SESSION
:
2016-2017
FORMATIVE ASSESSMENT
:
I
CLASS
:
VI
SUBJECT
:
Hindi
ACTIVITY
:
Individual
Topic
fofo/krk ls cusxk mÙke lekt
Content Coverage
loZ/keZ leHkko ls mÙke lekt
fganw] bLyke] flD[k] bZlkbZ /keZ laca/kh xq:vks]a fl)karksa dh
tkudkjhA
fo’k;srj
Nature of task
 Hkk’kk dk KkuA
Learning Objectives
 “kCn Hk.Mkj esa o`f)A
Duration
xzh"ekodk'k dk;Z
Task
O;fDrxr xfrfof?k
 Nk= ihys jax dh ,4 vkdkj okyh rhu “khVksa dk iz;ksx
Execution of task / Procedure
djsx
a As
 fo’k; vkSj ewY;kadu fcanq fy[ksaxsA

ÞloZ /keZ leHkko ls mÙke lektÞ ij vuqPNsn fy[ksaxsA
 fofHkUu /keZ xq:vksa ds fp= fpidk,¡xs vkSj lans”k fy[ksaxsA
Criteria / Rubrics for assessment
Values
imparted
through
the
fo’k;oLrq
%
20 vad
Hkk’kk “kq)rk %
10 vad
izLrqrhdj.k %
10 vad
jk’Vªh; ,drk dh Hkkouk dks c<+kokA
Activities
Follow up
vlQy Nk=ksa dks iqu% volj fn;k tk,xkA
SESSION
FORMATIVE ASSESSMENT
CLASS
SUBJECT
ACTIVITY
:
:
:
:
:
2016-2017
I
VI
Sanskrit
Individual
fofo/krk ls cusxk mÙke lekt
Topic
 Hkkjrh; ijEijk dk Kku
Content Coverage
 Hkkjrh; jgu&lgu dk Kku
fo’k;srj
Nature of task
 laLd`r Hkk’kk dk Kku
Learning Objectives
 Hkkjrh; laLd`fr ls ifjp;
Duration
xzh"ekodk'k
Task
O;fDrxr xfrfof?k
 izR;sd Nk= ihys jax dh ,4 vkdkj okyh rhu “khV dk
Execution of task / Procedure
iz;ksx djsAa
 fo’k; vkSj ewY;kadu fcanq fy[ksaxsA
 ÞRoeso ekrk--------------Þ “yksd fy[ksaxs lkFk gh vuqokn Hkh
fy[ksaxsA
 Hkkjrh; /keksZa ds uke laLd`r esa fy[ksaxs lkFk gh fp= Hkh
fpidk,¡xAs
Criteria / Rubrics for assessment
Values
imparted
through
the
fo’k;oLrq
%
20 vad
izLrqrhdj.k %
10 vad
Hkk’kk “kq)rk %
10 vad
lg;ksx] R;kx vkSj dÙkZO;cks/k dh Hkkouk dks c<+kok nsukA
Activities
Follow up
vlQy Nk=ksa dks iqu% volj fn;k tk,xkA
SESSION
FORMATIVE ASSESSMENT
CLASS
SUBJECT
ACTIVITY
:
:
:
:
:
2016-2017
I
VI
ENGLISH
Individual
Topic
The more the variety the better the society.
Content Coverage
Sentence formation, Use of proverbs or idiomatic expression.
Nature of task
Post content
Learning Objectives
General objectives:
 To enable the learners to research on the given topic
and develop the skill of assimilating the information
thus gathered into a coherent form.
Specific objectives:
To enable the learners to:
 Use the appropriate proverb or idiomatic expressions
in spoken and written language.
 Research and explore that we may have different
ways of talking and different behavior patterns, but
many of our beliefs and values are similar.
Duration
Summer holidays.
Task
Page 4
 Create
your
own
personal
display
of
family
photographs going back as many generations as
possible. Find out stories about relatives you may not
have known or known well from other family members.
Ask family members for copies of their favourite
photos, making sure to find out the names of all people
in the photos and any interesting stories about the
individuals or situation pictured. You may find out
something you never knew before.
Page 5
 Explore and research about any ten proverbs used in
different countries according to their own cultures but
has similar meaning and frame ten sentences using
the proverbs. You can paste appropriate pictures
expressing the intended meaning.
Execution of task / Procedure
 The activity is divided into two tasks and the students
will do task 1 on page 4 and task 2 on page 5. Two A4
size coloured sheets should be used for the purpose.
 The rubrics of assessment will be announced to the
students in advance.
 The cover page of the project should be unusual yet
relevant.
Criteria / Rubrics for assessment
Values imparted through the
Activities
Originality
: 10 Marks
Authenticity of the information collected : 10 Marks
Grammatical Accuracy
: 10 Marks
Coherence and clarity of ideas
: 10 Marks
To enable the learners to:
Enhance their knowledge and discover that, in many ways,
people from different backgrounds and cultures hold similar
values and beliefs.
Develop the skill of expressing their thoughts and ideas in an
impressive manner.
Follow up
Feedback will be given in a constructive manner. The project
file will be collected after the summer break and follow up will
be done in the class after evaluation for transparency
Detailed guidelines for the project
1. This project carries 40 marks
2. The cover page of the project should be made, keeping in mind the theme of the
project.
3. Two A4 size colored sheets should be used for this purpose.
4. Task 1 (should be done on page 4) requires extensive research and creativity. Think
critically as well as out of the box to frame stories. . Task 2 (should be done on page
5) requires extensive research and exploration about the idiomatic expressions or
proverbs used in various countries and frame sentences using the same.
5. For task 2 students can make it more attractive by pasting appropriate pictures.
For Examplea. A sparrow in the hand is better than a cock on the roof. (Russia)
One bird in the hand is better than two in the bush. (United States)
Meaning – It is better to have lesser but certain advantage than the possibility of greater one
that may come to nothing or be happy with what you have.
Example – The customer offered only one lakh for the car. The salesman, however, accepted this low
offer because he felt one bird in the hand is better than two in the bush.
b. God is a good worker, but He loves to be helped. (Spain)
God help those who help themselves. (United States)
SESSION
FORMATIVE ASSESSMENT
CLASS
SUBJECT
ACTIVITY
:
:
:
:
:
2016-2017
I
VI
MATHEMATICS
Individual
Topic
THE MORE THE VARIETY THE BETTER THE SOCIETY
Content Coverage
Estimation of number, Indian and international system of numeration
Nature of task
Post content
Learning Objectives
Duration


To enable the student to understand the operation of no.
To make the students aware about the diversity
Summer holidays
Task / Tools/ Techniques
Execution of task / Procedure
Criteria / Rubrics for
assessment
Coloured Paper ,Pen, Indian political map, gum, sheets, sketch pens
etc.
 Students will be given the data related to the different religions of
different states.
 Students will be asked few questions based on this data.
Task 1:
: 20 Marks
Task 2:
: 05 Marks
Value based Question:
: 10 Marks
Ethics :
: 05 Marks
Values imparted through the
Activities
Students will understand the importance of diversity and better living
of society.
Follow up
Teacher can give necessary guidance and suggestions.
(TASK-I)

S.NO.
Read the data carefully and answer the following questions:
1
RELIGION
STATES
JAMMU & KASHMIR
HINDUS
3320
SIKHS
921
MUSLIMS
12492
CHRISTIANS
512
2
PUNJAB
8950
11227
3210
117
3
RAJASTHAN
9270
197
732
132
4
UTTAR PRADESH
14567
1879
5320
1049
5
MAHARASHTRA
6020
2410
3960
1297
6
BIHAR
9989
1900
3012
109
7
SIKKIM
1231
495
679
9449
8
KERALA
5023
1200
1010
7969
Q1.
Q2.
Q3.
Q4.
Read the table carefully and calculate:(A) Total no. of Hindus in all states given in the table and write it in the Indian and
international system of numeration and also put commas in both system of numeration.
(B) To calculate:
(i)
Total no. of Hindu in state of Uttar Pradesh and Sikkim.
(ii)
Total no. of Muslims in state of Jammu & Kashmir and Maharashtra.
(iii)
Total no. of Sikhs in state of Punjab and Rajasthan.
(iv)
Total no. of Christian in state of Sikkim and Kerala.
Also arrange your answer obtain in part (B): (i) to (iv) in ascending and descending
orders.
Indicate the states given in the table in INDIAN POLITICAL MAP with different colours. And
write down their geographical area in Indian system of numeration.
Example is given below
State
Area (sq. km)
Number Name
Gujarat
1, 96,024
one lakh ninety six thousand twenty four
Estimate values for the following:
(i)
Hindu in state Uttar Pradesh and in Bihar (Rounding off nearest thousand)
(ii)
Muslim in state Jammu& Kashmir and in Sikkim (Rounding off nearest hundred)
(iii)
Sikh in state Punjab and in Maharashtra (Rounding off nearest thousand)
(iv)
Christians in state Sikkim and Kerala (Rounding off nearest tens)
(v)
Write in roman numerals: (a) Christians in state Punjab (b) Christians in state Bihar.
(TASK -2)
A machine, on an average, manufactures books of different languages every day such as
1621 HINDI books a day, 1041 ENGLISH books a day, 1201 URDU books a day, and 1032
MARATHI books a day.
(i)
How many books did it produce in the month of APRIL 2016?
(ii)
How many HINDI and ENGLISH books did it produce in month of FEBRUARY 2016?
VALUE BASED OUESTION:Q5.
To understand the concept of diversity more appropriately, a boy Salim of class 6th collected
a data of peoples living in his locality belonging to different communities in a tabular form,
given below:
community
HINDU
MUSLIMS
CHRISTIAN
SIKH
BUDDHIST
JAIN
Total
(i)
(ii)
No. of peoples
132
71
52
69
17
09
350
According to you what Salim conclude about diversity from his data analysis?
How diversity plays an important role in integration of the country?
SESSION
FORMATIVE ASSESSMENT
CLASS
SUBJECT
ACTIVITY
Topic
Content Coverage
:
:
:
:
:
2016-2017
I
VI
SOCIAL SCIENCE
INDIVIDUAL ACTIVITY
The more the variety, the better the society!

The motive is to understand diversity present in our
country.

Diversity is not liability in your country rather becomes
the strength.

To take pride in our heritage and become aware with
this activity.
Nature of task
Learning Objectives
Post activity

Students will get to know the diversity present in
various geographical area of the country.

Help them develop map skills

To explore different cultures, food habits, customs and
belief.
Duration
Task
Summer vacations

A-4 size sheets

Maps

Pictures of cultural events , food and musical
instruments

Execution of task / Procedure
Stationary
Imagine you visited two different terrains of India and you
could acknowledge the diversity present in the country. Draw
or Paste a map of India marking out the two states
designated to your Roll number and provide detail description
of the diversity as follows –
Roll no 1 to 10 – Jammu and Kashmir and Chhattisgarh
Roll no. 11to 20 – Punjab and Kerala
Roll no 21 to 30 – Gujrat and Assam
Roll no. 31 to 45 – Himachal Pradesh and Karnataka
The Key points to be incorporated while working on the
activitya. Diversity in Food habits
b. Diversity in clothes
c. Diversity in climate
d. Diversity in terrain
e. Diversity in music
f.
Diversity in culture events
g. Diversity in language
Criteria / Rubrics for assessment
Map skills and pictures
Awareness
about
the
imparted
through
diversity
present
regions
– 10 Marks
Presentation
– 10 Marks
Creativity
Values
- 10 Marks
in
various
– 10 Marks
the Awareness about the diversity present in our country.
Activities
Follow up
A detail discussion shall be taken up and queries will be
readdressed in the class.
SESSION
FORMATIVE ASSESSMENT
CLASS
SUBJECT
ACTIVITY
Topic
Content Coverage
Nature of task
Learning Objectives
Duration
Task
:
:
:
:
:
2016-2017
1
6
Science
Individual activity
The more the variety the better the society.
Chapter 1- Food where does it come from
Chapter 2- Components of food
Chapter 3- Fibres to fabric
Creative, Application based
1) Creating a plant library composed of herbarium sheets
enables students to study different kinds of plants in
one place.
2) Students will learn about the different types of food
items and their nutritional values.
3) Students will learn about different varieties of materials
which can be made from different types of fibres.
Summer vacations
Task 1 - to make herbarium of any two edible plants found in
your surroundings.
Task 2 - compare the food habits of three different states of
India and explain which food item of that state provides which
nutrients also paste pictures of these food items.
Task 3 - paste the photographs of any two materials which we
can make from these following fibres1) cotton
2) Silk
3) Wool
4) Jute
5) Polyester
Execution of task / Procedure
All the three tasks of the activity should be done on A4
size sheet.
Procedure for task 1i)
Put the plants between the newspaper sheets and place
them on a table.
ii) Stack some heavy books on top. This is a week-long
process to press and dry out your plants and flowers.
iii) Once the process is done, remove your plants from
between the newspapers and glue them on the A4
sheet.
iv) Cut out a piece of paper (one for each plant) and glue
them below each plant. This will contain the following
information:
1. The name of the plant
2. name of edible part of that plant
Procedure for task 2Each student will choose any three states of India and compare
the different food items used in these states and write down the
name of nutrient which we can get from that food item. And
paste photographs of these food materials.
Name of
state
Food item
State no.1
i)
ii)
iii)
Nutrients which
we get from this
food material
Photograph
of that food
material.
State no.2
State no.3
The above format should be followed to write the information.
Procedure for task 3paste the photograph of two materials which we can make
from these following fibres1) cotton
2) Silk
3) Wool
4) Jute
5) polyester
Criteria
/
assessment
Rubrics
for Task no.1
- 5 Marks
Task no.2
- 15 Marks
Task no.3
- 10 Marks
Presentation -10 Marks
Total marks – 40 marks
Values imparted through the
i) Ability of observation will develop in students.
Activities
ii) Students will be able to understand that diversity is
a necessary part of society.
Follow up
Teacher will explain the activity in the class.