<h2>CBSE Class 5 English Syllabus&nbsp;</h2>
<p>For the academic year 2024-2025, the CBSE English syllabus comprises all of the major chapters for Class 5 pupils to study. Class 5 students should go over the complete CBSE English syllabus in order to get good grades and feel confident while studying for their exams. All of the chapters in the Class 5 English syllabus equip pupils with a fundamental understanding of the English language.</p>
<h3>CBSE Class 5 English Syllabus for 2024-2025</h3>
<h3>CBSE Class 5 English Syllabus Chapter Name</h3>
<ul type="none">
<li><strong>Unit 1:&nbsp;</strong>Ice-cream Man Wonderful Waste!</li>
<li><strong>Unit 2:&nbsp;</strong>Teamwork Flying Together</li>
<li><strong>Unit 3:&nbsp;</strong>My Shadow Robinson Crusoe Discovers a Footprint</li>
<li><strong>Unit 4:&nbsp;</strong>Crying My Elder Brother</li>
<li><strong>Unit 5:&nbsp;</strong>The Lazy Frog Rip Van Winkle</li>
<li><strong>Unit 6:&nbsp;</strong>Class Discussion The Talkative Barber</li>
<li><strong>Unit 7:&nbsp;</strong>Topsy-turvy Land Gulliver&rsquo;s Travels</li>
<li><strong>Unit 8:&nbsp;</strong>Nobody&rsquo;s Friend The Little Bully</li>
<li><strong>Unit 9:&nbsp;</strong>Sing a Song of People</li>
<li><strong>Unit 10:&nbsp;</strong>Malu Bhalu Who Will be Ningthou?</li>
</ul>
<h3>Objectives</h3>
<p>The general objectives at Level -II are:</p>
<ul>
<li>to provide print-rich environment to relate oracy with literacy.</li>
<li>to build on learners&rsquo; readiness for reading and writing.</li>
<li>to promote learners&rsquo; conceptualisation of printed texts in terms of headings, paragraphs and horizontal lines.</li>
<li>to enrich learners&rsquo; vocabulary mainly through telling, retelling and reading aloud of stories/folktales in English.</li>
<li>to use appropriate spoken and written language in meaningful contexts/situations.</li>
<li>to give them an opportunity to listen to sounds/sound techniques and appreciate the rhythm and music of rhymes/sounds.</li>
<li>to enable them to relate words (mainly in poems) with appropriate actions and thereby provide understanding of the language.</li>
<li>to familiarize learners with the basic process of writing.</li>
</ul>
<h3>At the end of this stage learners will be able to do the following:</h3>
<ul>
<li>narrate his/her experiences and incidents</li>
<li>exchange his/her ideas with the peers</li>
<li>carry out a brief conversation involving seeking/giving information</li>
<li>enjoy reading a story, poem, a short write-up, a notice, poster etc</li>
<li>take dictation of simple sentences and to practise copy writing from the blackboard and textbook and to use common punctuation marks</li>
<li>write a short description of a person, thing or place &ndash; prepare a notice, or write a message for someone</li>
<li>write a short composition based on pictures</li>
<li>take part in group activity, role play and dramatisation</li>
</ul>

English: Unleash your inner storyteller! Explore the 2024-25 CBSE English syllabus & dive into reading, writing & grammar.

CBSE Syllabus for Class 5 English - 2024-25 Academic Year - ORCHIDS

English

<h2>CBSE Class 5 Maths syllabus</h2>
<p>Mathematics is an important subject for students in every grade, whether they are in class 5 or any other grade. Because Mathematics emphasises logic and order, it assists pupils in thinking logically. Every Mathematics question can be solved in a multitude of ways, and each student's approach to solving each question is unique.</p>
<p>Experts created the CBSE 5th Class Maths Syllabus in accordance with the most recent pattern. Students can prepare for their Maths test by studying according to the specified syllabus and doing CBSE Class 5 Maths Worksheets. The Maths CBSE Syllabus for Class 5 is available below.</p>
<h3>CBSE Syllabus for Class 5 Maths 2024-25&nbsp;</h3>
<h3>Geometry (16 hrs.)&nbsp;</h3>
<h3>SHAPES &amp; SPATIAL UNDERSTANDING&nbsp;</h3>
<ul>
<li>Gets the feel of perspective while drawing a 3-D object in 2-D.&nbsp;</li>
<li>Gets the feel of an angle through observation and paper folding.&nbsp;</li>
<li>Identifies right angles in the environment.&nbsp;</li>
<li>Classifies angles into right, acute and obtuse angles.&nbsp;</li>
<li>Represents right angle, acute angle and obtuse angle by drawing and tracing.&nbsp;</li>
<li>Explores intuitively rotations and reflections of familiar 2-D shapes.&nbsp;</li>
<li>Explores intuitively symmetry in familiar 3-D shapes.&nbsp;</li>
<li>Makes the shapes of cubes, cylinders and cones using nets especially designed for this purpose.&nbsp;</li>
</ul>
<h3><strong>Numbers (40 hrs.)&nbsp;</strong></h3>
<h3>NUMBERS AND OPERATIONS&nbsp;</h3>
<ul>
<li>Finds place value in numbers beyond 1000.&nbsp;</li>
<li>Appreciates the role of place value in addition, subtraction and multiplication algorithms.&nbsp;</li>
<li>Uses informal and standard division algorithms.&nbsp;</li>
<li>Explains the meaning of factors and multiples.&nbsp;</li>
</ul>
<h3>MENTAL ARITHMETIC&nbsp;</h3>
<ul>
<li>Estimates sums, differences, products and quotients and verifies using approximation.&nbsp;</li>
</ul>
<h3>FRACTIONAL NUMBERS&nbsp;</h3>
<ul>
<li>Finds the fractional part of a collection.&nbsp;</li>
<li>Compares fractions.</li>
<li>Identifies equivalent fractions.&nbsp;</li>
<li>Estimates the degree of closeness of a fraction to known fractions (1/2, &frac14;, &frac34; etc.)&nbsp;</li>
<li>Uses decimal fractions in the context of units of length and money.&nbsp;</li>
<li>Expresses a given fraction in decimal notation and vice versa.&nbsp;</li>
</ul>
<h3>Money (5 hrs.)&nbsp;</h3>
<ul>
<li>Applies the four operations in solving problems involving money.&nbsp;</li>
</ul>
<h3>Measurement (26 hrs.)&nbsp;</h3>
<h3>LENGTH&nbsp;</h3>
<ul>
<li>Determines area and perimeter of simple geometrical figures.&nbsp;</li>
<li>Applies the four operations in solving problems involving length, weight and volume.&nbsp;</li>
<li>Relates commonly used larger and smaller units of length, weight and volume and converts one to the other.&nbsp;</li>
<li>Applies simple fractions to quantities.&nbsp;</li>
<li>Converts fractional larger unit into complete smaller units.&nbsp;</li>
<li>Appreciates volume of a solid body: intuitively and also by informal measurement.&nbsp;</li>
<li>Uses addition and subtraction in finding time intervals in simple cases.&nbsp;</li>
</ul>
<h3>Data Handling (6 hrs.)&nbsp;</h3>
<ul>
<li>Collects two-dimensional quantitative data. Represents the data in the form of a table.&nbsp;</li>
<li>Draws a bar graph or a pictograph to present a data.&nbsp;</li>
</ul>
<h3>Patterns (6 hrs.)&nbsp;</h3>
<ul>
<li>Identifies patterns in square numbers, triangular numbers.&nbsp;</li>
<li>Relates sequences of odd numbers between consecutive square numbers.&nbsp;</li>
<li>Makes border strip and tiling patterns.</li>
</ul>
<h3>CBSE Syllabus for Class 5 Maths 2022-23 Chapter Name</h3>
<div data-has-table="">
<table>
<thead>
<tr>
<th><strong>UNIT</strong></th>
<th><strong>Chapter Name</strong></th>
</tr>
</thead>
<tbody>
<tr>
<td>Lesson 1</td>
<td>The Fish Tale</td>
</tr>
<tr>
<td>Lesson 2</td>
<td>Shapes and Angles</td>
</tr>
<tr>
<td>Lesson 3</td>
<td>How Many Squares?</td>
</tr>
<tr>
<td>Lesson 4</td>
<td>Parts and Wholes</td>
</tr>
<tr>
<td>Lesson 5</td>
<td>Does it Look the Same?</td>
</tr>
<tr>
<td>Lesson 6</td>
<td>Be My Multiple,I&rsquo;ll be Your Factor</td>
</tr>
<tr>
<td>Lesson 7</td>
<td>Can You See the Pattern?</td>
</tr>
<tr>
<td>Lesson 8</td>
<td>Mapping Your Way</td>
</tr>
<tr>
<td>Lesson 9</td>
<td>Boxes and Sketches</td>
</tr>
<tr>
<td>Lesson 10</td>
<td>Tenths and Hundredths</td>
</tr>
<tr>
<td>Lesson 11</td>
<td>Area and its Boundary</td>
</tr>
<tr>
<td>Lesson 12</td>
<td>Smart Charts</td>
</tr>
<tr>
<td>Lesson 13</td>
<td>Ways to Multiply and Divide</td>
</tr>
<tr>
<td>Lesson 14</td>
<td>How Big? How Heavy?</td>
</tr>
</tbody>
</table>
</div>
<p>The CBSE Syllabus explains and explores common events using math facts. Continue solving chapter-by-chapter exercises, sample papers, CBSE question papers, and worksheets until you've completed all 14 chapters.</p>

Maths: Master math fundamentals in Class 5 with the 2024-25 CBSE syllabus. Numbers, operations, shapes & more!

CBSE Syllabus for Class 5 Maths - 2024-25 Academic Year - ORCHIDS

Maths

<h2><strong>CBSE Class 5 Hindi Syllabus</strong>&nbsp;</h2>
<p>The CBSE Board has produced a Hindi Syllabus for CBSE Class 5 students for the academic year 2024-2025 based on the most recent updates in the educational system. Before beginning their test preparation, students in Class 5 CBSE should review their Hindi syllabus. The CBSE Hindi Class 5 Syllabus informs students about the chapters they will study in the academic year 2024-2025. As a result, pupils should be well-versed in their CBSE Hindi Syllabus for Class 5.</p>
<h3>CBSE Class 5 Hindi Syllabus and Chapter Names 2024-25&nbsp;</h3>
<h3>a.&nbsp;अपनी-अपनी&nbsp;रंगतें</h3>
<ul type="none">
<li><strong>पाठ</strong><strong>&nbsp;1:</strong>&nbsp;राख की रस्सी (लोककथा)</li>
<li><strong>पाठ</strong><strong>&nbsp;2:</strong>&nbsp;फसलों के त्योहार (लेख)</li>
<li><strong>पाठ</strong><strong>&nbsp;3:</strong>&nbsp;खिलौनेवाला (कविता)</li>
<li><strong>पाठ</strong><strong>&nbsp;4:</strong>&nbsp;नन्हा फनकार (कहानी)</li>
<li><strong>पाठ</strong><strong>&nbsp;5:</strong>&nbsp;जहाँ चाह वहाँ राह (लेख)</li>
</ul>
<h3>b.&nbsp;बात&nbsp;का&nbsp;सफ़र</h3>
<ul type="none">
<li><strong>पाठ</strong><strong>&nbsp;6:</strong>&nbsp;चिट्ठी का सफ़र (लेख)</li>
<li><strong>पाठ</strong><strong>&nbsp;7</strong>: डाकिए की कहानी, कुँवरसिंह की जुबानी (भेंटवार्ता)</li>
<li><strong>पाठ</strong><strong>&nbsp;8:</strong>&nbsp;वे दिन भी क्या दिन थे (विज्ञान कथा)</li>
<li><strong>पाठ</strong><strong>&nbsp;9:</strong>&nbsp;एक माँ की बेबसी (कविता)</li>
</ul>
<h3>c.&nbsp;मजाखटोला</h3>
<ul type="none">
<li><strong>पाठ</strong><strong>&nbsp;10:</strong>&nbsp;एक दिन की बादशाहत (कहानी)</li>
<li><strong>पाठ</strong><strong>&nbsp;11:</strong>&nbsp;चावल की रोटियाँ (नाटक)</li>
<li><strong>पाठ</strong><strong>&nbsp;12:</strong>&nbsp;गुरु और चेला (कविता)</li>
<li><strong>पाठ</strong><strong>&nbsp;13:</strong>&nbsp;स्वामी की दादी (कहानी)</li>
</ul>
<h3>d.&nbsp;आस-पास</h3>
<ul type="none">
<li><strong>पाठ</strong><strong>&nbsp;14:</strong>&nbsp;बाघ आया उस रात (कविता)</li>
<li><strong>पाठ</strong><strong>&nbsp;15:</strong>&nbsp;बिशन की दिलेरी (कहानी)</li>
<li><strong>पाठ</strong><strong>&nbsp;16:</strong>&nbsp;पानी रे पानी (लेख)</li>
<li><strong>पाठ</strong><strong>&nbsp;17:</strong>&nbsp;छोटी-सी हमारी नदी (कविता)</li>
<li><strong>पाठ</strong><strong>&nbsp;18:</strong> चुनौती हिमालय की (यात्रा वर्णन)</li>
</ul>

Hindi: Embark on a language learning journey! The 2024-25 CBSE Hindi syllabus equips you with essential reading, writing & speaking skills.

CBSE Syllabus for Class 5 Hindi - 2024-25 Academic Year - ORCHIDS

Hindi

<h1><strong>CBSE Class VI SST Syllabus</strong></h1>
<p>SST is introduced to the students for the first time in class VI as the 5th subject. It comprises of 3 different subjects - history, social science, and geography. All three have wildly different spheres of topics and tackle them with this year&rsquo;s curriculum as per CBSE guidelines.</p>
<h3><strong>History</strong></h3>
<p>The syllabus for History as per CBSE for the session 2024-2025 covers the basic concepts as the children are introduced to this subject for the first time.</p>
<h3><strong>NCERT book ( as per CBSE ) - Our Pasts - I</strong></h3>
<h3><strong>Syllabus:</strong></h3>
<table>
<thead>
<tr>
<th>Themes</th>
<th>Objectives</th>
</tr>
</thead>
<tbody>
<tr>
<td>
<p>An Introduction to History</p>
<p>When, Where and How</p>
<p>(a) The time frame under study.</p>
<p>(b) The geographical framework.&nbsp;</p>
<p>(c) Sources.</p>
<p>The Earliest Societies</p>
<p>(a) Hunting and gathering as a way of life, its implications.</p>
<p>(b) Introduction to stone tools and their use.</p>
<p>(c) Case study: the Deccan.</p>
<p>The First Farmers and Herders</p>
<p>(a) Implications of farming and herding.</p>
<p>(b) Archaeological evidence for crops, animals, houses, tools, pottery, burials, etc.</p>
<p>(c) Case study: the North-West, and North-East.</p>
<p>The First Cities</p>
<p>(a) The settlement pattern of the Harappan civilisation.&nbsp;</p>
<p>(b) Unique architectural features.</p>
<p>(c) Craft production.</p>
<p>(d) The meaning of urbanism.</p>
<p>(e) Case study: the North-West.</p>
<p>Different Ways of Life</p>
<p>(a) The Vedas and what they tell us.</p>
<p>(b) A contemporary chalcolithic settlement.</p>
<p>(c) Case studies: the North-West and the Deccan.</p>
<p>Early States</p>
<p>(a) Janapadas to Mahajanapadas</p>
<p>(b) Case study: Bihar, Magadha and the Vajji confederacy.</p>
<p>New Ideas</p>
<p>(a) Upanisads.</p>
<p>(b) Jainism.</p>
<p>(c) Buddhism.</p>
<p>The First Empire</p>
<p>(a) The expansion of the empire.</p>
<p>(b) Asoka</p>
<p>(c) Administration.</p>
<p>Life in towns and villages</p>
<p>(a) The second urbanisation.</p>
<p>(b) Agricultural intensification.</p>
<p>(c) Case study: Tamil Nadu.</p>
<p>Contacts with Distant lands</p>
<p>(a) The Sangam texts and long-distance exchange.&nbsp;Suggested regions: the Tamil region, extending to Southeast Asia and the west.</p>
<p>(b) Conquerors from distant lands: northwestern and western India.</p>
<p>(c) The spread of Buddhism: north India to Central Asia.</p>
<p>Political Developments</p>
<p>(a) Gupta empire and Harshavardhana.</p>
<p>(b) Pallavas and Chalukyas.</p>
<p>&nbsp;Culture and Science</p>
<p>(a) Literature, including the Puranas, the epics, other Sanskrit and Tamil works.</p>
<p>(b) Architecture including early monasteries and temples, sculpture, painting (Ajanta);</p>
<p>(c) Science.</p>
</td>
<td>
<p>Explain the specific nature of the discipline.</p>
<p>(a) Familiarise the learner with the major developments to be studied.</p>
<p>(b) Develop an understanding of the significance of geographical terms used during the time frame.</p>
<p>(c) Illustrate the sources used to reconstruct history.</p>
<p>(a) Appreciate the skills and knowledge of hunter- gatherers.</p>
<p>(b) Identify stone artefacts as archaeological evidence, making deductions from them.</p>
<p>(a) Appreciate the diversity of early domestication.</p>
<p>(b) Identify the material culture generated by people in relatively stable settlements.</p>
<p>(c) Understand strategies for analyzing these.</p>
<p>(a) Appreciate the distinctive life in cities.</p>
<p>(b) Identify the archaeological evidence of urban centres.</p>
<p>(c) Understand how this is used to reconstruct processes such as craft production.</p>
<p>(a) Appreciate that different developments were taking place in different parts of the subcontinent simultaneously.</p>
<p>(b) Introduce simple strategies of textual analysis.</p>
<p>(c) Reinforce the skills of archaeological analysis already developed.</p>
<p>(a) Introduce the concept of the state and its varieties.</p>
<p>(b) Understand the use of textual sources in this context.</p>
<p>(a) Outline the basic tenets of these systems of thought, and the context in which they developed and flourished.</p>
<p>(b) Introduce excerpts from sources relating to these traditions.</p>
<p>(a) Introduce the concept of empire.</p>
<p>(b) Show how inscriptions are used as sources.</p>
<p>(a) Demonstrate the variety of early urban centres&mdash; coastal towns, capitals, religious centres.</p>
<p>(b) Illustrate the use of archaeological material including coins, sculpture, as well as textual sources to reconstruct social and economic histories.</p>
<p>(a) Introduce the idea of different contexts of contact between distant lands, and the motivating forces (including conquest).</p>
<p>(b) Examine the implications of journeys within the subcontinent.&nbsp;</p>
<p>(c) Illustrate the use of textual and visual material for reconstructing the histories of such contacts.</p>
<p>(a) Introduce the idea that strategies of expansion, and their logic, differ.</p>
<p>(b) Explain the development of different administrative systems.</p>
<p>(c) Understand how prasastis and caritas are used to reconstruct political history.&nbsp;</p>
<p>(a) Develop a sense of appreciation of textual and visual traditions of the period.</p>
<p>(b) Introduce excerpts from texts and visual material for analysis and appreciation.</p>
</td>
</tr>
</tbody>
</table>
<h3><strong>Objectives:</strong></h3>
<ul>
<li>Provide a general idea of the developments within these periods of history. This can be achieved by presenting a broad overview of a theme and a detailed case study. Care will be taken to avoid an excess of detail which can burden textbooks.</li>
<li>Give an idea of the way historians come to know about the past. Students would be introduced to different types of sources and encouraged to reflect on them critically. This would require that extracts from sources &ndash; inscriptions, religious texts, travel accounts, chronicles, newspapers, state documents, visual material etc. &ndash; become an integral part of textbooks. Discussions built around these sources would allow learners to develop analytical skills.</li>
<li>Create a sense of historical diversity. Each theme would provide a broad overview, but would also focus on a case study of one region or a particular event. In choosing the case studies the focus would shift from one region to another so that the diversity of historical experiences can be studied without overburdening the syllabus.</li>
<li>Introduce the child to timelines and historical maps that would situate the case studies being discussed, and locate the developments of one region in relation to what was happening elsewhere.</li>
<li>Encourage the students to imagine what it would be like to live in the society that was being discussed, or how a child of the time would have experienced the events being talked of.</li>
</ul>
<h3><strong>Social science</strong></h3>
<p>Social Science is a subject which is completely new for children. Hence the class six syllabus by CBSE covers vague topics and tackles the core values of social science.</p>
<h3><strong>NCERT book ( as per CBSE ) - Diversity and Interdependence</strong></h3>
<h3><strong>Syllabus:</strong></h3>
<table>
<thead>
<tr>
<th>Themes</th>
<th>Objectivies</th>
</tr>
</thead>
<tbody>
<tr>
<td>UNIT 1: Diversity In this unit we focus on various aspects of diversity. The first section begins by having the child recognise diversity as a fact of being human and understanding diversity as different ways of doing the same thing. The second section builds on this by having the child interrogate societal prejudices against diversity, recognising that the self can be made up of multiple identities and that the Constitution compels us to respect diversity. Section 1 &bull; Diversity as a fact of being human. &bull; What diversity adds to our lives. &bull; Diversity in India. Section 2 &bull; Prejudice and discrimination. &bull; Inequality and discrimination. &bull; Recognition of multiple identities in oneself. &bull; The Constitution and respect for diversity.UNIT 2: Government This unit introduces the student to the idea of government. The first section focuses on the need for it, the history of adult franchise, the various types of governments that exist at present. The second section discusses the key elements that influence the functioning of democractic government. Section 1 &bull; The need for government. &bull; Decision-making and participation. &bull; The quest for universal adult franchise through examples of the sufferagate movement and the anti- apartheid struggle. &bull; Various forms of government and absence of collective sanction. Section 2 Key elements that influence the functioning of democratic government: &bull; Participation and accountability. &bull; Resolution of Conflict. &bull; Concerns for Equality and Justice. UNIT 3: Local Government This unit familiarises the student with both rural and urban local government. It covers the Panchayati Raj, rural administration and urban government and administration. The effort is to have the child draw contrasts and comparisons between the ways in which urban and rural local government function. Section 1 Panchayati Raj &bull; Description of panchayat including electoral process, decision making, implementation of decisions &bull; Role of a gram sabha &bull; Women and the panchayat Section 2 Urban Local Government &bull; Municipal corporation elections, decision making structures &bull; The provision of water and the work of the municipal corporation &bull; Citizens protests to get their grievances addressed Section 3 Rural Administration &bull; Focus on a land dispute and show the role of local police and patwari. &bull; On land records and role of patwari. &bull; On the new inheritance law. UNIT 4: Making a Living This unit focuses on individuals earn a livelihood both in the rural and the urban context. The rural context focuses on various types of farmers and the urban one on various types of occupations people engage in to earn an income. The student should be able to compare and contrast the urban and the rural context. Section 1 Rural Livelihoods &bull; Various types of livelihoods prevalent in a village. &bull; Different types of farmers: middle farmer, landless labourers and large farmers. Section 2 Urban Livelihoods &bull; Difference between primary, secondary and tertiary occupations. &bull; Descriptions of various types of lievelihoods including vegetable vendor, domestic servant, garment worker and bank employee. &bull; Differences between self-employed, regular employment and wage employment. &bull; The interlinkage between rural and urban lives through a discussion of migration.</td>
<td>To enable students to: &bull; understand and appreciate various forms of diversity in their everyday environments, &bull; develop a sensitivity towards pluralism and interdependence, &bull; understand how prejudice can lead to discrimination, &bull; understand the difference between diversity and inequality, &bull; recognise that there are multiple identities within ourselves that we use in different contexts and that these can come into conflict with each other, &bull; understand that the Constitution compels us to respect diversity. To enable students to: &bull; gain a sense of why government is required, &bull; recognise the need for universal adult franchise, &bull; appreciate need to make decisions with collective sanction, &bull; understand key elements that influence the functioning of democracy.To enable children to &bull; understand local level of government functioning, &bull; understand the workings of the pnchayati raj and appreciate its importance, &bull; gain a sense of who performs what role within the local administration, &bull; understand how the various levels of administration at the local level are interconnected, &bull; understand the intricacies involved in the local administration&rsquo;s provision of water. To enable students to: &bull; understand conditions that underline and impact life strategies of various groups of people, &bull; understand that these conditions and opportunities for making a living are not equally available to all.</td>
</tr>
</tbody>
</table>
<h3><strong>Objectives:</strong></h3>
<p>The specific objectives of the course, where it is not clear from the rationale of the approach, are indicated beside the themes to be taught in the course.</p>
<h3><strong>Geography:</strong></h3>
<p>The students are introduced to geographical science first time in grade VI which is why the syllabus by CBSE includes the basic terminology and concepts appropriate for their age.</p>
<h3><strong>NCERT book ( as per CBSE ) - The Earth - Our Habitat</strong></h3>
<table>
<tbody>
<tr>
<td>Topics</td>
<td>Objectives</td>
</tr>
<tr>
<td>Planet: Earth in the solar system. Globe: the model of the earth, latitudes and longitudes; motions of the earth rotation and revolution.Maps: essential components of maps distance, directions and symbols. Four realms of the earth: lithosphere, hydrosphere, atmosphere and biosphere: continents and oceans. Planet: Earth in the solar system. Globe: the model of the earth, latitudes and longitudes; motions of the earth rotation and revolution. Maps: essential components of maps distance, directions and symbols. Four realms of the earth: lithosphere, hydrosphere, atmosphere and biosphere: continents and oceans. Major relief features of the earth. India in the world: physiographic divisions of India &ndash; mountains, plateaus and plains; climate; natural vegetation and wild life; need for their conservation.</td>
<td>To understand the unique place of the earth in the solar system, which provides ideal condition for all forms of life, including human beings; (Periods-8)To understand two motions of the earth and their effects; (Periods-12) To develop basic skills of map reading; (Periods-10) To understand interrelationship of the realms of the earth; (Periods-12) To understand the unique place of the earth in the solar system, which provides ideal condition for all forms of life, including human beings; (Periods-8) To understand two motions of the earth and their effects; (Periods-12) To develop basic skills of map reading; (Periods-10) To understand interrelationship of the realms of the earth; (Periods-12) To understand major landforms of the earth; (Periods-10) To comprehend broad physiographic divisions of India; To describe the influence of land, climate, vegetation and wildlife on human life; To appreciate the need for conserving natural vegetation and wild life. (Periods-13)</td>
</tr>
</tbody>
</table>
<h3><strong>Project/Activity</strong></h3>
<ol>
<li>Make a chart showing distance of the planets from the sun.</li>
<li>Draw a sketch of your school and locate the following:<br>(i)&nbsp;the principal&rsquo;s room<br>(ii)&nbsp;your classroom<br>(iii)&nbsp;playground<br>(iv)&nbsp;library</li>
<li>Show the major wildlife sanctuaries of your region on a political map of India.&middot;</li>
<li>Arrange for a trip to a wildlife sanctuary or zoo.</li>
</ol>
<p><strong><em>Note:&nbsp;</em></strong><strong>Any similar activities may be taken up.</strong></p>
<h3><strong>Objectives:</strong></h3>
<ul>
<li>To enable students to make connections between their everyday lives and the issues discussed in the textbook;</li>
<li>To have students imbibe the ideals of the Indian Constitution; &bull;</li>
<li>To have children gain a real sense of the workings of Indian democracy: its institutions and processes;</li>
<li>To enable students to grasp the interconnectedness between political, social and economic issues;</li>
<li>To have them recognise the gendered nature of all of the issues raised; &bull;</li>
<li>To have them develop skills to critically analyse and interpret political, social and economic developments from the point of view of the marginalised; &bull;</li>
<li>To have them recognise the ways in which politics affects their daily lives.</li>
</ul>

EVS: Discover the world's wonders! The 2024-25 CBSE EVS syllabus ignites curiosity & understanding of Science, Social Studies & Environment.

CBSE Syllabus for Class 5 EVS - 2024-25 Academic Year - ORCHIDS

CBSE Class 5 - Orchids : Prepare your child for academic success with essential learning objectives and activities.

CBSE Syllabus for Class-05
2024-2025

Quick Links

Our Schools

CBSE Syllabus for Class-05 2024-2025

Quick Links

Our Schools

CBSE Syllabus for Class-05
2024-2025