic radius, second period and third period. periodic table to
atomic radii, ionisation
Variation of atomic radii, Analyzing and Interpreting Data create an interactive
energy and
comparison of the ionic Predict the properties of elements that are yet to be discovered by periodic table using
electronegativity of
and atomic radii, applying the knowledge of periodic trends of elements. multimedia.
elements in the periodic
Ionization enthalpy: Asking Questions and Defining Problems Exploring Digital
table.
definition of first Ask questions and define problems to design an experiment to identify Resources
iv. Discuss the factors ionisation energy and reducing and oxidising agents. Watch a video on
affecting ionisation energy successive ionisation Planning and Carrying Out Investigations the concept of
of elements by using energies, variation of Plan to design an experiment. oxidation number
relevant sources. ionisation energy in the Analyzing and Interpreting Data and the steps to
v. Justify the variation in periodic table, factors on Analyse the design of the experiment. calculate
melting and boiling points which ionisation energy Constructing Explanations and Designing Solutions oxidation number.
of elements in the second depends, electronegativity: Construct explanations and design solutions based on the design of the Exploring Digital
period and third period. variation of experiment. Resources
vi. Explain the periodic electronegativity in period Obtaining, Evaluating, and Communicating Explore examples
properties of elements and group, melting point Information and characteristics
using online interactive and boiling point: trends Share the design of the experiment to the class through different media. of physical changes
periodic table. in melting and boiling Asking Questions and Defining Problems in equilibrium by
vii. Create an interactive points of elements in the Ask questions and define problems to design a simulation to explain observing the
periodic table by applying second period and third the reversible reactions natural phenomena
the knowledge of periodic period) Planning and Carrying Out Investigations in the surrounding.
properties of elements. 3.2. Oxidation Number Plan to design a simulation.
viii. Predict the properties of 3.2.1 Redox reactions and Analyzing and Interpreting Data
elements that are yet to be oxidation number (Scope: Analyse the design of the simulation..
electronic concept of Constructing Explanations and Designing Solutions

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

discovered by applying the oxidation and reduction: Construct explanations and design solutions based on the design of the
knowledge of periodic explanation of electronic simulation.
trends of elements and concept of oxidation and Obtaining, Evaluating, and Communicating
propose their position in the reduction, Redox Information
periodic table. reactions: explanation of Share the design of the simulation to the class through different media.
ix. Formulate a nano- redox reactions with Asking Questions and Defining Problems
compound that may be used examples, definition of Ask questions and define problems to design a simulation to
in the field of technology, oxidising agent and demonstrate the features of chemical equilibrium.
industries and medicine. reducing agent based on Planning and Carrying Out Investigations
x. Calculate the oxidation electronic concept, Plan to design a simulation.
number of elements, identification of oxidising Analyzing and Interpreting Data
compounds and ions. and reducing agents in Analyse the design of the simulation.
redox reactions, rules for Constructing Explanations and Designing Solutions
xi. Design and carryout an
oxidation number: Construct explanations and design solutions based on the design of the
experiment to identify
definition of oxidation simulation.
reducing and oxidising
number, rules for Obtaining, Evaluating, and Communicating
agents.
assigning oxidation Information
xii. Predict the feasibility of numbers to atoms in Share the design of the simulation to the class through different media.
reaction based on redox elements, compounds and Using Mathematics, Information and Computer
reaction. ions, oxidation number Technology, and Computational Thinking
xiii. Explore the applications of and nomenclature, Deduce expression for law of chemical equilibrium and equilibrium
redox reactions in daily definition of oxidation and constant from law of mass action by using mathematical tool.
life. reduction in terms of Using Mathematics, Information and Computer
xiv. Explain reversible reactions oxidation number and Technology, and Computational Thinking
by designing the simulation applications). Solve numerical problems by applying the expression of equilibrium
/ video. 3.3. Chemical Equilibria constant or law of equilibrium.
xv. Explore examples and 3.3.1 Concept and laws of Asking Questions and Defining Problems
characteristics of physical chemical equilibrium Ask questions and define problems to design an experiment to
changes in equilibrium by (Scope: reversible demonstrate Le Chatelier’s principle.
observing the natural reactions, Explanation of Planning and Carrying Out Investigations
phenomena in the reversible reactions with Plan to design an experiment to demonstrate Le
surrounding. examples, Equilibria Chatelier’s principle.
xvi. Demonstrate the features of involving physical Analyzing and Interpreting Data
chemical equilibrium by changes: Examples of Analyse the design of the experiment to demonstrate Le
designing a physical changes in Chatelier’s principle.
simulation/video. equilibrium, general Constructing Explanations and Designing Solutions
characteristics of Construct explanations and design solutions based on experiment on
xvii. Deduce mathematical
equilibria involving Le Chatelier’s principle Obtaining, Evaluating, and Communicating
expression for law of
Physical Processes, Information
chemical equilibrium and
Equilibria in chemical Share the design of the experiment to the class through different media.

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

equilibrium constant from process: Dynamic Asking Questions and Defining Problems
law of mass action. equilibrium: Explanation Ask questions and define problems to design a chemical process for
xviii. Solve numerical problems of dynamic nature industry to optimise the product and save time using the knowledge of
by applying the expression ofchemical reaction in chemical equilibrium.
of equilibrium constant or equilibrium, Concept of Planning and Carrying Out Investigations
law of equilibrium. chemical equilibrium: Plan to design an experiment.
xix. Design and carryout an Explanation of concept of Analyzing and Interpreting Data Analyse the design of the
experiment to verify Le chemical equilibrium experiment.
Chatelier’s principle. using graph and examples, Constructing Explanations and Designing Solutions
main features of chemical Construct explanations and design solutions based on the design of the
xx. Design a model of a equilibrium, Law of experiment.
chemical process for an
chemical equilibrium from Obtaining, Evaluating, and Communicating
industry to optimise the
law of mass action: Information
product and save time using
Deduction of expression Share the design of the experiment to the class through different media.
the knowledge of chemical
for law of chemical Analyzing and Interpreting Data
equilibrium.
equilibrium from law of Analyse the biological significance of chemical equilibrium.
xxi. Analyse the biological mass action, deduction of Analyzing and Interpreting Data
significance of chemical expressions for Determine the phase,
equilibrium. equilibrium constant ‘KC’ components and degree of freedom
xxii. Determine the phase, and ‘Kp’ for homogenous of the system using Gibbs’ phase rule.
components and degree of and heterogeneous Engaging in Argument From Evidence
freedom of the system reactions, relation Compare true equilibrium and metastable equilibrium using examples.
using Gibbs’ phase rule. between KC and Kp, units Developing and Using Models
xxiii. Compare true equilibrium and calculations of KC Explain the phase diagram of the water system by constructing a
and metastable equilibrium and Kp, Le Chatelier’s model.
with examples. principle: Effects of Analyzing and Interpreting Data
xxiv. Explain the phase diagram change in concentration, Analyse the relationship between vapour pressure and boiling point.
of the water system by pressure and temperature Analyzing and Interpreting Data
constructing a model. on the position of Interpret Raoult’s law to explain the lowering of vapour pressure due
xxv. Analyse the relationship equilibrium in to the presence of non-volatile solute. Developing and Using Models
between vapour pressure homogeneous reactions Construct a model of a cooking system for domestic use
and boiling point of a and applications). based on the principles of Raoult’s law.
substance. 3.4. Phase Equilibria Asking Questions and Defining Problems
3.4.1 Phase and phase Diagram Ask questions and define problems to design an experiment to
xxvi. Interpret Raoult’s law to
(Scope: Explanation of the terms investigate the properties of ideal and non- ideal solutions.
explain the lowering of
phase, components and Planning and Carrying Out Investigations
vapour pressure due to the
degree of freedom with Plan to design an experiment.
presence of non-volatile
examples, Equilibrium: Analyzing and Interpreting Data Analyse the design of the
solute.
Definition of true experiment.
xxvii. Construct a model of a equilibrium and Constructing Explanations and Designing Solutions
cooking system for

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domestic use based on the metastable equilibrium Construct explanations and design solutions based on the design of the
principles of Raoult’s law. with examples, Phase experiment.
xxviii. Design an experiment to diagram: Explanation of Obtaining, Evaluating, and Communicating
investigate the properties phase diagram, definition Information
of ideal and non-ideal and representation of Share the design of the experiment to the class through different media.
solutions. invariant system, Analyzing and Interpreting Data
xxix. Interpret graphs to explain univariant system and Interpret graphs to explain positive and negative
positive and negative bivariant system in phase deviations from an ideal solution in terms of intermolecular forces.
deviations from an ideal diagram, Phase diagram Developing and Using Models
solution in terms of of water system: Construct vapour pressure and composition curves based on the
intermolecular forces. Interpretation of phase concept of Raoult’s law and Dalton’s law of partial pressures.
diagram of water system) Asking Questions and Defining Problems
xxx. Construct vapour pressure 3.4.2 Vapour Pressure, Law of Ask questions and define problems to experiment to investigate the
and composition curves
Vapour Pressure and Law properties of azeotropes
based on the concept of
of Partial Pressure. Planning and Carrying Out Investigations
Raoult’s law and Dalton’s
(Scope:Vapour pressure of Plan to design an experiment to investigate the properties of
law of partial pressures.
a liquid: Definition of azeotropes.
xxxi. Design and carry out an vapour pressure of liquid, Analyzing and Interpreting Data
experiment to investigate Raoult’s law: Statements Analyse the design to investigate the properties of azeotropes..
the properties of and expressions of Constructing Explanations and Designing Solutions
azeotropes. Raoult’s law for dilute Construct explanations and design solutions based on the experiment to
xxxii. Relate the knowledge of solutions of non-volatile investigate the properties of azeotropes.
vapour pressure and solutes, expression for Obtaining, Evaluating, and Communicating Information
boiling point to explain relative lowering of Share the design of the experiment to investigate the properties of
fractional distillation. vapour pressure, azeotropes.
xxxiii. Apply the knowledge of numerical problems, Analyzing and Interpreting Data
fractional distillation to Dalton’s law of partial Relate the knowledge of vapour pressure and boiling point to explain
construct a physical pressure: Statement and fractional distillation.
model of fractionating expression of Dalton’s law Developing and Using Models
column that may be used of partial pressure). Apply the knowledge of fractional distillation to
in the industries. 3.4.3 Ideal and non-ideal construct a physical model of fractionating column that may be used in
solutions (Scope: the local industries.
Explanation of ideal and
non-ideal solutions using
vapour pressure-
composition curves,
explanation of negative
and positive deviations
from ideal solution,
Azeotropes: Definition of

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

azeotropes, explanation of
types of azeotropes with
examples, Fractional
distillation: Explanation of
principle of fractional
distillation for ideal
solution) and
applications).

Class-wise Competency (Class XII)

By the end of class XII, a learner should be able to:
1. Classifying Materials
• apply the concept of ionic equilibria in relation to industries, environment, agriculture, food products and human health.
• relate the knowledge of Nuclear Chemistry to evaluate the application and impact of nuclear materials with reference to medicine,
defence, engineering and source of energy.
• apply the knowledge of chemical kinetics to evaluate its significance in the field of industry, cosmology, geology, biology, engineering
etc.
• relate the concept of thermodynamics to heat, work and interconversion of energy in understanding the physical and chemical processes
taking place in the universe.

3. Material and Change

• apply the knowledge of organic compounds and their interconversion to relate their importance and impact in daily life.
• narrate the nutritional value of amino acids to practice healthy dietary habit.

3. Patterns in Chemistry.
• Relate the principle of colligative properties to day-to-day applications in improving the quality of life.
• Apply the knowledge of coordination chemistry to enhance the production in industries and understand the functioning of biological
systems.
• Apply analytical techniques for qualitative and quantitative analysis in industries, research, space and forensic science.

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

Learning Objectives and Contents_ Materials and their Properties (Class XII)
Table 10: Learning Objectives and Dimension for Classifying Materials
Process/Essential Skills
Learning Objectives Core Concepts
Society and
Scientific Methods and Engineering
Technology
i. Explain ionic equilibrium and 1. Classifying Materials Using Mathematics, Information and Exploring
dissociation of electrolytes using Computer Technology, and Digital Resources
simulation. 1.1 Acid-base Equillibria
Computational Thinking Deduce the Explain ionic
ii. Deduce the mathematical 1.1.1 Ionic equilibria and
degree of dissociation mathematical expression of degree of equilibrium and
expression for degree of
dissociation. (Scope: dissociation of dissociation. dissociation of
iii. Explore factors that affect the electrolytes in aqueous Using Mathematics, Information and electrolytes using
degree of dissociation. solution, degree of Computer Technology, and simulation.
iv. Derive the mathematical dissociation: definition, Computational Thinking Derive the Exploring Digital
expression for Ostwald’s dilution mathematical expression for Ostwald’s Resources
factors, derivation and
law to draw the relationship dilution Law to draw the relationship
statement of Ostwald’s Explore factors
between degree of dissociation
dilution law, calculations) between degree of dissociation and that affect the
and concentration of solution for
weak electrolytes. 1.1.2. Acid- Base concept concentration of solution for weak degree of
v. Solve numerical problems based and Strength of acid and electrolytes. dissociation using
on Ostwald’s dilution law. base Using Mathematics, Information and relevant sources.
vi. Interpret different values of Ka Computer Exploring Digital
(Scope: acid-base concept:
and Kb of acids and bases to Technology, and Computational Thinking Resources
predict their strength. Bronsted-Lowry concept of
Solve numerical problems based on Explore
vii. Solve numerical problems based acid and base: explanation
Ostwald’s dilution law using mathematical Bronsted- Lowry
on Ka and Kb using relevant of conjugate acid-base pairs
mathematical expression and data. expression and the data. Analyzing and concept of acid and
with examples: Lewis
viii. Explore Bronsted-Lowry concept Interpreting Data base.
concept of acids and bases:
of acid and base from relevant Interpret different values of Ka and Kb of acids Exploring Digital
explanation of Lewis
sources. and bases to predict their strength. Resources Explore
concept with examples,
ix. Draw illustrations of chemical Using Mathematics, Information and the characteristics of
equations to explain conjugate strength of acid and base:
Computer pH indicators to
acid-base pairs. ionisation constant of acid
Technology, and Computational Thinking predict their

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

x. Convert mathematical expression ‘Ka’ and base ‘Kb’, Solve numerical problems based on Ka suitability for
of ionic product of water (Kw) into significance of Ka and Kb, and Kb using relevant mathematical different types of acid
a statement. calculations). base titrations.
expression and data. Developing and
xi. Derive the mathematical expression 1.1.3 Ionic Product of Using Models
for pH and pOH from their Water Digital
Draw illustrations of chemical equations
statements. (Scope: pH, pOH, expression Resources
to explain conjugate acid-base pairs
xii. Use mathematical expressions and and numerical problems, pH Explore
Using Mathematics, Information and
the data to solve numerical indicators). electrode
Computer
problems based on pH and pOH. 1.1.4. Neutralization and potential and
Technology, and Computational Thinking
xiii. Demonstrate the body’s natural Buffer solution (Scope: different parts
Convert mathematical expression of ionic
buffer system using acid and base. strong acid vs. strong base, of an
weak acid vs. strong base, product of water (Kw) into a statement.
xiv. Apply the knowledge of volumetric electrochemical
analysis and neutralization reaction strong acid vs. weak base, Using Mathematics, Information and
Computer cell.
to design an experiment to compare weak acid vs. weak base, Exploring Digital
the effectiveness of two or more Buffer solution: preparation Technology, and Computational Thinking
of buffer solution, types of Derive the mathematical expression for pH Resources Explain
samples of antacids.
buffer solution, buffer action, and pOH from their statements. the construction and
xv. Explore the characteristics of pH working of SHE as a
applications of buffer) Using Mathematics, Information and
indicators to predict their suitability
Computer reference electrode
for different types of acid base
Technology, and Computational Thinking by using simulation.
titrations.
xvi. Design an experiment to Use mathematical expressions and the
Promoting
investigate buffer action of buffer data to solve numerical problems based
Socio-cultural,
solutions. on pH and pOH. Analyzing and
xvii. Apply the knowledge of buffers Economic,
Interpreting Data
to formulate different Environmental
Apply the knowledge of volumetric and
combinations of chemicals for and Human
and neutralization to design an experiment
preparing a buffer, which may be Values
used as a dialysis solution. to compare the effectiveness of two or
Write the historical
more samples of antacids. Asking
xviii. Analyze the importance of acid, narratives of the
base, and buffer in relation to Questions and Defining Problems discovery of
environment, agriculture, human Ask questions and define problems to radioactive
health and food industries. design an experiment to investigate substances and its
buffer action of buffer solutions. impact on human
Planning and Carrying Out Investigations life, society and

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

xix. Explain electrode potential and Plan to carry out the experiment. environment
different parts of an Analyzing and Interpreting Data Exploring
electrochemical cell after Analyse the experiment designed Digital Resources
exploring from relevant sources. 1.2 Redox Equillibira Constructing Explanations and Explore the
xx. Explore the working of the 1.2.1 Electrochemical cell
Designing Solutions properties of
electrochemical cell by designing (Scope: construction of Daniel
cell, flow of electrons and Construct explanations and design radioactive rays.
a galvanic cell which can provide
mechanism of current solutions based on the experiment. Exploring Digital
energy to run a wall clock, light
LED bulb, etc. production, oxidation half-cell Obtaining, Evaluating, and Resources Explain
reaction, reduction half-cell Communicating modes of decay by
xxi. Represent oxidation half-cell, reaction, net cell reaction, Information using nuclear
reduction half-cell and net cell types of electrode potential,
reaction for the galvanic cell. Share the experiment to the class equations.
factors affecting electrode through different media.
xxii. Conduct an experiment to potential, uses, impact on Exploring Digital
investigate factors affecting the Analyzing and Interpreting Data Resources Explain
health and environment)
electrode potential. 1.2.2 Electrochemical series Apply the knowledge of buffers to nuclear
xxiii. Explain the construction and and e.m.f of the cell formulate different combinations of transmutation
working of SHE as a reference (Scope: application of chemicals for preparing a buffer which may using simulation.
electrode by using electrochemical series, be used as a dialysis solution.
simulation/video. construction of standard Promoting Socio-
xxiv. Calculate e.m.f of a galvanic cell hydrogen electrode Planning and Carrying Out cultural,
at standard conditions using SHE/NHE, measurement of Investigations Plan to carry out the Economic,
mathematical expression and the standard electrode experiment by designing a galvanic cell Environmental
data. potential using SHE, which can provide enough power to run and Human
xxv. Compare the e.m.f. values of
calculation of e.m.f. of a the wall clock. Values
metals in electrochemical series to
galvanic cell under Analyzing and Interpreting Data Evaluate the
design a container that may be
used to store metal salt solutions standard conditions, Explore the working of the electrochemical significance of
in the laboratory. calculation of e.m.f. of a cell radioactive
xxvi. Apply Nernst equation in relation galvanic cell under non- Analyzing and Interpreting Data substances with
to the standard e.m.f. value to standard condition using Represent oxidation half-cell, reduction reference to energy
calculate the e.m.f. of galvanic half-cell and net cell reaction for the source, medicine,
Nernst equation,
cell at non-standard conditions. galvanic cell. research, agriculture,
xxvii. Evaluate use of electrochemical
application of
Asking Questions and Defining Problems environment and
cell in an electric car in terms of electrochemical cells in
Ask questions and define problems to politics.
general)

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

energy efficiency, renewability conduct an experiment to investigate Exploring Digital

and environmental impact. factors affecting the electrode Resources
potential Investigate the rate
xxviii. Write the historical narratives of
Planning and Carrying Out Investigations of reaction
the discovery of radioactive Plan to carry out the experiment.
substances, their uses and impact in relation to rate
Analyzing and Interpreting Data equation and rate
on health, environment and
international politics. 1.3 Nuclear Chemistry Analyse the experiment designed constant by using
xxix. Explore the properties of 1.3.1 Radioactive elements: Constructing Explanations and simulation.
radioactive rays. (Scope: brief history on Designing Solutions
xxx. Interpret the stability of different discovery of radioactive Construct explanations and design
elements using serge chart. elements). Exploring Digital
solution based on the experiment.
xxxi. Explain modes of radioactive 1.3.2 Nature of Radioactive Resources Explore
Obtaining, Evaluating, and
decay by using nuclear equations. Elements Communicating characteristics of rate
xxxii. Apply the knowledge of modes of (Scope: Brief description of constant using
decay to state group displacement Information
n/p ratio with reference to relevant sources.
law. Share the experiment to the class
stability of isotopes). Exploring Digital
xxxiii. Explain nuclear transmutation through different media.
1.3.3 Types and Properties Resources Explore
using simulation, video, etc. Using Mathematics, Information and zero, first and second
xxxiv. Solve numerical problems based of Radioactive Rays Computer Technology, and order of reaction and
on half-life of radioactive (Scope: penetrating power,
Computational Thinking Calculate
elements. the units of rate
ionization energy, biological
e.m.f of a galvanic cell at standard constant using
xxxv. Evaluate the significance of damage).
radioactive substances with conditions using mathematical graphs and relevant
1.3.4 Modes of Decay, Group
reference to energy source, expression and the data. mathematical data.
Displacement Law and
medicine, research, agriculture, Asking Questions and Defining Problems
environment and politics. Transmutation
Ask questions and define problems to Exploring Digital
xxxvi. Argue for and against the use of (Scope: equations for
conduct to design a container that may be Resources Explain
nuclear weapons in the world. radioactive decay, half-life of
used to store metal salt solutions in the the rate
radioactive elements, and
laboratory. determining step in
illustration with examples of
Planning and Carrying Out Investigations a multi-step
group displacement law,
Plan to carry out the chemical reaction
transmutation: nuclear
experiment. Analyzing by using analogy.
reaction).
and Interpreting
1.3.5 Tracer Elements and
Data Analyse the Exploring Digital
Their Uses

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

(Scope: Phosphorus 30 and container designed Resources Explain

32, iodine 131, cobalt 60, Constructing Explanations and Designing open, closed and
xxxvii. Investigate the rate of reaction in sodium 24). Solutions isolated systems by
relation to rate equation and rate
Impacts of nuclear materials Construct explanations and design using relevant
constant by using simulation. on health, environment and
xxxviii. Explore characteristics of rate solution based on the container designed. devices.
international politics. Obtaining, Evaluating, and
constant. Exploring Digital
xxxix. Explain collision theory. Communicating Information Resources
1.4 Chemical Kinetics Share the experiment to the class through
xl. Classify reactions based on Compare intensive
1.4.1 Rate of reaction different media.
molecularity. and extensive
xli. Apply the knowledge of the (Scope: rate law equation, Using Mathematics, Information and
definition and units of rate systems by using
factors affecting the rate of Computer
reaction to design chemical constant, characteristics of analogy.
Technology, and Computational Thinking
processes for industry to save time rate constant, Collision Apply Nernst equation in relation to the Exploring Digital
and optimize product. theory, factors affecting the standard e.m.f value to calculate the e.m.f. Resources
xlii. Explore zero, first and second rate of reaction (nature of
order of reaction and the units of of galvanic cell at non- standard conditions.
reactants, concentration of Analyzing and Interpreting Data Explain reversible,
rate constant using graphs and
relevant mathematical data. reactants, surface area of Evaluate use of electrochemical cell in an irreversible and
xliii. Explain the rate determining step reactants, catalyst, electric car in terms of energy efficiency, thermodynamic
in a multi-step chemical reaction temperature, light). processes by using
renewability and environmental impact.
by using analogy. analogy. Exploring
1.4.2 Molecularity and Asking Questions and Defining Problems
xliv. Determine the order of reaction Digital Resources
Order of Reaction Ask questions and define problems to
and rate constant by using the Explore the
(Scope: definition and conduct to design an electrochemical cell
mathematical expression and limitations of the first
experimental data. classification of molecularity using lemons to light a torch bulb law of
xlv. Carry out Chemistry project based with examples, order of Planning and Carrying Out Investigations thermodynamics.
on chemical kinetics. reaction: zero, first and Plan to carry out the experiment. Exploring Digital
xlvi. Design and carry out an second order of reaction, Analyzing and Interpreting Data Resources Explore
experiment to investigate the rate vs. concentration graph Analyse the electrochemical cell different physical and
factors affecting the rate of for zero, first and second
reaction. designed. Constructing chemical processes in
order, rate determining steps Explanations and Designing the surrounding to
and reaction mechanism, Solutions identify spontaneous
units of rate constants, Construct explanations and design and non-spontaneous
xlvii. Explain open, closed and isolated experimental determination solution based on the electrochemical cell processes.
systems by using relevant devices. Exploring Digital

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

xlviii. Compare intensive and extensive of order of reaction: designed. Resources

properties of a system using determination of rate Obtaining, Evaluating, and Explain entropy
analogy. equation by initial Communicating in relation to its
xlix. Explain reversible, irreversible
concentration method). Information significance in
and thermodynamic processes
using simulation, videos, analogy Share the design to the class through nature by using
etc. different media. simulation or
l. Derive the equation for change in
1.5 Thermodynamics Analyzing and Interpreting Data video.
internal energy. 1.5.1 Basic Terms in Identify different chemical reactions to
Exploring Digital
li. Calculate heat and work done of a Thermodynamics classify
Resources
system using mathematical (Scope: types of system: molecularity of reactions using relevant
expression and the given data. Open system, closed system, resources. Explore the
lii. Convert the statement of the first isolated system, Asking Questions and Defining Problems statements of the
law of thermodynamics into Macroscopic properties of a Ask questions and define problems to second law of
mathematical expression. thermodynamics.
system: Intensive and design an experiment to investigate the
liii. Explore the limitations of the first
law of thermodynamics. extensive systems, Types of factors affecting the rate of reaction.
liv. Design an experiment to processes: Reversible and Planning and Carrying Out Investigations
investigate enthalpy change in a irreversible processes, Plan to carry out the
chemical reaction. thermodynamic processes- experiment. Analyzing
lv. Establish the relationship between isothermal, adiabatic, and Interpreting
enthalpy and internal energy using isobaric, isochoric, cyclic Data Analyse the
relevant mathematical expression.
processes). experiment designed.
lvi. Calculate enthalpy and internal
energy for chemical reactions 1.5.2 First Law of Constructing Explanations and Designing
using mathematical expression Thermodynamics Solutions
and the data. (Scope: statement, Construct explanations and design
lvii. Explore different physical and mathematical form of the solution based on the experiment.
chemical processes in the law, limitations, Internal Obtaining, Evaluating, and
surrounding to identify Energy: Definition, internal Communicating
spontaneous and non-spontaneous
energy change, Heat and Information
processes.
work: Positive and negative Share the experiment to the class
heat, work done in through different media.
isothermal reversible and Analyzing and Interpreting Data
irreversible processes, Interpret the stability curve to explain

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Biology (IX-XII) Science Curriculum Framework (PP-XII)

Enthalpy: Definition, radioactive disintegration of

enthalpy change in chemical radioactive elements.
reaction, relationship
between enthalpy and Analyzing and Interpreting Data
internal energy, numerical Apply the knowledge of modes of decay to
problems). state group displacement law.
1.5.3 Entropy Engaging in Argument From Evidence
(Scope: definition of Argue for and against the use of nuclear
entropy, change in entropy weapons in the world.
in reversible process, Analyzing and Interpreting Data
spontaneous and non- Identify different chemical reactions to
spontaneous processes: classify
definition of spontaneous molecularity of reactions using relevant
and non-spontaneous resources.
processes with examples, Asking Questions and Defining Problems
factors that determine the Ask questions and define problems to
feasibility, or spontaneity of design an experiment to investigate the
process). factors affecting the rate of reaction.
1.5.4 Second Law of Planning and Carrying Out Investigations
Thermodynamics Plan to carry out the
(Scope: statements of the experiment. Analyzing
law, Gibb’s free energy and and Interpreting
numerical problems). Data Analyse the
experiment designed.
Constructing Explanations and Designing
Solutions
Construct explanations and design
solution based on the experiment.
Obtaining, Evaluating, and
Communicating
Information
Share the experiment to the class

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Biology (IX-XII) Science Curriculum Framework (PP-XII)

through different media.

Constructing Explanations and Designing
Solutions
Apply the knowledge of the factors
affecting the rate of reaction to design
chemical processes for industry to save
time and optimize products.
Using Mathematics, Information and
Computer Technology, and
Computational Thinking Determine the
order of reaction and rate constant by
using the mathematical expression and
experimental data.
Analyzing and Interpreting Data
Verify experimentally any order of reactions
using the
resources available in the laboratory.
Using Mathematics, Information and
Computer
Technology, and Computational Thinking
Derive the equation for change in internal
energy by using the statement of internal
energy.
Using Mathematics, Information and
Computer
Technology, and Computational Thinking
Apply mathematical expressions and data
to calculate heat and work done in a
system.
Using Mathematics, Information and
Computer Technology, and
Computational Thinking Convert the

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Biology (IX-XII) Science Curriculum Framework (PP-XII)

statement of the first law of

thermodynamics into mathematical
expressions. Asking Questions and
Defining Problems
Ask questions and define problems
to design an experiment to
investigate enthalpy change in a
chemical reaction.
Planning and Carrying Out
Investigations
Plan to carry out the experiment.
Analyzing and Interpreting
Data Analyse the experiment
designed. Constructing
Explanations and Designing
Solutions
Construct explanations and design
solution based on the experiment.
Obtaining, Evaluating, and
Communicating
Information
Share the experiment to the class
through different media.
Using Mathematics, Information and
Computer Technology, and
Computational Thinking Establish the
relationship between enthalpy and
internal energy using relevant
mathematical expressions.
Using Mathematics, Information and
Computer Technology, and
Computational Thinking Calculate

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Biology (IX-XII) Science Curriculum Framework (PP-XII)

enthalpy and internal energy for chemical

reactions using mathematical expression
and the data. Using Mathematics,
Information and Computer Technology,
and Computational Thinking
Solve numericals using the expression of
Gibb’s free energy.
Asking Questions and Defining
Problems Ask questions and define
problems to design a thermos flask using
the principle of thermodynamics.
Planning and Carrying Out
Investigations
Plan to design a thermos flask
Analyzing and Interpreting Data
Analyse the thermos flask
designed. Constructing
Explanations and Designing
Solutions
Construct explanations and design
solution based on the thermos flask
designed.

Obtaining, Evaluating, and

Communicating
Information
Share the thermos flask to the class

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

Learning Objectives and Contents_ Materials and their Properties (Class XII)
Table 11: Learning Objectives and Dimension for Materials and Change
Process/Essential Skills
Learning Objectives Core Concepts
Society and
Scientific Methods and Engineering
Technology
2. Materials and Change Asking Questions and Defining Problems Exploring
i. Write structural formula of carbonyl
compounds and apply IUPAC rules 2.1 Carbonyl Compounds Ask questions and define problems to Digital
to name them. 2.1.1. Nomenclature of design an experiment to investigate the Resources
carbonyl compounds (Scope: physical and chemical properties of
ii. Design an experiment to carry out Explore
the preparation of aldehydes and common naming system and aldehydes and ketones. properties and
ketones. IUPAC system of aldehydes Planning and Carrying Out Investigations uses of
Design experiments to investigate (formaldehyde, acetaldehyde, Plan to carry out investigation on the
iii. carbonyl
the physical and chemical properties benzaldehyde) and ketones physical and chemical properties of the compounds
of aldehydes and ketones. (acetone)). aldehydes and ketones. using relevant
iv. Design 3D model of any carbonyl 2.1.2. Preparation and Analyzing and Interpreting Data sources.
compounds using ICT or any other Properties of Carbonyl Analyse and interpret the experimental Exploring
materials. Compounds design. Digital
v. Explore the uses of aldehydes and ( Scope: preparation of Constructing Explanations and Designing Resources
ketones using relevant sources. aldehydes: Solutions Construct an explanation based Explore
vi. Research to extract chemical formaldehyde from on the design of the experiment. uses of carboxylic
substances containing aldehydes methanol, acetaldehyde acids using
Obtaining, Evaluating, and Communicating
from local plants that can be used as from ethanol, relevant sources.
preservatives, insecticides, perfumes Information
benzaldehyde from Share the information to the class using Exploring
and vaccines.
toluene, Physical different media. Digital
vii. Analyze the presence of
properties of aldehydes: Asking Questions and Defining Problems Resources
formaldehyde in dry fish, vegetables
and other products and find its Physical state, colour, Ask questions and define problems to extract explore the uses
impact on health. odour, solubility, insecticide from local plants that contain of carboxylic
melting points and aldehydes. derivatives
boiling points, polar Planning and Carrying Out Investigations through
nature of carbonyl Plan and carry out the research to extract relevant
group, dipole moment insecticide from local plants that contain sources.

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Biology (IX-XII) Science Curriculum Framework (PP-XII)

of aldehyde, Chemical aldehyde. Promoting

properties of aldehydes: Analyzing and Interpreting Data Socio-cultural,
Oxidation of aldehydes Analyse the data collected from the Economic,
with acidified K2Cr2O7, research. Constructing Explanations and Environmental
Tollen’s reagent and Designing Solutions Construct explanations and Human
Fehling’s solution, from the data analysed and design a solution Values
reduction of aldehydes based on the research on insecticide. Design a
with NaBH4, addition Obtaining, Evaluating, and prototype to
reaction of aldehydes Communicating Information produce biofuel
with HCN, Cannizzaro Share the information through different media. from local
reaction (formaldehyde organic waste
and benzaldehyde), Using Mathematics, Information and that may solve
Iodoform test for Computer energy
aldehydes, uses of Technology, and Computational problems in the
aldehydes, preparation Thinking Apply IUPAC rules to locality.
of ketones: acetone name carboxylic acids. Asking Promoting
from isopropyl alcohol, Questions and Defining Socio-cultural,
physical properties of Problems Economic,
ketones: Physical state, Ask questions to design an experiment to Environmental
colour, odour, and Human
demonstrate the preparation of carboxylic
Values
solubility, melting acids.
Evaluate the
points and boiling Planning and Carrying Out environmental
points, polar nature of Investigations Plan to design an significance of
carbonyl group, dipole experiment to demonstrate the biofuel.
moment of ketones, preparation of carboxylic acids. Exploring
chemical properties of Analyzing and Interpreting Data Digital
ketones: reduction of Analyse the experimental design to Resources
ketones with NaBH4, demonstrate the preparation of Explore the uses
addition reaction of carboxylic acid. and the factors
ketones with HCN, Constructing Explanations and Designing affecting the
Iodoform test for Solutions basic strength of
ketones, uses of ketone Construct an explanation from the amines.

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

compounds). experimental design. Obtaining, Exploring

Evaluating, and Communicating Digital
2.2 Carboxylic Acids Information Resources
2.2.1. Nomenclature of Share the experimental design to the Examine the
carboxylic acids (Scope: class through different media. optical properties
common naming system Asking Questions and Defining Problems and amphoteric
and IUPAC system (formic Ask questions and define problems to nature of amino
acid, acetic acid, benzoic design an experiment to investigate the acids in relation
acid and oxalic acid). to its biological
physical and chemical properties of
2.2.2.Preparation and significance.
carboxylic acid
viii. Write the structural formula and Properties of carboxylic Planning and Carrying Out Investigations
apply IUPAC rules to name acids Plan to design an experiment to investigate
carboxylic acids. (scope: preparation of formic the physical and chemical properties of
ix. Explore and design an experiment to acid from methanol, carboxylic acid.
prepare carboxylic acids. preparation of acetic acid
Analyzing and Interpreting Data
from ethanol, preparation of
x. Correlate the variation in physical oxalic acid from cane sugar, Analyze and interpret the experimental design.
properties of carboxylic acids with preparation of benzoic acid Constructing Explanations and Designing
their structure. from benzyl alcohol, physical Solutions
xi. Compare the relative strength of properties of carboxylic acid: Construct an explanation based on the design of
different carboxylic acids. physical state, colour, odour, the experiment.
xii. Design and carry out an experiment solubility in water due to Obtaining, Evaluating, and Communicating
to extract vinegar from fruits that hydrogen bonding, boiling Information
contain acetic acid and explore its points and melting points of Share the information to the class using
uses. carboxylic acid, chemical different media.
properties of carboxylic acid:
neutralization reaction of Using Mathematics, Information and
carboxylic acids with NaOH,
Computer Technology, and Computational
Na2CO3 and NaHCO3,
esterification reaction with Thinking
ethanol, uses of carboxylic Apply IUPAC rules to name derivatives of
acids). carboxylic acid.
2.3 Carboxylic Acid Asking
Derivatives Questions and Defining Problems
2.3.1 Acyl halides-Acetyl

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

Chloride (Scope: Ask questions to design an experiment to

nomenclature: common demonstrate the preparation of derivatives
naming system and IUPAC of carboxylic acids. Planning and
naming system of acyl Carrying Out Investigations
halides, preparation of Plan to design an experiment to
acetyl chloride: from glacial demonstrate the preparation of
acetic with PCl5 and SOCl2, derivatives of carboxylic acids.
Physical properties of acetyl Analyzing and Interpreting Data
xiii. Write structural formula and apply chloride: Physical state, Analyse the experimental design to
IUPAC rules to name derivatives of smell, solubility and boiling demonstrate the preparation of derivatives of
carboxylic acid. point, Chemical properties carboxylic acid. Constructing Explanations
xiv. Design an experiment to prepare of acetyl chloride: and Designing Solutions Construct an
derivatives of carboxylic acids. mechanism of nucleophilic explanation from the experimental design.
xv. Design an experiment to investigate addition elimination Obtaining, Evaluating, and
the physical and chemical properties reaction, hydrolysis, Communicating Information
of derivatives of carboxylic acids. alcoholysis, ammonolysis, Share the experimental design to the
xvi. Explore the uses of carboxylic acid reaction with ethyl amine, class through different media.
derivatives through relevant sources. uses of acetyl chloride). Asking Questions and Defining Problems
xvii. Study the chemical composition in 2.3.2 Esters- ethyl acetate Ask questions to investigate the physical
the different types of soap samples (Scope: common naming
available in the market to compare and chemical properties of derivatives of
system and IUPAC naming carboxylic acids.
the quality of the product.
system of esters, Planning and Carrying Out Investigations
xviii. Apply the knowledge of the
Preparation of ethyl Plan to design an experiment to investigate the
chemical composition and
acetate: From glacial acetic physical
saponification to prepare a soap
sample that may be used in a and ethanol in the presence and chemical properties of derivatives of
community. of conc. H2SO4, Physical carboxylic acids.
xix. Research on the quality of fats properties of ethyl acetate: Analyzing and Interpreting Data
consumed by Bhutanese to assess Physical state, boiling point Analyse the experimental design to
the health risk associated with fats. and solubility, Chemical investigate the physical and chemical
xx. Design a prototype to produce properties of ethyl acetate: properties of derivatives of carboxylic
biofuel from oils, fats and local Hydrolysis in acidic and acids.
alkaline medium, Constructing Explanations and Designing

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Biology (IX-XII) Science Curriculum Framework (PP-XII)

organic waste that may solve energy saponification, uses of ethyl Solutions Construct an explanation from the
and environmental problems. acetate) experimental design. Obtaining,
2.3.3 Fats and Oils (Scope: Evaluating, and Communicating
definition of saturated and Information
unsaturated fats, health risk Share the experimental design to the
of saturated fats, Biodiesel: class through different media.
Manufacture of biodiesel Analyzing and Interpreting Data
from reaction between study the chemical composition in the
carboxylic acid and different types of soap samples available in
methanol) the market to compare the quality of the
2.3.4 Alkanamides- Acetamide product.
( Scope: nomenclature: Asking Questions and Defining Problems
common naming system, Ask questions to prepare a soap based on the
IUPAC naming system of
knowledge of saponification that can be used
alkanamides, Preparation of
acetamide: distillation of in a community. Planning and Carrying
ammonium acetate in presence Out Investigations
of glacial acetic acid, Physical Plan to prepare a soap using the
properties of acetamide: knowledge of saponification.
Physical state, solubility, Analyzing and Interpreting Data
odour, melting and boiling Analyse the soap prepared.
points, Chemical properties of Constructing Explanations and Designing
acetamide: Hydrolysis in Solutions Construct an explanation for the soap
acidic medium and alkaline prepared. Obtaining, Evaluating, and
medium, reduction in presence Communicating Information
of sodium-metal and absolute
Advertise the soap through different media.
alcohol, Hoffman’s
degradation reaction and its Asking Questions and Defining Problems
significance in organic Ask questions to research the quality of fats
synthesis, uses of acetamide). consumed by Bhutanese and analyse the health
risk associated with fats.
2.4 Amines Planning and Carrying Out Investigations
2.4.1. Classification and Plan to carry out the investigation
nomenclature of Amines Analyzing and Interpreting Data
(Scope: Classification of Analyse the data collected through the

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

amines:aliphatic amines, investigation. Constructing Explanations

aromatic amines, and Designing Solutions Construct an
Nomenclature of amines: explanation and design a solution based on
common naming system,
the data analyzed.
IUPAC naming system).
2.4.2. Preparation and Obtaining, Evaluating, and Communicating
properties of Amines Information
Scope: preparation of Share the information through different media.
amines: Preparation of
methyl amine from Developing and Using Models
xxi. Use 2D/3D molecular models to methyl iodide in excess Use 2D/3D molecular models to compare
compare aliphatic amines such as of alcoholic ammonia, aliphatic amines such as primary, secondary
primary, secondary and tertiary preparation of and tertiary amines and aromatic amines.
amines and aromatic amines. Asking Questions and Defining Problems
ethylamine from ethane
xxii. Design an experiment to nitrile, preparation of Ask questions to design an experiment to
demonstrate the preparation of explain the preparation of amines.
aniline from
amines. Planning and Carrying Out Investigations
nitrobenzene, Physical
xxiii. Design experiments to investigate Plan to design an experiment to explain the
properties: Physical
the physical and chemical properties preparation of amines.
of amines. state, colour, odour,
solubility and boiling Analyzing and Interpreting Data
xxiv. Explore the uses and the factors Analyse and interpret the experimental design.
affecting the basic strength of point, Chemical
properties: Reaction of Constructing Explanations and Designing
amines.
Solutions
xxv. Apply the knowledge of factors amines with water and
Construct an explanation based on the design
affecting basic strength of amines to acids, factors affecting
of the
compare the basicity of different basic strength of
experiment.
amines. amines, basic strength
Obtaining, Evaluating, and Communicating
xxvi. Outline the importance of amines in among ammonia,
Information
pharmaceutical industries. primary aliphatic
Share the information to the class using
amine and primary
different media. Constructing Explanations
aromatic amine, uses of
and Designing Solutions Design
amines).
experiments to investigate the physical and
chemical properties of amines.

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

2.5 Amino Acids Analyzing and Interpreting Data

(Scope: general structure and Apply the knowledge of factors affecting
formula of amino acids, basic strength of amines to compare the
nomenclature of amino acids:
basicity of different amines. Constructing
common naming system,
IUPAC naming system, optical Explanations and Designing Solutions
properties: optical activity of Outline the importance of amines in
amino acids, zwitter ion: pharmacological industries.
definition of zwitter ion,
formation of zwitter ion in Developing and Using Models
neutral aqueous solution, Use 2D/3D molecular model of amino acid
amphoteric character of
to explain the structure of amino acids.
amino acids, migration of
zwitter ion in acidic and basic Using Mathematics, Information and
medium, definition of Computer
isoelectric point and Technology, and Computational Thinking
characteristics of isoelectric Apply common and IUPAC naming system
point). for amino acids.
xxvii. Use 2D/3D molecular model of
amino acid to explain the structure Asking Questions and Defining Problems
of amino acids. Ask questions to carry out the
xxviii. Apply common and IUPAC naming investigation of the amphoteric nature
system for amino acids. of amino acids.
xxix. Examine the optical properties and Planning and Carrying Out Investigations
amphoteric nature of amino acids in Plan to investigate the amphoteric
relation to its biological significance. nature of amino acids.
xxx. Research to find out amino acid Analyzing and Interpreting Data
deficiency symptoms among local Analyse and interpret the data collected
population in connection to through the
vegetarian diet to prepare a news
report. investigation.
Constructing Explanations and Designing
Solutions Construct an explanation based
on data collected. Obtaining, Evaluating,
and Communicating Information
Share the information to the class using

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Biology (IX-XII) Science Curriculum Framework (PP-XII)

different media.
Asking Questions and Defining Problems
Ask questions to research on amino acid
deficiency symptoms among Bhutanese
population in connection to vegetarian diet.
Planning and Carrying Out Investigations
Plan to carry out the research.
Analyzing and Interpreting Data
Analyse and interpret data collected
through the investigation.
Constructing Explanations and Designing
Solutions
Construct an explanation based on the
data analysed. Obtaining, Evaluating,
and Communicating Information
Share the information using different media.

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 Biology (IX-XII) Science Curriculum Framework (PP-XII)

Learning Objectives and Contents_ Materials and their Properties (Class XII)
Table 12: Learning Objectives and Dimension for Patterns in Chemistry
Process/Essential Skills
Learning Objectives Core Concepts
Society and
Scientific Methods and Engineering
Technology
3. Patterns in Chemistry Analyzing and Interpreting Data Exploring
i. Deduce the units of Compare molarity, molality, normality Digital Resources
3.1 Colligative Properties
molarity, molality, Exploring
normality and mole 3.1.1 Concentration units of and mole fraction as different units for
expressing the concentration of information on
fraction for expressing solution
colligative properties
concentration of the (Scope: definition, expression solutions. and their
solution. and units of normality, Using Mathematics, Information and applications.
ii. Solve numerical problems molarity, molality and mole Computer Technology, and
related to concentration of fraction, related numerical Computational Thinking Deduce units Exploring Digital
solutions and colligative Resources Explore
problems). of molarity, molality, normality and mole
properties.
3.1.2 Colligative properties of fraction from their respective formulas. the characteristics
iii. Design and carry out an
experiment to prepare solution (Scope: relative lowering Using Mathematics, Information and of transition
standard solutions that can of vapour pressure: Effect of Computer elements using
be used in the laboratory presence of solute in a solution on Technology, and Computational Thinking relevant resources.
based on the principles of vapour pressure, expression of Apply mathematical expressions and
molarity, molality and Raoult’s law, determination of
relevant data to solve problems related to Exploring Digital
normality. RMM, related numerical problems,
elevation in boiling point: effect of concentration of solutions. Using Resources Classify
iv. Determine relative Mathematics, Information and Computer
presence of solute in a solution on ligands on the basis
molecular mass (RMM) of
boiling point: expression, Technology, and Computational of charge and mode
solute using colligative
determination of RMM, related Thinking Establish the relationship between of attachment using
properties.
numerical problems, depression in molarity and normality. relevant sources.
v. Formulate a car coolant,
freezing point: effect of presence of
which does not freeze in Asking Questions and Defining Problems
solute in a solution on freezing
winter based on the Ask questions and define problems to Exploring Digital
point, expression, determination of
principles of colligative design an experiment to prepare standard Resources
RMM by Beckmann’s method,
properties. solutions that can be used in the laboratory Examine different
related numerical problems,
vi. Design a chemical process osmotic pressure: effect of presence based on the principles of molarity, colours exhibited
to show impact of of solute in a solution on osmotic molality and normality. by coordination

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Biology (IX-XII) Science Curriculum Framework (PP-XII)

colligative properties on pressure, expression, determination Planning and Carrying Out Investigations compounds using
taste and quality of food. of RMM, related numerical Plan to carry out the experiment. relevant resources.
problems, Van’t Hoff Factor). Analyzing and Interpreting Data
3.2 Coordination Chemistry Analyse the experiment designed Exploring Digital
3.2.1 Transition Elements and Resources Explore
Constructing Explanations and
Characteristics
Designing Solutions the working
vii. Justify the position of (Scope: position of transition principle,
transition elements in the Construct explanations and design solution instrumentation and
elements in periodic table,
periodic table. based on the experiment. use of TLC, HPLC,
series of transition elements,
viii. Explore the Obtaining, Evaluating, and Communicating mass spectrometry,
characteristics of transition electronic configuration, Information IR spectroscopy and
elements. characteristics of transition NMR spectroscopy
Share the experiment to the class through
ix. Classify ligands on the elements: variable oxidation using relevant
different media.
basis of charge and mode states, formation of coloured resources.
of attachment. Asking Questions and Defining Problems
ions, formation of complex
x. Apply knowledge of Ask questions and define problems to Promoting
compounds, catalytic
Werner’s theory to investigate the industrial importance and
properties). Socio-cultural,
determine the primary and application of concentration units of solutions
3.2.2 Terms in Coordination Economic,
secondary valencies of by interviewing the chemist in AWP or any
Compounds Environmental
coordination compounds. other relevant industry in Bhutan.
xi. Construct 2D/3D models (Scope: definition of central atom and Human
Planning and Carrying Out Investigations
of coordination or ion, ligands, coordination Values interview
Plan to carry out the investigation. a forensic expert
compounds to explain the spheres or coordination entity,
structure of coordination Analyzing and Interpreting Data in JDWNRH or
ionic spheres, coordination
compounds based on Analyse the data collected through the RBP headquarter to
number, oxidation number, charge
Werner’s theory. interview. Constructing Explanations explore the type of
of the complex, chelation,
xii. Apply IUPAC rules to and Designing Solutions analytical technique
denticity, Types of ligands:
name coordination Construct explanations and design solution
complexes and write their Classification on the basis of used in
based on the data collected. investigating the
formula. charge, classification on the basis
Obtaining, Evaluating, and Communicating crime.
xiii. Explain the of mode of attachment).
colours exhibited by Information
3.2.3 Werner’s Coordination
coordination compounds Theory Share the findings to the class.
based on crystal field Asking Questions and Defining Problems
(Scope: postulates of Werner’s
splitting. Ask questions and define problems to design
theory) an experiment to investigate four types of

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Biology (IX-XII) Science Curriculum Framework (PP-XII)

xiv. Evaluate the 3.2.4 Nomenclature of colligative properties.

importance of Coordination Compounds Planning and Carrying Out Investigations
coordination compounds (Scope: Rules for writing the Plan to carry out the
in industries and formula of complex ion or experiment. Analyzing
biological systems.
compound, rules for writing the and Interpreting Data
xv. Construct 2D/3D models
of haemoglobin, IUPAC name and formula of Analyse the experiment
chlorophyll, cis-platin, etc coordination complexes). designed
to relate the importance of 3.2.5 Colour Exhibited by Constructing Explanations and Designing
coordination complexes. Coordination Compounds (Scope: Solutions
xvi. Create a new factors on which colour depends- Construct explanations and design solution
hypothetical 2D/3D model nature of metal ion and nature of based on the experiment.
of a coordination complex ligands, explanation of colour of Obtaining, Evaluating, and Communicating
that may have some
applications in life. complexes using crystal field Information
splitting). Share the experiment to the class through
3.2 .6 Uses of Transition Metal Ion different media.
Complexes Using Mathematics, Information and
(Scope: catalyst, medicine, Computer
reagents, biological importance). Technology, and Computational Thinking
Apply mathematical expressions and the data
to calculate the relative molecular masses of
3.3 Analytical Chemistry non-volatile solutes based on four colligative
3.3.1 Introduction to analytical
properties. Constructing Explanations and
chemistry
Designing
(Scope: Definition and basic steps in
Solutions
analytical chemistry).
Formulate a car coolant which does not freeze
3.3.2 Thin Layer
in winter based on the principles of colligative
Chromatography (TLC)
properties Asking Questions and Defining
(Scope: principle, Rf value,
xvii. Explore the Problems
instrumentation and applications).
definition and basic steps Ask questions and define problems to design a
3.3.3 High Performance Liquid chemical process to show impact of colligative
in analytical techniques.
xviii. Design an
Chromatography (HPLC) properties on taste and quality of food and
experiment to conduct a normality.

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Biology (IX-XII) Science Curriculum Framework (PP-XII)

chemical analysis of a (Scope: principle, instrumentation- Analyzing and Interpreting Data

sample of beverage components of basic HPLC system Justify the position of transition
available in the market. and applications). elements in the periodic table.
xix. Explore the
3.3.4 Spectroscopy Analyzing and Interpreting Data
working principle,
instrumentation and use of (Scope: mass spectrometry: Apply knowledge of Werner’s coordination
TLC, HPLC, mass Principle, instrumentation, theory to determine the primary valency and
spectrometry, IR interpret mass spectrum, and secondary valency of coordination
spectroscopy and NMR applications, Infrared (IR) compounds.
spectroscopy using Spectroscopy: principle, Developing and Using Models
relevant resources.
instrumentation, interpret IR Construct 2D/3D models of molecules of
xx. Analyse the importance of
spectrum and applications, coordination compounds to explain the
NMR in the medical field.
xxi. Interpret mass Nuclear magnetic resonance structure of coordination compounds based on
spectrum and the (NMR) spectroscopy: principle, Werner’s coordination theory. Using
fragmentation pattern of a equivalent and non-equivalent Mathematics, Information and Computer
molecular ion and proton, chemical shift, spin-spin Technology, and Computational Thinking
daughter ions. coupling, (n+1) rule, Apply IUPAC rules to name coordination
xxii. Determine the instrumentation, interpret NMR compounds
molecular mass of an spectra of aliphatic interpret Analyzing and Interpreting Data Evaluate the
organic molecule from its importance of transition metal/coordination
molecular ion peak in a NMR spectra of aliphatic
compounds in chemical industries.
mass spectrum. hydrocarbons and applications).
Developing and Using Models
xxiii. Analyse the Construct 2D/3D models of hemoglobin to
presence of aromatic relate the importance of coordination
compounds present in the complexes in biological systems.
extracts of local plants.
xxiv. Interpret concept Asking Questions and Defining Problems
of equivalent and non-
equivalent proton, Ask questions and define problems to design
chemical shift, spin-spin an experiment to conduct a chemical analysis
coupling and (n+1) rule of a sample of beverage available in the
from NMR spectrum. market.
xxv. Interpret NMR Planning and Carrying Out Investigations
spectra of aliphatic Plan to carry out the
hydrocarbons experiment. Analyzing

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Biology (IX-XII) Science Curriculum Framework (PP-XII)

xxvi. Interview a and Interpreting Data

forensic expert in Analyse the experiment
JDWNRH or RBP designed.
headquarter or Constructing Explanations and Designing
Pharmaceutical Institutes
Solutions
to explore the type of
analytical techniques used. Construct explanations and design solution
based on the experiment.
Obtaining, Evaluating, and Communicating
Information
Share the experiment to the class through
different media.
Analyzing and Interpreting Data
Analyse the importance of NMR in the
medical field using relevant resources.
Analyzing and Interpreting Data
Interpret mass spectra and the fragmentation
pattern of a molecular ion and daughter ions.
Analyzing and Interpreting Data
Determine the molecular mass of an organic
molecule from its molecular ion peak in a mass
spectrum. Asking Questions and Defining
Problems
Ask questions and define problems to
investigate the
presence of aromatic compounds in
local plants.
Planning and Carrying Out
Investigations Plan to carry out the
investigation
Analyzing and Interpreting Data
Analyse the data collected through the
investigation. Constructing Explanations

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Biology (IX-XII) Science Curriculum Framework (PP-XII)

and Designing Solutions

Construct explanations and design solutions
based on the data analysed from the
investigation.
Obtaining, Evaluating, and Communicating
Information
Share the information through the
school journal/national
journal/international journal)..
Analyzing and Interpreting Data
Interprete concept of equivalent and non-
equivalent proton, chemical shift, spin-spin
coupling and (n+1) rule from NMR
spectrum.
Analyzing and Interpreting Data
Interpret NMR spectra of aliphatic
hydrocarbons

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Physics (IX-XII) Science Curriculum Framework (PP-XII)

SECTION D: PHYSICS

12 SECTION D: Physics (Physical Processes)

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 Physics (IX-XII) Science Curriculum Framework (PP-XII)

12. 1 Key Stage 4 (IX-X)

Competency-based Standard
By the end of key stage 4 (class X), learners should be able to:
1. Newtonian Mechanics
1.1. Investigate the concept of force through Newton’s laws of motion and use equations of motion and expression F=ma to solve
problems related to real life experiences.
1.2. Exhibit the clear understanding of theoretical and practical concepts of work, energy, power and moment to relate the concepts in
real life applications.
1.3. Apply the scientific principles and concepts to examine the importance of sustainable and efficient energy use innovations for energy
conservation and security.
1.4. Examine the stability of the body through its centre of gravity and describe its significance and application in everyday activities.
1.5. Study the motion of falling objects through scientific experimentation and become aware of its potential danger to adopt a cautious
attitude of precautions and safety.

2. Fluid Mechanics and Thermal Physics

2.1. Exhibit the understanding of fluid pressure and Pascal’s law and apply the concept to design (conceptual or working model)
infrastructures and hydraulic machines.
2.2. Verify Archimedes principle and recognize its applications to find the volume of objects, in floatation and to design devices and
machines.
2.3. Apply the scientific concepts to design a model of devices and infrastructures to minimize heat loss through different modes of heat
transfer.
2.4. Explore applications of different temperature scales and investigate the quantity of heat in different materials to make a right choice
of materials for different purposes.
2.5. Experiment and explain the principle of calorimetry to verify the law of conservation of energy in an isolated system.

3. Electricity and Magnetism

3.1. Investigate electric current and verify Ohm's law through an experiment to construct the relationship among basic electrical
quantities such as potential difference, current and resistance.
3.2. Explain and apply the concepts of heating effect of current and electric power in different electrical appliances to identify the right
choice of appliances for specific purposes.
3.3. Investigate to substantiate that an electric current can produce a magnetic field and a changing magnetic field can produce an
electric current to understand their applications in many electronic devices.

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4. Waves and Optics

4.1. Apply the concept of refraction and total internal reflection to design simple optical devices that can solve the problem related to
illumination and communication.
4.2. Illustrate the displacement time graph for transverse and longitudinal waves (digitally or physically) to construct relationships
between wavelength and frequency that determines the communication system.
4.3. Examine the properties of electromagnetic (EM) waves and their applications in daily lives to appreciate the advantages of
modern communication systems.
4.4. Integrate scientific and technical information to support the claim that digitized signals are a more reliable way to encode and
transmit information than analog signals.

5. Atomic, Nuclear and Space Physics

5.1. Represent nuclide notation to apply its concept in radioactivity and recognise its application and safety measures.
5.2. Describe the characteristics and environment of the moon to explore the possibilities of settlement on the moon.
5.3. Explore the role of gravitation in the evolution of the universe (stars, solar system, planets) and mankind’s quest, achievement,
and advancement in space exploration.
5.4. Gather evidence to enhance the conceptual understanding of space exploration, space technology and their purposes and design
basic astronomical instruments.

Class-wise Competency (Class IX)

By the end of class IX, learners should be able to:
1. Newtonian Mechanics
● Analyse and communicate the inferences of motion graphs by using mathematics and Computer Assisted Instruction (CAI) tools and apps
to comprehend the nature of motion through graphical representation.
● Use natural phenomena and modern technology to construct concepts on effects of forces in opposite directions and relate them to everyday
life.
● Investigate the concept of momentum experimentally and solve numerical problems using equations of linear motions related to real life
situations.
● Experiment the laws of motion and use the concept to explain the applications of these laws on real-life situations.
● Carry out scientific investigation to substantiate the mathematical relationship among the net force, mass, and acceleration to predict the
motion of an object.

2. Fluid Mechanics and Thermal Physics

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● Experiment and communicate the results of fluid pressure to relate its applications in mechanical and fluid engineering.
● Elucidate phenomena based on the result of an investigation on Archimedes’ principle to comprehend the applications of Archimedes’
principle and principle of floatation and design any model based on Archimedes’ principle and principle of floatation.
● Measure the temperature of the bodies in different scales and convert it from one scale to another scale to understand relationships among
various temperature measuring scales.
● Carry out an experiment to investigate the mode of transfer of thermal energy (heat) to apply the concept in designing heat efficient devices.
● Describe and apply the conceptual understanding of thermal expansion of matter in designing devices like thermometers and infrastructures.

3. Electricity and magnetism

● Interpret electric current using interactive simulation to generate concepts of electrical variables that affect each other.
● Analyze the graph of alternating current and direct current to recognize the power supplied by different sources.
● Design and construct d.c. motor to appreciate their applications in various electrical devices.

4. Waves and Optics

● Design and use models to describe the laws of refraction through various materials to relate its applications in daily use.
● Design any working or conceptual model of an optical instrument using the concept of total internal reflection to comprehend its application
in various fields.
● Differentiate between transverse and longitudinal waves by using simulations or physical tools and construct the relationship between
frequency and wavelength to explain the nature of waves.
● Communicate scientific and technical information about the properties of waves (reflection and refraction) and appreciate the applications
of waves in communication, medicines, and entertainment.

5.Atomic, Nuclear, and Space Physics

●Design a model or use technological tools to comprehend the structures of atom and nucleus to represent elements using nuclide notation.
●Explore different types of telescopes and components to comprehend its application as an astronomical instrument.
●Gather evidence related to advancement in moon exploration to describe physical and chemical properties of the moon and explore the
possibility of settling on the moon in future.
● Design physical or virtual prototype of any one of the items necessary for human survival on the Moon.

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Table 1. Learning Objectives and Dimensions for Newtonian Mechanics, class IX

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes)
Scientific Methods and Engineering Practices Society and Technology

i. Illustrate distance-time 1. Newtonian Mechanics Asking Questions and Defining Problems Exploring Digital
graph and velocity-time 1.1. Force and Acceleration -How mass and acceleration influences force? Resources
graph manually and using 1.1.1 Graphical Representation of - How Newton's laws are applied to real life situations? - Use mobile apps (e.g.
CAI tools. distance-time graph and velocity- Planning and Carrying out Investigations Physics at school) to
ii. Describe the effects of time graph (Scope: representation - Conduct experiments to construct relationships in Newton’s study distance-time and
balanced and unbalanced and interpretation of speed, velocity second law of motion, and to demonstrate the effect of mass velocity-time graphs.
force to determine that and acceleration from distance time and velocity on momentum. - Use CAI tools to plot
state of a body. graph and velocity time graph) -Carry out practical demonstrations to collect data to illustrate and analyse the data for
iii. Investigate variables that motion graphs. motion.
describe the momentum. 1.1.2 Balanced and Unbalanced -Investigate the applications of Newton’s Laws of Motion - Use simulations or
iv. Apply three equations of Force Analyzing and Interpreting Data mobile apps to learn the
linear motion to solve (Scope: resultant force due to -Analyse data obtained from investigation to interpret the concept of balanced and
simple numerical balanced and unbalanced force to relation among force, mass and acceleration unbalanced force and
problems related to real determine the state of a body). -Plot the graph by CAI tools and analyse data to interpret the Newton’s third law of
life experiences. motion of a body (speed, velocity and acceleration) motion.
v. Apply the concept of 1.1.3 Momentum of a Body (Scope: -Analyze data on mass and velocity to interpret the magnitude
Newton’s first law of explanation, mathematical of momentum. Using Physical Tools
motion to design a simple expression, simple numerical Constructing Explanation and Designing Solutions - Use graph papers to
model that explains the problem, and applications). -Construct and explain the mathematical relationship among plot motion graphs
benefits of earing a seat force, mass and acceleration, - Use relevant materials
belt. 1.1.4 Equations of Linear Motion -Construct and explain mathematical relationships among to carry out various
vi. Conduct an investigation (Scope: linear motion equations momentum, velocity and mass. experiments on
to support the claim that and simple numerical problems) Using Mathematics and Computational Thinking Newton’s laws and
Newton’s second law of 1.1.5 Newton’s First Law of -Apply three equations of linear motion to solve simple construct models based
motion describes the Motion. numerical problems. on the applications of
mathematical relationship (Scope: inertia of rest and motion, - Use mathematical relationships from momentum and laws.
among the net force, and applications) Newton’s second law of motion to solve numerical problems. Carrying out STEM
mass, and acceleration. 1.1.6 Newton’s Second Law of Engaging in Argument From Evidence Activities
vii. Design a model to Motion - Initiate an argument that draws conceptual understanding of -Design and construct a
demonstrate and relate the (Scope: relation among force, mass Newton's laws and relate it to the philosophy of cause and boat propelled by a
concept of Newton’s third and acceleration, simple numerical effect. simple DC motor to
of motion to real life problems) Developing and Using Models demonstrate Newton’s
situations. 1.1.7 Newton’s Third Law of -Construct a simple rocket to demonstrate Newton's third law. third law of motion.
Motion. -Design a simple model to demonstrate the benefits of seat Promoting Socio-
belts. cultural, Economic,

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(Scope: qualitative explanation and -Design and construct a boat propelled by a simple DC motor to Environment and
applications) demonstrate Newton’s third law of motion. Human Values
Obtaining, Evaluating and Communicating Information - Relate Newton's law to
- Explore applications of Newton’s laws in daily experiences the philosophy of cause
and share the findings with justification. of effect.

Table 2. Learning Objectives and Dimensions for Fluid Mechanics and Thermal Physics, class IX

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes)
Scientific Methods and Engineering Practices Society and Technology
i. Carry out an experiment 2. Fluid Mechanics and Thermal Asking Questions and Defining Problems Exploring Digital
to verify the laws of liquid Physics -How liquid pressure is affected by factors like depth, Resources
pressure and derive 2.1 Pressure in Fluid density and acceleration due to gravity? - Use digital resources to
mathematical expression 2.1.1 Pressure inside a Liquid - What are the real life applications of Archimedes’ gather information on the
to relate its application in (Scope: laws of liquid pressure, principle? concept of fluid pressure,
daily life. derivation of mathematical expression, Planning and Carrying out experiment Archimedes’ principle and
ii. Evaluate the variation of and applications in daily life). -Carry out an experiment to verify the laws of liquid its applications.
atmospheric pressure to 2.1.2 Atmospheric Pressure and pressure and Archimedes’ principle. -Use interactive
forecast weather. Weather Forecasting (Scope: concept simulations to demonstrate
iii. Verify Archimedes’ on barometer, types of barometer, and Analyzing and Interpreting Data the liquid pressure and
principle to compute their use in weather forecasting) -Analyze data to construct the correlation between liquid Archimedes’ principles.
buoyant force, relative pressure, depth and density of the liquid. Using Physical Tools
density and volume of 2.2 Buoyant Force -Analyze data to construct the correlation between liquid - Use a manometer to
irregular shaped objects 2.2.1 Upthrust. pressure, depth and density of the liquid using the study the laws of liquid
through experimentation (Scope: derivation and calculation of mathematics model or expression and show the value of pressure.
or simulation. upthrust) liquid pressure as different depth, density etc - Use relevant materials
iv. Design a device to explain 2.2.2 Archimedes' Principle (tools) to carry out
the principle of floatation (Scope: verification of Archimedes’ Constructing explanation and designing solutions experiments on liquid
and its application in real principle, calculation of relative - Explain liquid pressure and its application in pressure and Archimedes’
life situations. density and its applications) construction of infrastructure based on evidence collected principle, and to design
v. Measure and convert the 2.2.3. Floating Bodies (Scope: during the experiment and computation of the data. models based on the
temperature of bodies conditions and forces on floating body) - Design a conceptual model that integrates the concept of principle of floatation.
from one scale to another 2.2.4 Applications of the Principle of thermal insulation in energy efficient houses. -Use a simple barometer to
scale. Floatation in Everyday Life. Obtaining, evaluating and communicating information forecast weather.
vi. Conduct an experiment to -Read the information individually or in group about the Carrying out STEM
detect the flow of thermal 2.3 Heat and Temperature weather forecast, evaluate the information and share the Activities
energy and explain the 2.3.1 Measurement of Temperature information to the class. -Create or use simulation
concept of thermal (Scope: temperature scales; Celsius, -Gather information on the concept of heat transfer and or animation to understand
equilibrium. Fahrenheit and Kelvin scales, evaluate its applications in real life situations. modes of transfer of heat.

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vii. Design a device to conversion of temperature from one Developing and using models - Design models to
minimize the transfer of scale to another, absolute zero). - Design a suit to float in water with the concept of the demonstrate applications
thermal energy to explain 2.3.2 Thermal Energy principle of floatation. Or use their model to explain how of Archimedes’ principle
the concept of thermal (Scope: explain the term thermal models work based on the principle learnt. and principle of floatation.
insulation. energy, modes of thermal energy - Design a device or a model structure that reduces the Promoting Socio-
viii. Describe thermal transfer, and applications of thermal transfer of energy. cultural, Economic,
expansion and relate its equilibrium) Engaging in argument from evidence Environment, and
application in the 2.3.3 Thermal Insulation (Scope: -Organise a session to argue how humans float or sink in Human Values
engineering field. applications of thermal insulation) the water. -Design and exhibit urban
- Engage in a debate about how to survive by floating on water supply models.
2.3.4 Thermal Expansion of Matter. liquid during an emergency, with or without devices using - Use the concept of
(Scope: types of thermal expansion and the evidence from the attributes required for the floatation. thermal insulation in
its applications, anomalous expansion Using mathematics and computational thinking designing apartments to
of water and its effects). -Solve simple numerical problems based on liquid improve the insulation.
pressure and buoyancy. - Use the concept of
- convert temperature for various scales for specific anomalous expansion of
purposes. water to prevent bursting
of pipes during cold
seasons.

Table 3. Learning Objectives and Dimensions for Electricity and Magnetism, class IX

Process/Essential Skills
Learning Objectives
Core Concepts
(KSVA) Scientific Methods and Engineering
(Chapters/Topics/Themes) Society and Technology
Practices
i. Interpret electric 3. Electricity and magnetism Asking Questions and Defining Exploring Digital Resources
current in terms of 3.1 Electric Charge Problems - Use digital resources to gather information on the
flow of charge using 3.1.1 Electric Current - How does magnetic effect of current concept of current, magnetisation and its
interactive simulation (Scope: electric current in terms of the help to operate a d.c. motor? applications.
to elucidate the flow of charge carried by free Planning and Carrying out -Use related video on working on a d.c. motor.
understanding of flow electrons in metals, measurement of experiment -Attend an online quiz related to a particular
of current. electric current, and related -Investigate force on a current carrying concept.
ii. Analyze the graph of numerical problems) conductor placed in a magnetic field. Using Physical Tools
alternating current and Analyzing and Interpreting Data. -Use Barlow’s wheel to study the magnetic effect of
direct current using 3.2 Magnetic Effect of Current -Interpret the graph of alternating current.
simulation or an 3.2.1 Alternating Current and Direct current and direct current. -Use an oscilloscope in understanding the direct and
oscilloscope. Current (a.c. and d.c.) Constructing Explanation and alternating current.
(Scope: a.c. and d.c. with graphical Designing Solutions Carrying out STEM Activities
iii. Design a simple direct representations) - Illustrate conceptual understanding on -Simulate d.c and a.c current through animation, 3D
current (d.c.) motor by the working of d.c. motor. visualization software and mobile apps.

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applying the concept 3.2.2 Force on a Current Carrying Developing and using models - Design a simple d.c. motor to comprehend its
of magnetic effect of Conductor placed in a Magnetic Field. -Design a simple direct current motot to working and applications in various electrical
current. (Scope: Lorentz force, construction, demonstrate the force experienced by a appliances.
working, and applications of d.c. current carrying conductor placed in a Promoting Socio-cultural, Economic,
motor) magnetic field. Environment and Human Values
-Use simulation to study the pattern of -Use d.c motors to design smart household
current. appliances.
- Appreciate the multiple uses of electricity and its
contribution to the environment, economic, and
social development.

Table 4. Learning Objectives and Dimensions for Waves and Optics, class IX

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes)
Scientific Methods and Engineering Practices Society and Technology
4. Waves and Optics Asking Questions and Defining Problems Exploring Digital Resources
i. Carry out an experiment to 4.1 Ray optics -How is the refractive index related to the bending of -Explore relevant online
comprehend the laws of 4.1.1 Refraction of Light light? videos to study the mechanism
refraction using a ray box (Scope: refraction of light through a -How waves enable communication? of the refraction process.
or glass slab. glass slab, laws of refraction, Planning and Carrying out experiment
refractive index) -Conduct an experiment to verify laws of refraction Using Physical Tools
ii. Apply the concept of and determine the refractive index of a glass slab. -Use glass slab to study
refraction to construct an 4.1.2 Total Internal Reflection refraction of light.
optical instrument. (Scope: explanation, natural Analyzing and Interpreting Data - Use slinky/helical springs to
phenomena and applications) - Draw inference based on experiments to determine demonstrate the nature of
iii. Explain the concept of
refractive index. transverse and longitudinal
total internal reflection
4.2 Waves Developing and using models waves.
using any simulation and
4.2.1 Types of Waves -Use models to demonstrate the nature of waves. Carrying out STEM
CAI tools to comprehend
(Scope: transverse and longitudinal) -Develop a working model applying the knowledge of Activities
its application in various
total internal reflection. -Create animations to
purposes.
4.2.2 Properties of Waves demonstrate refraction of light.
iv. Describe the properties and (Scope: terms used in waves, Obtaining, evaluating and communicating -Design an experimental setup
terms related to transverse reflection and refraction of sound information to demonstrate total internal
and longitudinal waves and light waves) -Explore and explain the natural phenomena due to reflection in the stream of
using simulations or 4.2.3 Uses of waves total internal reflection. water with the help of a laser.
available materials. (Scope: Ultrasound, SONAR, -Communicate how waves are used in different Promoting Socio-cultural,
RADAR) devices for use in daily activities. Economic, Environment and
v. Explore the application of Human Values.
waves in daily application Using Mathematics and Computational Thinking - Appreciate the applications
using CAI tools. of waves to enhance

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-Calculate refractive index of glass slab using the data communication and medical
obtained. purposes.

Table 5. Learning Objectives and Dimensions for Atomic, Nuclear, and Space Physics, class IX

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes)
Scientific Methods and Engineering Practices Society and Technology
5. Atomic, Nuclear, and Space Asking questions and defining problems Exploring Digital Resources
i. Describe the composition Physics - Is there a possibility for humans to settle on the -Use digital resources to
of the nucleus, in terms of 5.1 Nuclear Atom moon? gather scientific and technical
protons and neutrons and 5.1.1 The Nuclear Atom (Scope: Planning and carrying out investigation information to explore the
represent radioactive nuclear composition, protons and -Justify through scientific evidence of conditions Moon and understand atomic
elements using nuclide neutrons, proton number, nucleon required for the Human survival on the Moon. structure.
notation. number, nuclide notation). Developing and using models
ii. Explain the components - Use a model or simulation to comprehend the Using Physical Tools
and basic operation of atomic and nuclear composition. -Use telescopes to understand
different types of 5.2 Astronomical Instruments (Scope: - Design a Telescope to understand its working in space technology.
telescopes and design a concept, components, types and space exploration
prototype of a telescope. construction of telescope) -Design physical/virtual prototype of any one of the Carrying out STEM
items necessary for human survival on the Moon. Activities
iii. Explore evidence related
Analyzing and interpreting data - Design a model (physical or
to advancement in moon
5.3 The Moon - Analyse the information gathered about the Moon conceptual) of the moon with
exploration.
5.3.1 Advancement of Moon to interpret the advancement and future possibility its composition suitable for
iv. Describe composition, Exploration (Scope: history of the of survival. human survival.
positions, and sizes of the moon exploration, current
Moon relative to the developments, future possibilities) Constructing explanation and designing Promoting Socio-cultural,
Earth. solutions Economic, Environment,
v. Explore the requirements 5.3.2 Physical and Chemical Properties -Design a prototype of the item necessary for and Human Values.
for human survival on the of the Moon and its Environment human survival on the moon. - Draw inferences from lunar
Moon. (Scope: position, size, composition, Engaging in argument from evidence phases and relate its
vi. Design physical or virtual impact of Moon’s environment on -Debate on possibilities of life on the moon. consequences in various
prototype of any one of human health, and survival on the Obtaining, evaluating and communicating natural and cultural settings.
the items necessary for Moon) information -Explore the composition of
human survival on the - Initiate debate on ideas presented about the the moon suitable for human
Moon. possibility of life concerning the composition of the survival.
moon.

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Class-wise Competency (Class X)

By the end of class X, learners should be able to:
1. Newtonian mechanics
● Locate the centre of gravity experimentally to determine the stability of the body and relate its significance in everyday experiences.
● Determine the resultant force and moment to comprehend the concepts of equilibrium to apply the effect in principle of moment.
● Construct and present arguments using evidence to support the claim that the force on falling objects changes with velocity.
● Establish relationships among energy, work, and power to relate with daily applications and solve related numerical problems.
● Demonstrate the understanding of the law of conservation of energy using various examples and appreciate its applications in real life
phenomena.
● Describe the efficient methods of energy consumption and generation to attain energy sustainability and make evidence based decisions
for power generation to minimise its negative impact on environment, society, economy and culture in the global and local context.

2. Fluid Mechanics and Thermal Physics

● Experiment to deduce mathematical relationship between factors affecting pressure due to solid and fluid to apply its concept in daily life.
● Investigate and design a functional prototype to elucidate the application of Pascal’s law in various hydraulic machines.
● Explain the exchange of heat between the system and surrounding to design a calorimeter to verify the principle of calorimetry.
● Analyse and compare the specific heat capacity of substances to make the right choice of materials for specific purposes such as high
specific heat capacity material as coolant and low specific heat capacity material as utensils.
● Illustrate the latent heat of fusion and vaporization through experimentation and relate concept to the natural phenomena.

3. Electricity and Magnetism

● Deduce the relationship among potential difference, current and resistance to verify Ohm’s law and analyse I-V graphs for different types
of conductors to relate its uses in electronic gadgets.
● Demonstrate the understanding of Faraday's laws of electromagnetic induction through simulation or model and apply the concept to
design and explain the working of an a.c generator.
● Design and experiment on working of step up and step down transformers based on electromagnetic induction to explore its application in
power transmission and various electrical appliances.
● Explain the concept of heating effect of current and electric power to relate its applications in daily use of electrical appliances.

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4. Waves and Optics

● Examine the scientific and technical information of electromagnetic waves and their applications to comprehend the applications of waves
in communication, medicines and entertainment.
● Gather evidence to comprehend communication using different waves over short and long distances to compare their effectiveness in
communication for specific purposes.
● Interpret the ways of transmitting information using digital signals and analogue signals integrating scientific and technical information to
claim that digital signals are more reliable and effective than analogue signals.

5. Atomic, Nuclear, and Space Physics

● Explain the concept of radioactivity with its properties to understand their applications and safety precautions while working with
radiations.
● Demonstrate understanding of the universal law of gravitation and its role in the formation of the universe with the help of model or
simulation.
● Communicate scientific and technical information about the formation of the universe, stars, solar system, and planets to understand the
universe and its evolution.
● Use the information and communication technologies to enhance the conceptual understanding of space exploration, space technology
and their purposes.

Table 6. Learning Objectives and Dimensions for Newtonian Mechanics, class X

Process/Essential Skills
Learning Objectives (KSVA) Core Concepts (Chapters/Topics/Themes)
Scientific Methods and Engineering
Society and Technology
Practices
i. Investigate the location of the 1. Newtonian Mechanics Asking Questions and Defining Exploring Digital Resources
center of gravity to relate with 1.1 Gravitational Force Problems -Use interactive simulations
stability of bodies. 1.1.1. Centre of Gravity (C.G) and Stability -How does the center of gravity determine to deduce the mathematical
ii. Demonstrate three types of of Bodies the stability of the body? expression and study the
equilibrium to relate with real (Scope: location of C.G, relation of -How is energy conserved when it is conversation of energy.
life application. position of C.G and area of base of converted from one form to another form? -Use Mathematics and
iii. Examine the effect of resultant support with stability) -Which source of energy has minimal Computer Assisted
force to comprehend the 1.1.2. Equilibrium impact on the environment? Instruction (CAI) tools and
conditions for equilibrium. (Scope: definition and application of Planning and Carrying out mobile apps to investigate the
iv. Explore the various application stable, unstable, and neutral Investigations motion of falling objects.
of couple in daily life. equilibrium) -Carry out an experiment to determine the -Explore information on
1.2 Moment of Force centre of gravity of irregular shape. conservation of energy and

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v. Deduce the mathematical 1.2.1 Forces and Equilibrium (Scope: -Verify the factors affecting the stability of impacts of power generation
expression for the principle of resultant force and conditions for a body. on the environment using
moments through an interactive equilibrium). - Verify principle of moment various digital resources.
simulation or an experiment. 1.2.2 Couple experimentally.
vi. Examine the motion of falling (Scope: definition, mathematical Developing and Using Models Using Physical Tools
objects to explain that force expression, application, and -Develop a prototype to explain the -Use devices from daily life
changes with change in numerical problems) concept of energy transformation in to explore the effect of
velocity. 1.2.3 Principle of Moments conservation of energy. couples.
vii. Examine the concept of work (Scope: principle, mathematical -Design an energy efficient structure
done to calculate power and expression, and numerical problems) integrating efficient ways of using energy. Carrying out STEM
efficiency of different 1.3 Falling Objects Activities
machines. 1.3.1 Forces on Falling Objects (Scope: Analyzing and Interpreting Data - Develop a prototype to
viii. Describe transformation of free fall, drag force, terminal velocity) - Analyse the data collected from demonstrate the concept of
energy between potential and 1.4 Work and Energy experiments to interpret the concept of energy transformation.
kinetic energy to demonstrate 1.4.1 Work and Power stability and principle of moment. -Design an energy efficient
the energy conservation using (Scope: work done, work done against Using Mathematics and Computational structure using the concept of
simulations or a prototype. gravity, power and efficiency) Thinking energy efficiency.
ix. Analyse various methods of 1.4.2 Energy - Use mathematical relationships for
using energy efficiently in daily (Scope: potential energy, kinetic energy, principle of moment, work done and Promoting Socio-cultural,
life. law of conservation of energy) power, and energy to solve numerical Economic, Environment,
x. Design an energy efficient 1.4.3 Energy Conservation problems. and Human Values
structure based on efficient (Scope: efficient ways to use energy) Constructing Explanation and -Apply the knowledge of
ways of using energy 1.4.4 Impact of Power Generation on the Designing Solutions energy conservation in real
(conceptual or physical) Environment. (Scope: hydroelectricity, solar - Develop a prototype to explain the life.
xi. Discuss on various methods of energy, bioenergy, wind energy, nuclear concept of conservation of energy. - Promote the use of
power generation to provide energy and its impact on Obtaining, Evaluating and technology to attain energy
evidence-based ideas to environment). Communicating Information efficiency.
generate power with minimum - Explore and evaluate the impacts of
negative impact on the power generation on the environment and
environment, economy and create awareness to the larger audience.
culture.

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Table 7. Learning Objectives and Dimensions for Fluid Mechanics and Thermal Physics, class X

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes)
Scientific Methods and Engineering Practices Society and Technology
i. Design an experiment to 2. Fluid Mechanics and Asking Questions and Defining Problems Exploring Digital Resources
explain the factors Thermal Physics -How does fluid transmit pressure in hydraulic machines? -Use simulation in verifying
affecting the magnitude of 2.1 Thrust on a Surface -What causes heating and cooling of objects? pascals’ law.
pressure due to solid. Area Developing and Using Models - Use videos to learn about
ii. Devise an experiment to 2.1.1 Pressure. -Use Pascal's syringe to demonstrate the Pascal's law. working of hydraulic machines.
establish mathematical (Scope: magnitude of -Design a calorimeter to validate the principle of - Use digital tools, apps or
expression of factors pressure due to solid and calorimetry. multimedia to explain the
affecting fluid pressure. fluid, mathematical - Use models of any hydraulic machines to demonstrate measurement of heat.
iii. Verify Pascal's law through relation, numerical transmission of pressure through confined liquid. Using Physical Tools
an experiment (simulation problems and its Planning and Carrying out Investigations - Use a pascal syringe in
or practical) to relate its applications) -Design an experimental demonstration to explain the demonstrating Pascal's law.
application in hydraulic 2.2 Transmission of factors affecting the magnitude of pressure due to solid - Use calorimeter in verifying
machines. Pressure in the Liquid and fluid. principle of calorimetry.
iv. Develop a structure or 2.2.1 Pascal’s Law - Perform an experiment to demonstrate the flow of heat - Use available materials to
model of any hydraulic (Scope: description, and compare specific heat capacities of different liquids. develop a model using the
machine based on the application, and numerical - Carry out an experiment to verify the principle of principle of transmission of liquid
principle of transmission of problems) calorimetry. pressure.
liquid pressure. Analyzing and Interpreting Data Carrying out STEM Activities
v. Conduct an experiment to 2.3 Thermal Physics - Analyse the factors affecting pressures based on data - Design calorimeter to measure
compare specific heat from demonstration. the quantity of heat lost and
capacity of different 2.3.1 Specific Heat Capacity - Analyse and interpret the data from the experiment on gained.
substances to select the (Scope: concept of heat specific heat capacity to apply in real world situations. - Develop a prototype of a
substances for specific capacity, compare specific heat Using Mathematics and Computational Thinking hydraulic machine to demonstrate
purposes. capacity of different substances - Compute pressure problems using equations to find the the applications of Pascal's law.
vi. Design a calorimeter and and its application, numerical magnitude of pressure due to solid and fluid. Promoting Socio-cultural,
carryout experiment to problems) - Calculate heat gained or lost using the principle of Economic, Environment, and
validate the principle of calorimetry. Human Values.
calorimetry. 2.3.2 Calorimeters and -Use the programming language or animation to create the -Design any strong structure
vii. Interpret the principle of Calorimetry simulation to explain about latent heat. using the concept of P=F/A.
calorimetry and use (Scope: calorimeters, principle Constructing Explanation and Designing Solutions - Impart values on use of
of calorimetry and its hydraulic machines for the ease

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 Physics (IX-XII) Science Curriculum Framework (PP-XII)

calorimetric data to applications, and numerical - Design a force multiplying device applying Pascal’s law and convenience of daily
calculate heat exchange. problems) to make the work easier. activities.
viii. Illustrate the latent heat of Obtaining, Evaluating and Communicating -Apply the knowledge of
fusion and vaporization 2.3.3 Latent Heat Information calorimetry in real life situations
through experimentation to (Scope: latent heat of fusion, - Explain the applications of Pascal's law in working of to show the conservation of
relate its application to explain latent heat of different hydraulic machines. energy.
natural phenomena. vaporization and its effects) - Analyze the calorimetric data obtained from an - Apply the concept of specific
experiment performed to verify the principle of heat and latent heat to various
calorimetry. applications.

Table 8. Learning Objectives and Dimensions for Electricity and Magnetism, class X

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes)
Scientific Methods and Engineering Practices Society and Technology
i. Explore the concept of electric 3. Electricity and Magnetism Asking Questions and Defining Problems Exploring Digital Resources
current, potential difference and 3.1 Electric Circuit - What is the working principle of a.c. generator? - Use appropriate
resistance using appropriate (Scope: flow of electric current, - How are potential differences and current related? analogy/computer assisted
analogy/CAI potential difference, resistance Developing and Using Models tools/simulation to analyze the
tools/simulation/mobile apps. and resistors, factors affecting - Construct the model to demonstrate relation between potential
ii. Devise an experiment or use resistance, potential drop) electromagnetic induction. difference and current.
simulation to construct a Planning and Carrying out Investigations -Use simulation to comprehend
relationship amongst current, 3.2 Ohm’s law (Scope: law, - Conduct an experiment to establish the relationship Faraday’s Laws.
potential difference, and verification, Ohmic and non- between current, voltage, and resistance. - Use digital resources to explore
resistance. ohmic conductor, calculations) - Design an experiment to comprehend Faraday's the construction and working of
iii. Interpret the graph of ohmic and laws. a.c. generator.
non-ohmic conductors to 3.3 Heating Effect of Current Analyzing and Interpreting Data Using Physical Tools
comprehend its application in (Scope: applications, electric - Analyze the relation between electric current and - Use electrical devices
various electrical devices. power, and numerical problems) potential difference. (ammeter, voltmeter, resistor,
iv. Describe the heating effect of - Interpret the graph of ohmic and non-ohmic wire, key, cell etc) to develop
electric current and its 3.4 Electromagnetic Induction conductors and apply its concept to various electrical simple electrical circuit and to
application in a range of devices (Scope: Faraday’s laws, a.c devices. verify Ohm’s law.
to calculate its electric power. generator, working of a.c -Analyze and deduce Faraday's laws from the
v. Carry out an experiment or use generator, factors affecting the experiment. Carrying out STEM Activities
simulation to demonstrate magnitude of induced emf, Using Mathematics and Computational Thinking - Develop a
Faraday's laws and explore their types of transformers, - Use Ohm’s law equation to compute current, simulation/animation to
applications in real life applications, and numerical voltage and resistance. understand about a.c. generator.
situations. problems) - Mathematically explain the rate at which energy is -Design a model of a micro
vi. Develop a consumed by different household appliances. hydropower station.
model/simulation/animation to - Compute transformer ratio.
illustrate the working of a.c

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generator employing relevant Constructing Explanation and Designing Promoting Socio-cultural,

programming Solutions Economic, Environment, and
language/interactive presentation - Design a conceptual transformer with higher Human Values
tools. efficiency to comprehend its application. - Explain the rate at which
vii. Design a conceptual model of Obtaining, Evaluating and Communicating energy is being consumed by
transformer with high efficiency, Information different electrical appliances.
state applications and basic - Communicate information regarding the working - Relate the concept of the
calculations on transformation model constructed to explain the concept of heating effect of electric current
ratio. electromagnetic induction. to save the environment, and
- Explore and explain applications of heating effect promote the health and
of current in daily use of electrical appliances. wellbeing of mankind.

Table 9. Learning Objectives and Dimensions for Wave and Optics, class X

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes)
Scientific Methods and Engineering Practices Society and Technology

i. Describe scientific properties 4. Wave and Optics Asking Questions and Defining Problems Exploring Digital Resources
of electromagnetic waves and 4.1 Types of Electromagnetic - How are waves used for various communication -Use digital resources to gather
their application. Waves (Scope: types of purposes? scientific and technical
ii. Demonstrate understanding of electromagnetic waves based on Developing and Using Models information on electromagnetic
applications of electromagnetic frequency and wavelength, -Demonstrate short range communication using a waves and their applications.
waves for communication over applications, and safety self-designed device or available devices.
long and short distances. measures) - Use simulations/GIF
4.2 Communication through Planning and Carrying out Investigations files/mobile apps to interpret the
iii. Design a device or use model
Waves - Investigate the reflection of sound waves. scientific properties of
to explain the communicate
(Scope: communication over Analyzing and Interpreting Data electromagnetic waves.
over short and long distances
short and long distances, - Analyse and interpret the uses of electromagnetic Using Physical Tools
using electromagnetic waves.
communication through sound waves in industrial and medical purposes. - Use of electronic devices and
iv. Perform an experimental waves, analogue and digital Constructing Explanation and Designing other available materials
verification to show that sound signals) Solutions demonstrate concept and design
waves obey the laws of - Design a device or conceptual model that is used to models.
reflection. communicate over short and long distances using Carrying out STEM Activities
v. Interpret the ways of electromagnetic waves. - Set up a mini radio station in the
transmitting information using Obtaining, Evaluating and Communicating school (model or working) based
digital signals and analogue Information on information gathered.
signals. - Obtain information regarding harmful effects of Promoting Socio-cultural,
waves and communicate about the safety measures. Economic, Environment, and
Human Values.
-Enhance communication and
general wellbeing of mankind.

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Table 10. Learning Objectives and Dimensions for Atomic, Nuclear, and Space Physics, class X

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes)
Scientific Methods and Engineering Practices Society and Technology
i. Explore the characteristics of α, 5.1 Nuclear atom Asking Questions and Exploring Digital Resources
β and γ particles and identify Defining Problems -Explore and study virtual
their emission using a 5.1.1 Radioactivity (Scope: -What is the role of gravity in the formation of illustrations of gravity and its
simulation or CAI tools. detection and properties of α,β,γ the universe? role in the formation of the
ii. Explain applications and safety radiation, radioactive decay and - What are the means of exploring space to find universe.
precautions related to its applications, safety the possibility of life elsewhere? -Use digital resources to gather
radioactive substances. precautions) scientific and technical
iii. Explain the law of universal Planning and Carrying out Investigations information on the evolution of
gravitation using interactive 5.2. Space Exploration -Use simulation or conceptual model to the universe, space exploration,
simulation. 5.2.1. The Universe (Scope: investigate the alpha, beta and gamma emission. and life elsewhere.
iv. Communicate scientific and Newton's law of universal Developing and using models Using Physical Tools
technical information about gravitation and its role, the origin -Develop a model of star formation illustrating - Use available materials to
evolution of the universe, solar and evolution of the universe: important processes. design models or prototypes.
system, planets, and stars. Solar system, galaxies, stars, Analyzing and Interpreting Data - Use programming language to
v. Describe various types of space planets). - Analyse the possibility of human survival on create simulation or animation to
exploration and spacecrafts other planets. simulate the alpha and beta
used to enhance understanding 5.2.2. Space Explorer (Scope: Constructing Explanation and Designing emission.
of space exploration. human space exploration, rovers, Solutions Carrying out STEM Activities
vi. Design a prototype of spacecrafts) -Design a prototype of spacecrafts to explore the - Use programming language to
spacecrafts to explore the universe. create simulation or animation to
universe. 5.2.3. Purpose of Space Obtaining, Evaluating and Communicating simulate the alpha, beta, and
vii. Explore the possibility of Exploration (Scope: evidence of Information gamma emission.
human survival beyond Earth. life elsewhere - Mars) -Explore the possibility of human survival - Design prototype (conceptual or
beyond Earth. physical) of a space explorer.
Using Mathematics and Computational
Thinking Promoting Socio-cultural,
-Calculate the mass number and atomic number Economic, Environment, and
of substances after alpha, beta, and gamma Human Values.
emission. - Comprehend and communicate
- Use mathematical expressions of the universal on the positive use of
law of gravitation to solve numerical problems. radioactivity.
Engaging in Argument from Evidence - Appreciate the continuous
- Collect information and scientific evidence to evolution of the universe and
back up your claim about life on other planets. relate it to different philosophical
assumptions.

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12.2 Key Stage 5 (XI-XII)

Competency-based Standard
By the end of key stage 5 (class XII), learners should be able to:
1. Newtonian Mechanics
1.1.Vectors
● Exhibit the understanding of scalar and vector to represent physical quantities, resolve vector quantities using interactive tools and
apply the concept of resultant vectors in daily life experiences.
1.2. Motion along a straight line and plane
● Examine the motion of an object in terms of its position, velocity and acceleration (with respect to a frame of reference) as functions
of time to solve numerical problems related to real life situations.
● Describe the shape of the path taken by projectile motion launched at different angles is independent of horizontal and vertical
motion and apply the concept to solve numerical problems relating to everyday applications.
1.3. Dynamics – forces in action
● Construct relationships among force, mass and acceleration (F=ma) and momentum, mass and velocity (p=mv) using Newton's
laws of motion.
1.4.Mechanical Properties of Solids
● Determine elastic behavior of solids through experimentation to study its applications in the engineering fields.
1.5. Oscillation
● Interpret oscillatory motion using graphs and equations to solve numerical problems of oscillatory motion.

2. Fluid Mechanics and Thermal Physics

2.1 Investigate the properties and energy possessed by a fluid to comprehend the practical applications of fluid mechanics.
2.2 Explain PV diagram to show that internal energy is state variable and recognise its applications in batteries, air compression technology,
and environmental conservation.

3. Electricity and magnetism

3.1 Magnetism
● Investigate and explain the force experienced by a current carrying conductor placed in a magnetic field based on the concept of
magnetic flux to exhibit a understanding of electromagnetism.
3.2 Electromagnetism
● Design and conduct an experiment to describe the force experienced by a moving charge (Lorentz force) and a current carrying
conductor placed in a magnetic field to understand the working of electrical devices that use motors.

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3.3 Electricity
● Experiment and describe the net effect of interaction of charges (Coulomb's Law) and net effect of voltage and current through
complex circuits (Kirchhoff’s law and principle of wheatstone bridge).
● Examine the heating effect of a conductor due to electric current to determine the power rating of electrical appliances and calculate
the costs of running various electrical appliances.
● Identify the resistors based on colour coding and investigate effectiveness of parallel and series connection to make the right choice
for household wiring and safety precaution.
● Investigate Faraday’s and Lenz’s law to understand the induced e.m.f in simple generators, self and mutual inductance to describe
the working of transformers.
● Compare the temperature dependence of resistivity of conductors, semiconductors, thermistors, and superconductors to apply the
concept of conservation of energy in electrical devices.
● Study semiconductors to understand its application in sensors and thin film technology.
● Examine a.c circuit, explain sinusoidal variation of voltage and current, and solve numerical problems.
3.4 Capacitor
● Experiment and examine the behaviour of a capacitor during charging and discharging through a capacitor to determine the effective
capacitance when capacitors are connected in series or parallel and apply the concept in electronics.

4. Waves and optics

4.1 Ray optics
● Develop conceptual understanding of formation of images by different optical systems, total internal reflection and its application
in medical technology, telecommunications and natural phenomena and verify these concepts through simulations or practical
experiments.
4.2 Waves
● Explain the concept, properties and mode of propagation of electromagnetic waves and examine its applications in communication
systems and medical fields.
● Explore information to support the claim that digital signals are a more reliable way to encode and transmit information than analog
signals.
● Describe the concept of interference and diffraction using Huygens’ principle and superposition of waves to understand its
applications in various fields.

5. Atomic, Nuclear and Space Physics

5.1 Nuclear and particle physics
● Explore applications of atomic and nuclear phenomena such as nanotechnology, radiation therapy, diagnostic imaging and nuclear
power (purpose).

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5.2 Quantum physics

● Explain the concept of photoelectric effect simulation to comprehend the particle nature of light and its application in the solar
industry.
5.3 Space physics
● Explain the principle of stationing/launching satellites and Kepler’s laws of planetary motion to describe the motion of planets and
satellites.
● Assess the emerging satellite technologies and rocketry to make best use of their applications in the area of remote sensing.
● Identify the rocket parameters using interactive simulation to deploy satellites for the particular purposes undergoing different stages
of rocket launch.
● Suggest ways to remove satellite debris in the space to reduce hazards of the space environment inline with the GNH philosophy.

Class-wise Competency (Class XI)

1. Newtonian Mechanics
● Explain scalars and vectors to solve numerical problems and relate its applications to real life situations.
● Carry out an experiment to investigate motion of an object in terms of position, velocity and acceleration with respect to time and apply
mathematical relations to solve the problem numerically and graphically.
● Analyse the projectile motion, including the resolution of vertical and horizontal components of acceleration, velocity, and displacement
using interactive simulation to relate its applications in games, military, and Physical Processes in motion.
● Verify Newton's laws of motion to apply their concept in everyday experiences.
● Examine the law of conservation of momentum and circular motion using relevant tools (simulations, apps, or physical tools) to relate its
significance in daily life.
● Interpret the concept of elastic properties of materials using Hooke’s law to make the right choice of material for the construction of
different infrastructures.
● Investigate the transformation of energy experimentally to describe the conservation of mechanical energy.

2. Fluid Mechanics and Thermal Physics

● Explain the concept of internal energy and its relation with heat and work using simulations or physical tools to comprehend the concept
of conservation of energy.
● Describe the internal energy to comprehend thermodynamic processes and technological implications in daily life.

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3. Electricity and Magnetism

● Conduct an experiment to demonstrate Lorentz force and determine the direction of current, magnetic field and force using appropriate
rules to apply the concept in construction of electric motors.
● Explain magnetic flux and its density to determine the field strength and its applications.
● Illustrate the pattern of motion of a charged particle in a uniform magnetic field using 3D interactive simulation to comprehend its
application in electronics.
● Identify the colour bands of the resistor to specify the actual value of resistance used in the electrical circuits.
● Explain electrical power and electrical energy consumption to calculate the electric bill.
● Investigate the effectiveness of parallel and series connections of resistors to make a professional judgment for household circuiting based
on evidence.

4.Waves and Optics

● Investigate the properties of waves using simulation to comprehend the significance of waves in daily life.
● Explain the concept of total internal reflection and to describe its application in communication, medical technology and natural phenomena.
● Explain the electromagnetic waves (EM), its modes of propagation, basic terminologies to comprehend the modern communication
systems.
● Interpret analogue and digital signals to substantiate the advantages of digital signals in modern communication.
● Describe polarization of EM waves to understand its applications in the plastic industry, movie industry and seismology.

5 Atomic, Nuclear and Space Physics

● Describe the atomic masses and composition of nucleus to explain nuclear force using interactive simulation to determine the advantages
and disadvantages of the nuclear force.
● Investigate spectral series of hydrogen atom to study the emission spectrum using interactive simulation to show that all materials, when
hot, will emit light.
● Investigate the phenomenon of radioactivity using the nuclear equation of decay reaction and discuss the benefits and risks involved.
● Describe the universal law of gravitation to determine the acceleration due to gravity on Earth, escape velocity, and explain centripetal
force and gravitational force that keeps celestial bodies in orbit.
● Explore information on satellite technologies to make the best use of their applications in the area of remote sensing.

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Table 11. Learning Objectives and Dimensions for Newtonian Mechanics, class XI

Process/Essential Skills
Learning Objectives (KSVA) Core Concepts (Chapters/Topics/Themes)
Scientific Methods and Society and
Engineering Practices Technology
i. Carry out an experiment to explain 1.1 Motion in a Straight Line Asking Questions and Defining Exploring Digital
rest and motion, position and path 1.1.1 Rest and Motion (Scope: Rest and Motion, Problems Resources
length of an object. Position, and Path length) -What are the advantages and - Use mobile apps
ii. Interpret instantaneous values of 1.1.2 Instantaneous Velocity (Scope: disadvantages of elastic behaviour of (e.g. physics at school)
speed, velocity and acceleration instantaneous speed and acceleration materials? to study motion
using graphs or Computer Assisted using velocity-time graph). Planning and Carrying out graphs.
Instruction (CAI). 1.1.3 Kinematic Equations (Scope: derivation Investigations -Use simulations to
iii. Derive kinematic equations using using Graphical method, solve numerical -Conduct an experiment to interpret examine the projectile
graphical methods for uniform problems). position,velocity and acceleration motion.
motion. 1.2. Motion in a Plane graphically. -Use simulations or
iv. Interpret the differences between 1.2.1. Scalars and Vectors (Scope: addition and -Carry out an experiment to verify mobile apps to deepen
scalars and vectors to perform subtraction of vectors by graphical method, Newton's second law. the understanding of
addition and subtraction of vectors resolution of vectors, phasor). -Design and conduct experiments to conservation of
using interactive simulation. 1.2.2. Parallelogram Law of Vector addition verify law of conservation of momentum and
v. Derive and verify the parallelogram (Scope: derivation, solve numerical momentum and Hooke’s law. projectile motion.
law of vector addition. problems to find the resultant vectors) -Design and conduct an experiment
vi. Examine the projectile motion 1.2.3. Projectile Motion (Scope:derivation, terms to verify parallelogram law of vector Using Physical Tools
using mobile apps or interactive related to projectile motion, application in addition. -use vernier callipers
simulations and relate its daily life). - Analyzing and Interpreting Data screw gauge to
applications in everyday 1.3. Laws of Motion -Use the data to interpret Newton’s measure density of an
experiences. 1.3.1. Law of Inertia. (Scope: Newton’s first, second law. object.
vii. Design an experiment to verify second (F = ma), third law and its -Analyze the data to verify the -Use Gravesand's
Newton's laws of motion and applications in daily life, calculate the Hooke's law. apparatus to verify
demonstrate the applications of impulse due to a force and impulse- -study the data obtained to verify Parallelogram law of
Newton's laws and impulse in real momentum theorem.) parallelogram law of vector addition. vector addition
life situations. 1.3.2. Conservation of Momentum (Scope: elastic Constructing Explanation and
viii. Conduct an experiment to verify and inelastic collision). Designing Solutions Carrying out STEM
the law of conservation of 1.3.3. Circular Motion (Scope: uniform circular -Construct an explanation on Activities
momentum using motion, centripetal force, centripetal conservation of momentum. -Design and construct
simulation/physical tools. acceleration, average speed, period and Using Mathematics and a model car from
ix. Conduct an investigation to exhibit frequency of rotation). Computational Thinking available materials to
that force varies with mass, 1.4. Mechanical Properties of Solids -Apply kinematic equations to solve demonstrate Newton’s
velocity and radius to equate 1.4.1. Elastic Behaviour of Solids. (Scope: numerical problems. law of motion.
centripetal force and weight. elastic behaviour of solids, types of stress and Engaging in Argument From -Improvise
x. Carry out an experiment to verify strain, stress and strain curve,calculate stress and Evidence Gravesand's apparatus
Hooke's law and explore the strain, Hooke's law, work done by a spring force, to verify

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 Physics (IX-XII) Science Curriculum Framework (PP-XII)

applications of materials in the Young's modulus and applications of elastic -Construct scientific arguments on parallelogram law of
engineering field based on their behaviour of materials). advantages and disadvantages of vector addition.
mechanical properties. 1.4.2. Density of Objects (Scope: compare elastic behaviour of solids. Promoting Socio-
xi. Compare the density of a glass slab the densities of different materials, least count, Developing and Using Models cultural, Economic
and a wire using vernier callipers zero error) -Design a model to enhance the Environment, and
and screw gauge. 1.5. Work, Energy understanding of Newton's third law Human Values
xii. Carry out an activity to interpret the 1.5.1. Work (Scope: commutative of motion. - Design a working
force- displacement graph and properties of scalar products, graphical -Construct a Gravesand's apparatus model that works
relate work done in terms of scalar explanation of work done, calculate work done study vector addition. based on Newton's law
product of vectors to verify work using scalar product of vectors, work done by Obtaining, Evaluating and and contributes to the
done by gravitational force using gravitational force). Communicating Information betterment of society.
simulation. 1.5.2. Conservation of Mechanical Energy. -Explain and demonstrate the
xiii. Investigate the transformation of (Scope: kinetic energy (K.E), calculation of K.E application of Newton’s laws in
energy experimentally to describe for moving bodies using final expression, concept rocket launch.
the conservation of mechanical of potential energy (P.E), calculation of P.E near
energy. the Earth's surface, law of conservation of
mechanical energy using equations of potential
energy and kinetic energy, and its calculation
from work done).

Table 12. Learning Objectives and Dimensions for Fluid Mechanics and Thermal Physics, class XI

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes)
Scientific Methods and Engineering Society and Technology
i. Conduct an experiment to 2.1 Thermal Physics Asking Questions and Defining Problems Exploring Digital Resources
explain work done on the 2.1.1 Heat, Internal Energy and -how temperature affects the motion of a gas molecule? -Use simulations/mobile apps to
system and work done by Work (Scope: internal energy Planning and carrying out investigation understand the relation between
the system to comprehend and its relation with heat and -Design an experiment to explain work done on the internal energy and the temperature.
the thermodynamic work, first law of system and by the system. Using Physical Tools
processes. thermodynamics (pressure- Constructing explanation and designing solutions - Use thermometers to interpret the
ii. Interpret the relation volume (PV) diagram), -Construct an explanation on how internal energy and concept of heat and internal energy.
between internal energy thermodynamic processes, temperature are related. Carrying out STEM Activities
and temperature to equation and its calculations, Using Mathematics and Computational Thinking -Use interactive simulation to
understand the motion of internal energy at absolute zero -Solve numerical problems related to internal energy demonstrate the concept of internal
the gas molecules and plot temperature). and temperature. energy and temperature.
PV diagram using Engaging in Argument From Evidence -Promoting Socio-cultural,
interactive simulation. -engage in scientific debate on conservation of heat Economic, Environment and
energy. Human Values
Developing and Using Models -Appreciate the conservation of the
environment, and improvement of

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 Physics (IX-XII) Science Curriculum Framework (PP-XII)

-Use models such as thermos flasks to explain how economic value through infrastructure
heat is retained and insulated. built based on green technology
Obtaining, Evaluating and Communicating (thermal insulation).
Information
-Evaluate the need of thermal reservoirs for people
living in cold places of Bhutan.

Table 13. Learning Objectives and Dimensions for Electricity and Magnetism, class XI

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes)
Scientific Methods and Engineering Practices Society and Technology
i. Design an experiment to 3.1 Magnetic Fields Asking questions and defining problems Exploring Digital
demonstrate Lorentz force and 3.1.1 Magnetic Force and Field (Scope: -Which electrical circuit is effective for Resources
determine direction of force, Lorentz force, magnetic force on a household wiring? Parallel or series? -Use interactive simulations
current and magnetic field using current carrying conductor in a Planning and carrying out investigation to demonstrate the motion of
right hand rule. magnetic field, magnetic field pattern -Carry out an experiment to demonstrate Lorentz charge particles in uniform
due to a long straight current carrying force. magnetic fields.
ii. Explain the magnetic flux and its conductor). -Conduct a comparative study to investigate Using Physical Tools
density to determine the magnetic 3.1.2 Magnetic Flux (Scope: magnetic which connection (series or parallel) is better for - Use magnet, conductor and
field strength. flux, flux density and numerical household circuits. mercury to conduct
problems). Developing and using models experiments to verify
iii. Illustrate the motion of a charged 3.1.3 Motion of a Charged Particle in a -develop and use a working model to Lorentz force.
particle placed in a uniform Uniform Magnetic Field (Scope: demonstrate series and parallel connections. -Use ammeter, voltmeter,
magnetic field using 3D motion of a charged particle in a Analyzing and interpreting data connecting wires and bulbs
interactive simulation. uniform magnetic field). -analyze the direction of the force experienced to demonstrate the
3.2 Electric Circuits by a conductor when the direction of current is connections.
iv. Obtain the resistance value of 3.2.1 Resistivity of Various reversed. -use resistors and multimeter
carbon resistor using colour coding Materials (Scope: resistor -Analyze the effectiveness of two methods of to determine the resistor
and verify the value of resistance colour codes) connections. value.
using multimeter and mobile 3.2.2 Electrical Energy and Power -calculate and analyze the consumption of the Carrying out STEM
application. (Scope: calculate electrical energy, monthly electric bill. Activities
power in electric circuits and electric -examine the resistor value using colour codes. -Use multimeter and mobile
v. Explain electrical power and bill Constructing explanation and designing app to verify the resistance
electrical energy consumption to based on the consumption solutions of carbon resistors.
calculate the electric bill. of the electrical energy). -Construct explanatory concept of Lorentz force -Construct a circuit model to
vi. Investigate the voltage drop across 3.2.3 Internal Resistance of a Cell based on the information gathered from the demonstrate series and
the dry cell to determine the (Scope: internal resistance, voltage experiment. parallel connections.
efficiency of a dry cell. drop) Obtaining, evaluating and communicating Promoting Socio-cultural,
information Economic, Environment
3.2.4 Series and Parallel Circuits and Human Values

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 Physics (IX-XII) Science Curriculum Framework (PP-XII)

vii. Experiment with the equivalent (Scope: series and parallel - Evaluate the effectiveness of two methods of -Apply the knowledge of
resistance of resistors in series and combination of resistors in connections. parallel connection in
parallel combinations to make a electrical circuits, and -assess voltage drop across the dry cell due to household wiring
professional decision based on calculate the effective internal resistance. effectively.
investigative evidence for resistance and effective Using Mathematics and Computational -keep track of electrical
residential circuitry. conductance of electric ircuits, Thinking energy consumption and use
principle of wheatstone bridge) -Use mathematical expression of electrical the electrical energy
energy to calculate electric bill. efficiently.
-calculate magnetic flux using mathematical
expression.
Engaging in argument from evidence
-Engage students to debate on selecting a
particular type of electrical connection in
household wiring.

Table 14. Learning Objectives and Dimensions for Waves and Optics, class XI

Process/Essential Skills
Learning Objectives (KSVA) Core Concepts (Chapters/Topics/Themes)
Scientific Methods and Engineering
Society and Technology
Practices
i. Carry out an experiment to 4.1 Optics Asking questions and defining problems Exploring Digital Resources
demonstrate Snell’s law 4.1.1 Snell's Law (Scope: reflection, -Which mode of digital transmission ( -Use interactive simulations to
and examine its application in refraction, calculation of refractive wireless or wired) is preferred in modern understand three different
designing optical instruments. index using Snell’s communication systems? modes of propagation of EM
ii. Study how the angle of law). -Under what circumstances can we observe a waves.
incidence and angle of 5.1. Refractive index (Scope:, angle of rainbow? -Use simulations /multimedia
minimum deviation incidence, angle of deviation, angle Planning and carrying out investigation to interpret the superiority of
determine the refractive index of refraction, angle of emergence, -conduct an experiment to verify Snell’s law. digital signal over analogue
of a given prism. angle of prism) -carry out an experiment to determine the signal in modern
5.2. Total Internal Reflection (Scope: focal length of a concave mirror. communication systems.
iii. Explain the concept of total
formation of rainbow, optical fibres, Developing and using models
internal reflection and relate
construction and working of optical -Use a model of radio communication to Using Physical Tools
its applications in
fibre: acceptance angle (final explain the application of EM waves. -Use glass blocks, optical pins
communication and natural
expression) and its application in -use sunglasses to explain polarization. and drawing boards to conduct
phenomena (rainbow).
medical technology and Analyzing and interpreting data experiments to verify Snell’s
iv. Determine the focal length of communication). -analyze the variables obtained from law.
a concave mirror based on its 5.3. Radius of curvature and focal length experiment and verify Snell’s law. –Use spherometer and
radius of curvature of concave mirror Constructing explanation and designing concave mirror to determine
v. Explain the concept of (Scope:spherometer, least count, solutions the focal length.
waves and the characteristics

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 Physics (IX-XII) Science Curriculum Framework (PP-XII)

of transverse and longitudinal focal length, relation between focal -Construct an explanation on how ground Carrying out STEM
waves using simulations and length and radius of curvature) wave propagation is used in communication Activities
solve numerical problems 5.4. Waves over short distances. -Use multimedia to
related to waves. 4.2.1. Characteristics of Transverse and -apply scientific information gathered to comprehend the different
vi. Design a model to explain Longitudinal Waves (Scope: wave construct an explanation on advantages of applications of polarized EM
electromagnetic waves and its motion and types of waves, calculation digital signals over analogue signals in waves.
application in modern of wavelength, frequency, velocity, modern communication systems. - Construct a model to
communication systems. displacement, amplitude, period and -explain how the angle of incidence illuminate the house based on
vii. Explain modes of propagation phase, differences between transverse determines the refractive index of a prism the concept of refraction and
of electromagnetic (EM ) and longitudinal waves along with based on the evidence collected from the reflection.
waves to understand the graphical representations). experiment. -Design a model of radio
concept of maximum line-of- 5.5. Electromagnetic Waves Obtaining, evaluating and communicating communication to enhance the
sight and calculate maximum 4.3.1. Electromagnetic Waves (Scope: information understanding of applications
line-of-sight. electromagnetic waves, its -evaluate the information gathered from the of EM waves.
applications in communication, simulation and discuss how electromagnetic Promoting Socio-cultural,
viii. Examine the advantages of
elements of a communication system (EM ) waves propagate. Economic, Environment,
digital signals over analogue
and basic terminologies used in -evaluate the information obtained from and Human Values
signals in modern
communication systems). multimedia to explain advantages of digital -conserve environment by
communication systems
4.3.2. Propagation of Electromagnetic signals in modern communication. designing a green technology
through the use of
Waves (Scope: the propagation of based on concept of refraction
multimedia.
electromagnetic waves and Using Mathematics and Computational and reflection
calculation of maximum line-of-sight Thinking - use the knowledge of
ix. Explain the concept of to get digital signals). -solve numerical problems based on Snell’s wireless communication
polarization of EM waves 4.3.3. Analogue Signal and Digital Signal law to compare the refractive index of technology to reduce
using simulation and (Scope: differences between analogue different optically transparent media. expenditure and resources
multimedia and explore its and digital signals and sampling of -organize data in graphs to calculate used for wiring.
applications. analogue signals to get digital signals, frequency, time period, wavelength, and -Promote the values of saving
advantages of digital signals in velocity. energy using the knowledge of
modern communication). Engaging in argument from evidence optical illumination for socio
4.3.4. Polarization of Electromagnetic -Engage in a debate on helpful and harmful economic development.
Waves (Scope: polarization of effects of electromagnetic waves in -use modern communication
electromagnetic waves and its communication. systems to promote
applications in plastic, movie industry preservation of our culture.
and seismology).

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Table 15. Learning Objectives and Dimensions for Atomic, Nuclear and Space Physics, class XI

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes) Society and
Scientific Methods and Engineering Practices
Technology
5.1 Atoms Asking questions and defining problems
i. Investigate a spectral series 5.1.1 Atomic Spectra (Scope: -How does nuclear radiation impact the environment? Exploring Digital
of hydrogen atom using discrete energy level, transition -How can we use carbon dating to find out the age of Resources
interactive simulations or between energy level, atomic materials? -Use multimedia to
any apps. spectra and spectral series of -how can atomic spectra be used to identify elements? interpret the concept of
ii. Explain the concept of hydrogen atom, Rydberg's -What keeps the satellite stay in orbit? nuclear stability.
half-life decay of formula and its usage in Planning and carrying out investigation - Use video to explain
radioactive nuclei using determining wavelength of -plan and carry out a project to investigate the factors the types of satellites.
water analogy to spectral lines). affecting climate in Bhutan. -Use satellite image
comprehend radioactivity. 5.2 Nuclei -Experiment to investigate the types of satellite data through source, online and
5.2.1 Radioactivity (Scope: isotope, data analysis tools. offline software to
iii. Investigate the
stability, radioactivity, law of Developing and using models processing data.
phenomenon of
radioactive decay, final -Design a model of satellite based on the information
radioactivity using the
expression with decay constant, gathered about payload and orbital mechanics. Using Physical Tools
concept of half-life and the
half-life and calculation, decay -Analyzing and interpreting data -use burette, stop clock
nuclear decay equation to
curves, nuclear decay -Analyze and interpret the data obtained from remote in water analogy to
assess the benefits and
equations, applications of sensing data archive and suggest measures to combat climate explain the concept of
risks involved.
radioactivity, safety) change. half-life decay of
iv. Describe the effect of 5.3 Space Technology -Constructing explanation and designing solutions radioactive nuclei.
gravitational force on 5.3.1 Universal Law of Gravitation -Construct an explanation on various applications of Carrying out STEM
centripetal force to (Scope: acceleration due to radioactivity in medical science. Activities
comprehend the motion of gravity of the Earth, orbital -apply scientific ideas to review an explanation about the -Design a model of
satellites in the orbit. velocity, centripetal force) universal law of gravitation. satellite based on the
5.3.2 Satellites (Scope: types of Obtaining, evaluating and communicating information information gathered
v. Describe different types of satellites based on their orbit -Evaluate the benefits and risks of nuclear radiation for about payload and
Satellites and payload) health and environment. orbital mechanics.
5.3.3 Space Technology -analyze the information from remote sensing data archive to Promoting Socio-
vi. Explain the applications of Applications inform the findings to the relevant authorities and general cultural, Economic,
satellite technology for (Scope: communications, Earth public through online social platforms. Environment, and
various purposes. observation, disaster Using Mathematics and Computational Thinking Human Values
management, weather forecast, -describe the spectral lines by calculating wavelength using - Advocate on
vii. Analyse satellite data to education, health, navigation, Rydberg's formula. applications of nuclear
study local and global agriculture, etc.) -organize the data and plot the decay curve to calculate half- radiation.
phenomena such as global life. -analyze the
warming, natural disaster, Engaging in argument from evidence information from
land use, etc. remote sensing data

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 Physics (IX-XII) Science Curriculum Framework (PP-XII)

5.3.4 Satellite Data Analysis (Scope: -critique satellite technology in bhutan by citing relevant archive to address local
satellite data analysis, remote evidence and providing scientific questions. and global challenges
sensing). -Engage in a debate on advantages and disadvantages of (weather and climate).
having our own satellite stationed in space.

Class-wise Competency (Class XII)

1. Newtonian Mechanics
● Conduct an experiment to interpret the concept of simple harmonic motion graphically using interactive simulation and study its
application in amusement parks, open space gyms, earthquake seismometers etc.
● Explain the concept of resonance through an experiment to create awareness about the effect of seismic waves on infrastructures and
design a conceptual model of earthquake resistant infrastructures.

2. Fluid Mechanics and Thermal Physics

● Conduct an experiment on surface tension to comprehend the movement of liquids in capillary tubes and flow of liquids through porous
surfaces and apply the concept to separate water from mixtures or purify water of microscopic impurities.
● Design an experiment to measure the viscosity of the fluids to comprehend behaviour of flow of fluid.
● Validate the Bernoulli’s equation using interactive simulations or models to explore the various applications in sizing the pipe, flow
sensors, ejectors, pitot tube etc.

3. Electricity and Magnetism

● Examine force of attraction and repulsion between charges using any interactive simulations or apps to explain Coulomb’s law.
● Interpret electric field, its strength and express electric flux for uniform and non-uniform electric field using simulations or apps to
relate its applications in our life.
● Construct a model of capacitor to explain its function as energy storage used in electronic devices.
● Design an experiment to verify Faraday’s laws of electromagnetic induction and apply the concept to design a working or conceptual
model of a generator.
● Explain the concept of self and mutual inductance and design a model (conceptual or working) to comprehend the working mechanism
of a transformer.
● Investigate the temperature dependence of resistivity of conductors, semiconductors, thermistors, and superconductors to identify
appropriate materials for various applications.
● Explain the distribution of voltage and current within the circuit and solve circuit network problems using the concept of Kirchhoff’s
law.

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Physics (IX-XII) Science Curriculum Framework (PP-XII)

● Explain a.c. circuit using interactive simulation or apps to describe the occurrence of electrical resonance.

4. Waves and Optics

● Conduct an experiment to study the behaviour of light when it strikes on different optical media and use the concept to design optical
instruments.
● Investigate and sketch image formation for different optical media using interactive simulation to comprehend the significance of optical
media in optical instruments.
● Verify Huygens’ principle using appropriate light sources to explain the wave nature of light.
● Illustrate interference and diffraction graphically and use the concept to study the stellar spectra and relate the concept in the field of
optical communication.
● Explain the particle nature of light and the photoelectric effect (Einstein’s photoelectric equation) using interactive
simulations/multimedia to relate its working in solar panel.

5. Atomic, Nuclear and Space Physics

● Examine the interior components of atoms and explain the behaviour and properties of each component to explain the standard model.
● Study the concept of nanotechnology and recognise its significance and influence in our society.
● Study nuclear energy as an alternative source of energy in future to assess the pros and cons of nuclear energy.
● Identify the rocket parameters using interactive simulation to comprehend the process of rocket launch and satellite deployment.
● Examine the methods of satellite disposal and suggest ways to minimize the accumulation of defunct satellites in space.

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 Physics (IX-XII) Science Curriculum Framework (PP-XII)

Table 16. Learning Objectives and Dimensions for Newtonian Mechanics, class XII

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes)
Scientific Methods and Engineering Practices Society and Technology

i. Explain periodic motion 1. Newtonian Mechanics Asking questions and defining problems Exploring Digital
and oscillatory motion and 1.1. Oscillations -What is the relation between simple harmonic motion Resources
relate with Simple 1.1.1. Periodic and Oscillatory and uniform circular motion? -Use simulations to explain
Harmonic Motion (SHM) Motions. (Scope: Periodic and -Why do soldiers break steps while marching over a periodic and simple
graphically using Oscillatory motions, simple bridge? harmonic motion.
interactive simulation. harmonic motion, time period and Planning and carrying out investigation Using Physical Tools
ii. Use algebraic or frequency of periodic motion and - Conduct experiments to show SHM using a simple - Use a simple pendulum
computational displacement of periodic motion pendulum and spring with slotted weights. and mass-spring system to
representations to claim and its calculation, relation - Conduct an experiment on resonance using a tuning interpret and demonstrate
that total energy in SHM between simple harmonic motion fork. the concept of simple
is conserved. and uniform circular motion.) -Analysing and interpreting data harmonic motion.
-Analyse data obtained from various experiments such -Use sonometer and tuning
iii. Determine the value of
1.1.2. Velocity and Acceleration in as simple pendulum, spring constant and resonance and fork to demonstrate the
acceleration due to gravity
Simple Harmonic Motion. (Scope: apply it to calculate unknown variables. concept of resonance.
of a place to provide
velocity and acceleration in simple -Constructing explanation and designing solutions Carrying out STEM
scientific evidence that a
harmonic motion.) -Explain how earthquake waves cause resonance that Activities
simple pendulum executes
leads to destruction of human properties and design a -Design a model of
SHM.
1.1.3. Energy in Simple Harmonic conceptual model of earthquake resistant infrastructures. earthquake
iv. Experimentally investigate Obtaining, evaluating and communicating resistant infrastructures.
the concept of resonance Motion. (Scope: energy in Simple
Harmonic Motion (SHM), Hooke’s information -Design experiment to use
using a tuning fork. -Evaluate the applications of resonance in daily life. mass-spring system to
law, slope and intercept from
graph, least count of stopclock) comprehend the concept of
Using Mathematics and Computational Thinking force constant and time
1.1.4. System Executing Simple -Employ mathematical representations to support the period.
Harmonic Motion: Simple claim that total mechanical energy is conserved in
Pendulum. (Scope: simple SHM. Promoting Socio-cultural,
pendulum, acceleration due to Engaging in argument from evidence Economic, and Human
gravity, time period, least count of -Engage debate construction of earthquake resistant Values
vernier caliper and stopclock, infrastructures in the locality based on seismological -Create awareness on the
conceptual relationship between data. importance of building
effective length and time period, - Discuss how the time period is affected by the earthquake resistant
slope from graph) effective length of a simple pendulum. infrastructures.
Developing and using models
1.1.5. Forced Oscillations and -design an earthquake resistant model and sonometer to
Resonance (Scope: free, forced demonstrate the concept of resonance.
oscillation and resonance,

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 Physics (IX-XII) Science Curriculum Framework (PP-XII)

condition for resonance in forced -use a mass-spring system (model) to comprehend the
oscillations, frequency of tuning concept of force constant and time period.
fork, tension of wire, resonance,
sonometer)

Table 17. Learning Objectives and Dimensions for Fluid Mechanics and Thermal Physics, class XII

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes)
Scientific Methods and Engineering Practices Society and Technology
i. Carry out an experiment on 2.1 Fluid Mechanics Asking Questions and Defining Problems Exploring Digital
surface tension of liquid 2.1.1 Surface Tension. (Scope: Motion of -How is surface tension related to viscosity? Resources
from capillary rise method bodies in a uniform gravitational -How Bernoulli’s equation is applied in the -Use interactive simulations
to comprehend its field with fluid resistance, graphs engineering field? to verify Bernoulli’s
importance in everyday and only final expressions, - Will it be possible for animals and plants to survive equation.
phenomena. molecular theory for surface tension, without surface tension? -Use interactive
ii. Design an experiment to applications of surface tension, cause Planning and Carrying out Investigations simulations/multimedia to
measure the viscosity of and effect of surface tension in -Carry out an experiment to investigate surface tension explain real and ideal gases.
the fluids and explain its liquids, angle of contact, movement and its importance in everyday phenomena. Using Physical Tools
applications in our daily of liquids in capillary tubes using Developing and Using Models -Use a travelling
life. ideas of surface tension, travelling -Use a travelling microscope to determine the surface microscope to determine
iii. Verify Bernoulli's equation microscope, least count of travelling tension of water from the capillary rise method. the surface tension of water
using interactive microscope, flow of liquids through Analyzing and Interpreting Data from capillary rise method.
simulations or models. porous media using capillary action.) -Analyze the data of viscosity of liquid to understand Carrying out STEM
iv. Differentiate between real 2.1.2 Viscosity of Fluids. (Scope: viscosity its applications. Activities
and ideal gases using of fluids, streamline, laminar and Using Mathematics and Computational Thinking - Use simulations to explain
multimedia. turbulent flow, equation of continuity - -Solve numerical problems related to capillary rise and the concept of Bernoulli’s
v. Explain kinetic theory of principle of continuity in any steady the kinetic theory of ideal gas. Principle.
an ideal gas and solve state process, Bernoulli's principle Constructing Explanation and Designing Solutions Promoting Socio-cultural,
numerical problems. and its application). -Explain the importance of viscosity of different fluids Economic, and Human
2.2 Kinetic Theory of Gas and its applications. Values
2.2.1 Kinetic Theory of Ideal Gas (Scope: Engaging in Argument From Evidence -Understand and apply
real and ideal gas, postulates and -Engage in a debate on the importance of surface Bernoulli’s principle to
consequences of the kinetic theory of tension of liquid. resize water pipes when
gases, pressure of an ideal gas, Obtaining, Evaluating and Communicating watering gardens.
kinetic interpretation of temperature Information
and final expression of average, rms - Communicate kinetic theory of ideal gas.
and most probable speed of gas
molecule).

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 Physics (IX-XII) Science Curriculum Framework (PP-XII)

Table 18. Learning Objectives and Dimensions for Electricity and Magnetism, class XII

Process/Essential Skills
Learning Objectives (KSVA) Core Concepts (Chapters/Topics/Themes)
Scientific Methods and
Society and Technology
Engineering Practices
i. Explain the basic properties of 3. Electricity and magnetism Asking Questions and Exploring Digital
electric charge and verify 3.1 Electricity Defining Problems Resources
Coulomb’s law using 3.1.1 Electric Charge. (Scope: basic properties, Coulomb's -Why do people feel dizzy -Use interactive
interactive simulations. law, forces due to multiple charges). when they place their head simulations/multimedia to
ii. Relate electric field, and inside a strong magnetic field? explain electric field,
electric flux and determine 3.1.2 Electric Field. (Scope: electric field and electric field Planning and Carrying out electric flux and strength of
the strength of the charge of intensity, physical significance of electric field, electric field Investigations the charge of an object.
an object using relevant lines and their properties, similarities and differences between -Conduct an experiment to
mathematical expressions. electric field and gravitational field, electric flux, electric field determine the strength of Using Physical Tools
strength due to a point charge, electric field strength between charge of an object. -Use magnet and wire to
iii. Construct a simple model of a two charged parallel plates, charged particle moving in a -Construct a simple model of a develop models to
capacitor to explain the
uniform electric field). generator. demonstrate Faraday’s ,
working and its applications in
-Conduct experiments on emf Henry’s and Lenz's law.
electronic devices.
3.2 Capacitors of dry cell and specific
iv. Explain the concept of 3.2.1 Capacitors and Capacitance. (Scope: capacitors and resistance to examine Carrying out STEM
combination of capacitors in capacitance, unit of capacitance, Kirchhoff’s law. Activities
series and parallel. q = CV and effect of dielectric on capacitance, energy stored Developing and Using - Use simulations to explain
v. Explain magnetic flux and in capacitors (analytical and graphical), charging and Models Faraday's law.
terms related to it and solve discharging of capacitor (final expression and graphs)). -Use a digital model to verify
numerical problems. the application of a potential Promoting Socio-cultural,
vi. Define magnetic moment and 3.2.2 Combination of Capacitors. (Scope: series and parallel divider. Economic, and Human
compare the magnetic moment combinations of capacitors). Analysing and Interpreting Values
of two bar magnets to Data -Appreciate the importance
comprehend the magnetic 3.3 Electromagnetic Induction -Compare the temperature of an a.c. generator in
field strength. 3.3.1. Magnetic Flux. (Scope: terms and final expressions of: dependence of resistivity of improving the human
vii. Design an experiment to magnetic circuit, permeability, magnetic field strength, conductors, semiconductors, livelihood and reducing the
verify Faraday’s laws and magneto-motive force, reluctance, permeance, and flux in thermistors, and environmental impact as a
relate Lenz’s law to explain magnetic circuit). superconductors. result of energy generated
the working of a.c. generator. 3.3.2. Magnetic moment of a bar magnet (Scope: magnetic - Analyse the application of by using an a.c. generator.
viii. Comprehend self and mutual moment, tangent law, deflection magnetometer - Tan A potential dividers using
induction to explain the position) interactive simulations.
concept of a transformer using 3.3.3. The Experiments of Faraday and Henry. (Scope: Using Mathematics and
simulations/multimedia experiments of Faraday and Henry, Faraday's laws of Computational Thinking
electromagnetic induction, Lenz's law, energy conservation, -Use expression of Coulomb’s
ix. Classify substances into
and a.c. generator). law to determine the
conductors, insulators and
semiconductors and evaluate

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their dependence on 3.3.4. Inductance. (Scope: inductance, self induction and electrostatic force between two
temperature. mutual induction, coefficient of self induction, coefficient of charges.
x. Explain semiconductors and mutual induction, transformer). -Integrate the concept of
its importance in designing transformer into adapter using
electronic devices. 3.4 Electric Circuit interactive simulation by
xi. Conduct an experiment to 3.4.1 Classification of Substances. (Scope: classification of changing the variables.
verify Kirchhoff’s laws. substances into conductors, insulators and semiconductors -Use the mathematical
based on the energy bands, effect of temperature on the expression to calculate the
xii. Design a model based on the
resistivity of conductors, semiconductors, thermistor and electric flux.
application of potential
superconductors, potential applications of Room Temperature Constructing Explanation
dividers using interactive
Superconductors (RTS)). and Designing Solutions
simulations.
-Construct a model of
xiii. Determine emf of a dry cell by 3.4.2 Semiconductors. (Scope: types of semiconductor). capacitor to show that it stores
changing the resistance. 3.4.3. DC Circuits. (Scope: d.c. circuits, Kirchhoff's laws, charge.
xiv. Determine specific resistance applications of potential divider in light sensor, temperature Obtaining, Evaluating and
of the given wire by changing sensor, and audio volume controls). Communicating Information
the resistance of the resistance 3.4.4 Electromotive force of a dry cell. (Scope: electromotive -Evaluate the advantages and
box. force (emf) of a dry cell, null point, least count, resistance per disadvantages of
xv. Explain the sinusoidal unit length, slope from graph). superconductors.
variation of voltage and 3.4.5 Specific resistance (Scope: principle of wheatstone Engaging in Argument From
current in an a.c. circuit using bridge, specific resistance of resistor, least count). Evidence
interactive 3.4.6 AC Circuits. (Scope: a.c. circuit, root mean square -Discuss the importance of a.c.
simulation/multimedia. (RMS) value of a.c., sinusoidal variation of voltage and generator based on scientific
xvi. Apply graphical and current when ac voltage is applied to resistor, inductor and information.
mathematical methods to capacitor in an a.c. circuit (final expressions)).
analyse the maximum current 3.4.7 AC Voltage Applied to a Series LCR Circuit. (Scope:
in the LCR circuit. phasor diagram solution, analytical solution and resonance).

Table 19. Learning Objectives and Dimensions for Waves and Optics, class XII

Process/Essential Skills
Learning Objectives (KSVA) Core Concepts (Chapters/Topics/Themes)
Scientific Methods and Engineering Society and
Practices Technology
i. Conduct an experiment to 4. Waves and Optics Asking Questions and Defining Problems Exploring Digital
comprehend the behaviour 4.1. Ray Optics -What happens to the nature of images formed Resources
of light when it strikes on 4.1.1. Reflection of Light by Spherical Mirrors. when light strikes on optical systems? -Use interactive
spherical mirrors using (Scope:reflection of light by spherical -How does the refractive index of a liquid vary simulations to
interactive simulation and mirrors, cartesian sign convention, with change in real and apparent depth? comprehend
sketch ray diagrams. magnification, mirror equation (final Hugyens’ principle,
expressions)). Young’s experiment

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Physics (IX-XII) Science Curriculum Framework (PP-XII)

ii. Verify the focal length of a 4.1.2. Refraction through Spherical -How can focal lengths of concave or convex and explain
given convex lens by u-v Surfaces.(Scope: Cartesian sign convention, lenses be determined by combining them with a interferences of light
and displacement method. linear (transverse) magnification, refraction convex lens? using
iii. Determine the focal length by lenses, converging and diverging lenses, -What is the difference in intensity of light simulations,mobile
of concave and convex derivation and application of lens equation produced by interference and diffraction? apps, multimedia, etc.
lenses based on the concept (final expression), focal length of lens using Planning and Carrying out Investigations
of combination of lenses. u-v and displacement method (range and least - Conduct an experiment to comprehend the Using Physical Tools
iv. Perform an experiment to count of optical bench, slope from graph) refraction of light by spherical lens. - Use lenses to
compare the refractive mathematical expression of magnification, -Conduct investigation to verify Einstein’s interpret refraction of
index of two liquids and power of a lens, focal length by combination photoelectric effect using light.
verify the law of refraction. of lenses). multimedia/simulation.
v. Verify Huygens’ principle 4.1.3. Refractive Index ( Scope: law of refraction, -Analyze how the position of an object affects Carrying out STEM
to comprehend refraction real depth, apparent depth, traveling the nature of the image formed when light Activities
and reflection of plane microscope, least count) strikes on optical systems using simulation. - Use multimedia to
waves using interactive 4.2. Wave Optics Developing and Using Models explain Huygens’
simulations. 4.2.1 Wavefront and Huygens’ Principle. (Scope: - Conduct an experiment to determine the focal principle.
vi. Investigate Young’s wavefront, types of wavefronts and length of a given lens using various methods (u-
experiment to understand Huygens’ principle). v, displacement, combination of lenses). Promoting Socio-
superposition and 4.2.2. Refraction and Reflection of Plane Waves -Use various simulations to explain behaviour cultural, Economic,
interference of light waves using Huygens Principle. (Scope: of light when it strikes on optical systems, and Human Values
using interactive derivation) Huygens’ principle, interference, diffraction -Design a model to
simulation. 4.2.3. Superposition of Waves. (Scope: superposition and Einstein’s photoelectric effect. trap light energy as an
vii. Explain the phenomena of of waves, interference, coherence and Analysing and Interpreting Data alternative to other
diffraction of light and incoherence, path difference and phase -Analyse the data to calculate focal length of a natural resources.
compare its intensity to difference). given mirror and lens.
that of interference. 4.2.4. Interference and Young's Experiment. (Scope: Using Mathematics and Computational
viii. Discuss the photon model conditions for constructive and destructive Thinking
of electromagnetic interference, locating the fringes and -Solve numerical problems using equations
radiation and calculate intensity in double-slit interference). related to the dual nature of light.
energy of photon in eV. 4.2.5 Diffraction. (Scope: diffraction of light, -Use slope from graph to determine the focal
ix. Verify Einstein's diffraction by single slit: locating minima, length of concave and convex lenses based on
photoelectric effect to use of diffraction in the spectral analysis of the concept of combination of lenses.
comprehend the particle the light from the star). -Use interactive simulation to investigate
nature of light using 4.3. Quantum physics Huygen’s principle by comparing intensity of
multimedia/simulation. 4.3.1. Particle Nature of Light: The photon. light after interference and diffraction.
x. Explain the wave nature of (Scope: energy of photon and unit Constructing Explanation and Designing
light through the de conversion in eV, photon model of Solutions
Broglie wave equation electromagnetic radiation). -Construct an explanation on the dual nature of
using multimedia. 4.3.2. Electron Emission and Photoelectric Effect. light.
(Scope: electron emission, experimental Obtaining, Evaluating and Communicating
study of photoelectric effect, significance of Information
the terms work function, stopping potential

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 Physics (IX-XII) Science Curriculum Framework (PP-XII)

and threshold frequency, wave theory of -Communicate applications of light in

light). designing optical devices like eyeglasses,
4.3.3. Einstein's Photoelectric Equation: Energy camera, television, etc.
Quantum of Radiation. (Scope: photoelectric Engaging in Argument From Evidence /
equation, numerical problems, and -Organise a debate on the dual nature of light.
conservation of energy).
4.3.4. Wave Nature of Matter. (Scope: de Broglie
matter waves, mathematical expressions and
numerical problems).

Table 20. Learning Objectives and Dimensions for Atomic, Nuclear, and Space Physics, class XII

Process/Essential Skills
Learning Objectives (KSVA) Core Concepts (Chapters/Topics/Themes)
Scientific Methods and Society and
Engineering Practices Technology
i. Explain the interior 5. Atomic, Nuclear, and Space Physics Asking Questions and Exploring Digital
components of atoms, its 5.1. Particle Physics Defining Problems Resources
behaviour and properties 5.1.1. Standard Model. (Scope: elementary particles and four -Identify the key areas of -Use simulations to
using interactive simulation or fundamental forces) research in the field of study the interior
video. 5.1.2. Particles and Antiparticles. (Scope: particles and nanotechnology and its real- components of atoms
ii. Describe particles and antiparticles, annihilation of particles). world applications. and it’s properties.
antiparticles to comprehend 5.1.3. Classification of Particles. (Scope: classification of -Describe the processes of
the concept of annihilation. particles, quarks and leptons, properties of quarks, satellite development. Using Physical Tools
iii. Explain the concept of conservation laws regulating particles,change of quarks -Explore the various systems and -Demonstrate the
nanotechnology and its real- during 𝛽 + and 𝛽 − decay). subsystems within a satellite. understanding of
world applications. 5.1.4. Nanotechnology (Scope: nanotechnology, applications satellite development
iv. Explain mass defect and and future implications). Planning and Carrying out processes by
binding energy per nucleon Investigations developing a model of
and solve numerical 5.2. Nuclear Energy Investigate the concept of an artificial satellite
problems. 5.2.1. Nuclear Energy (Scope: nuclear energy, mass defect, nanotechnology and recognise its (conceptual or
v. Interpret the curve of average binding energy, nuclear stability, thermal neutrons). significance and influence in our practical).
binding energy per nucleon society.
against nucleon number. 5.2.2. Nuclear Fission: The basic process. (Scope: nuclear -Investigate the methods of Carrying out STEM
vi. Evaluate the useful and fission, nuclear chain reaction-controlled and satellite tracking and operation Activities
destructive applications of uncontrolled, nuclear fission reactor, peaceful and from a ground station, satellite -Design a model of a
nuclear fission. destructive applications of nuclear fission). disposal or space debris simple rocket to enrich
vii. Compare and contrast nuclear management. students' understanding
fission and nuclear fusion. 5.2.3. Nuclear Fusion: The basic process. (Scope: nuclear of rocket technology.
viii. Explain satellite development fusion, thermonuclear fusion in the Sun and other stars- Developing and Using Models
processes to develop a model CNO Cycle and P-P cycle, controlled thermonuclear Promoting Socio-
of an artificial satellite. cultural, Economic,

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Physics (IX-XII) Science Curriculum Framework (PP-XII)

ix. Explain the concept of rocket fusion, advantages of nuclear fusion as a potential Develop and use a model of an Environment, and
launch technology. energy source over nuclear fission). artificial satellite (conceptual or Human Values
x. Explain earth segment practical). -Design a model that
subsystems to investigate 5.3. Space Science and Technology: Satellite demonstrates the
transmission and reception of Development Analysing and Interpreting peaceful application of
signals from satellites and 5.3.1. Processes of Satellite Development. Data nuclear energy.
describe space segment (Scope: mission definition review, preliminary design review, -Interpret the curve of average -Design a model that
subsystems to comprehend critical design review, safety review). binding energy per nucleon demonstrates the
how satellites are stationed in against the nucleon number. sustainable usage of
a particular orbit. 5.3.2.Orbital Mechanics and Satellite Launch. -Interpret the concept of nuclear space resources by
xi. Identify the elements of the (Scope: Kepler’s laws, rocket technology). fission using interactive space debris
space environment to simulation. management.
minimize space hazards. 5.3.3. Satellite Subsystems and Satellite Tracking or Operation. -Analyze existing international -Become aware on
xii. Study the space laws and (Scope: command and data-handling subsystem (CDHS), and national space law and space laws and
regulations to create electrical power system (EPS), environmental control and regulations. regulations.
awareness that all nations life-support subsystem (ECLSS), onboard computer (OBC),
have equal opportunity and structures and mechanics, satellite ground station, satellite Using Mathematics and
accountability to explore tracking, satellite operation). Computational Thinking
space. -Solve numerical problems
5.3.4. The Space Environment. involving mass defect and
(Scope: major hazards of the space environment, living and binding energy.
working in space).
-Constructing Explanation
5.3.5. Satellite Disposal. and Designing Solutions
(Scope: end of life of a satellite, disposal, space debris -Examine the peaceful and
management). destructive applications of
nuclear fission.
5.3.6. Space Law and Regulations.
(Scope: international space treaties, registration convention, Engaging in Argument From
frequency regulations, international governing bodies such Evidence
as international telecommunications union (ITU), united -Argue on advantages and
nations office for outer space affairs (UNOOSA)). disadvantages of nuclear energy.

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SECTION E:ENVIRONMENTAL SCIENCE

13 SECTION E: Environmental Science

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13. 1 Key Stage 4 (IX-X)

Competency-based Standard
By the end of key stage 4 (class X), a learner should be able to:
1. Systems in Nature
1.1. Exhibit understanding of the ecosystem and identify the effects of human activities on natural processes and inter-relationship
in maintaining a balanced ecosystem in nature.
1.2. Analyse diverse factors that influence the ecosystem equilibrium and stability to understand the health of an ecosystem and
communicate through the representations of flow charts and mathematical calculations.

2. Environmental Issues and Concerns

2.1. Use the understanding of the provisions of natural resources and the ecological footprint, develop an argument on how the
human lifestyle is related to resource consumption to stimulate behaviour change of people for the sustainable well-being of
people and the environment.
2.2. Demonstrate concerns towards the environment by exploring the transformation of human’s dependence on natural resources
with the change of their lifestyle, and exhibit behavioural change in consumption and waste generation patterns.
2.3. Evaluate the causes and impacts of pollution on humans and nature, and suggest preventive measures to reduce the ever-
increasing pollution issues in the environment.
2.4. Design mitigation strategies and plans to manage and reduce the risk of disaster to save life, properties and the natural world.

3. Natural Resource Management

3.1. Illustrate conservation strategies and practice skills based on the issues and challenges towards mitigating the threats to
biodiversity and the wellbeing of all life forms.
3.2. Explore ideas and processes of managing watersheds for the socio-economic benefits of the community, and suggest measures
to conserve water resources.
3.3. Explain and design strategies for sustainable use of land resources and waste management for socio-economic development,
and prevent land pollution for the wellbeing of people and the health of the environment.
3.4. Evaluate energy security of Bhutan and other few countries in the light of energy resources and consumption patterns and their
effects on the life of people to inform the decision on the design and use of diverse strategies to conserve energy.

4. Sustainable Development
4.1. Analyse the diverse perspectives of development and evaluate the significance of social, economic and the environmental
dimensions to identify ways and means towards achieving the sustainable development goals.
4.2. Recognise and promote sustainable development as a holistic developmental paradigm through the analysis of sustainable
development initiatives.

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Class-wise Competency (Class IX)

By the end of class IX, learners should be able to:
1. Systems in Nature
1.1. Ecosystem Organisation and Types
● Justify the ecological niche of an organism with the knowledge of the ecosystem and interactions among the components
to understand how the health of an ecosystem is maintained.
1.2. Biogeographical Zones and Biomes
● Interpret the biogeographical zones and biomes of Bhutan by obtaining, evaluating, and communicating information from
global to local context to understand the significance of biomes to the world.
1.3. Interdependence in Nature: Organism Interaction
● Identify the significant roles of living organisms in sustaining a healthy ecosystem, and construct a flowchart to explain the
mechanism of balance in nature.
1.4. Homeostasis
● Analyse the roles of external and internal factors responsible for maintaining a balanced ecosystem and ecological resilience
in nature, and generate big ideas that emerged from the analysis.

2. Environmental Issues and Concerns

2.1. Classification of Natural Resources
● Evaluate the significance of natural resources for people through the understanding of classifications and provisions of
natural resources to help people live in harmony with nature.
2.2. Natural Resources and Human Societies- The Changing Relations
● Analyse the changing trends of resource utilisation with evolution of human societies to recognize how the behaviour of
humans affect the environment and peoples’ livelihood.
2.3. Natural Resources Degradation
● Identify natural and anthropogenic causes of natural resources degradation to analyse its impacts on humans and the
environment.
2.4. Pollutants and Pollution
● Generate innovative ideas to address the pollution issues in the community through the design and construction of model,
and conduct advocacy programs in the locality.

2.5. Disaster and Environment

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● Carryout disaster risk assessment in the school or a community, and provide evidence-based recommendations for
reducing hazard, risk and vulnerability.

3. Natural Resource Management

3.1. Levels of Biodiversity
● Demonstrate the skills of using techniques in measuring the species diversity to evaluate the status of biodiversity in an
area.
3.2. Biodiversity and its Importance
● Analyse the importance of socio-economic, cultural and ecological benefits of biodiversity to recognize the need to
conserve the biodiversity.
3.3. Watersheds
● Discuss the significance of watersheds on socio-economic development, and recognise human actions as one of the chief
factors to degradation of watersheds.
3.4. Watershed Management
● Apply the principles of watershed management to suggest an appropriate watershed management plan that can cater to the
needs of a community.
3.5. Energy Resources and Consumption
● Classify the types of energy resources, energy consumption and energy supply, and design ways of managing energy
resources for long-term sustenance in the community.

4. Sustainable Development
4.1. Concepts and Practises of Sustainable Development
● Analyse the developmental activities based on the dimensions of sustainable development, and understand ways to achieve
social equity, environmental conservation, and economic progress.
4.2. Developmental Perspective of Bhutan - The Gross National Happiness (GNH)
• Relate how the four pillars and nine domains of Gross National Happiness contribute to the unique approach of Bhutan’s
development, and recognize GNH as the middle path development philosophy.

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Table 1: Learning Objectives and Contents_ Environmental Science, Class IX

Process/Essential Skills
Learning Objectives Core Concepts
(KSVA) (Chapters/Topics/Themes) Scientific Methods and Engineering
Society and Technology
Practices

● Describe the components of the 1.1 Ecosystem Organisation and Developing and using models Use of physical tools
ecosystem in sustaining a Types ● Develop a model to demonstrate the ● Use models and drawing
healthy ecosystem. Scope: This topic introduces the organisation of an ecosystem and its tools to develop the model.
● Construct a model to explain concept of ecosystem and its types.
ecosystem organisation and its organisation (habitat, population, ● Explore the environment to find the
types. community and species). It focuses interrelationship amongst components in
● Justify the ecological niche of on the importance of the ecological an ecosystem. Infer the ecological niche
organisms in sustaining a niche of organisms in an ecosystem. of the organisms.
healthy ecosystem.

● Explain the major biomes of the 1.2. Biogeographical zones and Obtaining, evaluating, and Using Digital Resources
world based on climate and Biomes communicating information ● Use digital resources to
predominant flora and fauna. Scope: This topic begins with the ● Obtain, evaluate and communicate obtain information on major
● Examine the biogeographical identification of eight information from various sources about biomes of the world and
zones and biomes of Bhutan Biogeographical zones and ten the biomes of the world in relation to its their features and compare
based on climate and Biomes and their salient features. It climate and predominant flora and fauna. them to that of Bhutan.
predominant vegetation. also includes examination of ● Comparing similarities and differences
biogeographical zones and biomes of between biomes and geographical zones
Bhutan using the knowledge of assists in examining the biogeographical
biomes of the world. zones and biomes of Bhutan.

● Explain various interactions 1.3. Interdependence in Nature: Obtaining, evaluating, and Using Digital Resources
among biotic components and Organism Interaction communicating information ● Use animation tools to
between biotic and abiotic Scope: This topic focuses on ● Carry out the activity to evaluate illustrate the ecological
components in an ecosystem. understanding different interactions ecological interactions and the roles interactions and prepare
● Discuss the roles of interactions among biotic components and they play in sustaining a healthy presentations about their
amongst different organisms in between biotic and abiotic ecosystem. findings on various
sustaining a healthy ecosystem. components with the help of different ecological interactions.
examples. The interactions include
food chains, food webs, competition,
predation and symbiotic relationships
such as commensalism, mutualism
and parasitism.

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● Analyse the roles of external 1.4 Homeostasis Constructing Explanations and Designing Using Digital Resources
and internal factors responsible Scope: This topic explains the roles solution ● Use drawing tools to
for changes in the ecosystem of external and internal factors to ● Comparing the roles of external and construct the flowchart in
and its role in maintaining maintain homeostasis in an internal factors responsible for changes determining the mechanism
homeostasis in nature. ecosystem. It also deals with the in the ecosystem and how they help in of balance in nature.
● Construct a flowchart to significance of ecological resilience maintaining homeostasis in nature. ● Based on the flow chart,
explain the mechanism of in maintaining homeostasis in an Exploration & Evaluation suggest interventions in
homeostasis in nature. ecosystem. ● Obtain information from various maintaining a stable
● Justify ecological resilience as sources about ecological resilience and ecosystem and communicate
the means to maintain a stable evaluate it as a means to maintain a the idea.
ecosystem. stable ecosystem Deriving Correlation
● Correlate ecological
resilience and balance in
nature to assess the status of
ecosystems in the local
community.

● Classify natural resources 2.1. Classification of Natural Obtaining, evaluating, and Using Digital Resources
based on origin, development Resources communicating information ● Illustrate the classification in
process, availability and utility. Scope: This topic discusses the ● Obtain information from various a diagrammatic form).
● Evaluate the significance of classification of natural resources sources about the classification of ● The knowledge on natural
natural resources in the locality. based on origin, development natural resources and evaluate its resources and its
process, availability and utility classification based on their origin or classification can help
(biotic and abiotic, potential and source, development process, prevent the depletion of
actual, renewable and non- availability and their uses. natural resources available in
renewable, exhaustible and the local community.
inexhaustible, conventional and non-
conventional, ubiquitous and
localised resources). It also evaluates
the significance of natural resources
in their local community.

● Draw a timeline to represent the 2.2. Natural Resources and Human Engaging in argument from evidence Using Digital Resources
changing trends in utilisation of Societies- The Changing Relations ● Evaluate the claims, evidence, and ● Explore different literature
natural resources with the Scope: This topic emphasises on the reasoning behind explanations on the on the changing relations
changing human societies. major changes in the resource use changing relationship between natural between the natural resources
● Justify change in pattern of patterns due to transformation of resources and human societies. and human societies on the
utilisation of natural resources human societies from hunter-gatherer internet and represent the
among human societies. to agricultural societies and to information in timeline.
industrial societies.

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● Plan and carry out a case study 2.3. Natural Resources Degradation Planning and carrying out an Using Digital Resources
to analyse the causes and Scope: It includes the identification investigation. ● Use MS Office and others to
impacts of natural resources of natural and anthropogenic causes ● Obtain information from various plot graphs and create figures
degradation. of natural resource degradation and sources on natural resources to disseminate the results
● Design ways to reduce the discusses its impacts; degradation of degradation. appropriately.
natural resources degradation land, deforestation and loss of ● Design a worksheet, visit the ● Share the findings and the
for sustenance of resources. biodiversity. It also explores and community and collect data to observe ways to reduce degradation
designs ways to reduce natural and analyse the causes and impacts of with the community for
resources degradation. natural degradation. sustainable use of resources.
● Based on the finding, design effective
ways to reduce degradation of natural
resources.

● Classify forms of pollutants in 2.4. Pollutants and Pollution Constructing Explanation and Designing Serving human values and
the school and the community Scope: This topic clarifies the forms Solution influence value formation
based on their physical, of pollutants - Point-source and ● Obtain information on pollution, ● Use the internet to obtain
chemical, and biological Nonpoint source, Primary and pollutants, and type of pollutants and information. Study the
properties Secondary pollutants. impact of pollution. effectiveness of the model
● Justify that pollution impacts It also describes pollution types (air, ● Carry out a field visit around the school and share with the
the socio economic and water and land), its causes, effects campus or a community to conduct community to address
physical environment and the and measures to control pollution. pollutant hunting. pollution problems.
wellbeing of people. ● Design and construct a model which can ● Design and carry out
● Construct models towards be used to control pollution. advocacy on pollution and its
addressing the issues of impact on the lives of the
pollution using innovative ideas people in the community.
from a variety of sources.

● Explain the relationship among 2.5. Disaster and Environment Constructing Explanation and Designing Influence Value Formation
the hazard, vulnerability, risk, Scope: This topic introduces the types Solution. ● Derive insights from the past
disaster and the response of disaster. It explains the concepts of ● Obtain information from various sources disasters that have occurred in
capacity. hazard, vulnerability, risk, disaster on disaster. the community.
● Illustrate disaster risk and response capacity. It explores ● Evaluate the causes of disaster through a ● Share ways to reduce disaster
assessment of a school or a natural and anthropogenic causes of field visit to the locality which has in the community.
community using standard tools disasters and their impacts. Further, it experienced disaster in the past. ● Use a self-rating tool for
to assess their preparedness. also includes hazard preparedness. ● State relationship between hazard, assessing preparedness and
● Analyse the data to generate vulnerability, risk, disaster, and response share recommendations with
necessary recommendations to capacity and deduce ways to reduce the community or school to
improve the preparedness and disaster in the community. make informed decisions
reduce the risk from hazards. ● Carry out a survey using standard tools to
assess preparedness.
● Analyse and interpret the data and make

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necessary recommendations to improve

preparedness.

● Describe the elements of 3.1. Levels of biodiversity Analysing and Interpreting data Using Physical Tools
biodiversity. Scope: This topic covers concepts ● Obtain information for various sources ● Use excel sheet to record and
● Identify different levels of of diversity levels - genetic, species and carry out field visits. analyse the data gathered.
biodiversity to draw the and ecosystem diversity. ● Study different ecosystems and record ● Communicate the findings
relationship among the levels. all types of species observed and among classmates.
categorise them into three levels of
biodiversity.

● Explain the socio-economic, 3.2. Biodiversity and its Obtaining, Using Digital Resources
cultural and ecological benefits Importance evaluating, and communicating ● Use the internet or visit the
of biodiversity to infer its Scope: This topic covers socio- information library to obtain information.
significance to the wellbeing of economic, cultural and ecological ● Using various resources (Discovery ● Share your findings to
people. importance of biodiversity. It also learning), read and analyse importance relevant social media to
● Evaluate the status of discusses Forest ecosystem, of biodiversity in terms of socio- heighten the awareness on the
biodiversity in Bhutan to Agricultural ecosystem, and economic, cultural and ecological importance of biodiversity.
understand its health in the real Wildlife diversity importance) ● Make a PPT and present it to
time. ● Construct a concept map (chart the class.
paper/ICT) to explain the importance of
biodiversity in day-to-day life.
● Gather information on the status of
biodiversity in Bhutan from various
sources.

● Describe the watershed in your 3.3. Watersheds Constructing Explanations and Influencing Value
locality based on the six key Scope: This topic entails us to define Designing Solution Formation
features of watersheds. watersheds, identify the six key ● Use the Google Earth apps to study ● Share findings with the
● Evaluate the importance of features, and discuss the importance Watersheds in the locality. class.
watershed for socio-economic of watersheds and explore negative ● Demarcate a few watersheds with a
wellbeing of a community. impacts of human activities on marker tool and estimate the area of
● Analyse the negative impacts of watersheds. the watersheds and use the ‘time
human activities on the health slider’ to note any changes in the
of watersheds. watershed over the period of time.
Note down the physical features of the
watershed and save the work as your
project work.

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3.4. Watershed Management Obtaining, evaluating, and Using physical tools

● Explain the principles of Scope: Begin by discussing the communicating information ● Discuss with the relevant
watershed management. concept of watershed management, ● Collect information on the principles of stakeholder on various
● Investigate the watershed principles of watershed management, waste management, waste management watershed management
management practices and Watershed Management Process, and process and design, In groups, develop a practices in the locality, or
challenges in Bhutan and in designing watershed management watershed management plan most browse the websites of the
your locality to design plans for the locality. suitable for your community. Ministry of Agriculture and
appropriate interventions. Forests for information. Use
● Design a watershed Design Thinking method and
management plan that is the suggest appropriate
most suitable for your interventions.
community.

● Classify different energy 3.5. Energy Resources and Obtaining, Evaluating and Using Digital Resources
resources and evaluate the Consumption Communicating Information ● Use digital resources to
status of energy resources on Scope: Begin by defining energy and ● The learner uses various resources to understand the classification
the Earth. classify energy resources based on gather information on classification of of different sources of energy
● Assess the supply and (nature of transaction, sources, and energy resources. Using Digital Resources
consumption patterns of the recovery rate); world energy supply, Constructing explanations and designing ● Use excel sheet to tabulate
different types of energy types of energy consumed by different solutions and analyse the data.
sources in your locality. countries; sector wise energy ● Make an assessment of the quantity of Influencing Value Formation
● Explore different ways of consumption. different types of energy consumed at ● Organise an exhibition of the
saving energy for sustainable your home for a month, tabulate the data models developed.
use of energy resources. and share your findings.
● Design any energy efficient Constructing explanations and designing
prototype model that benefits solutions
the local community. ● Investigates some of the challenges in
efficient use of energy in the
community.
Use a design thinking strategy to develop
an energy efficient prototype device.

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4.1. Sustainable Development- Constructing explanations and designing Using Digital Resources
● Discuss the dimensions and Concept and practice solutions ● Use web resources to gather
goals of sustainable Scope: This topic consists of ● Explore information on sustainable information.
development to understand sustainable development and its development, its dimensions and Influencing Value Formation
how the community wellbeing dimensions, parameters, and parameters using library or web ● Use the internet or visit a
can be upheld. indicators; strategies to address resources. library to obtain information.
● Evaluate the consequences of challenges faced in promoting ● Make an analysis of different indicators ● Communicate finding
developmental activities based sustainable development in Bhutan. (example, the status of GDP, GNI, ● Share strategies to overcome
on developmental parameters Sustainable development goals. GNP, and HDI of Bhutan) used to challenges.
and sustainable development Relationship between the dimensions indicate the development of Bhutan.
indicators. of sustainable development. Obtaining, evaluating, and
● Design appropriate strategies to communicating information
address challenges faced in ● Review various sustainable
promoting sustainable development initiatives in Bhutan and
development in Bhutan. the challenges faced.
● Design strategies to address the
challenges and promote sustainable
initiatives in the community.

● Explain philosophy of 4.2. The Gross National Happiness Obtaining, evaluating, and Influencing Value Formation
sustainable development of (GNH) communicating information ● Communicate finding
Bhutan. Scope: This topic consists of the ● Gather information on GNH, four pillars
● Relate the pillars and domains concept of Gross National Happiness and nine domains using library or web
of GNH in creating just and (GNH), its pillars and domains. sources.
harmonious society.

Class-wise Competency (Class X)

1. Systems in Nature
1.1. Biogeochemical Cycle
● Analyse the types and roles of biogeochemical cycles in regulating the nutrient flow to understand how the anthropogenic
activities alter the nutrient flow in the ecosystem.

1.2. Carrying Capacity

● Explain the relationships among the factors of population, production and consumption in determining the state of a carrying
capacity of a locality through mathematical calculations, and infer the consumption behaviour of people.

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1.3. Ecosystem Stability

● Analyse the ecosystem based on the factors such as extrinsic, intrinsic, and species diversity to understand how they influence
the ecosystem equilibrium and stability for maintaining balance in nature.

2. Environmental Issues and Concerns

2.1. People and Resource Consumption
● Evaluate one’s own ecological footprint to understand how lifestyle influences resource consumption and waste
generation, and infer its impact on the state of carrying capacity of the Earth.

2.2. Carrying Capacity of the Earth

● Use the knowledge and understanding of Ecological Footprint and identify its factors to justify the changing carrying
capacity of the Earth.

2.3. Disaster Risk Management

● Analyse disaster mitigation processes and phases of disaster risk management to understand the significance of disaster
management plans and implementation towards promoting safety of school and the community.

2.4. Greenhouse Effect

● Analyse the relationship between greenhouse effect with global warming and climate change based on available literature,
and design a model to demonstrate how greenhouse effect exacerbates global warming and climate change.

2.5. Climate Change

● Analyse risks posed by climate change to the social, physical, economic, and wellbeing of people and the environment,
and recognize that climate change is mostly influenced by human actions.

2.6. Initiatives on Climate Change

● Analyse the global and national initiatives on climate change mitigation and design a mitigation plan for your locality or
school, and recognize the need to initiate change in actions towards climate change.

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2.7. Phenology
● Justify the role of phenology as a biological indicator of climate change by making predictions based on past available
data, and develop strategies or plans to minimise the causes of climate change.

3. Natural Resource Management

3.1. Measuring Biodiversity
● Analyse species of a locality to determine diversity of an area, and interpret the status of species diversity.

3.2. Biodiversity Inventory

● Investigate flora and fauna to establish biodiversity patterns of a locality.

3.3. Conservation of Biodiversity in Bhutan

● Evaluate the conservation initiatives implemented for the sustenance of biodiversity, and understand the diverse initiatives
and the roles of different organisations and indigenous practices in Bhutan in conserving the biodiversity.

3.4. Land Use and Management

● Demonstrate the understanding of strategies for sustainable use of land based on the knowledge of change in land use
pattern and forms of land use, and analyse the impacts on socio-economic development.

3.5. Wastes and Waste Management

● Demonstrate the understanding of waste management and waste management strategies, and suggest ways to change
consumption behaviour to minimise the waste generation.

3.6. Energy Sources

● Demonstrate the understanding of various methods of energy conservation, and design technology to save energy for
long-term sustenance of energy resources.

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4. Sustainable Development
4.1. Sustainable Consumption and Production
● Relate consumption and production patterns with sustainable development, and model strategies to promote sustainable
development.

4.2. Sustainable Development Initiatives in Bhutan

● Examine the international and national sustainable development initiatives, and identify the opportunities and challenges
in the implementation in Bhutan.

Table 2: Learning Objectives and Contents_ Environmental Science, Class X

Process/Essential Skills
Core Concepts
Learning Objectives (KSVA)
(Chapters/Topics/Themes) Scientific Methods and
Society and Technology
Engineering Practices

● Explain biogeochemical 1.1. Biogeochemical cycles Constructing Explanation Using Digital Resources
cycle and its types. Scope: This topic explains Gaseous ● Design a model to explain ● Use the internet to search for
● Analyse the roles of biogeochemical cycle (carbon and nitrogen biogeochemical cycle and information on biogeochemical
biogeochemical cycles in cycle) and Sedimentary biogeochemical incorporate anthropogenic cycle and nutrient flow.
regulating the nutrient flow. cycle (calcium and phosphorus) and how activities altering nutrient flow ● Communicate the findings.
● Evaluate how anthropogenic anthropogenic activities alter natural in those cycles. Promoting Socio-cultural,
activities alter the natural nutrient cycle. ● Explore measures to reduce Economic, and Human Values
nutrient cycle. activities that disrupt ● Share finding and measures
biogeochemical cycles. designed to the community for
sustainable use of resources.

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● Explain carrying capacity 1.2. Carrying Capacity Analysing information and using Serving human values and
based on population, Scope: This topic explains about carrying Mathematical and Computational influence value formation
production and capacity and its relationship with the Thinking ● Use the internet, visit library and
consumption. population, production of resources and ● Explore and analyse the discuss to obtain information on
● Describe the four major consumption. It covers concepts of carrying capacity of an carrying capacity.
limiting factors that exponential and logistic population growth ecosystem. ● Practice sustainable consumption
determine the carrying with reference to four major limiting ● Evaluate the relationship behaviours in order to prevent the
capacity of an ecosystem. factors of carrying capacity - food between population, production deterioration of carrying capacity
● Differentiate between availability, water, ecological conditions and consumption to carrying of the locality.
logistic and exponential and space. It also includes the capacity. ● Use the knowledge to analyse
population growth curves. mathematical calculation of carrying ● Use mathematical and one’s own consumption behaviour
● Calculate the carrying capacity of a given ecosystem. computational representations to in the context of carrying capacity
capacity of an ecosystem. support explanations on
● Justify the significance of calculating carrying capacity
carrying capacity for
sustainable management of
resources.

● Describe the extrinsic and 1.3. Ecosystem Stability Obtaining, evaluating, and Using Physical Tools
intrinsic factors that Scope: This topic discusses the extrinsic communicating information ● Use flowchart to communicate
influence the ecosystem and intrinsic factors that influence the ● Explore and find out all the how intrinsic and extrinsic factors
equilibrium and its stability. ecosystem stability and two components of factors that influence affect ecosystem stability.
● Analyse the influence of ecosystem stability - resistance and ecosystems and differentiate
ecological resistance and resilience. It also focuses on the between the influences of
resilience to ecosystem importance of species diversity in extrinsic and intrinsic factors on
stability. maintaining the stability in an ecosystem. ecosystem stability.
● Justify that species diversity ● Develop a flowchart
contributes towards representing how factors affect
ecosystem stability. ecosystem stability.
● Analyse the relation between
ecosystem stability and species
diversity in maintaining the
balance in nature.

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● Explain the concept of 2.1. People and Resource Consumption Engaging in argument from Serving human values and influence
Ecological Footprint based Scope: This topic covers the factors evidence value formation
on the factors that influence (social, cultural, economic, environmental, ● Evaluate the claims, evidence, ● Use the relationship between
it. technological and political) that influence and reasoning behind currently lifestyle and resource consumption
● Analyse the relationship the consumption pattern which determines accepted explanations on the to recognise one’s own resource
between lifestyle and lifestyles. It also focuses on Ecological relationship between lifestyle consumption.
resource consumption. Footprint and its calculation to interpret the and resource consumption. ● An individual can commit to
● Calculate one’s own resource consumption and adopt measures Using Mathematics and practice eco-friendly lifestyles
ecological footprint to to reduce Ecological Footprint. Computational Thinking which are healthier and ensure a
interpret the resource ● Explore for a standard way to sustainable future.
consumption and lifestyle. calculate ecological footprint Exploring Digital Resources
● Investigate and suggest and interpret the findings. ● Use a standard tool to calculate
measures to reduce ● Design solutions to reduce ecological footprint.
individual's ecological ecological footprint. ● Use the knowledge to analyse one’s
footprint. ● Develop a presentation to own resource consumption
communicate your findings. behaviour and waste generation in
the context of ecological footprint.
● Use the internet to explore
ecological footprint and MS
PowerPoint to prepare a
presentation to communicate your
findings.

2.2. Carrying capacity of the Earth Constructing explanations and Use of Digital Tools
● Explain the carrying capacity Scope: This topic explains carrying designing solutions ● Use the internet to obtain
overshoot. capacity overshoot and limiting factors that ● Explore the carrying capacity of information and a graph to explain
● Analyse the changing influence carrying capacity of the Earth. the Earth and carrying capacity carrying capacity overshoot.
carrying capacity of the overshoot. ● Communicate the findings.
Earth. ● Explain carrying capacity
● Relate the carrying capacity overshoot with the help of a
to survival of life forms. graph and deduce how the
limiting factors influence
carrying capacity of the Earth.

● Explain disaster mitigation 2.3. Disaster Risk Management Investigation and Designing Using Digital Resources
processes. Scope: This topic deliberates on disaster Solution ● Incorporate the DRM phases in the
● Analyse the challenges in the risk reduction management plan ● Assess and categorise the risks DRRMP of your school for the
disaster mitigation process to (DRRMP) including phases of DRM - pre- associated with various forms of safety of the students and staff.
suggest measures of disaster, response, and post-disaster to disaster and develop a DRM ● Share your plan with school
addressing them. reduce the impact of a disaster. It also plan (including a risk map) for administration.
covers mitigation and challenges of the the school. ● Explore the internet or visit a

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● Develop a school disaster risk mitigation process. ● Explore disaster mitigation, library to obtain information to
management plan investigate some of the address disaster mitigation and
incorporating the phases of mitigation put in place by school challenges.
DRM to reduce the impact of or community and assess the ● Share mitigation measures to the
a disaster. challenges of the disaster school or community.
mitigation process by
interviewing school authority or
community people.
● Develop some additional
disaster mitigation measures for
the school or community.

● Explain the greenhouse effect. 2.4. Greenhouse Effect Constructing Explanations and Using Physical tools
● Design a model to understand Scope: This topic encapsulates the Designing Solution ● Use the greenhouse model and
the consequences of the relationship between greenhouse effect, ● Explore the greenhouse effect, demonstrate its effect.
greenhouse effect. global warming and climate change. relate global warming by
● Evaluate how our actions applying the scientific principles
exacerbate the greenhouse of greenhouse effect.
effect. ● Construct a model of a
greenhouse to demonstrate the
greenhouse effect.

● Evaluate risks that climate 2.5. Climate Change Constructing explanations and Exploring Digital Resources
change poses to agriculture, Scope: This topic explains the concept of designing solutions ● Explore the internet or visit a
water, human health, national Climate change, factors causing climate ● Review and evaluate the library to glean information.
security, and ecosystem. change and its impact at national and literature on the impacts of ● Use posters and advocate the
● Justify that climate change is global level. climate change. impact of climate change.
mostly influenced by human ● Evaluate the status of climate
actions change impacts in Bhutan.
● Design a poster to advocate on
the impact of climate change.

2.6. Initiatives on Climate Change Obtaining, evaluating, and Serving human values and influence
● Analyse the national and Scope: This topic explores some of the communicating information value formation
global initiatives against global and national initiatives to combat ● Review and evaluate Global and ● Use the internet to obtain
climate change. and mitigate climate change such as the National initiatives. information.
● Design climate change Earth Summit, UNFCCC, Kyoto Protocol ● Draw climate change mitigation ● Share climate change mitigation
mitigation strategies. and Paris Agreement. It further focuses on measures that can be implemented measures to the school and
the initiatives taken at the local level. at school and local level. community using scientific
consensus to influence people with
diverse beliefs on climate change.

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2.7. Phenology Analysing and Interpreting Influencing Value Formation

● Explain phenology as the Scope: This topic explains about the Data ● Use the internet to obtain
indicator of climate change phenophases to understand climate ● Obtain information on the information about the
● Evaluate different change. It describes how to interpret the phenology of plants and phenophases.
phenophases of plants data to predict the future course of climate animals.
based on past available data change and develop a strategy to minimise ● Carry out a field trip to learn
to explain about the the causes of climate change. different phenophases of plants
changing climate. and relate to the impacts of
climate change.

● Explain the species 3.1. Measuring Biodiversity Obtaining, evaluating, and Using Physical Tools
diversity. Scope: This topic explores the types of communicating information ● Use quadrat and Simpson’s index
● Carry out study on species biodiversity. It gives more focus on ● Explore procedure and process of diversity to collect data and
diversity in a local measuring biodiversity with the use of tools to carry out study. calculate species diversity
ecosystem to understand the such as Quadrat sampling and Simpson’s ● Carry out a field visit to a respectively.
species diversity. Index of Diversity. selected area to collect required
● Assess the significance of data to study species
species diversity for the biodiversity.
wellbeing of people. ● Analyse the data and interpret
the finding.

● Explain biodiversity 3.2. Biodiversity Inventory Planning and carrying out Using Digital Resources
inventory. Scope: This topic includes flora and fauna investigations ● Use plants and animal
● Maintain biodiversity diversity and endangered species in ● Explore endangered plant and identification Apps. to identify and
inventory of an area to Bhutan, and biodiversity inventory. animal species of Bhutan. name them.
establish the baseline of ● Develop a biodiversity
species diversity. inventory table.
● List all plants and animals found
● Justify the importance of
within the school compound in
biodiversity inventory.
an inventory table.

● Analyse conservation roles 3.3. Conservation of Biodiversity in Obtaining, evaluating, and Using Digital Resources
of relevant organisations. Bhutan communicating information
● Design an action plan to Scope: This topic discusses the ● Review various conservation ● Use digital resources to explore
conserve biodiversity of a conservation roles of relevant national and initiatives and practices in different biodiversity conservation
school. community organisations in Bhutan. It Bhutan, and develop proper measures.
● Evaluate the roles of also explores the roles of indigenous measures to conserve ● Share conservation measures and
indigenous practices in practices in conservation of biodiversity. biodiversity. models to the public through
biodiversity conservation. ● Visit the community and conduct suitable medium.
a survey to evaluate various

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indigenous practices towards

biodiversity conservation.

● Assess the land use patterns 3.4. Land Use and Management Constructing Explanations and Influencing Value Formation
to identify negative impact Scope: This topic deals with the Designing Solution ● Communicate the findings of
of various forms of land use identification of land use patterns, land use ● Take a field trip to a nearby different land use impacts on the
and land use change on the change, impacts of various forms of land community to observe various environment.
environment. use and land use change. land uses. Design a flowchart to ● Share smart land use models to the
● Explain the principles of make analysis of different land community.
sustainable land use and impacts on the
management practices. environment.
● Design a smart land use ● Gather the national statistical data
model for sustainable use of of land use (Forest, Agriculture,
land. Pasture, Settlements, others) and
analyse and develop smart land
use models to curb the impacts on
the environment to assess land
use patterns, land use change,
predict land use change and
related environmental issues.

● Explain waste management 3.5. Wastes and Waste Management Obtaining, evaluating, and Using physical tools
hierarchy based on waste Scope: This topic discusses waste with communicating information ● Conduct an awareness program in
types. focus on solid waste, classification of solid ● Outdoor excursion to a nearby the school on the types of waste
● Segregate waste into waste on the basis of its physical, town or school’s waste dumping generated in the school and the
different types based on their chemical and biological properties. It also site, record all types of waste and impacts it has on different life
physical, chemical and discusses the importance of solid waste classify into different categories. forms.
biological properties. management and the hierarchy of solid Constructing explanations and Influence value formation
● Design a waste management waste management. designing solutions ● Share waste management plans
plan to manage waste in the ● Conduct literature review of with the school and the community
school. various entrepreneurship ideas for implementation.
in managing waste. Develop an
environmentally friendly waste
management plan.

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● Identify potential sources of 3.7. Energy Sources Obtaining, Evaluating and Using Digital Resources
energy resources available Scope: This topic encapsulates various Communicating Information ● Use digital resources to evaluate
in Bhutan and make an sources of energy available in Bhutan, ● Use library or web resources different sources of energy, and
analysis to choose the most classification of energy sources into and find out all the energy validate a potential source of
reliable alternative source of renewable and non-renewable. It also resources to which Bhutanese energy.
energy for the community. discusses various energy conservation people are dependent on. Using Digital Resources
● Design energy conservation strategies. Constructing explanations and ● Use social media platforms to
strategies that can reduce designing solutions share the plan to the school and the
energy consumption. ● Visit the local community and find community for awareness
● Design a device which out the various energy generation and implementation.
depends on alternative conservation strategies adopted.
energy sources. Design a device to save energy
consumption.

● Explain the concept and 4.1. Sustainable consumption and Constructing explanations and Using Digital Resources
dimension of sustainable production designing solutions ● Use available resources to
development to derive its Scope: This topic introduces the concept of ● Comprehend the concept of comprehend the concept of
relevance to Bhutan. sustainable development and the three sustainable development, sustainable consumption and
● Evaluate the consumption and dimensions. It also discusses on sustainable consumption and production.
production pattern in relation consumption and production and relates production. ● Share the strategies for sustainable
to sustainable development. with sustainable development. It explores ● Develop strategies to achieve consumption and production in the
● Identify sustainable how to design a model of sustainable sustainable consumption and class.
consumption and production consumption and production. production of goods and
strategies initiated and services in the country.
implemented in Bhutan.

● Analyse the international and 4.2. Sustainable development initiatives ● Review various sustainable Influence value formation
national treaties, conventions Scope: This topic discusses treaties, development initiatives in Bhutan ● Exhibit sustainable development
and initiatives on sustainable conventions and initiatives of sustainable and the challenges faced to practices by establishing effective
development for Bhutan. development (Basel convention, UNESCO achieve the outcomes of the waste management practices in the
● Identify the challenges of World Heritage Convention, International initiatives. school.
implementing sustainable Plant Protection Convention, Vienna
development initiatives in Convention for the Protection of Ozone
Bhutan. Layer, Convention on International Trade
● Evaluate the benefits of in Endangered Species of Wild Fauna and
sustainable development Flora, Convention on Biological Diversity
initiatives for the wellbeing of (CBD), United Nations Framework
people. Convention on Climate Change and United
Nations Convention to Combat
Desertification) and identify challenges in
implementation particularly in Bhutan.

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13. 2 Key Stage 5

Competency-based Standard
By the end of key stage 5 (class XII), a learner should be able to:
1. Systems in Nature
1.1. Demonstrate environmental management abilities to contribute towards evidence-based production, utilisation, and evolution
of practices towards protecting the ecosystem.
1.2. Exhibit the understanding of the ecosystem, its spheres, function, and interactions of various components, and explore
measures to maintaining the balance in nature.

2. Environmental Issues and Concerns

2.1. Investigate change in the consumption patterns of people in relation to the increasing pressure on our natural resources, and
explore ways to bring about change in consumption behaviour in the communities.
2.2. Demonstrate the understanding of natural resources and their degradation and their impacts on human life and communicate
environmental information and ideas in diverse forms to influence the mindful practice of livelihood towards living in harmony
with nature.
2.3. Organise awareness campaigns and secure funds to collaborate with innovative partners, and design technologies that would
enable Bhutan fight various forms of pollution.
2.4. Carry out research in various fields related to climate change, and suggest ways to control factors causing climate change
towards reducing the impacts of climate change.
2.5. Plan and disseminate disaster management plans and activities for the family and the community they live in, and recognise
the significance of disaster management to minimize the disastrous impacts on the society.

3. Natural Resource Management

3.1. Draw evidence from various researches on the impacts of biodiversity loss, and demonstrate the skills to collaborate with
various organisations to carry out conservation initiatives.
3.2. Demonstrate the understanding of the uniqueness of Bhutan’s rich natural heritage and spiritual beliefs on nature, and suggest
action to safeguard the natural heritage.
3.3. Evaluate water and land resources of our country or the locality to inform the needs for adoption of effective conservation
strategies for sustainable use of these resources, so that there are enough of these resources for all times to come.
3.4. Demonstrate the understanding about the clean energy, energy security and sustainable energy use, and generate innovative
ideas to conserve energy with appropriate strategies for sustainable energy resources

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4. Sustainable Development
4.1. Evaluate the impact of developmental activities on the environment, and suggest ways to manage the environment through the
adoption of appropriate tools and techniques for the sustainable resource management.
4.2. Develop a global and national perspective of development through the lens of sustainable development and Gross National
Happiness approach of development, and realise individual’s roles towards sustainable living and development.
4.3. Analyse national and international developmental policies based on the principle of sustainable development, and explore
ways to contribute in sustainable development activities in the community.
4.4. Demonstrate, concern, aptitude and interest to participate in the community development process to create ideas towards
achieving the sustainable development goals.

Class-wise Competency (Class XI)

By the end of class XI, a learner should be able to:
1. Systems in Nature
1.1. Biomes and Ecosystems
● Explain the characteristic features of biomes and ecosystems of the Earth, and relate them to Bhutan's biomes and
ecosystem.

1.2. Adaptation in Plants and Animals

● Explain adaptation and adaptive features of living things as a means of survival in the changing environment, and explore
ways to protect the ecosystem and its functions.

1.3. Biogeochemical Cycles

● Analyse the types and roles of biogeochemical cycles in regulating the nutrient flow, and understand how the anthropogenic
activities alter the nutrient flow in the ecosystem.
1.4. Carrying Capacity

● Evaluate the carrying capacity of the Earth in relation to resources availability and symbiotic relationship, and recognise
the need for behavioural change in consumption and the lifestyle of people.

2. Environmental Issues and Concerns

2.1. Human-Ecosystem Dynamics
● Analyse coevolution and coadaptation of humans and ecosystems, and deduce appropriate strategies to reduce human
activities that modify the ecosystems.

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2.2. Natural Resource Degradation

● Analyse the causes and impacts of overexploitation, and generate innovative ideas for the sustainable use of natural
resources.

2.3. Ecological Footprint

● Evaluate one’s own ecological footprint and how lifestyle influences resource consumption and waste generation, and
infer their impact on the state of carrying capacity of the Earth.

2.4. Pollution and its Types

● Investigate the types, causes, and effects of pollution on health and the environment taking pollution along the river
as a sample, and recommend effective solutions to curb the issues.

2.5. Chemical Pollutants and Toxicity

● Illustrate the factors responsible for climate change using a digital tool and analyse the past data to infer the changes
in climate and communicate the results to the community.

2.6. Phenology and Climate Change

● Analyse the relationship between climate change and phenophases, and interpret the change in behaviour of living
things based on phenophases.

2.7. Hazards and Disasters

● Analyse various types and causes of hazards with relevance to our country, and explain how the occurrence of the
hazards has affected the lives of our Bhutanese people.
● Analyse causes and effects of toxicity of any chemical pollutants in the environment through an experiment, and
suggest ways to reduce the source of pollutants.

2.8. Climate Change

2.9. Disaster Risk Reduction
● Explore recent advancements in science and technology in the field of hazard and disaster monitoring, and suggest
strategies with tools for GLOF mitigation in Bhutan.

3. Natural Resource Management

3.1. Biodiversity and Ecosystem Services
● Explain different levels of biodiversity, and analyse their benefits to recognize the importance of diverse forms of life.

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3.2. Measuring Biodiversity

● Evaluate the status of biodiversity with the knowledge and understanding of measurement of species diversity in the
community using different indices, and recognize the importance of biodiversity conservation.

3.3. Conservation of Biodiversity

● Recognize different conservation methods to prevent the loss of biodiversity, and analyse the importance of
conservation of biodiversity.

3.4. Water Conservation

● Demonstrate the understanding of water quality, its testing and conservation strategies, and analyse challenges and tools
and techniques needed to reduce the waste of water so that everyone has access to adequate, safe and affordable water.

3.5. Entrepreneurship and Land Waste Management

● Demonstrate the understanding of land pollution as an emerging social problem and land management to prevent
environmental pollution, and transform the wastes to entrepreneurship ideas towards reducing the land pollution.

3.6. Energy Conservation

● Explain energy management systems and national energy security, and explore ways to improve energy efficiency at
home and community, which results in sustainability of energy.

4. Sustainable Development
4.1. Development and Environment
● Evaluate the impact of development on the environment through the assessment of dimensions, indicators and models
of development, and recognise the need to transit towards a holistic developmental approach.

4.2. Sustainable Development and Environment

● Evaluate the developmental activities of Bhutan using economic instruments, and analyse whether developmental
activities are in line with the sustainable development approach.

4.3. Gross National Happiness for Sustainable Development

● Review Bhutan’s Environmental Policies and Strategies to recognise its contribution towards achieving sustainable
development goals.

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Table 3: Learning Objectives and Contents_ Environmental Science, Class XI

Process/Essential Skills
Learning Objectives Core Concepts
Scientific Methods and Engineering
(KSVA) (Chapters/Topics/Thames) Society and Technology
Practices
● Discuss the 1.1. Biomes and Ecosystem Obtaining, evaluating, and communicating Using Digital Resources
characteristics of biomes Scope: This topic elaborates the information ● Use the internet or visit a library
and the factors that characteristics of terrestrial biomes of ● Obtain information from various sources to glean information.
determine the the world and emphasises on the on biomes and the factors that determine ● Communicate finding.
distribution of biomes factors (climate & vegetation) the distribution of biomes. ● Use animation tools to prepare an
on the Earth. determining the distribution of ● Identify the biome by referring to the animation on ecosystems to
● Analyse the biomes). It also explains the recorded characteristics. educate people in the community
characteristics of characteristics of ecosystems of Engaging in argument from evidence to appreciate and value the
ecosystems in Bhutan. Bhutan (forest, aquatic and agricultural ● Classify different types of ecosystems in ecosystem they are part of.
● Explore the significance ecosystem) and relates to the biomes of Bhutan according to their characteristics.
of biomes in the the world. ● Evaluate the claims, evidence, and
locality. reasoning behind explanations on the
characteristics of ecosystems in Bhutan.

● Describe adaptation of 1.2. Adaptation in Plants and Obtaining, evaluating, and Influence value formation
plants and animals. Animals communicating information ● Use various sources to obtain
● Classify various types Scope: This topic describes ● Obtain information from various sources information.
of adaptation in plants adaptation of plants and animals to on different forms of adaptation in plants ● Communicate the finding to value
and animals. different conditions of the ecosystem and animals. the adaptive features of plants and
● Justify adaptive features (drought, water abundance, moderate animals.
of plants and animals as water, saline water).
a means of survival in
the changing
environment.
● Explain biogeochemical 1.3. Biogeochemical Cycles Communicating Using Digital Resources
cycles based on Scope: This topic explains how ● Collect information from various sources ● Use web resources to gather data of
atmospheric and biogeochemical cycles (carbon, on biogeochemical cycles and their carbon emission.
edaphic nutrient cycles. nitrogen, phosphorus and importance in nutrient flow in the
● Illustrate the process of potassium) regulate the nutrient ecosystem.
biogeochemical cycles. flow in the environment. It also ● Use pictorial or theoretical
● Evaluate how evaluates the disruption of these representations to present information
biogeochemical cycles cycles by anthropogenic activities. using ICT.
are altered by ● Gather the data of carbon emission in
anthropogenic Bhutan to understand the periodic
activities. emission.

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●
Explain carrying 1.4. Carrying Capacity Constructing explanations and designing Using Digital Resources
capacity in relation to Scope: This topic explains the solutions ● Explore the internet or visit the
the availability of relationship between carrying ● Explore and analyse the carrying capacity library for gathering the data of
resources. capacity and available resources in the context of resource availability to flora or fauna.
● Relate carrying and how the limiting factors - water support the species. ● Plot the graphical representation.
capacity to population and energy; predation; competition;
growth curve. space, affect the carrying capacity.
● Explain the influence of It also includes how the symbiotic
symbiotic relationships relationships among human and
among the species on domesticated crops and animals,
the carrying capacity. contributes in increasing the
carrying capacity.

● Explain coevolution and 2.1. Human-Ecosystem Dynamics Asking questions and defining problems Using Digital Tools
coadaptation in the Scope: This topic introduces the ● Obtain information from various sources ● Use the internet or visit a library for
ecosystem with concept of coadaptation and on coevolution and coadaptation information.
examples. coevolution of organisms and ● Gather information of species to Influence value formation
● Evaluate the interaction humans in the ecosystems. It understand the coadaptation and ● Raise awareness on how human
of coevolution and covers the factors - human coevolution. activities lead to modification of
coadaptation among migration; new technologies; Obtaining, Evaluating and ecosystem and environment.
organisms in the production and industrialisation; Communicating Information ● Share the plan with the local
ecosystem and humans urbanisation and alienation from ● Obtain information from relevant sources government officials to be
in the social system. nature, leading to changing on how human interactions lead to the implemented as the community
● Evaluate the factors that relations between human societies modification of ecosystems and development plan.
lead to changing and ecosystems. It also emphasises environment.
relationships between the on how human interactions modify ● Explore and evaluate different literature on
human and ecosystems. ecosystems and the environment. the changing relations between humans
● Justify the changing and the environment.
relationship of humans ● Design a community development plan to
with the environment for minimise environmental impact
survival on the Earth.

● Explain the causes of 2.2. Natural Resource Obtaining, evaluating and communicating Influence Value Formation
natural resources Exploitation and its Impacts information ● Use the internet or visit a library to
degradation. Scope: Deals with the causes of ● Evaluate the causes and impacts of natural learn about causes and impacts of
● Evaluate the causes and overexploitation due to population resources (land, water, and forest) overexploitation.
impacts of over- growth, poverty, inefficient exploitation on carrying capacity of the ● Share findings and ways to
exploitation of natural resources extraction, over- ecosystem. minimise overexploitation.
resources on the consumption of natural resources ● Visit a local community and explore the
carrying capacity of an and analyse its impacts on the type of natural resource exploitation and
ecosystem. carrying capacity of the ecosystem. its impact in the community.

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● Suggest ways to minimise

overexploitation.
● Explain the elements of 2.3. Ecological Footprint Analysing and interpreting data Promoting Socio-cultural,
Ecological Footprint Scope: Deals with the elements of ● Calculate the amount of biologically Economic, and Human Values
● Estimate the ecological Ecological Footprint productive land required to sustain a ● Use a standard tool and ecological
footprint and relate it (bioproductive area, biocapacity, population. footprint equation.
with the ecological yield factor, national average yield ● Estimate the ecological footprint of the ● Communicate by sensitising on the
footprint of a country. and equivalence factor), and community. proportional rise in impacts on the
● Corroborate the calculation of Ecological Footprint ● Draw a relationship between ecological environment due to increasing
correlation between the of a country in Global Hectares. It footprint, population and changing population and changing lifestyle.
ecological footprint, also relates the value of Ecological lifestyle.
increasing population footprint to population and lifestyle
and the changing to generate ideas for sustainable
lifestyle. lifestyle.

● Explain pollution with 2.4. Pollution and its Types Constructing explanations and designing Using Physical Tools
its types. Scope: This topic explores the types solutions ● Exhibit the plan to the community
● Investigate the types of of pollution, causes of pollution and ● Conduct surveys to identify pollution members and other relevant
pollution, its causes, effects of pollution. It further prevalent in the community. stakeholders to seek necessary
and effects on health discusses the water quality standards ● Identify the water quality standard as per support and put the plan in place.
and environment. of Bhutan. the national standards and use the
● Recognize that humans parameters to conduct a water quality
are the cause of survey in the locality.
pollution affecting their
wellbeing.

● Explain toxicity of any 2.5. Chemical Pollutants and Analysing and interpreting data. Influence human values
chemical pollutants. Toxicity ● Demonstrate experiments to understand ● Communicate findings and
● Design an experiment Scope: This topic deals with the the effects of toxicity. advocate on the harmful effects of
to test toxicity in the concepts of toxicity, toxicity of any ● Draw conclusions and suggest some ways toxins.
environment. chemical pollutants, movement of to reduce the impacts of toxins.
● Evaluate the impacts of toxin (biomagnification) and its
biomagnification on impacts on human’s health and the
human health and environment.
environment.
● Suggest ways to reduce
the impacts of toxicity.
● Explain the factors that 2.6. Climate Change Obtaining, Analysing, interpreting data Using Physical Tools
affect climate change. Scope: Introduce the concepts of and communicating information ● Use web resources and libraries to
● Evaluate the impacts of greenhouse effect and climate ● Obtain information on factors responsible understand climate change.
climate change on change. It discusses the factors that for climate change.
affect climate change: forcings,

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human life and feedbacks and tipping points. It also ● Conduct activity (experiment) to ● Share suggestions to reduce factors
environment. discusses the impact of climate understand climate change. which cause climate change through
● Analyse the data change on biodiversity, agriculture, ● Obtain information on impacts of climate suitable social media.
available to predict the water, human lives etc. change to human life and environment
future climate system from various sources.
and suggest ways to ● Interpret the data to predict the climate
mitigate the causes. system or conduct surveys to understand
the climate change and its impact in their
locality.
● Suggest some ways to reduce factors
which cause climate change.
● Explain phenophases as 2.7. Phenology and Climate Obtaining, evaluating, and Using Digital Resources
the indicator of climate Change communicating information ● Use the internet to obtain
change. Scope: This topic discusses how ● Obtain information from various sources information, excel sheet to tabulate
● Investigate the impact climate change influences the on phenology. and analyse the data.
of climate change on phenophases of plants and animals, ● Carry out a survey on the phenophases ● Communicate your findings with
the phenophases of and phenophases as the biological change of plants and animals to evaluate logical scientific reasoning.
plants and animals. indicator of climate change. the impact of climate change.
● Recognise that the ● Draw a conclusion with scientific
knowledge of reasoning.
phenophases as the
indigenous practises to
predict the time for
growing crops.
● Explain various types 2.8. Hazards and Disasters Constructing explanations and designing Promoting Socio-cultural,
of hazards. Scope: This topic identifies types solutions Economic, and Human Values
● Explain the impacts of of hazards, occurrences, its causes ● Analyse potential hazards in the ● Involve the community in
disaster with relevance and impacts. community and forecast future collecting information.
to Bhutan and forecast catastrophes. ● Share possible future hazards and
future catastrophes. ● Suggest ways to reduce risk and ways to reduce risk and
● Explain how the vulnerability so as to mitigate disaster in vulnerability so as to mitigate the
occurrence of the future. hazards/disaster.
hazards has affected
the lives of our
Bhutanese people.

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● Explain the importance 2.9. Disaster Risk Reduction Constructing explanations and designing Carrying out STEM Activities
of technology in Scope: This topic describes solutions ● Use the internet or visit a library
monitoring and effective disaster monitoring tools ● Develop a list of most prominent hazards for information.
mitigating a disaster. for earthquake, volcano, tsunami that could lead to disaster in Bhutan and ● Use social media to share your
● Evaluate different types and GLOF. explore effective disaster monitoring tools findings and advertise the GLOF
of disaster monitoring that can be used to monitor disaster in mitigation designs and the
tools and develop Bhutan. prototype disaster monitoring
mitigation strategies to ● Design a GLOF mitigation plan and create tools/systems.
prevent disaster. prototype disaster monitoring
tools/systems.

● Explain three levels of 3.1. Biodiversity and Ecosystem Constructing Explanation and Using Digital Resources
biodiversity. Services communication. ● Use the internet to obtain
● List the benefits of Scope: This topic explains the ● Gather information on the benefits of information, excel sheet to tabulate
biodiversity. different levels of biodiversity - different diversity levels of Bhutan. and analyse the data.
● Justify the importance genetic, species, ecosystem ● Analyse and write the report. ● Communicate your findings with
of biodiversity for the diversity. It explores direct and logical scientific reasoning.
wellbeing of all life indirect use values of biodiversity.
forms.
● Identify different 3.2. Measuring Biodiversity Planning and carrying out investigations Using Digital Resources
methods in measuring Scope: This topic explores methods ● Conduct literature review on different ● Use excel or other available
species diversity. and indices to measure species methods and indices used for measuring software in analysing the data.
● Measure the species diversity - Species richness, Shannon species diversity. ● Maintain a scientific journal
diversity in the and Simpson Index. ● (Outdoor field excursion): Choose an area (School level findings).
community using to assess the species diversity (two or more ● Communicate through a scientific
different indices to types of ecosystems. symposium forum.
evaluate the status of ● Design the study (type of sampling,
the ecosystem. indices to use and the subject).
● Assess the significance ● Record the data gathered.
of measuring ● Analyse the findings.
biodiversity.

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● Explain species loss as 3.3. Conservation of Biodiversity Constructing Explanation and Using Physical Tools
a threat to biodiversity. Scope: This topic discusses causes of Communication. ● Explore various journal articles
● Explain in-situ and ex- biodiversity loss. It also explores ● Conduct literature review to identify (Tr. should teach the ways in
situ as the means of threatened and endangered species of various threats and means in causing exploring scientific papers).
conserving biodiversity. plants and animals in Bhutan. It biodiversity loss. ● Communicate the findings.
● Develop a species explores In-situ conservation and Ex- ● Analyse the findings (relate species loss as Influencing value Formation
recovery plan for the situ conservation. a threat to biodiversity). ● Use the internet for information.
threatened species of ● Identify different species of flora and ● Use standard format to develop
flora and fauna found in fauna in Bhutan that are Globally innovative project proposals and
Bhutan. Threatened as per the IUCN status (Prior communicate with relevant
knowledge required IUCN Red list stakeholders.
categories). Tabulate the findings and
conduct thematic analysis.
Constructing explanations and designing
solutions
● Review literature and find out ways to
carry out biodiversity conservation.
● Design a plan for recovering any of the
threatened species in Bhutan (Develop
project proposal mentioning to conserve
threatened or endangered species.

● Design an appropriate 3.4. Water Conservation Planning and carrying out investigations Promoting Socio-cultural, Economic,
watershed management Scope: This topic entails exploring ● Explore watersheds of Bhutan and water and Human Values
strategy which addresses water conservation initiatives conservation strategies that are practised. ● Use ICT to develop a framework.
the challenges and including watershed management and Survey the community nearby on the uses ● Communicate with the local
enhances the quality and other relevant strategies practised in of water and water conservation practices government/community head about
quantity of water in the Bhutan, and monitor water quality carried out by the community. the community watershed
community. based on physical, biological, and ● Classify the water conservation initiatives management framework.
● Determine water quality chemical content. into different themes. Using Digital Resources
based on the physical, ● Develop a framework to manage the ● Use necessary equipment and tools
biological and chemical watershed in the area for conserving water to carry out water quality tests.
content of water to (Prior knowledge required: Watershed ● Communicate the findings and
ensure that the water management process and initiatives) share the action plan to the
available is safe for Obtaining, Evaluating and communicating community and community head to
consumption. Information maintain clean water.
● Evaluate various water ● Visit a small stream feasible for study.
conservation strategies, Conduct the water quality test (physical,
tools and techniques biological and chemical). Tabulate the data
used to reduce the and analyse and develop a report.
wastage of water so that
everyone has access to

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adequate, safe and

affordable water.
● Identify the solid and 3.5. Entrepreneurship and Land Developing and using models Using Digital Resources
liquid wastes in the Waste Management ● Use the library or internet and obtain ● Share the idea of solid waste
community and classify Scope: This topic introduces the information on entrepreneurship and management through social media.
them for appropriate concept of land wastes - solid, liquid, waste management hierarchy. Prepare a
waste management and E-wastes, hazardous and non- plan to establish entrepreneurship
strategies. hazardous wastes, waste treatment through solid waste management.
● Practice waste and disposal, entrepreneurship and
management hierarchy in land waste management, waste
the school or at home. management hierarchy, waste
● Evaluate the value of management in Bhutan.
waste in providing
entrepreneurship
opportunities to reduce
the solid wastes in school
or at home.
● Explain the basic energy 3.6. Energy Conservation Influence human values Influence human values
management system that Scope: This topic allows us to learn ● Use the web resources to obtain ● Use the web resources to obtain
can be implemented in energy management systems, national information and a standard tool to carry information and a standard tool to
Bhutan for sustainable energy security, and energy auditing, out ‘Home Energy Audit’. carry out ‘Home Energy Audit’.
use of energy. which are essential in developing ● Share ways to improve energy efficiency ● Share ways to improve energy
● Carry out energy strategies to improve energy with parents. efficiency with parents.
auditing at home and efficiency.
design appropriate
energy efficient
strategies.
● Recognise the
importance of
sustainable energy to
attain national energy
security.
● Analyse the dimensions 4.1. Development and Environment Obtaining, Evaluating and Using Digital Resources
and indicators of Scope: This topic covers the concept Communicating Information ● Use the internet or visit a library to
development. by defining development, dimensions ● Carry out small research on Bhutan’s obtain information.
● Assess limitations of and indicators of development. The developmental approach. Evaluate whether ● Use MS PowerPoint to prepare and
dimensions and indicators dimensions and indicators as a the dimensions and indicators are taken communicate the findings.
of development from the holistic approach to development and into consideration during the process of Using Digital Resources
environmental limitations of indicators of the development. ● Use the library and internet to
perspective. development. ● Prepare MS PowerPoint presentation. explore information about various
● Deduce the level of Obtaining, Evaluating and models of development.
impact of development on Communicating Information

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the environment based on ● Use the internet to prepare a simulation of ● Share the findings to friends in the
Kuznets Environmental Kuznets Environmental Curve. class
Curve, Mehboobul Haq’s
Model and Five Stage
Development Model of
development.
● Create a short 4.2. Sustainable Development and Analysing and Interpreting data Promoting Socio-cultural,
documentary video on Environment ● Design an awareness program for Economic, and Human Values
“Future of My Scope: This topic introduces the promoting sustainable Development in the ● Communicate the plan and conduct
community” concept of sustainable development, community. an awareness program in the
considering the three dimensions of sustainable community to promote sustainable
dimensions of development, the key objectives of development activities.
sustainable sustainable development to examine
development. developmental activities using
● Evaluate the economic instruments such as; Price
importance of - based, Property right, and, Legal,
economic instruments voluntary and Information based
in curbing instruments
environmental issues
against the force of
development.
● Analyse whether the
economic development
activities in Bhutan
consider human and
environmental
development.
● Analyse the meaning of 4.3. Gross National Happiness Analysing and Interpreting data Using Digital Resources
philosophy of Gross for Sustainable Development ● Carry out small research on Gross ● Use internet resources
National Happiness, its Scope: This topic deals with the National Happiness and its contribution to ● Share a report to the class.
pillars and domains as philosophy of Gross National holistic development.
means for holistic Happiness, its pillars and domains. ● Review environmental developmental
development. Review Bhutan’s environmental policies and strategies of Bhutan to see
● Review Bhutan’s policies and strategies to meet the how it contributes to MDG.
environmental policies sustainable development goals
and strategies to meet the (MDG).
sustainable development
goals.
● Justify the relevancy of
GNH and SDGs for
Bhutan.

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Class-wise Competency (Class XII)

By the end of class XII, a learner should be able to:
1. Systems in Nature
1.1. Earth Community Ecology
● Apply the knowledge of community characteristics and ecosystem services to carry out ecosystem service valuation
towards making informed decisions on ecosystem conservation, preservation and restoration.

1.2. Ecological Succession and Restoration

● Demonstrate an understanding of ecological succession, cause and factors of ecological succession, and explore ways for
succession to a desired ecosystem.

2. Environmental Issues and Concerns

2.1. Carbon Footprint
● Analyse carbon footprint and how its increase leads to unsustainable development, and recognise the need for change in
the lifestyle, and suggest innovative ways to reduce pressure on the natural resources.

2.2. Urbanisation, Industrialization and Environmental Changes

● Corroborate the relationship between the population size and changing lifestyle with carbon footprint, and justify how
increase in carbon footprint would assert more pressure on our limited natural resources.

2.3. Degradation of Land and Water Resources

● Evaluate the causes and impacts of the land and water degradation by using ICT and field visits within the community,
and suggest means of minimising land and water degradation.

2.4. Air Quality Index

● Investigate the air quality using AQI and indices by using different technologies, and understand the causes of air pollution
and measures to reduce air pollution.

2.5. Pollution Reduction

● Investigate the air quality using AQI and its effects on human’s health, environment and the wellbeing of communities,
and suggest ways to minimise air pollution.

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2.6. Biological Pollutants

● Explain the effects of biological pollutants and GMOs to human health and environment, and sensitise the local community
on preventive measures backed by scientific evidence as strategies to mitigate the impending biological disaster.
2.7. Mitigation and Adaptation to Climate Change
● Analyse the vulnerabilities and impacts of climate change, and design its mitigation and adaptation measures for
communities in Bhutan.

2.8. Phenology and Climate Change

● Demonstrate an understanding of phenology and climate change by conducting scientific research, and write a manuscript
to communicate the results to a larger audience.

2.9. Disaster Risk Reduction Management

● Analyse the disaster management cycle and roles and responsibilities of relevant stakeholders to formulate a mitigation
plan to reduce severity of the risk associated with hazards.

2.10. Disaster Management Practises in Bhutan

● Analyse disaster management practices in the country, region and the world, and recommend improvements for a resilient
community.

3. Natural Resource Management

3.1. Benefits of Biodiversity Conservation
● Demonstrate the understanding of biodiversity benefits for supporting the organisms on the Earth and the socio-economic
development of the country to explain the importance of biodiversity conservation.

3.2. Efforts to Manage Biodiversity

● Examine the roles of national policies and legislations, international treaties and conventions for the conservation of
biodiversity, and recognise the importance of those policies in managing biodiversity.

3.3. Measures to Promote Biodiversity Management

● Analyse and describe the measures of biodiversity management at community and national level in Bhutan, and
demonstrate the understanding of one’s own roles towards the conservation of biodiversity.

3.4. Challenges in Biodiversity Management

● Explain some of the factors and challenges affecting the biodiversity management in Bhutan, and suggest ways to address
those challenges at the individual and community levels and inform the policy makers.

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3.5. Water Management and Conservation

● Design and practice water management and conservation strategies to raise awareness on improving the quality of water
and sustainable use of water.

3.6. Land Use and Land Conservation

● Study land use land cover change by exploring appropriate tools, and assess the impact to strategize proper measures for
sustainable land use practices.
● Explore strategies for land management and land conservation, and suggest ways to ensure efficient and sustainable use
of land resources.

3.7. Alternative Energy Sources and Green Technology

● Demonstrate the understanding of alternative energy sources and green technology, and relate the ideas in creating
innovative ways of using alternative sources of energy to promote green energy.

4. Sustainable Development
4.1. Environment Management
● Analyse the diverse initiatives of the government towards minimising the environmental degradation, and recognize the
significance of the green economy towards the sustainable use of natural resources.

4.2. Sustainable Development Goals and Indicators

● Discuss the sustainable development goals and the strategies to address the challenges of implementing sustainable
development goals, and formulate indicators to measure sustainable development goals for your community.

4.3. Gross National Happiness and Sustainable Development

● Analyse Bhutan’s Economic Developmental Policy from the point of GNH, and recognise its contribution towards
achieving the sustainable development goals.

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Table 4: Learning Objectives and Contents_ Environmental Science, Class XII

Core Concepts Process/Essential Skills
Learning Objectives (KSVA)
(Chapters/Topics/Thames) Scientific Methods and Engineering Practices Society and Technology
1.1. Earth Community Ecology Obtaining and communicating information Using Digital Resources
● Differentiate between major Scope: This topic explains the two ● Observe and compare different ● Explore available digital
and minor communities with types of community, major and minor, communities; major and minor sources to obtain
examples. and its characteristics which include communities based on their characteristics, information and derive
● Explain characteristics of a structure, dominance, diversity, ecological services and evaluate its explanations on ecological
community. periodicity, stratification, ecotone and importance for the well-being of Bhutanese communities, ecosystem
● Evaluate the ecosystem edge effect, ecological niche, people. goods and services.
services and its importance competition, productivity and bio- ● Review literature on the characteristics of ● Appreciate the dynamic
for the wellbeing of stability. It also explains the types of communities and prepare presentations of provisions of the
Bhutanese people. ecosystem services such as their findings ecosystem.
● Carry out ecosystem service provisioning, regulating, cultural and Constructing explanations and designing ● Explore digital resources to
valuation that can be used supporting, and analysis of the solutions learn and develop
while developing cost importance of its valuation through ● Develop an ecosystem service valuation ecosystem service
effective strategies for nature market price, productivity, hedonic tool to evaluate ecosystem services derived valuation tools.
restoration and management. pricing and benefit transfer methods. by the community. ● Communicate the result to
● Carry out ecosystem services valuation. the community.
● Prepare a presentation to share findings.
● Explain ecological 1.2. Ecological Succession Obtaining and communicating information Using of Digital Resources
succession and its types. and Restoration ● Review literature on natural and ● Explore information from
● Analyse the factors affecting Scope: This topic explains anthropogenic disturbances of ecological different digital sources.
ecological succession. ecological succession and its succession. ● Communicate the findings.
● Explain the evolution of a classification based on inhabitation ● Obtain information on factors that affect Using Digital Resources
plant community based on (primary and secondary succession). ecological succession and share the ● Explore the evolution of a
the steps of ecological It discusses natural and findings with logical reasoning. plant community based on
succession. anthropogenic disturbances of Planning and carrying out investigations the steps of ecological
● Apply the knowledge of ecological succession and describes ● Carry out a field trip, select a disturbed area succession.
ecological succession in the the factors (biotic, topographic and where a landslide had occurred in past ● Use appropriate software
management and restoration climatic) affecting ecological years. for drawing ecological
of degraded ecosystems to succession. It also covers ● Observe succession and represent succession.
the desired ecosystems. classification of organisms into observation in the form of diagrams Using Digital Resources
different communities; pioneer Constructing explanations and designing ● Use digital resources to
communities, seral communities, solutions gather information on
climax community, and the basic ● Review literature on restoration and ecosystem restoration and
steps of ecological succession management of ecological succession. share ecosystem restoration
(nudation, migration, ecesis, ● Develop strategies to manage ecological strategies through social
aggregation, competition, invasion, succession to restore degraded ecosystems media.
reaction and stabilisation or climax). into desired form
It also includes application of the

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Environmental Science (IX-XII) Science Curriculum Framework (PP-XII)

knowledge of ecological succession

in restoration and management of
degraded ecosystems to desired
ecosystems.

● Explain carbon footprint 2.1. Carbon Footprint Obtaining, evaluating, and communicating Using Digital Resources and
in the context of Scope: This topic explains about information Multimedia
development. carbon footprint and its calculation ● Review literature on carbon footprint and ● Use the internet to
● Calculate carbon using online tools. It also relates the evaluate effective ways to reduce pressure calculate carbon footprint.
footprint. carbon footprint to ecological on natural resources. ● Share ways to reduce
● Analyse the carbon footprint to innovate ways to reduce carbon footprint through
footprint to suggest pressure on our natural resources. social media.
innovative ways to
reduce human ecological
footprint.

● Investigate the impact of 2.2. Urbanisation, Industrialization Obtaining, evaluating, and communicating Influence Value formation
urbanisation and and Environmental changes information ● Use the internet to explore
industrialisation to the Scope: This topic relates the impacts of ● Use various resources to obtain the impacts of
community and the urbanisation and industrialisation to information. urbanisation and
environment. the community and environment. It also ● Carry out a field visit, and evaluate their industrialisation, and to
● Suggest measures to address covers the measures to address negative positive and negative impacts of develop an effective plan
negative impacts to the impacts to the environment. development on social, economic and to address the impact.
environment environment. ● Use social media to create
● Develop a plan to address some of those awareness and share a
negative impacts. plan.

● Evaluate the causes and 2.3. Degradation of Land and Water Obtaining, evaluating, and communicating Using Digital Resources
impacts of land degradation Resources information ● Use digital resources to
on social, economic and Scope: This topic elaborates on the ● Gather information on land degradation: gather information.
wellbeing of living causes (desertification, alkanization, causes, process and impact of land ● Share posters and create
organisms. acidification, salinization, soil erosion) degradation to the community and country awareness on the impact of
● Suggest ways to minimise of land degradation, and its impact on as a whole. land degradation through
land degradation. environment, economy and society. It ● Develop a poster representing land social media.
● Conduct situational analysis also focuses on accessibility and degradation and impacts. Promoting Socio-cultural,
of the water resources in the equitable distribution of freshwater, Asking questions and defining problems Economic, and Human
local community and make it’s over-utilization and contamination, ● Carry out a detailed survey on water Values

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evidence-based and analyses sustainable use of water resources (freshwater) in the locality with ● Explore the internet to
recommendations for the resources through community surveys. respect to availability, accessibility and gather information on
sustainable use of the water equitable distribution of freshwater, and water resources.
resources. over-utilization and contamination. ● Involve the community in
● Draft evidence-based recommendation to carrying out a survey.
be shared with the concerned agency. ● Share a recommendation to
the community for the
sustainable use of water
resources.
● Explain the ways of 2.4. Air Quality Index Obtain information from various sources Influence Value formation
determining the air quality. Scope: This topic explains about the ● Apply air quality index to check air quality ● Use the internet to explore
● Assess the air quality using determination of air quality index. It also and quantify the impacts on human health. the determination of AQI
the air quality index. discusses on the health hazards based on ● Calculate AQI and interpret the data to and related health
● Justify the need to improve AQI range and levels) sensitise on quality of air. concerns.
the quality of air. ● Use social media to create
awareness.
● Discuss the emerging causes 2.5. Pollution Reduction Obtain information from various sources Influencing Value
of air pollution. Scope: This topic explains ● Conduct a library research or browse the Formation
● Explore modern environmentally-friendly technologies Internet to identify the different ● Share findings using any
technologies used in to reduce air pollution - carbon capture technologies used to reduce air pollution. social media on pollution
reduction of air pollution. and storage technologies, flue-gas ● Carry out a field visit nearby to find out the reduction
● Justify the need to use desulphurisation and thermal oxidiser. feasibility of using technologies to reduce
modern technologies in the the pollution.
reduction of air pollution.
● Explain biological pollution 2.6. Biological Pollutants Planning and Carrying out Investigations Using Digital Resources and
with examples. Scope: This topic entails the concept ● Investigate the effects of biological multimedia
● Investigate the effects of of biological pollution (GMOs and pollutants and GMOs to the environment ● Use various sources to
biological pollutants and genetic pollutants), its impact on and society. gather information on
GMOs on human health and human health and environment. It also ● Put forward logical scientific arguments on biological pollutants and
the environment. explores preventive measures. the detrimental effect of GMOs. GMOs.
● Design ways to minimise the impact of ● Sensitise the public by
biological and genetic pollution. sharing the findings
through social media for
healthy living.

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● Explain mitigation and 2.7. Mitigation and adaptation to Constructing explanations and designing Influence Value Formation
adaptation to climate change Climate Change solutions ● Share mitigation measures
● Design climate change Scope: This topic evaluates the ● Evaluate vulnerabilities and impacts of and adaptation plans to the
mitigation measures for a vulnerabilities and impacts of climate climate change. community and create
locality. change. It also covers the development ● Develop standard climate change awareness on the impact of
● Design an adaptation plan of climate change mitigation measures. mitigation measures for Bhutan and climate change.
and implement at local level It discusses the steps of the adaptation mitigation measures to be implemented at
to combat climate change. process to address the impacts of climate local level.
change. ● Develop adaptation plans to combat climate
change in the locality.
● Conduct scientific research 2.8. Phenology and Climate Change Planning and carrying out investigations Using Digital Resources
on phenology and climate Scope: This topic discusses phenology. ● Review literature, carefully designed ● Use data analysis
change by following a It explains the steps of scientific standard method to investigate phenology software such as
standard scientific method investigation on phenology - observing and analyse the data. Microsoft Excel, SPSS,
● Communicate the findings in and formulating, developing hypotheses, ● Write a scientific manuscript for STRATA, GIS, QGIS, R-
the form of an article/short gathering evidence, drawing conclusions communicating the findings using various program etc.
communication/review paper and sharing results. digital resources. ● Share the findings to
etc. validate the findings.
● Explain mitigation using the 2.9. Disaster Risk Reduction (DRR) Constructing explanations and designing Promoting Socio-cultural,
disaster management cycle Scope: This topic describes the phases solutions Economic, and Human Values
and the ways by which it of disaster management - ● Obtain information from various sources ● Construct a model
reduces the risk. preparedness, response, recovery and and analyse the phases of the disaster (diagram) to illustrate the
● Plan and carry out disaster mitigation. It explores disaster risk management cycle, and interpret mitigation mitigation phase.
mitigation activities at assessment and formulating mitigation as a process to reduce the severity of the ● Share and implement a
school and community level. plans. impact of a disaster. mitigation plan in school or
● Recognise the need for DRR ● Develop a disaster mitigation plan to in the community to reduce
at all levels. reduce disaster in school or in the disaster.
community.

● Explain the standard process 2.10. Disaster Management Planning and carrying out investigations Influence Value Formation
involved to assess the Practises in Bhutan ● Obtain information on the characteristics of ● Analyse the data, interpret,
resilience. Scope: This topic explores a disaster resilient community. and provide necessary
● Evaluate the disaster characteristics of a resilient ● Evaluate the standard process involved to recommendations to
resilience of a school or a community and standard process assess resilience. promote resilience against
community. involved to assess the resilience. It ● Develop a tool or explore standard tools disaster.
● Evaluate disaster also discusses disaster management and carry out a survey to find out the status ● Involve school to make a
management practices in practices in Bhutan such as flood, of a school’s resilience. well-informed decision
Bhutan to provide necessary earthquake, fire, windstorm and Constructing explanation and designing based on the status of the
recommendations. landslide. solution school’s resilience
● Review literature and evaluate disaster
management practices in Bhutan. Using Digital Resources

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● Write recommendations based on ● Visit a library or community

experience and literature to improve the or explore the internet for
management practices. information on disaster
management practices in
Bhutan.
● Share recommendations
through social media.
● Explain the benefits of 3.1. Benefits of Biodiversity Analysing and constructing explanation Using Digital Resources
biodiversity conservation in Conservation ● Conduct literature review of various ● Communicate to the public
terms of cultural, economic Scope: This topic entails cultural, benefits of biodiversity conservation. by sharing posters to instil
and environmental economic, and ecological benefits of ● Develop a poster showing all benefits. a value of rich biodiversity.
wellbeing. biodiversity conservation against natural
● Investigate how the disaster, recreation and tourism,
biodiversity contributes to agriculture and food security, genetic
the livelihood and wellbeing resources, source of food and raw
of community in the locality. materials and balance in the ecosystem.
● Explain the significance of 3.2. Efforts to Manage Biodiversity Obtaining, evaluating, and communicating Promoting Socio-cultural,
policies, legislation and Scope: This topic covers national information Economic, and Human
international convention in policies and legislations, and ● Obtain information on national policies and Values
biodiversity conservation. international treaties and conventions legislations and international treaties and ● Use various sources to
● Analyse national policies adopted to conserve biodiversity. conventions to conserve biodiversity. obtain information and
and legislations, and ● Analyse and write down impacts and communicate the impacts
international treaties adopted benefits of such policies and treaties. and benefits of policies and
by Bhutan for the treaties among groups
conservation of biodiversity.

● Explain the importance of 3.3. Measures to promote Engaging in argument from evidence Using Digital Resources
indigenous methods in biodiversity management ● Visit the nearby community or Dzongkhag ● Visit the library or internet
biodiversity management. Scope: This topic includes measures Forest office and find out the biodiversity to obtain information.
● Explain National to promote biodiversity management management system that we practice in ● Communicate the findings.
Biodiversity Strategies and at community and national level. Bhutan.
Action Plan (NBSAP). ● Analyse its impact and benefits and write a
● Interpret the application of report.
Biodiversity Management
System (BMS) in
biodiversity conservation.

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● Identify some of the 3.4. Challenges in Biodiversity Constructing explanations and designing Carrying out STEM
challenges in biodiversity Management solutions Activities
management in Bhutan. Scope: This topic covers the challenges ● Conduct a survey in the local community to ● Use the scientific process
● Design innovative ways to faced in biodiversity management identify human wildlife conflicts and to collect and gather the
mitigate the challenges of including human-wildlife conflicts. analyse the findings. information of human-
biodiversity management. ● Design a solution (Innovative ideas as a wildlife conflict.
● Analyse the causes of human strategy either in the form of an action plan ● Use ICT or any other
wildlife conflicts with or equipment to mitigate the conflict). innovative ways to design
examples of threats to a solution to mitigate
human life. biodiversity management
challenges.
● Communicate the findings
to the public through social
media (You may even
choose to publish in a
scientific journal).
● Explain water conservations 3.5. Water Management and Constructing explanations and designing Using Digital Resources
with its benefits. Conservation solutions ● Use suitable software to
● Identify and explain water Scope: This topic begins with the ● Refer to the Water Act 2011 and do a field design rainwater harvesting
conservation concept of water conservation, carry visit to find out water conservation system models.
techniques/methods practised out research on water conservation techniques practised in the community. ● Share the model to the
in the community or in the methods, legal instruments on water ● Gather information on rainwater harvest, community.
country. conservation) and design a model to harvest rain water.

● Explain land use and land 3.7. Land Use and Land Constructing explanations and designing Using Digital Resources
cover change with causes of Conservation solutions ● Use internet resources:
land cover change. Scope: This topic introduces the idea ● Identify the land cover changes using mountain geoportal accesses
● Explain sustainable land of land use land cover change, design internet resources. the land use coverage.
management approach to mitigation measures for land use ● Select any area within Bhutan to identify ● Share the findings and
develop land management change and carry out soil test, explore the land use change (For example: design solutions through
strategies for efficient use of legal instruments and conservation Thimphu, Paro, etc.) social media
the land. through agriculture, mine reclamation ● Study the land cover changes over the
● Determine the soil quality and ethnoecology years.
through appropriate tests to ● Identify the causes and design a solution to
ascertain the suitability of soil mitigate the changes.
for specific purposes. Planning and carrying out investigations
● Design innovative land ● Obtain information from various sources,
conservation strategies for the visit nearby communities and interview elder Promoting Socio-cultural,
local community through the people on conservation of land. Economic, and Human
evaluation of land ● Do a scientific writeup on land conservation Values
conservation strategies methods practised by a particular community. ● Share write up to the public
practiced in Bhutan to through social media to

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promote sustainable use of Analysing and interpreting data appreciate and to encourage
land. ● Obtain information from various sources. other communities to
● Collect soil samples from different areas and choose and implement best
study soil properties. methods.
● Carry out soil quality tests and identify
suitable soil types for crops. Using Physical Tools
● Use soil kits to carry out a
soil quality test.
● Communicate your findings.
● Assess the best alternative 3.8. Alternative Energy Sources and Investigation and Analysing Promoting Socio-cultural,
energy source and devices Green Technology ● Conduct literature review of various Economic, and Human Values
that are suitable for the Scope: This topic allows to explore alternative energy and devices. ● Explore the internet for
community. alternative energy sources, green ● Analyse and evaluate their suitability in information on alternative
● Design an energy efficient energy initiatives (hydro and wind Bhutan and Community. energy sources and devices.
building plan that can be used generated electricity, biogas, and solar ● Do a scientific write up on the best energy ● Share your write-up to the
as a model for the energy), and advantages and source and energy device including their public through social
community. challenges in adopting alternative pros and cons and benefit to the media.
● Evaluate the benefits of green energy sources. green technology and community.
technology for the alternative energy devices. Constructing explanations and designing Using Digital Resources
environment and wellbeing of solutions ● Use the internet to obtain
humans. ● Obtain information on green technologies information on green
and carry out an outdoor field excursion to technologies.
visit any building construction site. ● Share your design to the
● Identify the raw materials used for the community.
construction.
● Evaluate the green technology components
practised.
● Design an energy efficient building by
incorporating green technology
components
● Examine Green Economy 4.1. Environment Management Obtaining and evaluating information Using Digital Resources
Initiatives across different Scope: This topic begins by discussing ● Use the internet and books to explore ● Use the internet to explore
sectors in Bhutan to identify the concept of green economy, green information. information.
the benefits and challenges economy practises across different ● Brainstorm ● Use computer to write the
and suggest alternatives to sectors such as; agriculture, proposal
address the challenges. transportation, manufacturing, waste
● Evaluate how Environmental management, tourism, water
Management tools and management and energy buildings.
Environmental Management Identify the benefits, challenges and
System models contribute in alternatives to address the challenges.
increasing resource efficiency Introduce Environmental Management
and reducing environmental tools such as Environmental Impact

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degradation. Assessment (EIA), Strategic

● Suggest an Environmental Environmental Assessment (SEA),
Management Plan for your Life Cycle Assessment (LCA),
school using the key elements Environmental Audit, International
of the Environmental Organisation for Standardisation (ISO)
Management System. Certification) and the Environmental
Management System model.

● Evaluate and prioritise the 4.2. Sustainable Development Goals Obtaining, evaluating, and communicating Promoting Socio-cultural,
sustainable development and Indicators information Economic, and Human Values
goals for your community. Scope: This topic begins with ● Search books or online resources for the ● Use the internet or visit a
● Design a development sustainable development concept, three concept, dimension, goals and indicators of library to obtain
activity for your school or dimensions. Discuss Sustainable sustainable development. information.
community considering GNH Development Goals (SDG’s), targets, ● Invite Gup or Gewog Administrative ● Communicate the findings
indicators. and indicators of sustainable Officer, or visit Gewog help you evaluate within the class
● Evaluate how the SDGs are development. Evaluate Bhutan’s five- incorporation of SDG goals in FYP
incorporated in the local year development plan and the .
government development challenges in achieving SDG goals.
plan and identify the
challenges in achieving these
goals.
● Analyse the Economic 4.3. GNH and Sustainable Obtaining, evaluating, and communicating Promoting Socio-cultural,
Development Policy of Bhutan Development information Economic, and Human Values
to measure its contribution Scope: This topic begins by reviewing ● Search books or online resources for the ● Use the internet or visit a
towards achieving sustainable Economic Development Policy of Economic Development Policy of Bhutan. library to obtain
development goals. Bhutan, assess how it helps in achieving ● Search books or online resources for the information.
● Evaluate how the SDGs, United Nations Development United Nations Development Group’s ● Communicate the findings
Mainstreaming Acceleration Group’s support in addressing Mainstreaming, Acceleration and Policy within the class
and Policy Support (MAPS) challenges through Mainstreaming, Support (MAPS)
approach helps in addressing Acceleration and Policy Support
the challenges of approach.
implementing SDGs in
Bhutan.

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13 Teaching and learning approaches

The effective teaching and learning approaches help learners visualize abstract concepts and relate to
their life. It is important to adopt a wide variety of teaching learning strategies to help learners achieve
the learning standards and develop competencies expected of the learners. Some of the intent of diverse
approaches include building interdisciplinary skills, strengthening knowledge, developing skills and
values, enhancing deeper and lifelong learning, and to promote the development of 21st century skills
(collaboration, creativity, communication, and critical thinking),
The following are some of the suggested teachings and learning approaches to be adopted where
appropriate.

14.1 Place Based Education

Place based education is an approach that allows learners to immerse into local culture, heritage, ecology,
social and economic as the context for an experiential and real time engagement. Acknowledges that
learning happens not only in formal educational setting but also outside of school in families and
communities. This reinforces connections to one’s home, family, community, and world.
This approach is informed by the principles and strategies of exploratory, inquiry and discovery-based
learning. It adopts the use of 7E model as the means of engaging in the teaching and learning process.
Cognizant of significance of this approach in science education, curriculum materials are designed that
stimulate teachers and students investigate in constructing scientific concepts and knowledge and
discourage rote learning.
For example, carry out research to investigate the impact of alcohol on health of people in your
community. Follow the ethics and protocol of research.

14.2 Dimension of effective pedagogy

Effective pedagogical dimensions are those dimensions of pedagogy, which illustrate effective learning
outcomes. Effective pedagogy should consider that that change is exponential and the landscape of jobs
are changing. With all that in mind, there is a need for effective pedagogical practices for 21st century
learners. The elements of effective pedagogical practices for 21st century learners are creating safe and
inclusive learning environments fostering respect for diversity and creating caring and enthusiastic
classrooms. The 21st century classroom is a learner centred and collaborative, warm colourful, well
organized personalized spaces for arts and crafts, science, nature, music, group projects, group
discussions, reading corner and ICT. All these ultimately help nurture 21st century citizens.
For example, design an advocacy program to create awareness on green practices to avoid use of
synthetic polymers and reduce the impact on global warming. Also, design an experiment to analyse the
chemical nature of antacid given in the hospital or design an experiment to analyse a sample of cold
drinks for presence of harmful chemicals in it.

14. 3 Autonomy, flexibility, and adaptability (teacher as a facilitator/localised curriculum)

Learner autonomy is the strategy where learners are encouraged to take responsibility of what they learn
and how they learn to promote thinking and learning skills (creativity, critical thinking, digital literacy,
learning to learn), and social and emotional skills (communication, collaboration, emotional
development, social development).

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Flexibility and adaptability is a strategy where learners are given freedom on how, what, when and where
they learn. For example, explore the information on the meaning of nature of chemical bond, types of
chemical bond, duplet and octet rules using relevant resources.

14.4 Reflective practices (where am I going? How do I reach there?)

Reflective practices is all about thinking deeply about our experiences and learning from it to improve
our future practice. Reflective practices promote creativity and deeper learning in learners. This either
entails learners, individually or in groups, are stimulated to gather and reflect on a specific theme or
learning topic or problem be solved. This can take place anywhere and anytime. For example, engaging
learners apply the knowledge of properties of metals to design a roof for houses in the locality. This
necessitates learners to reflect on the learnt concept, relate to the problem in hand and construct the roof.

14.5 Blended learning

Blended learning is a strategy utilizing a combination of traditional classroom-based learning method
with the digital technologies, use of ICT software, google apps, online resources, and others. This
strategy is particularly significant in the 21st century education as it brings forth stimuli variation and
make learning challenging, at the same time fun.
For example, in the teaching of electricity, having introduced the concept of current, potential difference
and resistance of the conductor, learner uses PHET apps in deepening the understanding on the concepts
and principles of conductivity.

14.6 Differentiated/Inclusive/ Personalised instruction

Differentiated instruction is an approach wherein students’ individual learning styles, levels of
readiness and differences are considered. Research studies have proven that this method benefits a wide
range of students, from those with learning disabilities to those who are considered high ability. This
approach or method can be referred to differentiation of instruction in teaching with the same material
to all students using a variety of instructional strategies. Further, it may also require the teacher to
deliver lessons at varying levels of difficulty based on the ability of each student.
Generally, teachers deploying the differentiation instruction in the classroom may:
● Diversify teaching styles to align with the students’ learning styles.
● Group students by shared interest, topic, or ability for assignments.
● Assess students’ learning using formative assessment and diverse assessment techniques and
tools.
● Establish an ambient learning environment to create a safe and supportive environment.
● Continually assess and vary teaching style and teaching pace to meet students’ needs.
For example, the teacher should use a variety of teaching learning approaches to cater to the varied needs
of the learners. For instance, topics like mechanisms of chemical reactions, photosynthesis,
environmental pollution, and mechanical advantages of machines may be approached through inquiry or
exploratory learning or the teacher may explain the concept to match the needs of the learners.

14. 7 Use of information technology

Information technology is an important tool for addressing varied learning styles of learners. For
instance, some learners who are quiet in class may participate actively in online forums and contribute
useful ideas. Different online assessment tools with mechanisms to support learning help motivate

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learners. The use of multimedia tools in information technology would motivate visual and auditory
learners to learn better. For example, explain isomerism in hydrocarbons, nuclear reaction, meiosis using
simulation; study the structural formula of alcohol to design 2D/3D molecular model of alcohol with its
functional group; use of simulation to learn about anatomy and physiology of animals.

14.8 The use of assistive technology

The assistive technology is assistive, adaptive, and rehabilitative devices for learners with disabilities.
The teaching learning activities in science should provide equal opportunities to learn for learners with
disabilities. The following are some of the suggestive devices that can be made available to the learners
in chemistry class. Mobility aids such as wheelchairs, walkers, canes, crutches; hearing aids for learners
with hearing impairments; cognitive aids such as computer or electrical devices to help learners with
memory and attention or other challenges of thinking skills.

Computer software and hardware such as voice recognition, programmes, screen readers, screen
enlargement applications to help learners with mobility and sensory impairments. Tools such as
automatic page-turners, book holders, and adapted pencil grips to help learners with disabilities.

14.9 Individualised learning/Learner centred/ Learner ownership (lifelong learning)

The personalized or individualised learning facilitates students establish learning goals based on their
personal, academic and career interests. Teachers and parents provide support.

The significant elements of this approach may include the following:

• flexible, anytime/everywhere learning.
• redefined teacher’s role as facilitator, guide and evaluator.
• project-based or authentic learning opportunities.
• student-driven learning path.
• progress upon the mastery of the topic and skills and is competency-based learning.

14.10 Subject specific strategies

The following are some of the strategies that can be applied to teaching and learning of science.
i. Laboratory Investigation: Laboratory investigation is an important part of the chemistry learning
process. This strategy actively engages learners and helps them to develop scientific skills. It also helps
learners understand the process of scientific investigation and develop a deeper understanding of
scientific concepts.
ii. Claim Evidence Reasoning (CER): According to the C-E-R model, an explanation consists of a
claim that answers the question, evidence from students' data and reasoning that involves a "rule" or
scientific principle that describes why the evidence supports the claim. This is an important strategy in
science to help learners work through problems to help arrive at a scientific explanation.

This strategy helps learners develop better understanding of a problem and gives the ability to
communicate the thoughts clearly and scientifically.
iii. Process Oriented Guided Inquiry Learning (POGIL): It is a student-centred instructional
approach which consists of students working in small, self-managed teams on specially designed guided
inquiry materials. For example, compare molarity, molality, normality, and mole fraction as different
units for expressing the concentration of solutions.

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iv. Project Based Learning: Project based learning is an approach in which learners acquire a deeper
knowledge and skill through active exploration of complex questions, real world challenges and
problems. This strategy engages learners in learning that is deep and long – lasting and inspires learners
learn as personalised learning. The project-based learning supports active engagement of learners and
facilitates the development of 21st century skills needed to succeed in their life.
For example, design a prototype that can be used to produce biofuel from local organic waste and may
solve energy problems in your locality.
V. Problem Based Learning: It is a learner – centred approach to learning that involves groups of
students working to solve a real-world problem, quite different from the direct teaching method of a
teacher presenting facts and concepts about a specific topic to a classroom of students. The problem-
based learning approach not only strengthens teamwork, communication, and research skills in learners
but they also sharpen their critical thinking and problem-solving skills essential for life-long learning.
Example, apply the knowledge of volumetric analysis and neutralization reaction to design an experiment
to compare the effectiveness of two or more samples of antacids.
vi. 7 E Method: The 7E Model is a learning cycle composed of seven steps, namely elicit, engage,
explore, explain, elaborate, evaluate, and extend. This model is a learner-centred model. This model
provides opportunities for learners to actively participate in the learning process and master the
competencies.
The practice of 7E model in science teaching can stimulate learners to remember the subject matter,
motivates learners to learn, learn to understand concepts through experimental activity, provide
opportunities for learners to think, search, find, and can relate the concepts to real life application.
vii. Divergent Thinking: It is a method of generating multiple ideas and multiple solutions to a problem.
It is a process of seeing a lot of possible answers to a question. This strategy may be encouraged through
project work, activities on designing an experiment, designing a model or in the way we put up questions
in the classroom. For example, chemistry promotes finding creative and innovative ways to reduce waste,
conserve energy, and discover replacements for hazardous substances. Apply the principles of green
chemistry to design and formulate a chemical preservative that is less toxic compared to highly toxic
formalin which is being used as a preservative in the laboratory/ how life would and civilization be
different if radioactive substance was not discovered.
viii. Design Thinking: It is a strategy that can help solve problems creatively. Design thinking considers
all the creative problem solving through the lens of human centric design or human centric approach. For
example, blocked drains can be very unpleasant. Common causes of blocked drains in homes are fats,
hair, and food waste. Using the knowledge of science, suggest chemical methods that might be used to
unblock drain.

ix. Backward Design: It is also called backward planning or backward mapping, is a strategy used
to design learning experiences and instructional techniques to achieve specific learning goals. There are
three stages of backward design, which includes identifying the desired results, identifying the evidence
of learning, and designing the instructional plan. This strategy can be used to plan a unit/ chapter/ topic
in science.
For example, design a device, which uses has high energy efficiency in relation to energy consumption
and national energy security.

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15. Assessment and Reporting

Assessment is an integral part of the teaching and learning process. It involves gathering information
through various assessment techniques and making sound decisions. Assessment provides information
to the teacher about students’ achievement in relation to the learning objectives. With this information,
the teacher makes informed decisions about what should be done to improve teaching methods and
enhance the learning of the students. Assessment is also used a method to place the learner in next
hierarchal level of learning content based on required learning objectives met level.

15.1 Aims and Purpose of Assessment

In the competency-based curriculum, the curriculum recommends to focus on the “Assessment in
learning” and “Assessment for learning” (formative- CA for effective teaching and learning), and
“Assessment of learning” (summative- competency attainments). The “assessment for Learning”
(Hargreav, 2001) is the process of seeking and interpreting evidence to be understood by the teachers
and learners as where the learners are in their learning, where they need to go, and how best to get there.
Assessment for learning covers how teachers gather and use evidence about teaching and learning to
decide whether learners are in their learning and how learning and teaching might have to change to help
learners to take the next steps. The “Assessment of Learning” is used to measure the degree to which
objectives have been achieved. Information collected through this type of assessment is used mainly to
measure the attainment of competencies.
Assessment measures the extent to which desired knowledge, skills and attitudes are attained by students.
While it complements the teaching and learning process, it also provides formative and summative
feedback to teachers, students, schools, and parents.

15.2 Principles of Assessment

Assessment of children’s learning involves complex processes requiring teachers’ professional
judgement. Although curricular policy lays the foundation for student learning, teachers ultimately
decide how to assess, what to assess, and when to assess. In order to make the right and fair assessment,
it is necessary that teachers adhere to these basic measurement principles.
There are four basic principles of assessment: reliability, reference points, validity, and record-keeping.

15.2.1. Reliability
Reliability is a measure of consistency. It is the degree to which student results are the same when they
take the same test on different occasions, when different scorers score the same item or task, and when
different but equivalent tests are taken at the same time or at different times. There is a need for
assessment to be reliable and this requires clear and consistent processes for the setting, marking, grading
and moderation of assignments.

15.2.2 Reference Point

The interpretation of any kind of measurement depends on reference points. It is only by clearly
distinguishing the reference points that teachers can provide students, parents, and the general public
with meaningful information about what is deemed important, and what the stages are in the journey
from emergent to proficient.

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In assessment, there are three reference points teachers can use when considering a student’s
performance. (Refer National Curriculum)

15.2.3. Validity
The definition of validity can be summarized as how well a test measures what it is supposed to measure.
Validity ensures that assessment tasks and associated criteria effectively measure student attainment of
the intended learning outcomes at the appropriate level. Valid assessments produce data that can be used
to inform education decisions at multiple levels, from school improvement and effectiveness to teacher
evaluation to individual student gains and performance.

Validity of classroom assessment depends several factors. (Refer National Curriculum Framework).

12.3.4 Record Keeping

The records should include detailed and descriptive information about the nature of the expected learning
as well as evidences of students’ learning, and should be collected from a range of assessments techniques
and tools. (Rethinking Classroom Assessment with a Purpose in Mind, Manitoba Education, Citizenship
and Youth, 2006).

15.3 Domains of Assessment in Science

The assessment in science is focused on three domains of learning – the Scientific Knowledge (SK),
Working Scientifically (WS) and Scientific Values and Attitudes (SV). These three domains of learning
are assessed both in formative and summative assessment method.

15.3.1 Scientific Knowledge (SK)

This domain focuses on core concepts. The scientific knowledge helps the learner to develop new
technologies, solve practical problems and make informed decision individually or collectively. In this
domain the learner should be able to demonstrate knowledge and understanding in relation to:
a. scientific phenomena, facts, laws, definitions, concepts, and theories
b. scientific vocabulary, terminology, conventions (including symbols, quantities, and units)
c. scientific instruments and apparatus, including techniques of operation and aspects of safety
d. scientific quantities and their determination
e. scientific and technological applications with their social, economic, and environmental implications.

15.3.2 Working Scientifically (WS)

This domain encompasses scientific methods and engineering design; and society and technology to
bring the integration of STEM education. This domain identifies eight scientific methods and engineering
design that mirror the practices of professional scientists and engineers. Use of this domain is intended
to strengthen students’ scientific skills and develop understanding of the nature of science (NGSS).
Students also demonstrate the skills to use the technology and society to learn the concepts, and design
the conceptual model or working model of new technology that helps to solve the societal issues.

In the domain area of scientific and engineering methods, student demonstrate the scientific skills in
relation to:
a. Asking questions (for science) and defining problems (engineering).

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b. Developing and using models.

c. Planning and carrying out investigations.
d. Analysing and interpreting data.
e. Using mathematics and computational thinking.
f. Constructing explanation (for science) and designing solutions (for engineering).
g. Engaging in argument from evidence.
h. Obtaining, evaluating, and communicating information

Society and Technology, student demonstrate the scientific skills in relation to:
a. Exploring Digital Resources.
b. Using Physical Tools.
c. Carrying out STEM Activities.
d. Promoting Socio-cultural, Economic Environment, and Human Values.

15.3.3 Scientific values and attitudes (SV)

Scientific methodology which starts with observations and questions are usually inspired by scientific
values and attitudes. Through the science education, learners demonstrate curiosity, honesty, open-
mindedness, creative and critical thinking, confident and persistent, objectivity, responsibility, and
collaboration.

15.4 Shift in Assessment modality.

Since the New Normal Science Curriculum focusses on doing science than teaching science, modality
of assessment is shifts to performance-based assessment. This approach of assessment seeks to measure
the student learning based on how well learner can perform on practical real task. It demands student to
create a product or answer the questions that manifest learner’s skills and understanding. Therefore, in
addition to the written tests, teachers can also conduct performance-based assessment using the technique
of assessment mentioned.

The following chart summarizes some of the changes in the area of assessment. Therefore, the assessment
in science curriculum framework encompasses the following emphases.

Less Emphasis on More Emphasis on

Assessing what easily measure Assessing what is most highly valued

Assessing discrete knowledge Assessing rich, well structed knowledge

Assessing scientific knowledge Assessing scientific understanding and reasoning

Assessing to learn what do not know Assessing to learn what students do understand

Assessing only achievement Assessing to improve teaching and learning

Student engaged in ongoing assessment of their

End-of-term assessment by teacher
work and that of others

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Development of external assessment by Teachers involved in the development of external

measurements experts alone assessments.

15.5 Types of Assessment

Assessment in science is generally carried out through three modes – continuous formative assessment,
continuous summative assessment, and summative assessment. Each mode of assessment has its own
purpose, assessment techniques and tools, recording, and reporting. These assessment modes help to
understand and guide teaching and learning, help learner progress, report the performance of the learner,
and evaluate the efficacy of curriculum materials and instructions for timely interventions.
The following sections explain each mode of assessment in terms of purpose, techniques and tools, and
the reporting processes:

15.5.1 Continuous Formative Assessment (CFA)

The continuous formative assessment focusses on assessing learner’s progression and their learning
needs daily. It is aimed at identifying learning needs of the learner, providing feedback, and designing
interventions and remedial measures. It also enables teachers to understand what teaching methods and
materials work best. However, CFA does not attest performance level such as banding, grading, or
classifying learners into different categories.
CFA is carried out using different assessment techniques, including but not limited to assignment, class
activity, experiment, project work, and fieldtrip. The learner’s performance and achievement level are
ascertained using relevant assessment tools in accordance to the assessment techniques such as rubrics,
rating scale, checklist, anecdotal record, narrative feedback, etc., by maintaining an assessment portfolio.

15.5.2 Continuous Summative Assessment (CSA)

The continuous summative assessment focuses on grading the learner's performances and provides
feedback accordingly. It also enables teachers to understand the efficacy of teaching methods and
materials used. Grading of learner’s performance and achievement is carried out using appropriate
assessment techniques and tools, and recorded in the assessment portfolio. Different assessment
techniques and tools are used, based on the nature of task and the assessment domain, to carry out CSA.

15.6 Assessment Technique and Tools

Assessment Technique
The assessment technique is used to assess the domains of learning, gauge the learning progress and gap
of a learner, collect information on teaching performance and instruction to help modify and improve the
teaching strategies based on learner’s performance and needs. It also allows the teacher to reinforce the
lesson and decide which methods and materials are beneficial in promoting learning.
The following are the common assessment techniques that are widely used:
i. Assignment: It is an extended activities given to the learners to teach a concept, encourage self-
learning, explore additional information on the concept, etc. The assignment in the form of
homework, presentation, debate, writing a report, journaling, model making, etc. can be given to
enhance the intellectual, analytical, interpretation, recording, reporting, and communicating skills of
the learner.

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ii. Class activity: It allows face to face interaction between teacher and learner and assesses the leaner’s
understanding of theory and instruction. The activities such as presentation, discussion, debate, quiz,
etc. can be used to enrich the teaching learning process and strategies in the class.
iii. Practical work: It allows the learner to relate the theory to real life experience, develop scientific
skills, and understand the process of scientific investigation and understanding of scientific concepts.
The practical work can be used to enliven the science lesson and should be carried out frequently.
iv. Experiment: It is a scientific procedure undertaken to validate a known fact, test a hypothesis, learn
the skills of manipulating the variables, etc. It should be carried out frequently to strengthen the
teaching learning process.
v. Project work: It is an avenue for the learner to synthesize knowledge based on information and data
obtained from various sources of learning. The learner gets an opportunity to carry out independent
study using a science inquiry processes to acquire the skills of observation, recording, analysing,
interpreting, and reporting. Hence, one project work, following the components of science inquiry,
should be carried out in each academic session.
vi. Scrapbook: It is like journaling where the learner collects a scientific clipping, specimens, study
samples, art works, print media, pictures, photographs, and other science related scrap works, which
are appealing to their interests, supported by a caption or a description. It helps learner become
creative and self-reflective as they collect, write, and keep record of their observations. The learner
should be made to maintain one scrapbook each.
vii. Test and examination: It is used as an avenue to test the learning progress and gap of a learner for
follow-up and promotion. While the test may be conducted based on the need, one examination at
the end of each term can be conducted.

Assessment Tool
The assessment criteria and tools which are objective, valid and reliable help in obtaining the right
information on the progress of learner. The quality of information acquired through assessment is
determined using right tools and descriptors chosen for assessment. The assessment tools and samples
are given below:
i. Checklist: It offers “yes” or “no” format in relation to achievement of a specific criteria by a
learner. It can be used for recording observation of an individual, a group or whole class.
ii. Rating scale: It allows teacher to indicate the degree or frequency of the behaviours, skills
and strategies displayed by the learner. It has scale-based criteria to describe the quality or
frequency of the work with precise and reliable descriptive words. The teacher can use it to
record observations and the learner can use it for self-assessment.
iii. Rubric: It presents a set of criteria with a fixed measurement scale and a detailed description
of each level of performance. It helps to increase the consistency and reliability of scoring.
iv. Anecdotal Record: It helps to record specific observations of a learner based on behaviour,
skills, and attitudes in relation to the expected learning outcome. It provides cumulative
information and direction for further instruction. It can be used for the on-going observation.

Assessment Portfolio
Since the major part of assessment focuses on CFA and CSA, it is imperative to maintain individual
assessment record in the form of assessment portfolio. The assessment portfolio enables the teacher to
maintain a purposeful information on learner’s work, learning progress and gap, and necessary remedial
supports and follow-up.
The portfolio also provides relevant information on the progress of the learner to various stakeholders
including parents to seek timely support and intervention. Hence, the assessment portfolio should be

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made accessible to the parents/guardians periodically. A standard assessment portfolio, like the suggested
sample given below, can be used for uniformity:

Following are the suggested assessment technique and tools.

Assessment technique Assessment Tools Digital Assessment Tools
• Practical work • Checklists • Google Forms
• Projects • Anecdotal Record • Plickers
• Teacher observations • Rubrics • Edulastic
• Reflections / Journals • Rating scale • Poll Everywhere.
• Model-making • Marking Scheme • Socrative.com
• Posters • Nearpod
• Games and quizzes • Playposit
• Debates • Spiral
• Drama/Show and Tell • Formative
• Learning Trails • Classkick
• Journal • Padlet
• Peer Assessment • Recap
• Demonstration • Kahoot
• Self-Assessment • Quizizz
• Science Journal Entries • Quizlet
• Standardized Test • Quizalize
• Visual Displays • Triventy
• Research • SketchParty TV
Report/Presentation
• Pencil-and-Paper Tasks
• Laboratory Reports
• Interpretation of Media
Reports of Science
• Exhibition
• Paper and pencil test
• Observation

15.7 Assessment Record and Report

The records should include detailed and descriptive information about the nature of the expected learning
as well as evidences of students’ learning collected from a range of assessments techniques and tools.
(Rethinking Classroom Assessment with a Purpose in Mind, Manitoba Education, Citizenship and Youth,
2006).
In addition, assessment should provide clear, accurate, consistent, and timely information on assessment
tasks and procedures and should be made available to students, staff and other external assessors or
examiners. (Refer appendix 1 for detailed assessment and reporting)

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16. Enabling Conditions

Appropriate and adequate conditions are pre-requisites for effective delivery curriculum in general, and
science curriculum. A conducive school environment ensures that the intentions of the curriculum are
achieved. Therefore, the following enabling conditions are imperative.

16.1 School Administration & Management

School administration and management plays an import role in implementing the education process
successfully. The role of school administration and management in the school context can be manifested
in different ways such as educational management, guidance, instructional management, and community
services. Instructional management is an important role and responsibility to be ensured by the school
administration and management for successful implementation of National School Curriculum
Framework. Therefore, a school administration and management must implement and ensure the
following tasks:
• Conduct instructional conferences to keep updated with paradigm shift and refresh the existing
knowledge and skills.
• Ensure that content for teaching and learning is in line with national documents and goals.
• Ensure that integration of process/essential skills are implemented as reflected in NNSCF
• ensure that learning outcomes and assessment standards are correctly arranged to allow
progression.
• Provide a platform to include the inclusive instruction to learner with various learning barriers.
• Provide staff development program to support for collaboration, development of coaching
relationships, use of action research, provision of resources for self-development, and apply
knowledge based on evidence and record.
• Develop teacher reflection program to reflect on classroom teaching strategies, instructions, and
assessment.
• Oversee the curriculum planning in the school are aligned with learning objectives and activities
(student centred), management of assessment strategies, effective use of time and resources and
implement the intended curriculum.
• Manage a conducive physical environment and adequate teaching learning materials, adequate
learning space with modern facilities to enhance teaching and learning.

16.2 Professional Capacity of Science Teacher

Teachers are the main agent who implement the intended curriculum as envisioned and aspired by public
to achieve the national educational vision through various approaches and strategies. Therefore, the
quality of professional capacity of science teachers determines the process and outcome of education. In
order to augment their professional capacity, the teachers must ensure the following tasks:
• Self-preparation in advance to set the goals, plan a systematic process on teaching and assessment
and preparation of teaching learning materials.
• Enhance interaction with student to motivate the learners, recognize diversity in students to select
varied instructional strategies, address the classroom issues, communicates the feedback with
appropriate interventions.
• Build community in classroom for learner to feel comfortable in the classroom to participate
actively in every activity, do authentic and genuine assessment about learning and to be fair and
consistent in treatment of every student.

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• Participate in any professional development program to keep updated with new development for
professional growth.
• Keep updated with professional knowledge and skills related to one’s own subject through
informal or formal training or programmes.
• Carry out educational action research to have first-hand information on modification or
application of teaching strategies and skills.
• Evaluate and assess student’s performance in period basis using the assessment various
assessment technique and tools.
• Carry out performance-based assessment to ensure the implementation of STEM education.

16.3 Stakeholders:
a. Ministry of Education
Ministry of education is mandated to look after overall education provision, promotion, facilitation,
formulation of policy guidelines on education. It also coordinates the development and deployment of
human resource, implementation and monitoring of planned activities, and review and provide support
services. Therefore, the ministry of education being the apex of education body has bigger roles and
responsibilities in facilitating the effective implementation of the curriculum as reflected in the following.
• Ensure adequate human resources, infrastructure development, adequate curriculum support
materials and budgetary support to enable effective curriculum implementation of the science
curriculum.
• Establish protocols to provide timely monitoring to ensure adequate human resources,
infrastructure development, adequate curriculum support materials and budgetary support to
enable effective curriculum implementation.
• A sound protocol for carrying out monitoring and support services effectively must be put in
place in order to bridge the gap between the intended and implemented curriculum.
• Monitoring and support at the national and dzongkhag levels is to:
o Check whether schools adhere to the policies related to the implementation of curriculum,
o Identify shortcomings and gaps in the curricular policies and take necessary measures to
address these gaps,
o Conduct needs assessment (both professional and resources) at the school level and make
necessary arrangements to address these needs, and
o Provide timely feedbacks and report to the relevant agencies to improve service delivery,
coordination, and fix accountability if necessary.

b. Department of Curriculum and Professional Development

Department of Curriculum and Professional Development as the national epicentre for education
innovation and transformation shall determine the national school curricula and teacher professional
development programmes, and strive to improve the overall mainstream education system.
• Review, innovate, design, and develop the national curriculum and professional development
programmes based on feedbacks from the field.
• Conduct research related to curriculum and disseminate the information for incorporation and
improvement.
• Develop and provide timely professional development for smooth implementation of curriculum.
• Disseminate the curricular changes and ensure the changes are implemented in the schools.
• Conduct periodic monitoring for professional support services.

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c. Bhutan Council of School Evaluation and Assessment

BCSEA as the professional body is mandated to gauge the health of the education through the conduct
of examinations and high-stake test. The examination and test ascertain the achievement of the desired
learning outcomes, and gauge the quality of education in reference to international standard. Thus, the
BCSEA is mandated to carry out the following in relation to the school curricula implementation.
• Conduct national assessment to monitor student performances.
• Conduct board examinations based on the mathematics curriculum.
• Provide professional development in assessment.
• Disseminate result analysis report to various stakeholders.

d. Local Government & Community

Local government is responsible for the function of delivering a range of services and infrastructure
required by their individual communities and as per the directives of the central government. Local
government plays an important role in translating the policy and plans into action at grassroots level.
Therefore, to ensure the smooth implementation of the science curriculum, local government is mandated
to execute following functions
• Disseminate information and ensure the changes are implemented in the schools based on
national directives.
• Facilitate the placement of human resources and supply of material resources.
• Facilitate professional development programmes based on the needs of the school leaders,
teachers and other staff within the dzongkhag and thromde.
• Monitor school level curriculum implementation and report to relevant agencies.
• Provide time to time feedback on the effectiveness of curriculum to relevant agencies, and
facilitate the provision of infrastructure and equipment necessary in schools for science
education.

e. Role of parents
Parents play a vital role in the effective implementation of any curriculum. They should guide, encourage,
and provide parental guidance and support in learning and development, and collaborate with school to
monitor the progress of their children. Parents should also provide a conducive home environment that
support learning of their children which helps in development of creativity, sharpen their focus, and
increase their motivation for learning.
• Parent are kept updated with paradigm shift in curriculum and provide necessary support to
formulate curriculum through feedback and suggestion to central agencies.
• Guide their children vital to enhance successful learning of the content as intended.
• Follow up on the progress of their children and provide support for learning and feedback to other
stakeholders for better quality education.
• Participate in school programmes as and when required to keep informed about the enrichment
programmes for the children.

f. Role of Students
Students are the main consumer of the objectives of curriculum who would be the main product of a
result of education process driven through various curriculum instructions and dimensions. For the
prosperity and betterment of a society, the foremost role of student is development of knowledge, skills
and values through the well-planned activities implemented in schools. Therefore, student is mandated
to fulfil the education goals through the roles mentioned below.

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• Participate actively in carrying out the activities as instructed by teachers since every activity has
intention to fulfil learning objectives.
• Participate in any enrichment program to relate the conceptual understanding into practical
application.
• Provide genuine feedback to teachers and school administration for improvement of teaching and
learning in schools.
• Ensure the self-awareness of intended curriculum to motivate learning.
• Share the opinion freely to teachers, friends and others with regard teaching and learning.

16.4 Physical Resources

Curriculum implementation depends largely on resources available in schools. Lack of resources
necessary for the execution of teaching and learning can inhibit effective curriculum implementation.
Providing essential materials allows teachers to focus their attention on teaching their learners, rather
than tracking down materials they do not have.
In order to effectively implement curriculum and create conducive teaching and learning environment,
the schools should be equipped with:
• Adequate multiple representations such as model, pictogram, posters, and animated and
simulated models to support innovative teaching and learning
• Technology support: Hardware like computers and laptop should be made available and software
(like teaching and learning resources, providing link for important mathematical resources, using
dynamic software (like simulations and animations) for teaching science concept) should be made
available.
• Each school should establish equipped a science laboratory (Physics, Chemistry and Biology) to
provide space for experimentation, innovation and exploration of science concepts and
appropriate knowledge creation, and initiate science education enrichment programs in schools
as the platform for students to relate and apply the learnt concepts and skills in the real-life setting.
Students are informed of the opportunities and challenges in the field of science and in the society.
Its impact is profound in fostering the development of transversal skills, digital literacy, and
aware of science in the society.

17. Cross Curricular Linkage

Cross curricular studies are the conscious effort to apply knowledge, principles, and/or values to more
than one academic discipline. Cross curriculum connections make learning more holistic and meaningful
for learners. Learners develop the understanding that nay life problems call for the application of
knowledge, skills, and values for diverse field of studies. However, in the world outside school, work
rarely fits the narrow boundaries of a single academic discipline. A doctor needs skill in biology,
chemistry, mathematics, psychology, and English. A newspaper reporter needs a knowledge of English
and history as well as science and statistics. The following are some of the activities that promote cross
curricular studies in chemistry.

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17.1 Science and Language

There are many correlations between science and language in terms of overlapping of processes and
skills. The common features that are observable in science and language are the analysis of data and
information, formation and statement of explanations and conclusions as well as the general dialogue,
interaction, and discourse (Akerson & Flanigan, 2000). From this common feature of overlapping,
inquiry-based task can be provided to construct knowledge along with skills, practices, and attitudes in
both disciplines.

17.2 Science and Mathematics

The common features between science and mathematics as stated in literature and curricula are linked to
concepts, skills, and practices. There are many areas common to science and mathematics at the
conceptual and practical levels. The common concepts of measurement, geometry, and linear momentum
etc. At the level of skills, problem solving, and using data for experimentation, analysis the data,
communicate and explanation are basically accepted as common skills overlapping and assisting each
other to learn the concepts and skills. At the level of attitudes, there is the desired attitude to quantify and
appreciate the quantification of states and concepts along with the linkage to everyday life experiences
(Davison et al., 1995; Lonning & DeFranco, 1997; Pang & Good, 2000).

17.3 Science and History

Even though there has been research on how to implement the integration of science and history, the
emphasize on the importance of scientific discoveries in history and the development of humankind has
been evident in the society. This involves observing and understanding the importance of scientific
progress in important social reforms and changes. This, in turn, can help pupils appreciate the general
interaction between science and society.

17.4 Science and Religion

Science and religion are related based on habits and skills, such as critical thinking and inquiry-based
activities. Jegede and Aikenhead (1999) suggest that teaching culturally oriented subjects, such as
religion, can have benefits by incorporating science-like projects and inquiry methods through the scope
of problem solving. This could include engaging learners in tasks where they must use scientific methods
and data to foster the development of positive attitudes and take decisions that concern human rights,
racism, or environmental issues.

17.5 Science and Geography

Baerwald (2010) sums up that geography generally deals with topics such as regional analysis, spatial
analysis as well as interactions between humans and the environment, climate, and flora and fauna. These
are topics that can be linked to science subjects. The projects that are based on the development of skills
and attitudes such as hypothesizing, observation, and critical thinking which are developed as skills in
problem-based learning in science can be used for contextualized learning areas such as “deforestation
and ecological disasters”, “natural disasters and policies required”, “impact of tourists or industrial
development on the natural environment”, or “the influence of the landscape of one country on its’
economic activities”. This kind of approach can trigger discourse around topics that engage both science
and geography ideas.

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18. Glossary
• Analyse: To study or determine the nature and relationship of something by analysis
• Apply: To put into operation or effect
• Calculate: To used when a numerical answer is required. In general, working should be shown.
• Classifying materials: Identifying each material according to its subject, so that materials on
similar subjects are grouped together
• Compare: To examine the character or qualities of especially in order to discover resemblances
or differences
• Construct: Something formulated or built systematically
• Create: To produce or bring about by a course of action or behaviour
• Deduce/Predict: To make a logical connection between other pieces of information. Such
information may be wholly given in the question or may depend on answers extracted from an
earlier part of the question.
• Define (the term(s) ...): For only a formal statement or equivalent paraphrase, such as the
defining equation with symbols identified, is required.
• Derive: To determine by reasoning or deduction
• Describe: To state in words (using diagrams where appropriate) the main points of the topic. It
is often used with reference either to phenomena or to experiments.
• Design: To create, fashion, execute, or construct according to plan
• Determine: To determine quantity by calculation, substituting measured or known values of
other quantities into a standard formula.
• Discuss: To give a critical account of the points involved in the topic.
• Estimate: To make such simplifying assumptions as may be necessary about points of principle
and about the values of quantities.
• Exhibit: To present to view
• Explain: To show the logical development or relationships
• Explore: To investigate, study, or analyse.
• Formulate: To prepare according to a formula
• Identify: To establish the identity
• Interpret: To explain or tell the meaning
• Investigate: To make a systematic examination
• List: To given several points and not be exceeded the limit.
• Measure: To be obtained from a suitable measuring instrument
• Model: Structural design, miniature representation, a type or design of product, computer
simulation
• Patterns: A reliable sample of traits or acts
• Perform: To carry out or do
• Relate: To have or establish a relationship
• Research: Studious inquiry or examination
• Show: To make algebraic deduction to prove a given equation.
• Simulation: Examination of a problem often not subject to direct experimentation by means of
a simulating device
• Sketch: Applies to diagrams, implies that a simple freehand drawing is acceptable

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• State: Implies a concise answer with little or no supporting argument, e.g., a numerical answer
that can be obtained ‘by inspection’.
• Suggest: Is used in two main contexts.
• Verify: To ascertain the truth or correctness by examination, research, or comparison
• What is meant by: Implies that a definition should be given, together with some relevant
comment on the significance or context of the term(s).

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