Annexure no.: Annexure 1. A.

1 Project Guidelines
Reference: Term 1 Project Guidelines

CAMBRIDGE GRADE IX

BUILDING BRIDGES TO
PURPOSEFUL LEARNING
[2024-2025]
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Dear Student,

The future rests with today’s young people and their readiness to take up the challenges of the 21st
Century. Changing the curriculum to keep up with a changing world is what initiated this endeavour of
drafting specific guidelines for the term projects that are in sync with all the modern developments and
trends in education.

With an objective to maximise learning, an integrated approach towards conducting the project work has
been incorporated wherein the project assignments across subjects revolve around a common theme. This
Project Guidelines is thus intended to give a clear description of the projects to be conducted in Grade 9
Term 1 on the topics based on the theme - ‘Connections’. The projects employ a multi-disciplinary
approach which entails combining several methods of learning and drawing from different subjects to
explore the given topic.

The guidelines provide detailed instructions on the projects and outlines the approach, method, materials
and manner in which the project needs to be conducted. The ‘Project Guidelines’ aims at taking you to new
heights of inquisitiveness and helping you gain insight into a different approach to learning. We hope that
you will enjoy working your way through the projects with the help of these guidelines.

Happy learning!

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 INDEX

S.NO SUBJECT PAGE NO. PROJECT DATES

1 ENGLISH 5

2 PHYSICS 8

3 CHEMISTRY 11

4 BIOLOGY 16

5 FRENCH 20

6 HINDI 23

7 ACCOUNTING 26

8 BUSINESS STUDIES 28

9 ECONOMICS 30

10 MATH 32

INFORMATION & COMMUNICATION

11 37
TECHNOLOGY

12 MARATHI 40

13 GLOBAL PERSPECTIVES 41

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 INTRODUCTION
PROJECT THEME: CONNECTIONS

Connections are ideas that connect two sides of a debate; Connections are relationships between people;
Connections unite that which is separate; Connections represent the physical connection of locations,
ideas, and people; Connections are also physical structures between two locations.
Through this integrated project, students will explore the mathematical faculties, Chemistry of building
materials and Physics components needed to maximize the reliability of connecting structures.
Bridges also represent metaphorical connections, and in Language and Humanities the metaphorical theme
will be explored.

Overall the theme will provide an enjoyable and worthwhile learning experience for all learners.
The maximum marks awarded for each project will be 20 marks.
For projects involving presentations, students have to keep in mind the following:
 Use Arial black (44) for headings and Arial/Verdana (40 bold) for the body of the slide.
 Students will not be given credit if presentations are copied verbatim or downloaded from the web.
 If a slide is clipped from a presentation, the source has to be credited in the footer of the slide.

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 ENGLISH

UNIT: WRITER’S CRAFT

TOPIC: CRITIQUE A POEM OF YOUR CHOICE, ON THE THEME- BRIDGES.
THE FOCUS SHOULD BE ON EXPLORING THE CONNECTIONS BETWEEN THE
LITERAL AND METAPHORICAL ASPECTS.

LEARNING OBJECTIVES:
To enable students to:
 demonstrate knowledge and understanding of:
figures of speech, connotation and denotation, mood and tone, language
 apply the understanding in identifying the attributes of the concept and their significance in the
composition
 analyse the poet’s perspective in drawing up the connection between the literal and non-literal facets
of the poem
 articulate individual interpretation of the poem with reference to literary devices employed
 integrate the knowledge obtained from various disciplines to produce an illustrated output

ACTIVITY/TASK: (INDIVIDUAL)
Create a power point presentation with relevant graphics and animation focusing on all the attributes of
Writer’s Craft for the poem of your choice, beginning with a slide projecting the poem. Also dedicate slides
on your understanding of the figurative connections upheld by the poet in the poem.

PRE-PROJECT INSTRUCTIONS:
 Select a poem suiting the subject.
 Research on the background that kindled the composition
 Prepare a graphic organiser on the outcome of the research on a chart paper
 Prepare a neat presentation (minimum10 slides) with separate slides explaining each feature pertaining
to the devices implemented in the piece.

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PROJECT DAY:
 Students will be allotted 3 periods of 35 minutes each to present their understanding and
interpretation composed in the form of a PPT presentation.
 The presentation should be approximately for 5 to 15 minutes duration.
 The completed projected will be evaluated by the teacher using the following rubric.

Category 4 3 2 1

Content- Accuracy All content Most of the The content is Content is typically
throughout the content is accurate generally accurate, confusing or
presentation is but there is one but one piece of contains more
accurate. There piece of information is than one factual
are no factual information that clearly flawed or error. It is difficult
errors. might be inaccurate. to understand the
inaccurate. time period that
was chosen.
Spelling & Presentation has Presentation has 1- Presentation has 1- Presentation has
Grammar no misspellings or 2 misspellings, but 2 grammatical more than 2
grammatical no grammatical errors but no grammatical
errors. errors. misspellings. and/or spelling
errors.
Use of Graphics All graphics are A few graphics are All graphics are Several graphics
attractive (size and not attractive but attractive but a are unattractive
colors) and all support the few do not seem AND detract from
support the theme/content of to support the the content of the
theme/content of the presentation. theme/content of presentation.
the presentation. the presentation.

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Effectiveness Project includes all Project includes Project is missing Project is lacking
material needed to most material more than two key several key
gain a comfortable needed to gain a elements. elements and has
understanding of comfortable inaccuracies
the time period understanding of
chosen. the time period
chosen.
Presentation Student presented Student presented Student had many Student was
the material with material but could difficulties unable to
confidence. have been more presenting complete
confident. materials. presentation
before the class.

Total ___________________________ /20

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 PHYSICS

UNIT: FORCES AND ENERGY

TOPIC: MODEL MAKING – TYPES OF BRIDGES

LEARNING OBJECTIVES:
To enable students to:

 Understand how bridges are engineered to withstand weight

 Investigate the ability of the bridges to meet load stress while maintaining aesthetics
 Analyse the durability of the materials used
 Learn to follow assigned group role

ACTIVITY/TASK: (GROUP)
Students work in five groups to design and build different kinds of bridges out of easily available materials.

PRE-PROJECT INSTRUCTIONS:
 Each group is assigned one of following five types of bridges:
 truss bridge
 beam bridge
 arch bridge
 cable bridge
 cantilever bridge
 The criteria for the model is assigned as the following:
 be at least 12’’ long
 support atleast 100 gm of weight
 hold the weight for at least five minutes
 materials like popsicle sticks, drinking straws, card-board, wires (plastic or metal), etc can be used to
build the bridges.
 Students research on the type of bridge assigned to them
 Students sketch the bridge they envision and get it approved by teacher.

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PROJECT DAY:
 students will be allotted 2 periods of 35 minutes each to assemble the bridge.
 students use standard weights to check the load bearing capacity of the bridge constructed
 They formulate a results table and tabulate the data.
 Completed projected will be evaluated by the teacher using the following rubric.

Criteria Poor Fair Good Excellent

Appearance Not aesthetically Limited aesthetics Overall, an Extremely

pleasing. (shapes, patterns attractive bridge aesthetic in design
Work is sloppy etc.) Design and (shapes, patterns (shapes, patterns
throughout. use of glue is etc.) Tidy work etc.) All
Design is messy at times. most of the time. construction is
unattractive and Some visual Visually appealing. clean and
/or plain. appeal. attractive.
Visually appealing.
Structure Bridge with no real Bridge with limited Bridge designed Bridge designed
design. Does not creative design. with good with excellent
contain all the Contains 50% of creativity. creativity.
components of the components of Contains 75% of Contains 100% of
their type of Truss their type of Truss the components of the components of
Bridge. Did not bridge. their type of Truss their type of Truss
maximise use of Limited use of bridge. bridge.
materials. materials. Good use of Excellent use of
materials. materials.

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Teamwork No team work Some team work Partners worked Each person was
observed and only observed and together but actively involved in
one person ran the some respect occasionally the building
show. No respect shown. distracted from process. All
shown and did not Sometimes their project in partners were
follow the CHAMP followed the some way. Most of treated with
rules. CHAMPS rules. the time followed respect.
the CHAMP rules. Regularly followed
Respect was CHAMP rules.
observed most of
the time.
Blue print Bridge design does Bridge design Bridge blueprint Bridge blueprint
-sketch not match the somewhat matches mostly matches matches the
-pre-writing design of the the design of the the design of the design of the
Description blueprint and blueprint. If any finished product. If finished product. If
-post building changes were not changes were any changes were any changes were
reflection explained. made during made during made during
building, they were building, they were building, they were
explained a little sufficiently thoroughly
upon explained upon explained upon
reflection. reflection. reflection.
Durability Truss Bridge could Truss Bridge could Truss Bridge held a Truss Bridge design
not hold even a hold a small lot of weight. was strong and
small amount of amount of (rocks) sturdy. It held a
weight. (rocks) weight.(rocks) great deal of
weight.

Total ___________________________ /20

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 CHEMISTRY

UNIT: ELECTRICITY AND CHEMICAL CHANGE

TOPIC: MAKING A BOARD/CARD GAME/PUZZLE CONNECTING THE CONCEPT OF ELECTROCHEMISTRY TO
FORMULATE RULES/CLUES

LEARNING OBJECTIVES:
To enable students to:
 follow precisely a multistep procedure when performing technical tasks
 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context
 Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually
 communicate and present complex scientific ideas, observations and data clearly and logically, using
scientific terminology and conventions
 devise strategies to solve problems in complex situations which may involve many variables or complex
manipulation of data or ideas through multiple steps

ACTIVITY/TASK: (INDIVIDUAL)
Students create board games/ puzzles which involve a minimum of two players including concept clues and
defining how each player can move forward to reach the final goal.

PRE-PROJECT INSTRUCTIONS:
 The project will be announced by the teacher after the completion of ‘Electrochemistry’ unit.
 Students are instructed to create a board game by working individually.
 The game can be interactive, online or involve physical tasks.
 Students will research on types of board games and the pros and cons of each of them.
 Then they formulate clues/rules based on the assigned unit.
 Students assemble materials required for the construction of the game/puzzle; this could include online
templates or formats.
 Students are advised to make a prototype and get it approved by the teacher.

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 Students are also instructed to test their game with a focus group consisting of at least 5 volunteers.
 Students distribute the hand-outs to the volunteers and collect their feedback.
 Students to retain the feedback templates for evaluation.
 Students modify the games based on the feedback.

PROJECT DAY:
Students will be allotted 2 periods of 35 minutes each to present the board game created.
Students will also be required to present evidence on research, formation of prototype and involvement of
the focus group.
The teacher will use the rubric (Page 13) to evaluate the students’ projects.

Evidences to be submitted:
Students submit a hard copy of the screenshot (in case of an online game) Copies of the completed focus
group research templates

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13
RUBRIC FOR EVALUATING BOARD/CARD GAME:
CATEGORY 4 3 2 1

Creativity A lot of thought Some thought was Student tried to Little thought was put
into making the put into making the make the game into making the game
game interesting game interesting interesting and fun, interesting or fun.
and fun to play as and fun to play by but some of the
shown by creative using textures, fancy things made it
questions, game writing, and/or harder to
pieces and/or interesting understand/enjoy
game board. characters. the game.
Attractiveness Contrasting colors Contrasting colors Contrasting colors Little or no color
and at least 3 and at 2 original and 1 graphic was and/or elements of
original graphics graphic were used to used to give the the content seem
were used to give give the cards and cards and game merely decorative and
the cards and game board visual board visual appeal. not related to the
game board visual appeal. Some content topic
appeal. relatedness.
Rules Rules were Rules were written, Rules were written, The rules were not
written clearly but one part of the but people had some written / typed and /
enough that all game needed difficulty figuring out or very confusing /
could easily slightly more the game. Typed or conflicting to players
participate. Neatly explanation. Typed handwritten, many
written or typed or neatly written, typos.
and edited for but some errors.
errors.

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Accuracy of All information All but 1 of the Two of the More than 2
Content cards made for information cards information cards information cards
the game are made for the game made for the game made for the game are
correct. are correct. are correct. not accurate.
Knowledge Game creation Game creation Game creation Game creation
Gained demonstrates demonstrates demonstrates does not demonstrate
strong knowledge knowledge. Good adequate knowledge. knowledge of the unit
of the unit of ideas for questions Questions/Answers of study or the
study. Created a to help student need a more work. questions are off-
game that could review the unit of topic/inappropriate.
challenge study.
everyone – even
those with great
knowledge

Total _________________________________ /20

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 BIOLOGY

UNIT: DISEASES AND IMMUNITY

TOPIC: MAKING A STORY BOARD/COMIC STRIP SHOWING THE CONNECT BETWEEN
DIFFERENT BODY SYSTEMS THAT COME TOGETHER TO PROVIDE IMMUNITY;
EFFECT OF THE ABSENCE OF COORDINATION RESULTING IN DISEASES (ANY
ONE EG. HIV) WILL ALSO BE INCLUDED

LEARNING OBJECTIVES:
To enable students to:
 demonstrate knowledge and understanding of:
 scientific phenomena, facts, laws, definitions, concepts and theories
 scientific vocabulary, terminology and conventions
 apply the principles and concepts from the syllabus to a new situation, in a logical, deductive way
 integrate the knowledge obtained from various disciplines to produce an illustrated output
 communicate and present complex scientific ideas in a manner that represents the idea as part of a
whole

ACTIVITY/TASK: (INDIVIDUAL)
Making a story board/ comic strip with annotated illustrations showing the connection of body systems
involved in providing immunity and the effect of disconnect.

PRE-PROJECT INSTRUCTIONS:
 Project is announced at the beginning of the unit, ’Diseases and Immunity’ so that students make
connections between the immune system and the other body systems covered earlier.
 Students are asked to research the roles of body systems in immune response.
 Students are also guided during the English classes to brainstorm suitable character attributes to
components of the immune system; This will help them to plan the outline of the story board/comic
strip
 Students will come up with a flow of processes involved and integrate it with their characters.
 Students will choose appropriate illustrations for their characters
 Students will gather and organise all the materials required for the project

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PROJECT DAY:
 Students will be allotted 2 periods of 35 minutes each to prepare the story board or comic strip.
 They can use an already prepared rough plan as an outline. They can make the illustrations in class or
use pictures or animations created provided they have evidence to show they had been created for the
purpose of the project and not lifted from a ready-made source.
 The completed project will be evaluated by the teacher using the following rubric.

Rubric for evaluating Storyboard/comic strip

CATEGORY 4 3 2 1
Excellent Good Satisfactory Needs
Improvement
Required Comic Strip Comic Strip Comic Strip One or more
Elements includes all includes all includes all required elements
required elements required elements required elements. is missing from the
as well as a few and one additional comic strip.
additional element.
elements.
Content - All facts in the 99-90% of the facts 89-80% of the facts Fewer than 80% of
Accuracy comic are in the comic are in the comic are the facts in the
scientifically scientifically scientifically comic are
accurate. accurate. accurate. scientifically
accurate.
Organization Original Original Original Illustrations are
illustrations are illustrations are illustrations relate not present OR
detailed, attractive, somewhat detailed, to the text on the they are not
creative and relate attractive, and page. original.
to the text on the relate to the text on
page. the page.

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Clarity/ Comic Strip is easy Comic Strip is easy Comic Strip is Organization of
Neatness/ to read and all to read and most somewhat easy to material is
Organization elements are elements are read and some confusing to the
clearly written and clearly written and elements are reader. Comic
drawn. All drawn. Most clearly written and Strip is hard to
information is information is drawn. Some read and few
organized organized information is elements are
appropriately. appropriately. organized clearly written and
appropriately. drawn.
Dialogue/ Text There is an There is too much There is not quite It is not clear
appropriate dialogue and text in enough dialogue or which character is
amount of dialogue this story, but it is text in this story, speaking.
and text to bring always clear which but it is always
the characters to character is clear which
life and it is always speaking. character is
clear which speaking.
character is
speaking.

Total _____________________ /20

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SAMPLE COMIC STRIP:

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 FRENCH

UNIT: JEUNES SANS FRONTIÈRES

TOPIC: THE FRENCH LANGUAGE - CONNECTING CULTURES

LEARNING OBJECTIVES:
 Develop research skills
 Comprehend and explore skills required for conducting a survey
 Use comprehension and analysing skills to write reports
 Translate written expression to articulate language appropriate for speaking and reporting

ACTIVITY/TASK: (INDIVIDUAL)
Writing a telecast report on the effect of French as a language in influencing the culture of (any chosen
French colony) and present it as a TV journalist

PRE-PROJECT INSTRUCTIONS:
 Students are advised to research the role of French language in their chosen colony.
 Students can collect information from the internet and different French reporting channels.
 They should focus on the pros and cons of the influence of French language in uniting cultures in French
colonised territories.
 Students use the research to formulate a telecast report.

PROJECT DAY:
 Students will be allotted 2 periods of 35 mins to present their research as a telecast report.
 They can use the written report of the consolidated research created for the purpose of formulating the
telecast report.
 The completed projected will be evaluated by the teacher using the rubric below.

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Oral News Report Rubric
4 3 2 1
Opening & Introduction Clearly, quickly Established focus Audience had an Little or no intro,
established the of the speech but idea of what was such that
focus of the not very clear. coming, but the audience did not
speech, gained Gained attention. intro did not know the
audience clarify the main speaker’s main
attention focus. focus.
Content Main items in the Main items of the Audience infers Presentation
headline clearly headline fairly main headlines; jumps among
stated and clear; some holes are evident. random topics.
explained; logical, missing links or Main items of
smooth transitions. headline unclear.
organization
Clarity & Organization Highly detailed, Reports all the Reports the news Incomplete,
well organized, news items in an items without reports, few
shows a strong organized way. much research details, too brief,
research of the disorganized or
issues covered. confusing.
Voice and Manner Loud, clear, Loud, clear, with Varies from loud Difficult to hear or
relaxed with few some pauses to and clear to understand,
pauses. Well gather thoughts. difficult to seems
prepared, Seems well understand, unprepared or
presentation prepared, seems prepared, has body
somewhat may have some movement that
nervous. nervous and significantly
distracting distract listeners.
behaviour.

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Audience Listens attentively Listens and Listens but Does not listen or
& remembers the participates. doesn’t participate in
important news participate. discussions.
items.

Total _________________________________ /20

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 HINDI

UNIT: 3 CHALCHITRA
TOPIC: MAKING A CALENDAR ON THE EVOLUTION OF CINEMATIC FACETS

LEARNING OBJECTIVES:
To enable students to:
 understand the constant development in the field of cinema and do a comparative study of
the same.
 Be aware of the beneficial and harmful effects of cinema.
 understand the contribution of cinema in learning any language.
 communicate and present the evolution of the chosen aspect of cinema

ACTIVITY/TASK: (INDIVIDUAL)
Students create a time line in form of a Calendar depicting the significant improvements /changes
(technology, music, cinematography, movie genre, etc) in the form of illustrations and annotations.

PRE-PROJECT INSTRUCTIONS:
 The project will be announced by the teacher after the completion of ‘CHALCHITRA’ unit.
 Students choose any one aspect of cinema which has undergone a significant change (eg. technology,
music, cinematography, movie genre, etc)
 Students are instructed to create a Time line in the form of the calendar for the aspect of cinema
chosen.
 Students will research on the evolution of the facet of cinema chosen with respect to signification
innovation
 Then they collect the required materials like illustrations, pictures, dates etc relevant to their topic

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PROJECT DAY:
Students will be allotted 2 periods of 35 minutes each to come up with the calendar of events.
The teacher will use the rubric below to evaluate the students’ projects.

Timeline Rubric

Student Name:

Category 4 3 2 1

Included events Most of the Some events Many major

Quality of content are important and included events are included are trivial, events are
interesting. No important or and major events excluded, and too
major details are interesting. One or are missing. many trivial
excluded. two major events events are
may be missing. included.
The timeline The timeline The timeline The timeline
Quantity of facts contains at least 8- contains at least 6- contains at least 5 contains fewer
10 events related 7 events related events related to than 5 events.
to the topic being to the topic being the topic being
studied. studied. studied.
Accuracy of Facts are accurate Facts are accurate Facts are accurate Facts are often
content for all events for almost all for most (-75%) of inaccurate for
reported on the events reported the events events reported
timeline. on the timeline. reported on the on the timeline.
timeline.

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Sequence of Events are placed in Almost all events are Most (-75%) of the Most events are
content proper order. placed in proper events are placed in incorrectly placed
order. proper order. on the timeline.
An accurate, An accurate, An accurate date Dates are
Dates complete date has complete date has has included for inaccurate or
been included for been included for almost every event. missing for several
each event. almost every event. events.

Events are clearly Events are Events are not Events are
Sentence fluency described using described well, but described well and described using
accurate and vivid language is language is often vague language or
language. sometimes vague vague or inaccurate. inaccurate
or inaccurate. information.
Punctuation, spelling Punctuation, spelling Punctuation, There are many
and capitalization and capitalization spelling, and punctuation,
Mechanics were checked by were checked by capitalization are spelling, and
another student another student mostly correct, capitalization
and are correct and are mostly but were not errors.
throughout. correct. checked by
another student.

Total _________________________________ /20

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 ACCOUNTING

UNIT: OTHER PAYABLES AND OTHER RECEIVABLES

TOPIC: MAKING A POWER POINT PRESENTATION SHOWCASING PARAMETERS REQUIRED TO ESTIMATE
PAYABLES AND RECEIVABLES FOR BRIDGE CONSTRUCTION.

LEARNING OBJECTIVES:
To enable students to:
 demonstrate knowledge and understanding of Accounting principles
 apply the learnt principles to a new situation, in a logical, deductive way
 integrate the knowledge obtained from secondary research to produce an Illustrated output
 communicate and present ideas in a clear and concise manner

ACTIVITY/TASK: (INDIVIDUAL)
Students will research and identify the parameters which influence the budgeting of bridge construction.
They will further prepare a power point presentation on the same and present.

PRE-PROJECT INSTRUCTIONS:
 Project is announced after the completion of unit, other payables and other receivables’
 Students are asked to research on the parameters that are important for the budgeting of a bridge under
construction.
 Students are guided to do research on the topic using internet. Students will come up with research
results.
 Students will then choose appropriate flow of the presentation.
 Teacher lays down the criteria for the presentation – minimum of 12 slides quoting research sources and
schematic/representational data accompanied by interpretational analysis.

PROJECT DAY:
 Students will be allotted 2 periods of 35 minutes each to present their results
 The completed project will be evaluated by the teacher using the following rubric.

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Evaluation Rubric:
5 4 3 2 1
Content Content is Content is Content is Content is Content is
accurate and all accurate but accurate but questionable. inaccurate.
required some required some required Information is Information
information is information is information is not presented is not
presented in a missing and/or missing and/or in a logical presented
logical order. not presented in not presented order, making in a logical
a logical order in a logical it difficult to order,
but is still order, making it follow. making it
generally easy difficult to difficult to
to follow. follow. follow.
Slide creation Presentation Presentation Presentation Presentation is Presentation
flows well and flows well. Tools flows well. unorganized. has no flow.
logically. are used correctly. Some tools are Tools are not No tools
Presentation Overall used to show used in a used.
reflects extensive presentation is acceptable relevant
use of tools in a interesting. understanding. manner.
creative way.
Slide Transitions are Smooth Smooth Very few No transitions
Transition s smooth. transitions are transitions are transitions are are used.
Transitions used on most used on some used and/or
enhance the slides. slides they distract
presentation. from the
presentation.
Presentation Well-rehearsed. General level of Acceptable level Low level of No rehearsal
Skills No pronunciation rehearsal. Few of rehearsal. rehearsal. indicated.
errors or other pronunciation Some Numerous Too many
mistakes. errors or other pronunciation pronunciation Pronunciation
mistakes. errors or other errors or errors or
mistakes. other other
mistakes. mistakes.

Total ______________________ /20

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 BUSINESS STUDIES

UNIT: INTERNAL AND EXTERNAL COMMUNICATION

TOPIC: MAKING A BOOKLET ON EFFECTIVE COMMUNICATION AS A BRIDGE TO
CONVEY IDEAS AND THOUGHTS

LEARNING OBJECTIVES:
To enable students to:
 demonstrate knowledge and understanding of effective communication and its importance to business
 understand the benefits and limitations of different communication methods.
 integrate the knowledge obtained to produce an illustrated output
 use a combination of written and visual expression to communicate and present ideas

ACTIVITY/TASK: (INDIVIDUAL)
Students will research and identify the connectors for effective communication between parties. They will
further prepare a colourful booklet based on their research inputs.

PRE-PROJECT INSTRUCTIONS:
 Project is announced after the completion of unit, “Internal and external communication”
 Students are asked to research on this topic and identify the factors that are important to convey the
ideas from oneself to the other parties involved.
 Students are guided to do research on the topic using internet. Students will come up with research
results.
 Students will then choose appropriate flow of the booklet.

PROJECT DAY:
 Students will be allotted 2 periods of 35 minutes each to prepare booklet.
 They can use an already prepared rough plan as an outline for the booklet.
 The completed projected will be evaluated by the teacher using the following rubric.

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Criteria Exemplary Accomplished Developing Beginning

4 3 2 1
Organization Good organization. Organized, points Some organization. Poorly organized;
points are logically are somewhat points jump no logical
ordered; sharp jumpy; sense of around. beginning progression.
sense of beginning beginning and and ending is beginning and
and end ending exists unclear ending
are vague
Quality of Supporting details Some details are Details are Unable to find
Information specific to subject non-supporting to somewhat sketchy. specific details
the subject Do not support
topic
Grammar, Usage, No errors Only one or two More than two Numerous errors
Mechanics, errors errors distract from
Spelling understanding
Creativity Creativity is varied. Creativity is varied. Creativity is Basic creativity;
supporting details supporting details unimaginative. needs descriptive
vivid useful details lack “color” words
Neatness Typed; clean. Legible writing, Legible writing, Illegible writing;
neatly bound in a well- formed some ill-formed loose pages
report cover. characters. clean letters, print too
illustrations and neatly bound small or too large.
provided in a report papers stapled
cover together

Total __________________________ /20

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 ECONOMICS

UNIT: WORKERS
TOPIC: MAKING A VLOG ON BRIDGING THE GAP BETWEEN EDUCATION AND
EMPLOYMENT

LEARNING OBJECTIVES:
To enable students to:
 demonstrate knowledge and understanding of the relation between education and employment.
 develop research skills
 use the researched ideas in a real-life application
 harness the use of ICT skills across disciplines
 present ideas in an organized and concise manner

ACTIVITY/TASK: (INDIVIDUAL)
Students will research and identify the gaps that exist between education and employment. They will
strategize steps to use education as a bridge based on the expectations of the industry. Their ideas and
justifications will be presented as a vlog.

PRE-PROJECT INSTRUCTIONS:
 Project is announced after the completion of unit, “Workers”
 Students are asked to research on the given topic and identify the gaps that exist between education
and employment using various resources.
 They interact with peers to come up with educational strategies to make workers more employable
based on respective industry requirements.
 Students will create a vlog of their research findings & strategies

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PROJECT DAY:
 Students will be allotted 2 periods of 35 minutes to present.
 The vlog created will be presented in class
 A hard copy of the screenshot of the vlog will be submitted as evidence.
 The completed projected will be evaluated by the teacher using the following rubric.

Criteria/Points Not Evident Minimal Evidence Sufficient Evidence Undeniable

1 point 2 points 3 points Evidence
4 points
Script – Individual
Planning

Chapter Content
Coverage

Creativity

Clarity of Speech

Required Length
3 – 5 minutes

Total __________________________/20

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 MATHEMATICS

UNIT: Sequences
TOPIC: Applications of sequences in various fields.

LEARNING OBJECTIVES:
To enable students to Research and discuss practical applications of the chosen sequence type.

ACTIVITY/TASK: (INDIVIDUAL)

PRE-PROJECT INSTRUCTIONS:
Sequences are a fundamental concept in mathematics, and there are several directions you can take for
your project. Here’s a structured approach to develop a project on sequences:

Step 1: Introduction to Sequences:

 Provide a brief overview of what sequences are in mathematics.
 Introduce different types of sequences (arithmetic, geometric, Fibonacci, etc.).
 Explain the importance and applications of sequences in various fields.

Step 2. Choose a Focus:

Select a specific type of sequence or aspect of sequences to explore. Some ideas include:
 Arithmetic Sequences: Investigate properties such as the common difference, nth term formula, and
sum formulas.
 Geometric Sequences: Explore properties like the common ratio, nth term formula, and sum formulas.
 Fibonacci Sequence: Analyze properties, patterns, and applications of this famous sequence.
 Other Special Sequences: Explore sequences related to prime numbers, squares, cubes, etc.

ADDITIONAL MATERIALS:
Prepare necessary materials such as A3/A4 paper, tape, pencils, etc., for any physical or graphical
representations needed during your project.

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PROJECT DAY:
Step 3: Mathematical Analysis:
Perform mathematical analysis on the chosen sequence type. This might involve:
 Deriving formulas for the nth term and the sum of the first n terms.
 Exploring patterns and relationships within the sequence.

Step 4: Real-World Applications:

 Exploring Arithmetic Sequences in Finance: How arithmetic sequences are used in financial
calculations or series.
 Geometric Sequences in Biology: Applications of geometric sequences in population growth models or
interest calculations.
 Fibonacci Sequence in Art and Architecture: Investigating how Fibonacci numbers influence design and
structure.

Step 5: Computational Exploration (Optional):

 Use computational tools (such as Excel) to generate and analyze sequences.
 Visualize sequences graphically to illustrate patterns and behaviors.

Step 6: Historical Context and Extensions:

 Provide a historical background of the sequence you chose.
 Discuss any extensions or variations of the sequence that have been studied by mathematicians.

Step 7: Project Documentation:

Compile your findings into a structured report or presentation. Include:
 Introduction (purpose and significance of studying sequences).
 Mathematical Analysis (formulas, patterns, and properties).
 Real-World Applications (examples and relevance).
 Computational Analysis (if applicable).
 Conclusion (summary of findings and future directions).
 References (sources used in your research).

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RUBRIC:

CATEGORY 4 (Excellent) 3 (Good) 2 (Satisfactory) 1 (Needs

Improvement)

Understanding of Demonstrates deep Shows Shows some Shows little

Sequence Types understanding of understanding of understanding of understanding of
arithmetic, arithmetic, sequence types. sequence types.
geometric, geometric, Formulas and Definitions and
Fibonacci, or other Fibonacci, or examples are examples are
special sequences. other special somewhat inaccurate or
Provides accurate sequences. accurate but lack unclear.
definitions, Defines formulas clarity or
formulas, and clear correctly with completeness.
examples. mostly accurate
examples.

Mathematical Accurately derives Derives and Attempts to Does not derive or

Analysis and applies applies formulas derive and apply apply formulas
formulas for the nth correctly for the formulas for the correctly. Analysis
term and the sum nth term and the nth term and the of patterns and
of the first n terms. sum of the first n sum of the first n relationships is
Provides detailed terms. Provides terms, but with minimal or
analysis of patterns analysis of errors or absent.
and relationships patterns and incomplete
within the relationships analysis.
sequence. within the
sequence.

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Real-World Provides Gives adequate Provides basic Real-world
Applications comprehensive examples and examples and applications are
examples and explanations of explanations of unclear,
explanations of how real-world real-world irrelevant, or
the chosen applications of applications, but missing.
sequence type is the chosen lacks depth or
applied in real- sequence type. clarity.
world scenarios
(e.g., finance,
biology,
art/architecture).
Computational Effectively uses Uses Uses Computational
Exploration(if computational tools computational computational tools are not used
applicable) (e.g., Excel) to tools to generate tools with effectively or not
generate and and analyze limited used at all.
analyze sequences. sequences. effectiveness or
Visualizes Attempts to does not
sequences visualize visualize
graphically to sequences sequences
illustrate patterns graphically. adequately.
and behaviors.
Historical Context Provides a thorough Provides a brief Provides minimal Historical context
and Extensions historical historical historical context and extensions
background of the background of or discussion of are unclear or
chosen sequence. the chosen extensions. missing.
Discusses significant sequence.
extensions or Mentions some
variations studied extensions or
by mathematicians. variations
studied by
mathematicians.

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 Project Compiles findings Compiles Includes some Project
Documentation into a well- findings into a components of documentation is
structured report or structured report the project disorganized or
presentation. or presentation documentation incomplete.
Includes with most but lacks
introduction, required structure or
mathematical components. completeness.
analysis, real-world
applications,
computational
analysis (if
applicable),
conclusion, and
references.
Presentation Quality Slideshow/poster is Slideshow/poster Slideshow/poster Presentation lacks
exceptionally is well-organized is somewhat organization,
organized, visually and visually organized and visual appeal, or
appealing, and appealing. visually clear support
enhances Includes acceptable. materials.
understanding with diagrams, Includes some Audience
clear diagrams, graphs, and support engagement is
graphs, and real-life examples that materials but minimal.
examples. Engages support lacks clarity or
audience understanding. engagement.
effectively. Engages
audience
adequately.

Total __________________/20

36
 INFORMATION & COMMUNICATION
TECHNOLOGY

UNIT: WEB AUTHORING

TOPIC: CREATING A WEBPAGE ON THE TOPIC “NETWORKS” (Individual Activity)

LEARNING OBJECTIVES:
To enable students to:
 Apply their knowledge and understanding to create attractive web pages
 Pictures will be provided for the same.
 Use their knowledge of HTML language to design web pages

INSTRUCTIONS:
 The project will be announced by the teacher after the completion of the topic Web Authoring
 Students are instructed to create web pages individually.
 The web page will have the following structure
 Home Page
o What is a network?
o Four different types of networks along with images inserted.
o Hyperlinks to be added to all the four images inserted.
 Four web pages for four different types of networks
 One style sheet which determines the style across all the five web pages

PROJECT DAY:
 Students will be allotted 2 periods of 35 minutes each to create their web pages
The teacher will use the following rubric to evaluate the students’ projects.

37
EVALUATION RUBRIC:
Criteria Exemplary Proficient Partially Not yet Incomplete
5 marks 4 marks proficient proficient 1 mark
3 marks 2 marks
Content The theme or The content has Information is Information is Information is
main idea of the accurate and clear and not always clear incomplete or
Web page is useful correct. The or correct. The not correct.
clear, and pages information. theme or main theme or main The Web page
link to related The theme or idea of the Web idea of the Web does not have a
information. main idea of page is more or page is more or clear purpose or
The content has the Web page is less clear and less clear but central theme.
accurate and clear and related to the does not relate
very useful related to the purpose or to the purpose
information. purpose or theme of the or theme of the
The theme or theme of the project. project.
main idea is project
very clear.
The Web pages
link to quality
information.
Writing process Clear, concise, Clear, concise, Easy to Many errors but Difficult to
and well written and basically understand, a reader can understand the
and edited with well written; with some understand the main idea,
no serious still has a few errors. main idea. many errors in
errors errors. spelling,
grammar.
Layout Appearance of Organized and Uses headings; Text broken into Layout has no
the page looks consistent; good sections paragraphs structure or
professional. formatting. labelled; some and/or sections. organization.
formatting.

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Images Images have Images are Images Images No images, or
strong relation related to related to unrelated to images that
to page/text; page/text; page; images are the wrong
page/text; some some images are images were recycled from type
images are produced by recycled from other pages on
produced by student. Most other pages on the Internet;
student; images images are the Internet. images too
have proper size, correct size or Images too big/small or
resolution, colors, resolution. big/small or poorly cropped
and cropping poorly cropped or or have color
have color problems
problems.

Total __________________/20

39
 MARATHI

Grade: IX
Marks- 20

Topic: - महाराष्ट्रातील संत

Instructions:
 Use an A-3 size white sheet.
 Stick 5 different pictures of Sant in Maharashtra
 Write information in Marathi on any one Sant of Maharashtra in 10-15 lines.
 Criteria for evaluation are an idea, content, and Presentation.

Marking Scheme
o 5 Marks for pictures
o 10 Marks for information
o 5 Marks for speech

Please note: Any Activity submitted after the due date will not be evaluated.

Total __________________/20

40
 GLOBAL PERSPECTIVES

Unit – Evaluation
Topic – Make a booklet on different sources of information about Globalisation and
evaluate the same

Learning Objectives:
To enable students to:
 understand the importance of evaluation skills
 evaluate reasoning and evidence in different arguments/perspectives
 recognise bias and vested interest
 understand some elements of credibility (reputation, expertise, experience, access to information)
 evaluate written sources
 understand how others’ arguments/perspectives/credibility can affect your own perspective.

Activity / Task : (Individual)

Students will research and select three sources that have information on globalisation.
Source can be a website, newspaper, magazine or a journal article from the internet.

PRE-PROJECT INSTRUCTIONS:
 Project is announced after the completion of unit, “EVALUATION”
 Students are asked to research on this topic and identify the factors that are important to convey the
ideas from oneself to the other parties involved.
 Students are guided to do evaluation on the topic using internet. Students will come up with a written
paragraph after evaluation.
 Students will then choose appropriate flow of the booklet.

41
Project Day:
 Students will be allotted 2 periods of 35 minutes each to prepare booklet.
 For each source, write a paragraph to evaluate the source.
 You can look back at the work you have already done on evaluating sources, to remind yourself of the
sorts of comments you might make.
 Write a reflection on your showcase based on the following questions-
1. Write a few lines describing what went well in your source evaluation.
2. Did you manage to evaluate your sources?
3. Did you find different things to say about different sources?
4. What have you learned about source evaluation?
5. Are you happy with your work? What would you do differently another time?

The completed projected will be evaluated by the teacher using the following rubric.
Criteria Marks

Evaluating each sources with reasoning and evidence in different arguments and 6
perspectives
Reflection on your own evaluation 5

Recognising bias and vested interest 2

Understanding the potential impact of others’ arguments, perspectrives and 3

credibility on my own perspective
Creativity and layout 2

Timely submission 2

Total __________________/20

42