Students of class 8 CBSE do not need to wait until the start of their academic session to learn about the themes in the Maths curriculum for the term 2022-23. Instead, they can review the CBSE Class 8 Maths syllabus and begin studying from the NCERT textbooks. We have supplied the CBSE syllabus for Class 8 Maths for the academic year 2022-2023 to assist students in their studies and plan their study ahead of time. The CBSE Class 8 Maths Syllabus will assist them in keeping track of all of the topics they have learned thus far.
The CBSE Class 8 Maths Syllabus covers the following major topics.
(i) Axes (Same units), Cartesian Plane
(ii) Plotting points for different kind of situations (perimeter vs length for squares, area as a function of side of a square, plotting of multiples of different numbers, simple interest vs number of years etc.)
(iii) Reading off from the graphs
Chapter 1: Rational Numbers |
1.1 Introduction |
Chapter 2: Linear Equations in One Variable |
2.1 Introduction |
Chapter 3: Understanding Quadrilaterals |
3.1 Introduction |
Chapter 4: Practical Geometry |
4.1 Introduction |
Chapter 5: Data Handling |
5.1 Looking for Information |
Chapter 6: Squares and Square Roots |
6.1 Introduction |
Chapter 7: Cubes and Cube Roots |
7.1 Introduction |
Chapter 8: Comparing Quantities |
8.1 Recalling Ratios and Percentages |
Chapter 9: Algebraic Expressions and Identities |
9.1 What are Expressions? |
Chapter 10: Visualising Solid Shapes |
10.1 Introduction |
Chapter 11: Mensuration |
11.1 Introduction |
Chapter 12: Exponents and Powers |
12.1 Introduction |
Chapter 13: Direct and Inverse Proportions |
13.1 Introduction |
Chapter 14: Factorisation |
14.1 Introduction |
Chapter 15: Introduction to Graphs |
15.1 Introduction |
Chapter 16: Playing with Numbers |
16.1 Introduction |
The most widely spoken language on the planet is English. Students should be able to converse in English with their professors, friends, and others. Prose, poetry, grammar, and composition are all covered in the CBSE English Class 8 Syllabus. Knowing the most recent Class 8 English syllabus for the academic year 2021-2022 can help pupils feel more prepared for the exam. If kids in Class 8 CBSE have good writing and grammar skills, English is a high-scoring subject.
Students should review the CBSE syllabus for Class 8 English and begin studying from the NCERT textbooks to gain a better understanding of the ideas. The CBSE syllabus will not only assist students in clearing their doubts, but it will also assist them in planning their studies ahead of time.
Chapter 1: The Best Christmas Present in the World
Poem: The Ant and the Cricket
Chapter 2: The Tsunami
Poem: Geography Lesson
Chapter 3: Glimpses of the Past
Poem: Macavity -The Mystery Cat
Chapter 4: Bepin Choudhury’s Lapse of Memory
Poem: The Last Bargain
Chapter 5: The Summit Within
Poem: The School Boy
Chapter 6: This is Jody’s Fawn
Poem: The Duck and the Kangaroo
Chapter 7: A Visit to Cambridge
Poem: When I set out for Lyonnesse
Chapter 8: A Short Monsoon Diary
Poem: On the Grasshopper and Cricket
Chapter 9: The Great Stone Face- I
Chapter 10: The Great Stone Face- II
Chapter 1: How the Camel got his Hump
Chapter 2: Children at work
Chapter 3: The Selfish Giant
Chapter 4: The Treasure within
Chapter 5: Princess September
Chapter 6: The Fight
Chapter 7: The Open Window
Chapter 8: Jalebis
Chapter 9: The Comet- I
Chapter 10: The Comet- II
Chapter 11: Ancient Education System of India
Students can also access the syllabus for others subjects by visiting CBSE Class 8 Syllabus page.
a. Order of Words and Clauses
b. Direct and Indirect Speech
c. Active and Passive Voice
d. Tenses
e. Noun
f. Pronoun
g. Verb
h. Adverb
i. Prepositions
j. Conjunction
k. Phrases and Idioms
l. Vocabulary
m. Comprehension Reading
a. Notice
b. Story
c. Formal and Informal Letters
d. Diary Entry
e. Essay
• To negotiate their own learning goals and evaluate their own progress, edit, revise, and review their own work
• To understand, enjoy and appreciate a wide range of texts representing different cultures, ways of living
• To be able to articulate individual/personal responses effectively
• To use language and vocabulary appropriately in different contexts and social encounters
• To be able to organise and structure thoughts in writing/speech
• To develop production skills (fluency and accuracy in speaking and writing)
• To use dictionary suitable to their needs
• To understand and enjoy jokes, skits, children’s films, anecdotes and riddles
• Understand the central idea and locate details in the text (prescribed and non-prescribed)
• Use his/her critical/thinking faculty to read between the lines and go beyond the text
• Narrate simple experiences, describe objects and people, report events to peers
• Speak accurately with appropriate pauses and clear word/sentence stress to be intelligible in familiar social contexts
• Write simple messages, invitations, short paragraphs, letters (formal and informal) applications, simple narrative and descriptive pieces, etc.
• Use his/ her proficiency in English to explore and study other areas of knowledge through print and non-print media
• To undertake small projects on a regular basis
The CBSE board has prepared the Hindi subject syllabus for Class 8 for the academic year 2022-2023, which covers the important themes and subtopics that they must study in that academic year. Students should have a good understanding of the Class 8 Hindi syllabus before beginning their test preparation so that they may feel confident while taking the exam. Students in CBSE Class 8 should study the Hindi syllabus in order to do well in their exams.
Chapter 1. ध्वनि (किवता)
Chapter 2. लाख की चूिड़या (कहानी)
Chapter 3. बस की यात्रा
Chapter 4. दीवानों की हस्ती (किवता)
Chapter 5. चीटियों की अनूठी दुिनया (निबंध )
Chapter 6. भगवान के डािकए (किवता)
Chapter 7. किया निराश हुआ जाए (निबंध )
Chapter 8. यह सब से किठन समय नहीं (किवता)
Chapter 9. कबीर की सखियाँ
Chapter 10. कामचोर (कहानी)
Chapter 11. जब सिनेमा ने बोलना सीखा
Chapter 12. सुदामा चरित (किवता)
Chapter 13. जहाँ पिहया है
Chapter 14. अकबरी लोटा (कहानी)
Chapter 15. सूर के पद (किवता)
Chapter 16. पानी की कहानी (निबंध)
Chapter 17. बाज और साँप (कहानी)
Chapter 18. टोपी (कहानी)
Chapter 1 गुिड़या
Chapter 2 दो गोरैया
Chapter 3 चिट्ठियों मैं यूरोप
Chapter 4 ओस
Chapter 5 नाटक मैं नाटक
Chapter 6 सागार यात्रा
Chapter 7 उठ किसान ओ
Chapter 8 सस्ते का चक्कर
Chapter 9 एक खिलाड़ी की कुछ यादें
Chapter 10 बस की सैर
Chapter 11 हिंदी ने जनकी जंदगी बदल दी
Chapter 12 आषाढ़ का पहला दिन
Chapter 13 अन्याय के खलाफ
Chapter 14 बच्चोंके प्रिय श्री के शव शंकर पिल्लई
Chapter 15 फर्श पर
Chapter 16 बड़ी अम्मा की बात
Chapter 17 वह सुबह कभी तो आएगी
Chapter 18 आओ पित्रका निकाले
Chapter 19 आहवान
Chapter 1. अहमदनगर का किला
Chapter 2. तलाश
Chapter 3. सिंधु घाटी सभ्यता
Chapter 4. युगों का दौर
Chapter 5. नयी समस्याएँ
Chapter 6. अंतिम दौर -एक
Chapter 7. अंतिम दौर -दो
Chapter 8. तनाव
Chapter 9. दो पृष्ठभूमिया – भारतीय और अंग्रेज़ी
अध्याय 1: आरंभिक जीवन
अध्याय 2: अभिनिष्क्रमण
अध्याय 3: ज्ञान प्राप्ति
अध्याय 4: धर्मचक्र प्रवर्तन
अध्याय 5: महापरिनिवार्ण
Students that study social science in school will gain a better understanding of society and will be able to enhance or uplift society. The CBSE curriculum for Class 8 Social Science subject contains all of the relevant information, including course content, unit-by-unit mark distribution, units that students will study in that academic year, assignments, projects, and time duration. Class 8 students would benefit from knowing the CBSE Syllabus as they prepare for their final Social Science exam.
Students can view the most recent CBSE Class 8 Social Science Syllabus for History, Social, and Political Life, and Geography for the academic year 2022-2023 below:
1. How, When and Where
2. From Trade to Territory The Company Establishes Power
3. Ruling the Countryside
4. Tribals, Dikus and the Vision of a Golden Age
5. When People Rebel 1857 and After
6. Weavers, Iron Smelters and Factory Owners
7. Civilising the “Native”, Educating the Nation
8. Women, Caste and Reform
9. The Making of the National Movement: 1870s–1947
10. India After Independence
Themes |
Objectives |
Where, When, How (a) An overview of the period. (b) Introduction to the new geographical categories. (c) An outline of the time frame. (d) An introduction to the sources. |
(a) Introduce the changing nomenclature of the subcontinent and regions. (b) Delineate major developments within the time frame. (c) Suggest how the sources of study for this period are different from those of earlier periods. |
The Establishment of Company Power (a) Mercantilism and trade-wars. (b) Struggle for territory, wars with Indian rulers. (c) The growth of colonial army and civilian administration. |
(a) Unravel the story of a trading company becoming a political power. (b) Show how the consolidation of British power was linked to the formation of colonial armies and administrative structures. |
Rural Life and Society (a) Colonial agrarian policies; their effect on peasants and landlords. (b) Growth of commercial crops. (c) Peasant revolts: focus on indigo rebellions. |
(a) Provide a broad view of changes within rural society through a focus on two contrasting regions. (b) Show the continuities and changes with earlier societies. (c) Discuss how growth of new crops often disrupted the rhythms of peasant life and led to revolts. |
Colonialism and Tribal Societies (a) Changes within tribal economies and societies in the nineteenth century. (b) Tribal revolts: focus on Birsa Munda. |
(a) Discuss different forms of tribal societies. (b) Show how government records can be read against the grain to reconstruct histories of tribal revolts. |
Crafts and Industries (a) Decline of handicrafts in the nineteenth century. (b) Brief reference to growth of industries in the twentieth century. |
(a) Familiarise students with the processes of de-industrialisation and industrialisation. (b) Give an idea of the technologies of weaving and the lives of weavers. |
The Revolt of 1857-58 (a) The rebellion in the army and the spread of the movement. (b) The nature of elite and peasant participation. |
(a) Discuss how revolts originate and spread. (b) Point to the changes in colonial rule after 1857. (c) Illustrate how vernacular and British accounts can be read to understand the rebellion. |
Education and British rule (a) The new education system – schools, syllabi, colleges, universities, technical training. (b) Changes in the indigenous systems. (c) Growth of ‘National education’. |
(a) Show how the educational system that is seen as universal and normal today has a history. (b) Discuss how the politics of education is linked to questions of power and cultural identity. |
Women and reform/p> (a) Debates around sati, widow remarriage, child marriage and age of consent. (b) Ideas of different reformers on the position of women and women’s education. |
(a) Discuss why so many reformers focused on the women’s question, and how they visualised a change in women’s conditions. (b) Outline the history of new laws that affect women’s lives. (c) Illustrate how autobiographies, biographies and other literature can be used to reconstruct the histories of women. |
Challenging the Caste System (a) Arguments for caste reform. The ideas of Phule, Veerasalingam, Sri Narayana Guru, Periyar, Gandhi, Ambedkar. (b) Consequences and implications of the activities of the reformers. |
(a) Familiarise students with the biographies and writings of individuals who sought to criticise and reform the caste system. (b) Discuss why the question of caste was central to most projects of social reform. |
Colonialism and Urban Change (a) De-urbanisation and emergence of new towns. (b) Implications of colonial policies and institutions – municipalities, public works, planning, railway links, police. |
(a) Outline the nature of urban development in the 19th and 20th centuries. (b) Introduce students to the history of urban spaces through photographs. (c) Show how new forms of towns emerged in the colonial period. |
Changes in the Arts: Painting, Literature, architecture (a) Impact of new technologies and institutions: art schools, printing press. (b) Western academic style and nationalist art. (c) Changes in performing arts – music and dance enter the public arena. (d) New forms of writing. (e) New architecture. |
(a) Outline the major development in the sphere of arts. (b) Discuss how these changes are linked to the emergence of a new public culture. (c) Illustrate how paintings and photographs can be used to understand the cultural history of a period. |
The Nationalist Movement (a) Overview of the nationalist movement from the 1870s to the 1940s. (b) Diverse trends within the movement and different social groups involved. (c) Links with constitutional changes. |
(a) Outline the major developments within the national movement and focuses on a detailed study of one major event. (b) Show how contemporary writings and documents can be used to reconstruct the histories of political movements. |
India after Independence (a) National and regional developments since 1947. (b) Relations with other countries. (c) Looking to the future. |
(a) Discuss the successes and failures of Indian democracy in the last fifty years. (b) Illustrate how newspapers and recent writings can be used to understand contemporary history. |
Themes |
Objectives |
UNIT 1: The Constitution This unit focuses on the Constitution through first highlighting why there is a need for laws and then showing how the Constitution is the framework that determines the making of laws in this country. Aspects of secularism, as well as economic justice, are highlighted with respect to the Constitution. Section 1 The Role of the Constitution and the Need for Laws • On the need for laws discussed through an example like dowry, • Role of Constitution in determining the authority/legitimacy of the law, • Laws and Dissent: Salt Satyagraha and a post-1947 example such as anti-liquor agitation. Section 2 • Vision set forth in the Indian Constitution with a focus on secularism. • On how an ideal of the Constitution translates into a law • On how ideals of secularism got translated into fundamental rights. • On Fundamental rights as human rights. • On Fundamental Duties. • On whether the fact that a law exists to secure certain rights mean that in effect these rights have been realised for all. This will be discussed with examples from current efforts of various marginalised communities to realise their rights. |
To enable students to: • develop an understanding of the rule of law and our involvement with the law • understand the Constitution as the primary source of all our laws • understand laws as evolving and subject to change. • understand the vision and the values of the Constitution • develop an appreciation of human rights guaranteed in the Constitution • appreciate our continuous involvement with the constitution as a living document |
UNIT 2: Parliamentary Government In this unit the functioning of parliamentary government and the roles and responsibilities of the various individuals involved in explained in context. In addition, the workings of the central government are explained through the steps involved in passing a new law that arose out of people’s struggles. Section 1 • Reasons why parliamentary form chosen in India. • Main features of composition of parliament and its role in debating a bill. • Accountability of the government to the parliament. • Role of President, PM and the Council of Ministers. Section 2 Understand central government through issue of minimum wages or other struggles keeping the following in mind: – Translation of felt need into law and the critical features of the legislation. – The implication of law. |
To enable students to: • understand why India chose a parliamentary form of govt. • gain a sense rationale of the essential elements of the parliamentary form of government. • analyse the role of people’s agency in placing demands for legislation. • understand the ways in which the government and other groups respond to such issues. |
UNIT 3: The Judiciary This unit focuses on understanding the judiciary through tracing a case from the lower to the higher courts. It also examines the difference between civil and criminal cases and the difference between the police and the courts as well as provide information on an FIR. Section 1 • The structure and process followed by the judiciary: Trace a case from lower to higher courts. • Distinguish between civil and criminal cases. • Indicate the rationale of the process Section 2 Difference between the roles of the police and that of the courts. • Role of the Public Prosecutor. • On an FIR: filing one, on the illegality of the police not accepting an FIR and the Supreme Court’s directive on this. |
To enable students to: • understand the main elements of our judicial structure • appreciate the need for the processes followed • understand what an FIR is and how to file one. |
UNIT 4: Social Justice and the Marginalised This unit focuses on issues of social justice and the marginalised. It first provides an understanding of what is meant by ‘marginalised’ groups. It then discusses in-depth the issue of untouchability and reservations. Section 1 A brief explanation of what is meant by marginalised. Include how various communities (SC, ST, OBC, minorities) fit in. • Forms of social inequality – Constitutional provisions relating to social justice. • Effect of social inequalities on economic inequalities. • On Reservations. Section 2 Different forms of untouchability that continue to exist • The law on manual scavenging with reference to existing realities in rural and urban areas. |
To enable students to: • understand what is meant by marginalised • gain a critical understanding of social and economic injustices • develop skills to analyse an argument from the marginalised point of view. |
UNIT 5: Economic Presence of the Government Introduction of various ways by which the government is engaged in developmental activities, especially in infrastructure and social sectors. |
To enable students to: • think about the role of government in the economic sphere • see some links between people’s aspirations needs and the role of government. |
Chapter 1: Resources
Chapter 2: Land, Soil, Water, Natural Vegetation and Wildlife Resources
Chapter 3: Mineral and Power Resources
Chapter 4: Agriculture
Chapter 5: Industries
Chapter 6: Human Resources
Topics |
Objectives |
No. of Periods |
Resources: resources and their types – natural and human. |
To know the meaning of resources their variety, location and distribution. |
10 |
Natural resources: their distribution, utilisation and conservation, land and soil, water, natural vegetation, wildlife, mineral and power resources (world patterns with special reference to India). |
To understand the importance of resources in our life. To appreciate the judicious use of resources for sustainable development. To develop awareness towards resources conservation and take initiative towards conservation process. |
14 |
Agriculture: types of farming, major crops, food crops, fibres, beverages, agricultural development – two case studies – one from India and the other from a developed country/a farm in the US/ Netherlands/ Australia. |
Learn about various types of farming and agricultural development in two different regions. |
15 |
Industries: Classification of industries based on size, raw material, ownership; major industries and distribution; infrastructure and development. Iron and Steel (a comparative study of Jamshedpur and a centre in USA e.g., Detroit). Textile Industry (Ahmedabad and Osaka). Information Technology (Bangalore and Silicon Valley). |
To understand important forms of manufacturing industries. |
14 |
Human Resources – composition, population change, distribution and density. |
To understand the role of human resources in the development of the nation’s economy. |
12 |
Students who are studying for their exams can benefit from the CBSE Class 8 Science Syllabus. After conducting extensive research, the CBSE Syllabus for Class 8 Science was created by a team of professionals. When students are studying, they must always refer to the syllabus. Knowing the CBSE Syllabus would assist them in studying the topics in preparation for the exams. They also learn the importance of each unit in the Science topic.
1. Food
2. Materials
3. The World of the Living
4. Moving things, People and Ideas
5. How Things Work
6. Natural Phenomena
7. Natural Resources
Chapter 1: Crop Production and Management
Chapter 2: Microorganisms: Friend and Foe
Chapter 3: Synthetic Fibres and Plastics
Chapter 4: Materials – Metals and Non-Metals
Chapter 5: Coal and Petroleum
Chapter 6: Combustion and Flame
Chapter 7: Conservation of Plants and Animals
Chapter 8: Cell – Structure and Functions
Chapter 9: Reproduction in Animals
Chapter 10: Reaching the Age of Adolescence
Chapter 11: Force and Pressure
Chapter 12: Friction
Chapter 13: Sound
Chapter 14: Chemical Effects of Electric Current
Chapter 15: Some Natural Phenomena
Chapter 16: Light
Chapter 17: Stars and the Solar System
Chapter 18: Pollution of Air and Water
Questions |
Key Concepts |
Resources |
Activities/ Processes |
1. Food Crop production Crop production: How are different food crops produced? What are the various foods we get from animal sources? |
Crop production: Soil preparation, selection of seeds, sowing, applying fertilizers, irrigation, weeding, harvesting and storage; nitrogen fixation, nitrogen cycle. |
Interaction and discussion with local men and women farmers about farming and farm practices; visit to cold storage, go- downs; visit to any farm/ nursery/ garden. |
(Periods - 22) Preparing herbarium specimens of some crop plants; collection of some seeds etc; preparing a table/chart on different irrigation practices and sources of water in different parts of India; looking at roots of any legume crop for nodules, hand section of nodules. |
Micro-organisms What living organisms do we see under a microscope in a drop of water? What helps make curd? How does food go bad? How do we preserve food? |
Micro organisms – useful and harmful. |
Microscope, kit materials; information about techniques of food preservation. |
Making a lens with a bulb; Observation of drop of water, curd, other sources, bread mould, orange mould under the microscope; experiment showing fermentation of dough – increase in volume (using yeast) – collect gas in balloon, test in lime water. |
2. Materials Materials in daily lifeb> Are some of our clothes synthetic? How are they made? Where do the raw materials come from? |
Synthetic clothing materials. Other synthetic materials, especially plastics; |
Sharing of prior knowledge, source materials on petroleum products. |
(Periods - 26) Survey on use of synthetic materials. Discussion. |
Questions |
Key Concepts |
Resources |
Activities/ Processes |
Do we use other materials that are synthetic? Do we use cloth (fabric) for purposes other than making clothes to wear? What kind of fabric do we see around us? What are they used for? |
usefulness of plastics and problems associated with their excessive use. There are a variety of fibrous materials in use. A material is chosen based on desired property. |
Collection of material from neighbourhood or should be part of the kit. |
Testing various materials – for action of water, reaction on heating, effect of flame, electrical conductivity, thermal conductivity, tensile strength. |
Different kinds of materials and their reactions. Can a wire be drawn out of wood? Do copper or aluminium also rust like iron? What is the black material inside a pencil? Why are electrical wires made of aluminium or copper? |
Metals and non-metals. |
Kit items. |
Simple observations relating to physical properties of metals and non-metals, displacement reactions, experiments involving reactions with acids and bases. Introduction of word equations. |
How things change/ react with one another What happens to kerosene/natural gas when it is burnt? Which fuel is the best? Why? |
Combustion, flame All fuels release heat on burning. Fuels differ in efficiency, cost etc. Natural resources are limited. Burning of fuels leads to harmful by products. |
“The Chemical History of a Candle”, by M. Faraday, 1860. Collecting information from home and other sources. |
Experiments with candles. Collecting information. Discussions involving whole class. |
Questions |
Key Concepts |
Resources |
Activities/ Processes |
3. The World of the Living Why conserve What are reserve forests/ sanctuaries etc? How do we keep track of our plants and animals? How do we know that some species are in danger of disappearing? What would happen if you continuously cut trees? |
Conservation of biodiversity/wild life/ plants; zoos, sanctuaries, forest reserves etc. flora, fauna endangered species, red data book; endemic species, migration. |
Films on wild life, TV programmes, visit to zoo/ forest area/sanctuaries etc.; case study with information on dis- appearing tigers; data on endemic and endangered species from MEF, Govt. of India, NGOs . |
(Periods - 44) Discussion on whether we find as many diverse plants/ animals in a ‘well-kept area’ like a park or cultivated land, as compared to any area left alone. Discussion on depletion of wild life, why it happens, on poaching, economics. |
The cell What is the internal structure of a plant – what will we see if we look under the microscope? Which cells from our bodies can be easily seen? Are all cells similar? |
Cell structure, plant and animal cells, use of stain to observe, cell organelles – nucleus, vacuole, chloroplast, cell membrane, cell wall. |
Microscope, onion peels, epidermal peels of any leaves, petals etc, buccal cavity cells, Spirogyra; permanent slides of animal cells. |
Use of a microscope, preparation of a slide, observation of onion peel and cheek cells, other cells from plants e.g. Hydrilla leaf, permanent slides showing different cells, tissues, blood smear; observation of T.S. stem to see tissues; observing diverse types of cells from plants and animals (some permanent slides). |
How babies are formed |
Sexual reproduction and endocrine system in animals, secondary sexual characters, reproductive health; internal and external fertilisation. |
Counsellors, films, lectures. |
Discussion with counsellors on secondary sexual characters, on how sex of the child is determined, safe sex, reproductive health; observation on eggs, young ones, life cycles. |
Questions |
Key Concepts |
Resources |
Activities/ Processes |
animals give birth to young ones? |
Discussion on Gender issues and social taboo’s. |
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4. Moving things, People and Ideas Idea of force What happens when we push or pull anything? How can we change the speed, direction of a moving object? How can we shape the shape of an object? |
Idea of force-push or pull; change in speed, direction of moving objects and shape of objects by applying force; contact and non-contact forces. |
Daily-life experience, kit items. |
Observing and analysing the relation between force and motion in a variety of daily-life situations. Demonstrating change in speed of a moving object, its direction of motion and shape by applying force. Measuring the weight of an object, as a force (pull) by the earth using a spring balance. |
Friction What makes a ball rolling on the ground slow down? |
Friction – factors affecting friction, sliding and rolling friction, moving; advantages and disadvantages of friction for the movement of automobiles, airplanes and boats/ships; increasing and reducing friction. |
Various rough and smooth surfaces, ball bearings. |
Demonstrating friction between rough/smooth surfaces of moving objects in contact, and wear and tear of moving objects by rubbing (eraser on paper, card board, sand paper). Activities on static, sliding and rolling friction. Studying ball bearings. Discussion on other methods of reducing friction and ways of increasing friction. |
Questions |
Key Concepts |
Resources |
Activities/ Processes |
Pressure Why are needles made pointed? Why does a balloon burst if too much air is blown into it? Why does an inverted glass/ bottle/pitcher resist being pushed down into water? How can air/liquids exert pressure? |
Idea of pressure; pressure exerted by air/liquid; atmospheric pressure. |
Daily-life experiences; Experimentation- improvised manometer and improvised pressure detector. |
Observing the dependence of pressure exerted by a force on surface area of an object. Demonstrating that air exerts pressure in a variety of situations. Demonstrating that liquids exert pressure. Designing an improvised manometer and measuring pressure exerted by liquids. Designing improvised pressure detector and demonstrating increase in pressure exerted by a liquid at greater depths. |
Sound How do we communicate through sound? How is sound produced? What characterises different sounds? |
Various types of sound; sources of sound; vibration as a cause of sound; frequency; medium for propagation of sound; idea of noise as unpleasant and unwanted sound and need to minimise noise. |
Daily-life experiences; kit items; musical instruments. |
Demonstrating and distinguishing different types (loud and feeble, pleasant/ musical and unpleasant / noise, audible and inaudible) of sound. Producing different types of sounds. using the same source. Making a ‘Jal Tarang’. Demonstrating that vibration is the cause of sound. Designing a toy telephone. Identifying various sources of noise. (unpleasant and unwanted sound) in the |
Questions |
Key Concepts |
Resources |
Activities/ Processes |
locality and thinking of measures to minimise noise and its hazards (noise-pollution). |
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5. How Things Work Electric current and circuits Why do we get a shock when we touch an electric appliance with wet hands? What happens to a conducting solution when electric current flows through it? How can we coat an object with a layer of metal? |
Water conducts electricity depending on presence/ absence of salt in it. Other liquids may or may not conduct electricity. Chemical effects of current. Basic idea of electroplating. |
Rubber cap, pins, water, bulb or LED, cells, various liquids. Carbon rods, beaker, water, bulb, battery. Improvised electrolytical cell, CuSO4 |
(Periods - 14) Activity to study whether current flows through various liquid samples (tap water, salt solution, lemon juice, kerosene, distilled water if available). Emission of gases from salt solution. Deposition of Cu from copper sulphate solution. Electric pen using KI and starch solution. Simple experiment to show electroplating. |
6. Natural Phenomena What is lightning? What safety measures should we take against lightning strikes? |
Clouds carry electric charge. Positive and negative charges, attraction and repulsion. Principle of lightning conductor. |
Articles on clouds and lightning; kit items. |
(Periods - 26) Discussion on sparks. Experiments with comb and paper to show positive and negative charge. Discussion on lightning conductor. |
Light What are the differences |
Laws of reflection. |
Mirror, source of light, |
Exploring laws of |
Questions |
Key Concepts |
Resources |
Activities/ Processes |
between the images formed on a new utensil and an old one? Why is there this difference? When you see your image in the mirror it appears as if the left is on the right – why? Why don’t we see images on all surfaces around us? What makes things visible? |
Characteristics of image formed with a plane mirror. Regular and diffused reflection. Reflection of light from an object to the eye. |
ray source (mirror covered with black paper with a thin slit). Plane glass, candle, scale. Experience. |
reflection using ray source and another mirror. Locating the reflected image using glass sheet and candles. Discussion with various examples. Activity of observing an object through an object through a straight and bent tube; and discussion. Observing multiple images formed by mirrors placed at angles to each other. Making a kaleidoscope. Observing spectrum obtained on a white sheet of paper/wall using a plane mirror inclined on a water surface at an angle of 45°. Observing reaction of pupil to a shining torch. Demonstration of blind spot. Description of case histories of visually challenged people who have been doing well in their studies and careers. Activities with Braille sheet. |
How do we see images of our back in a mirror? |
Multiple reflection. |
Mirrors and objects to be seen. |
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Why do we sometimes see colours on oil films on water? |
Dispersion of light. |
Plane mirror, water. |
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What is inside our eye that enables us to see? |
Structure of the eye. |
Model or chart of the human eye. |
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Why are some people unable to see? |
Lens becomes opaque, light not reaching the eye. Visually challenged use other senses to make sense of the world around. |
Experiences of children; case histories. Samples of Braille sheets. |
Questions |
Key Concepts |
Resources |
Activities/ Processes |
Alternative technology available. Role of nutrition in relation to blindness |
Observing and identifying the objects moving in the sky during the day and at night. Observing and identifying some prominent stars and constellations. Observing and identifying some prominent planets, visible to the naked eye, (Venus, Mars, Jupiter ) in the night sky and their movement. Design and preparing models and charts of the solar system, constellations, etc. Role- play and games for understanding movement of planets, stars etc. Looking at structures/ large objects and guessing what will happen to them in the event of an earthquake; activities to explore stable and unstable structures. |
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Night sky What do we see in the sky at night? How can we identify stars and planets? |
Idea about heavenly bodies/celestial objects and their classification – moon, planets, stars, constellations. Motion of celestial objects in space; the solar system. |
Observation of motion of objects in the sky during the day and at night; models, charts, role-play and games, planetarium. |
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Earthquakes What happens during an earthquake? What can we do to minimise its effects? |
Phenomena related to earthquakes. |
Earthquake data; visit to seismographic centre. |
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Questions |
Key Concepts |
Resources |
Activities/ Processes |
7. Natural Resources What if we had no wood? What will happen it we go on cutting trees/grass without limit? |
Consequences of deforestation: scarcity of products for humans and other living beings, change in physical properties of soil, reduced rainfall. Reforestation; recycling of paper. |
Data and narratives on deforestation and on movements to protect forests. |
Narration and discussions. Project- Recycling of paper. |
What do we do with coal and petroleum? Can we create coal and petroleum artificially? |
Formation of coal and petroleum in nature. (fossil fuels?). Consequences of over extraction of coal and petroleum. |
Background materials, charts etc. |
Discussion. |
Pollution of air and water What are the various activities by human beings that make air impure? Does clear, transparent water indicate purity? |
Water and air are increasingly getting polluted and therefore become scarce for use. Biological and chemical contamination of water; effect of impure water on soil and living beings; effect of soil containing excess of fertilisers and insecticides on water resources. Potable water. |
Description of some specific examples of extremely polluted rivers. |
Case study and discussion. Purification of water by physical and chemical methods including using sunlight. Discussion on other methods of water purification. |
Whether we realise it or not, artificial intelligence has become a part of our life. Artificial Intelligence will positively impact on kids' jobs in the future provided they learn the subject in 8th grade. Students who want to pursue Artificial Intelligence as a professional path in the future will have a plethora of intriguing options. For the academic year 2022-2023, the CBSE syllabus for Class 8 Artificial Intelligence contains all of the key themes and subtopics, as well as the weighting of marks, assignments, projects, practicals, and time period. The CBSE Board has created the AI syllabus for Class 8 as per previously established guidelines.
Unit |
Name of the Unit |
Duration |
Periods |
1 |
Excite |
02 Hours 40 Mins. |
4 Periods |
2 |
Relate |
02 Hours |
3 Periods |
3 |
Purpose |
02 Hours |
3 Periods |
4 |
Possibilities |
02 Hours |
3 Periods |
5 |
AI Ethics |
03 Hours 20 Mins. |
5 Periods |
Total |
12 Hours |
18 Periods |
The objective of this module/curriculum is to develop a readiness for understanding and appreciating Artificial Intelligence and its application in our lives.
UNIT (INSPIRE) |
ACTIVITY/SESSION |
LEARNING OUTCOMES |
Session: Introduction to AI and setting up the context of the curriculum |
To identify and appreciate Artificial Intelligence and describe its applications in daily life. |
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Breaker Activity: Dream Smart Home idea Learners to design a rough layout of floor plan of their dream smart home. |
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1.EXCITE |
Recommended Activity: The AI Game
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To relate, apply and reflect on the Human-Machine Interactions. |
To identify and interact with the three domains of AI: Data, Computer Vision and Natural Language Processing. |
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Recommended Activity: AI Quiz |
To undergo an assessment for analysing progress towards acquired AI-Readiness skills. |
UNIT (INSPIRE) |
ACTIVITY/SESSION |
LEARNING OUTCOMES |
Recommended Activity: To write a letter Writing a Letter to one’s future self. Learners to write a letter to self-keeping the future in context. They will describe what they have learnt so far or what they would like to learn someday |
To imagine, examine and reflect on the skills required for the futuristic opportunities. |
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2. RELATE |
Video Session: To watch a video |
Learners to relate to application of Artificial Intelligence in their daily lives. |
Recommended Activity: To write an Interactive Story |
To unleash their imagination towards smart homes and build an interactive story around it. To relate, apply and reflect on the Human-Machine Interactions. |
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3. PURPOSE |
Session: |
To understand the impact of Artificial Intelligence on Sustainable Development Goals to develop responsible citizenship. |
Recommended Activity: Go Goals Board Game
|
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4. POSSIBILITIES |
Session: Theme-based research and Case Studies
|
To research and develop awareness of skills required for jobs of the future. To imagine, examine and reflect on the skills required for the futuristic opportunities. To develop effective communication and collaborative work skills. |
UNIT (INSPIRE) |
ACTIVITY/SESSION |
LEARNING OUTCOMES |
Recommended Activity: Job Ad Creating activity
|
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5. AI ETHICS |
Video Session: Discussing about AI Ethics |
To understand and reflect on the ethical issues around AI. |
Recommended Activity: Ethics Awareness
|
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Session: AI Bias and AI Access
|
To gain awareness around AI bias and AI access. |
|
Recommended Activity: Balloon Debate
|
To let the students analyse the advantages and disadvantages of Artificial Intelligence. |
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