<h1><strong>CBSE Class 7 Maths Syllabus</strong></h1>
<p>The CBSE Class 7 Maths Syllabus is exclusively adapted in a cohesive manner by the subject matter experts in Mathematics to help students understand better and perform well in the exam. So, students are recommended to follow the CBSE Syllabus and practise as many problems as possible in order to have a firm grasp on the subject.&nbsp;Have a look at the latest CBSE maths syllabus for class 7 and you can download it in the form of pdf as well.</p>
<h3><strong>Number System (50 hrs.)</strong></h3>
<h3><strong>Knowing our Numbers: Integers</strong></h3>
<ul>
<li>Multiplication and division of integers (through patterns). Division by zero is meaningless</li>
<li>Properties of integers (including identities for addition &amp; multiplication, commutative, associative, distributive) (through patterns). These would include examples from whole numbers as well. Involve expressing commutative and associative properties in a general form. Construction of counterexamples, including some by children. Counter examples like subtraction is not commutative.</li>
<li>Word problems including integers (all operations)</li>
</ul>
<h3><strong>Fractions and rational numbers:</strong></h3>
<ul>
<li>Multiplication of fractions</li>
<li>Multiplication of fractions</li>
<li>Fraction as an operator</li>
<li>Reciprocal of a fraction</li>
<li>Division of fractions</li>
<li>Word problems involving mixed fractions</li>
<li>Introduction to rational numbers (with representation on number line)</li>
<li>Operations on rational numbers (all operations)</li>
<li>Representation of rational number as a decimal.</li>
<li>Word problems on rational numbers (all operations)</li>
<li>Multiplication and division of decimal fractions</li>
<li>Conversion of units (length &amp; mass) &bull; Word problems (including all operations)</li>
</ul>
<h3><strong>Powers:</strong></h3>
<ul>
<li>Exponents only natural numbers.</li>
<li>Laws of exponents (through observing patterns to arrive at generalization).</li>
</ul>
<h3><strong>Algebra (20 hrs.)<br>Algebraic Expression:</strong></h3>
<ul>
<li>Generate algebraic expressions (simple) involving one or two variables</li>
<li>Identifying constants, coefficient, powers</li>
<li>Like and unlike terms, degree of expressions e.g., x2 y etc. (exponent &le; 3, number of variables)</li>
<li>Addition, subtraction of algebraic expressions (coefficients should be integers).</li>
<li>Simple linear equations in one variable (in contextual problems) with two operations (avoid complicated coefficients)</li>
</ul>
<h3><strong>Ratio and Proportion (20 hrs.)</strong></h3>
<ul>
<li>Ratio and proportion (revision)</li>
<li>Unitary method continued, consolidation, general expression.</li>
<li>Percentage- an introduction.</li>
<li>Understanding percentage as a fraction with denominator 100</li>
<li>Converting fractions and decimals into percentage and vice-versa.</li>
<li>Application to profit and loss (single transaction only)</li>
<li>Application to simple interest (time period in complete years).</li>
</ul>
<h3><strong>Geometry (60 hrs.)<br>Understanding shapes:</strong></h3>
<ul>
<li>Pairs of angles (linear, supplementary, complementary, adjacent, vertically opposite) (verification and simple proof of vertically opposite angles)</li>
<li>Properties of parallel lines with transversal (alternate, corresponding, interior, exterior angles)</li>
</ul>
<h3><strong>Properties of triangles:</strong></h3>
<ul>
<li>Angle sum property (with notions of proof &amp; verification through paper folding, proofs using property of parallel&nbsp;lines, difference between proof and verification.)&nbsp;</li>
<li>Exterior angle property&nbsp;</li>
<li>Sum of two sides of a triangle is it&rsquo;s third side</li>
<li>Pythagoras Theorem (Verification only)</li>
</ul>
<h3><strong>Symmetry</strong></h3>
<ul>
<li>Recalling reflection symmetry</li>
<li>Idea of rotational symmetry, observations of rotational symmetry of 2-D objects. (900, 1200, 1800)</li>
<li>Operation of rotation through 900 and 1800of simple figures.</li>
<li>Examples of figures with both rotation and reflection symmetry (both operations)</li>
<li>Examples of figures that have reflection and rotation symmetry and vice-versa</li>
</ul>
<h3><strong>Representing 3-D in 2-D:</strong></h3>
<ul>
<li>Drawing 3-D figures in 2-D showing hidden faces.</li>
<li>Identification and counting of vertices, edges, faces, nets (for cubes cuboids, and cylinders, cones).</li>
<li>Matching pictures with objects (Identifying names)</li>
<li>Mapping the space around approximately through visual estimation.</li>
</ul>
<h3><strong>Congruence</strong></h3>
<ul>
<li>Congruence through superposition (examples: blades, stamps, etc.)</li>
<li>Extend congruence to simple geometrical shapes e.g. triangles, circles.</li>
<li>Criteria of congruence (by verification) SSS, SAS, ASA, RHS</li>
</ul>
<h3><strong>Construction (Using scale, protractor, compass)</strong></h3>
<ul>
<li>Construction of a line parallel to a given line from a point outside it. (Simple proof as remark with the reasoning of alternate angles)</li>
<li>Construction of simple triangles. Like given three sides, given a side and two angles on it, given two sides and the angle between them.</li>
</ul>
<h3><strong>Mensuration (15 hrs.)</strong></h3>
<ul>
<li>Revision of perimeter, Circumference of Circle&nbsp;<strong>Area</strong>&nbsp;Concept of measurement using a basic unit area of a square, rectangle, triangle, parallelogram and circle, area between two rectangles and two concentric circles.</li>
</ul>
<h3><strong>Data handling (15 hrs.)</strong></h3>
<ol>
<li>Collection and organization of data &ndash; choosing the data to collect for a hypothesis testing.</li>
<li>Mean, median and mode of ungrouped data &ndash; understanding what they represent.</li>
<li>Constructing bar graphs.</li>
<li>Feel of probability using data through experiments. Notion of chance in events like tossing coins, dice etc. Tabulating and counting occurrences of 1 through 6 in a number of throws. Comparing the observation with that for a coin. Observing strings of throws, notion of randomness.</li>
</ol>
<h3><strong>Class 7 Math NCERT Book Chapters</strong></h3>
<p>The above mentioned CBSE class 7 math syllabus will be covered in the following chapters from the NCERT class 7 Math book which are provided to the students:</p>
<table>
<tbody>
<tr>
<th>S.no.</th>
<th>Chapter Name</th>
</tr>
<tr>
<td>1</td>
<td>Integers</td>
</tr>
<tr>
<td>2</td>
<td>Fractions and Decimals</td>
</tr>
<tr>
<td>3</td>
<td>Data Handling</td>
</tr>
<tr>
<td>4</td>
<td>Simple Equations</td>
</tr>
<tr>
<td>5</td>
<td>Lines and Angles</td>
</tr>
<tr>
<td>6</td>
<td>The Triangle and its Properties</td>
</tr>
<tr>
<td>7</td>
<td>Congruence of Triangles</td>
</tr>
<tr>
<td>8</td>
<td>Comparing Quantities</td>
</tr>
<tr>
<td>9</td>
<td>Rational Numbers</td>
</tr>
<tr>
<td>10</td>
<td>Practical Geometry</td>
</tr>
<tr>
<td>11</td>
<td>Perimeter and Area</td>
</tr>
<tr>
<td>12</td>
<td>Algebraic Expressions</td>
</tr>
<tr>
<td>13</td>
<td>Exponents and Powers</td>
</tr>
<tr>
<td>14</td>
<td>Symmetry</td>
</tr>
<tr>
<td>15</td>
<td>Visualizing Solid Shapes</td>
</tr>
</tbody>
</table>
<p>So, now you must have got a clear understanding of the CBSE Math Syllabus for Class 7. We hope that you find this detailed information on Math Syllabus useful for your studies and preparation of your class 4 exams.</p>

Explore the comprehensive CBSE curriculum for Class 7 Mathematics at ORCHIDS, focusing on building strong foundational skills.

CBSE Syllabus for Class 7 Maths - 2024-25 Academic Year - ORCHIDS

Maths

<h1><strong>CBSE Class 7 English Syllabus</strong></h1>
<p>English is a language subject that assists students in expressing themselves. And for class 7 students, now is the time to improve their vocabulary, grammar, and speaking skills as they begin to interact much at that age. So, the CBSE English Syllabus for class 7 is set for the students to know more about the language and gradually become comfortable using it.</p>
<p>Let&rsquo;s have a look at the latest CBSE class 7 English syllabus, which can also be downloaded in pdf form.</p>
<h3><strong>CBSE English Syllabus Class 7</strong></h3>
<p>The CBSE syllabus for Class 7 English for the academic year 2024-2025 includes chapters that simplify and ease learning. Following are the chapters from the NCERT Class 7 English Textbook:</p>
<h3><strong>Book 1: Honeycomb</strong></h3>
<table>
<tbody>
<tr>
<th>Sl.No</th>
<th>Chapter Name</th>
</tr>
<tr>
<td>1.</td>
<td>Three Questions &amp; The Squirrel</td>
</tr>
<tr>
<td>2.</td>
<td>A Gift of Chappals &amp; The Rebel</td>
</tr>
<tr>
<td>3.</td>
<td>Gopal and the Hilsa Fish &amp; The Shed</td>
</tr>
<tr>
<td>4.</td>
<td>The Ashes That Made Trees Bloom &amp; Chivvy</td>
</tr>
<tr>
<td>5.</td>
<td>Quality &amp; Trees</td>
</tr>
<tr>
<td>6.</td>
<td>Expert Detectives &amp; Mystery of the Talking Fan</td>
</tr>
<tr>
<td>7.</td>
<td>The Invention of Vita-Wonk &amp; Dad and the Cat and the Tree</td>
</tr>
<tr>
<td>8.</td>
<td>Fire &ndash; Friend and Foe &amp; Meadow Surprises</td>
</tr>
<tr>
<td>9.</td>
<td>A Bicycle in Good Repair &amp; Garden Snake</td>
</tr>
<tr>
<td>10.</td>
<td>The Story of Cricket</td>
</tr>
</tbody>
</table>
<h3><strong>Book 2: The Alien Hand</strong></h3>
<div>
<table>
<tbody>
<tr>
<th>Sl.No</th>
<th>Chapter Name</th>
</tr>
<tr>
<td>1.</td>
<td>The Tiny Teacher</td>
</tr>
<tr>
<td>2.</td>
<td>Bringing Up Kari</td>
</tr>
<tr>
<td>3.</td>
<td>The Desert</td>
</tr>
<tr>
<td>4.</td>
<td>The Cop and the Anthem</td>
</tr>
<tr>
<td>5.</td>
<td>Golu Grows a Nose</td>
</tr>
<tr>
<td>6.</td>
<td>I want something in a Cage</td>
</tr>
<tr>
<td>7.</td>
<td>Chandni</td>
</tr>
<tr>
<td>8.</td>
<td>The Bear Story</td>
</tr>
<tr>
<td>9.</td>
<td>A Tiger in the House</td>
</tr>
<tr>
<td>10.</td>
<td>An Alien Hand English</td>
</tr>
</tbody>
</table>
</div>
<h3><strong>Objectives</strong></h3>
<p>The general objectives at Level-1 are:</p>
<ul>
<li>to negotiate their own learning goals and evaluate their own progress, edit, revise, review their own work</li>
<li>to understand, enjoy and appreciate a wide range of texts representing different cultures, ways of living</li>
<li>to be able to articulate individual/personal responses effectively</li>
<li>to use language and vocabulary appropriately in different contexts and social encounters</li>
<li>to be able to organize and structure thoughts in writing/speech</li>
<li>to develop production skills (fluency and accuracy in speaking and writing)</li>
<li>to use dictionary suitable to their needs</li>
<li>to understand and enjoy jokes, skits, children&rsquo;s films, anecdotes and riddles</li>
</ul>
<h3><strong>At the end of this stage learners should be able to</strong></h3>
<ul>
<li>understand the central idea and locate details in the text (prescribed and non-prescribed)</li>
<li>use his/her critical/thinking faculty to read between the lines and go beyond the text</li>
<li>narrate simple experiences, describe objects and people, report events to peers</li>
<li>speak accurately with appropriate pauses and clear word/sentence stress to be intelligible in familiar social contexts</li>
<li>write simple messages, invitations, short paragraphs, letters (formal and informal) applications, simple narrative and descriptive pieces, etc.</li>
<li>use his/ her proficiency in English to explore and study other areas of knowledge through print and non-print media</li>
<li>to undertake small projects on a regular basis</li>
</ul>
<h3><strong>Language Items</strong></h3>
<p>At the upper primary level, knowledge of grammar remains a process of discovery combined with a conscious effort to explicitly understand and name grammatical items. However, these should not be taken out of contexts to be treated as discrete teaching items In addition to consolidating the items learnt earlier, the following will be introduced and recycled through the upper primary stage.</p>
<ul>
<li>determiners</li>
<li>passivation</li>
<li>linking words</li>
<li>adjectives (comparative and superlative forms)</li>
<li>adverbs (place and types)</li>
<li>modal auxiliaries</li>
<li>tense forms</li>
<li>word order in sentence types</li>
<li>clauses</li>
<li>reported speech</li>
</ul>
<p>We hope you find this comprehensive information on English Syllabus useful for your studies and preparation of your class 7 exams.</p>

Uncover the enriching English syllabus for Class 7 at ORCHIDS, designed to enhance language proficiency, literature appreciation, and communication skills.

CBSE Syllabus for Class 7 English - 2024-25 Academic Year - ORCHIDS

English

<h1><strong>CBSE Class 7 Science Syllabus</strong></h1>
<p>Students are suggested to go over the latest CBSE Class 7 Science Syllabus thoroughly in order to gain a comprehensive understanding of each topic. Grade 7 Science concepts are explained using examples from everyday life. This allows students to extend their learning beyond the classroom and apply it in real-world scenarios. This grade also introduces the concepts of nutrition in plants and animals, acids, bases, and salts, heat, weather, and climate, plant reproduction, light, and motion.&nbsp;</p>
<p>Let&rsquo;s have a look at the latest CBSE class 7 Science syllabus which can also be downloaded in pdf form.</p>
<div>
<table>
<tbody>
<tr>
<td><strong>Questions</strong></td>
<td><strong>Key Concepts</strong></td>
<td><strong>Resources</strong></td>
<td><strong>Activities/ Processes</strong></td>
</tr>
<tr>
<td><strong>1. Food</strong>&nbsp;<em><strong>Food from where</strong></em>&nbsp;How do plants get their food?&nbsp;<em><strong>Utilization of food</strong></em>&nbsp;How do plants and animals utilize their food?</td>
<td>Autotrophic and heterotrophic nutrition; parasites, saprophytes; photosynthesis. Types of nutrition, nutrition in amoeba and human beings, Digestive system &ndash; human, ruminants; types of teeth; link with transport and respiration.</td>
<td>Coleus or any other plant with variegated leaves, alcohol, iodine solution, kit materials. Model of human teeth, charts of alimentary canal, types of nutrition etc., chart and model of amoeba. The story of the stomach with a hole.</td>
<td>Need for light, green leaf for photosynthesis, looking at any saprophyte/parasite and noting differences from a green plant. Effect of saliva on starch, permanent slide of&nbsp;<em>Amoeba</em>. Role play with children.</td>
</tr>
<tr>
<td><strong>2. Materials</strong>&nbsp;<em><strong>Materials of daily use</strong></em>&nbsp;Do some of our clothes come from animal sources? Which are these animals? Who rears them? Which parts of the animals yield the yarn? How is the yarn extracted? What kinds of clothes help us to keep warm? What is heat? What is the meaning of &lsquo;cool&rsquo;/&lsquo;cold&rsquo; and &lsquo;warm&rsquo; &lsquo;hot&rsquo;? How does heat flow from/to our body to/ from the surroundings?&nbsp;<em><strong>Different kinds of</strong></em>&nbsp;<em><strong>materials</strong></em>&nbsp;Why does turmeric stain become red on applying soap?&nbsp;<em><strong>How things change/</strong></em>&nbsp;<em><strong>react with one another</strong></em>&nbsp;What gets deposited on a&nbsp;<em>tawa /khurpi / kudal&nbsp;</em>if left in a moist state? Why does the exposed surface of a cut brinjal become black? Why is seawater salty? Is it possible to separate salt from seawater?</td>
<td>Wool, silk &ndash; animal fibers. Process of extraction of silk; associated health problems. Heat flow; temperature. Classification of substances into acidic, basic and neutral; indicators. Chemical substances; in a chemical reaction a new substance is formed. Substances can be separated by crystallisation.</td>
<td>Samples of wool and silk; brief account of silkworm rearing and sheep breeding. Potassium permanganate, metal strip or rod, wax, common pins, spirit lamp, matches, tumblers, Thermometer etc. Common substances like sugar, salt, vinegar etc, test tubes, plastic vials, droppers, etc. Test tubes, droppers, common pins, vinegar, baking powder, CuSO4, etc. Urea, copper sulphate, alum etc, beaker, spirit lamp, watch glass, plate, petridish etc.</td>
<td>Collection of different samples of woolen and silk cloth. Activities to differentiate natural silk and wool from artificial fibers. Discussion. Experiment to show that &lsquo;hot&rsquo; and &lsquo;cold&rsquo; are relative. Experiments to show conduction, convection and radiation. Reading a thermometer. Testing solutions of common substances like sugar, salt, vinegar, lime juice etc. with turmeric, litmus, china rose. Activity to show neutralization. Experiments involving chemical reactions like rusting of iron, neutralization (vinegar and baking soda), displacement of Cu from CuSO4&nbsp;etc. Introduce chemical formulae without explaining them. Making crystals of easily available substances like urea, alum, copper sulphate etc. using supersaturated solutions and evaporation.</td>
</tr>
<tr>
<td><strong>3. The World of the</strong>&nbsp;<strong>Living</strong>&nbsp;<em><strong>Surroundings affect the living</strong></em>&nbsp;Why are nights cooler? How does having winters and summers affect soil? Are all soils similar? Can we make a pot with sand? Is soil similar when you dig into the ground? What happens to water when it falls on the cemented/bare ground?&nbsp;<em><strong>The breath of life</strong></em>&nbsp;Why do we/animals breathe? Do plants also breathe? Do they also respire? How do plants/ animals live in water?&nbsp;<em><strong>Movement of substances</strong></em>&nbsp;How does water move in plants? How is food transported in plants? Why do animals drink water? Why do we sweat? Why and how is there blood in all parts of the body? Why is blood red? Do all animals have blood? What is there in urine?&nbsp;<em><strong>Multiplication in plants</strong></em>&nbsp;Why are some plant parts like potato, onion swollen &ndash; are they of any use to the plants? What is the function of flowers? How are fruits and seeds formed? How are they dispersed?</td>
<td>Climate, soil types, soil profile, absorption of water in soil, suitability for crops, adaptation of animals to different climates. Respiration in plants and animals. Herbs, shrubs, trees; Transport of food and water in plants; circulatory and excretion system in animals; sweating. Vegetative, asexual and sexual reproduction in plants, pollination - cross, self-pollination; pollinators, fertilization, fruit, seed.</td>
<td>Data on earth, sun &ndash; size, distance etc, daily changes in temperature, humidity from the newspaper, sunrise, sunset etc. Lime water, germinating seeds, kit materials. Twig, stain; improvised stethoscope; plastic bags, plants, egg, sugar, salt, starch, Benedicts solution, AgNO3&nbsp;solution.&nbsp;<em>Bryophyllum&nbsp;</em>leaves, potato, onion etc.; yeast powder, sugar.</td>
<td>Graph for daily changes in temperature, day length, humidity etc.; texture of various soils by wetting and rolling; absorption /percolation of water in different soils, which soil can hold more water. Experiment to show plants and animals respire; rate of breathing; what do we breathe out? What do plants &lsquo;breathe&rsquo; out? Respiration in seeds; heat release due to respiration. Anaerobic respiration, root respiration. Translocation of water in stems, demonstration of transpiration, measurement of pulse rate, heartbeat; after exercise etc. Discussion on dialysis, importance; experiment on dialysis using egg membrane. Study of tuber, corm, bulb etc; budding in yeast; T.S./L.S. ovaries, w.m. pollen grains; comparison of wind pollinated and insect pollinated flowers; observing fruit and seed development in some plants; collection and discussion of fruits/seeds dispersed by different means.</td>
</tr>
<tr>
<td><strong>4. Moving Things,</strong>&nbsp;<strong>People and Ideas</strong>&nbsp;<em><strong>Moving objects</strong></em>&nbsp;Why do people feel the need to measure time? How do we know how fast something is moving?</td>
<td>Appreciation of idea of time and need to measure it. Measurement of time using periodic events. Idea of speed of moving objects &ndash; slow and fast motion along a straight line.</td>
<td>Daily-life experience; metre scale, wrist watch/ stop watch, string etc.</td>
<td>Observing and analysing motion (slow or fast) of common objects on land, in air, water and space. Measuring the distance covered by objects moving on a road in a given time and calculating their speeds. Plotting distance vs. time graphs for uniform motion. Measuring the time taken by moving objects to cover a given distance and calculating their speeds.</td>
</tr>
<tr>
<td><strong>5. How Things Work</strong>&nbsp;<em><strong>Electric current and</strong></em>&nbsp;<em><strong>circuits</strong></em>&nbsp;How can we conveniently represent an electric circuit? Why does a bulb get hot? How does a fuse work? How does the current in a wire affect the direction of a compass needle? What is an electromagnet? How does an electric bell work?</td>
<td>Electric circuit symbols for different elements of circuit. Heating effect of current. Principle of fuse. A current-carrying wire has an effect on a magnet. A current-carrying coil behaves like a magnet. Working of an electric bell.</td>
<td>Recollection of earlier activities. Pencil and paper. Cells, wire, bulb. Cells, wire, bulb or LED, aluminium foil. Wire, compass, battery. Coil, battery, iron nail. Electric bell.</td>
<td>Drawing circuit diagrams. Activities to show the heating effect of electric current. Making a fuse. Activity to show that a current-carrying wire has an effect on a magnet. Making a simple electromagnet. Identifying situations in daily life where electromagnets are used. Demonstration of working of an electric bell.</td>
</tr>
<tr>
<td><strong>6. Natural Phenomena</strong>&nbsp;<em><strong>Rain, thunder and</strong></em>&nbsp;<em><strong>lightning</strong></em>&nbsp;What causes storms? What are the effects of storms? Why are roofs blown off?&nbsp;<em><strong>Light</strong></em>&nbsp;Can we see a source of light through a bent tube? How can we throw sunlight on a wall? What things give images that are magnified or diminished in size? How can we make a colored disc appear white?</td>
<td>High-speed winds and heavy rainfall have disastrous consequences for human and other life. Rectilinear propagation of light. Reflection, certain surfaces reflect light. Real and virtual images. White light is composed of many colors.</td>
<td>Experience; newspaper reports. Narratives/stories. Rubber/plastic tube/ straw, any source of light. Glass/metal sheet/metal foil, white paper. Convex/concave lenses and mirrors. Newton&rsquo;s disc.</td>
<td>Making wind speed and wind direction indicators. Activity to show &ldquo;lift&rdquo; due to moving air. Discussion on effects of storms and possible safety measures. Observation of the source of light through a straight tube, a bent tube. Observing reflection of light on wall or white paper screen. Open ended activities allowing children to explore images made by different objects, and recording observations. Focused discussions on real and virtual images. Making the disc and rotating it.</td>
</tr>
<tr>
<td><strong>7. Natural Resources</strong>&nbsp;<em><strong>Scarcity of water</strong></em>&nbsp;Where and how do you get water for your domestic needs? Is it enough? Is there enough water for agricultural needs? What happens to plants when there is not enough water for plants? Where does a plant go when it dies?&nbsp;<em><strong>Forest products</strong></em>&nbsp;What are the products we get from forests? Do other animals also benefit from forests? What will happen if forests disappear?&nbsp;<em><strong>Waste Management</strong></em>&nbsp;Where does dirty water from your house go? Have you seen a drain? Does the water stand in it sometimes? Does this have any harmful effect?</td>
<td>Water exists in various forms in nature. Scarcity of water and its effect on life. Interdependence of plants and animals in forests. Forests contribute to purification of air and water. Sewage; need for drainage/sewer systems that are closed.</td>
<td>Experience; media reports; case material. Case material on forests. Observation and experience; photographs.</td>
<td>Discussions. Case study of people living in conditions of extreme scarcity of water, how they use water in a judicious way. Projects exploring various kinds of water resources that exist in nature in different regions in India; variations of water availability in different regions. Case study of forests Survey of the neighbourhood, identifying locations with open drains, stagnant water, and possible contamination of ground water by sewage. Tracing the route of sewage in your building, and trying to understand whether there are any problems in sewage disposal.</td>
</tr>
</tbody>
</table>
</div>
<h3>Class 7 Science NCERT Book Chapters</h3>
<p>The above mentioned CBSE class 7 Science syllabus will be covered in the following chapters from the NCERT class 7 Science book which are provided to the students:</p>
<p><strong>Chapter 1:</strong>&nbsp;Nutrition in Plants</p>
<p><strong>Chapter 2:</strong>&nbsp;Nutrition in Animals</p>
<p><strong>Chapter 3:</strong>&nbsp;Fiber to Fabric</p>
<p><strong>Chapter 4:</strong>&nbsp;Heat</p>
<p><strong>Chapter 5:</strong>&nbsp;Acids, Bases and Salts</p>
<p><strong>Chapter 6:</strong>&nbsp;Physical and Chemical Changes</p>
<p><strong>Chapter 7:</strong>&nbsp;Weather, Climate and Adaptations of Animals of Climate</p>
<p><strong>Chapter 8:</strong>&nbsp;Winds, Storms and Cyclones</p>
<p><strong>Chapter 9:</strong>&nbsp;Soil</p>
<p><strong>Chapter 10:</strong>&nbsp;Respiration in Organisms</p>
<p><strong>Chapter 11:</strong>&nbsp;Transportation in Animals and Plants</p>
<p><strong>Chapter 12:</strong>&nbsp;Reproduction in Plants</p>
<p><strong>Chapter 13:</strong>&nbsp;Motion and Time</p>
<p><strong>Chapter 14:</strong>&nbsp;Electric Current and its Effects</p>
<p><strong>Chapter 15:</strong>&nbsp;Light</p>
<p><strong>Chapter 16:</strong>&nbsp;Water &ndash; A Precious Resource</p>
<p><strong>Chapter 17:</strong>&nbsp;Forests &ndash; Our Lifeline</p>
<p><strong>Chapter 18:</strong>&nbsp;Wastewater Story</p>
<p>So, now you must have got a clear understanding of the CBSE Science Syllabus for Class 7. We hope that you find this detailed information on Science Syllabus useful for your studies and preparation of your class 7 exams.</p>

Embark on a scientific journey with ORCHIDS' CBSE Class 7 Science syllabus, promoting inquiry-based learning and hands-on exploration of fundamental scientific concepts.

CBSE Syllabus for Class 7 Science - 2024-25 Academic Year - ORCHIDS

Science

<h1><strong>CBSE Class 7 Social Science Syllabus</strong></h1>
<p>Students are suggested to go over the latest CBSE Class 7 Social Science Syllabus thoroughly in order to gain a comprehensive understanding of each topic. It lays out the course content for History, Political Science, and Geography in a proper structure. Studying according to the Class 7 Social Science syllabus will support students score good result as the final question paper is prepared and per the syllabus.&nbsp;</p>
<p>Let&rsquo;s have a look at the latest CBSE class 7 Social Science syllabus which can also be downloaded in pdf form.</p>
<h3><strong>CBSE Class 7 History Syllabus</strong></h3>
<div>
<table>
<tbody>
<tr>
<td><strong>Themes</strong></td>
<td><strong>Objectives</strong></td>
</tr>
<tr>
<td><strong>Where, When and How&nbsp;</strong>&nbsp;(a) Terms used to describe the subcontinent and its regions with a map. (b) An outlining of the time frame and major developments. (c) A brief discussion on sources.&nbsp;<strong>New Kings and Kingdoms&nbsp;</strong>&nbsp;(a) An outline of political developments c. 700-1200 (b) A case study of the Cholas, including agrarian expansion in the Tamil region.&nbsp;<strong>The Sultans of Delhi&nbsp;</strong>&nbsp;(a) An overview. (b) The significance of the court, nobility and land control. (c) A case study of the Tughlaqs.&nbsp;<strong>The Creation of an Empire&nbsp;</strong>&nbsp;(a) An outline of the growth of the Mughal Empire. (b) Relations with other rulers, administration, and the court. (c) Agrarian relations. (d) A case study of Akbar.&nbsp;<strong>Architecture as Power: Forts and Sacred Places</strong>&nbsp;(a) Varieties of monumental architecture in different parts of the country. (b) A case study of Shah Jahan&rsquo;s patronage of architecture.&nbsp;<strong>Towns, Traders and Craftsmen&nbsp;</strong>&nbsp;(a) Varieties of urban centres&mdash;court towns, pilgrimage centres, ports and trading towns. (b) Case studies: Hampi, Masulipatam, Surat.</td>
<td>a) Familiarise the student with the changing names of the land. (b) Discuss broad historical trends. (c) Give examples of the kinds of sources that historians use for studying this period. E.g., buildings, chronicles, paintings, coins, inscriptions, documents, music, literature. a) Trace the patterns of political developments and military conquests &ndash; Gurjara Pratiharas, Rashtrakutas, Palas, Chahamanas, Ghaznavids. (b) Develop an understanding of the connections between political and economic processes through the exploration of one specific example. (c) Illustrate how inscriptions are used to reconstruct history. a) Outline the development of political institutions, and relationships amongst rulers. (b) Understand strategies of military control and resource mobilisation. (c) Illustrate how travellers&rsquo; accounts, court chronicles and historic buildings are used to write history a) Trace the political history of the 16th and 17th centuries. (b) Understand the impact of an imperial administration at the local and regional levels. (c) Illustrate how the Akbarnama and the Ain-i-Akbari are used to reconstruct history. a) Convey a sense of the range of materials, skills and styles used to build: waterworks, places of worship, palaces and havelis, forts, gardens. (b) Understand the engineering and construction skills, artisanal organisation and resources required for building works. (c) Illustrate how contemporary documents, inscriptions, and the actual buildings can beused to reconstruct history. a) Trace the origins and histories of towns, many of which survive today. (b) Demonstrate the differences between founded towns and those that grow as a result of trade. (c) Illustrate how travellers&rsquo; accounts, contemporary maps and official documents are used to reconstruct history</td>
</tr>
</tbody>
</table>
</div>
<p>Following are the chapter names from NCERT History Book which is provided to the students of class 7 according to CBSE syllabus:</p>
<h3><strong>Our Past II Chapter Names</strong></h3>
<p><strong>Chapter 1:</strong>&nbsp;Tracing Changes through a Thousand Years</p>
<p><strong>Chapter 2:</strong>&nbsp;New Kings and Kingdoms</p>
<p><strong>Chapter 3:</strong>&nbsp;The Delhi Sultans</p>
<p><strong>Chapter 4:</strong>&nbsp;The Mughal Empire</p>
<p><strong>Chapter 5:</strong>&nbsp;Rulers and Buildings</p>
<p><strong>Chapter 6:</strong>&nbsp;Towns, Traders and Craftspersons</p>
<p><strong>Chapter 7:</strong>&nbsp;Tribes, Nomads and Settled Communities</p>
<p><strong>Chapter 8:</strong>&nbsp;Devotional Paths to the Divine</p>
<p><strong>Chapter 9:</strong>&nbsp;The Making of Regional Cultures</p>
<p><strong>Chapter 10:</strong>&nbsp;Eighteenth Century Political Formations</p>
<h3><strong>CBSE Class 7 Political Science Syllabus</strong></h3>
<div>
<table>
<tbody>
<tr>
<td><strong>Themes</strong></td>
<td><strong>Objectives</strong></td>
</tr>
<tr>
<td><strong>UNIT 1:</strong>&nbsp;<strong>Democracy</strong>&nbsp;This unit will focus on the historical as well as the key elements that structure a democracy. The structures in place to make people&rsquo;s representation a reality will be discussed with reference to its actual functioning.&nbsp;<strong>Section 1&nbsp;</strong>&nbsp;Why Democracy Two main thrusts &bull;&nbsp;<strong>Historical</strong>&nbsp;What were some of the key junctures and transformations in the emergence of democracy in modern societies? &bull;&nbsp;<strong>Key Features</strong>&nbsp;&ndash; The different systems of power that exist in the world today. &ndash; Significant Elements that continue to make Democracy popular in the contemporary world: &bull; Formal Equality. &bull; Decision Making mechanisms. &bull; Accommodation of differences. &bull; Enhancing human dignity.&nbsp;<strong>Section 2</strong>&nbsp;<strong>Institutional Representation of Democracy&nbsp;</strong>&nbsp;&bull; Universal Adult Franchise. &bull; Elections. &bull; Political parties. &bull; Coalition Governments.&nbsp;<strong>Unit 2: State Government</strong>&nbsp;This unit will focus on the legislative, executive and administrative aspects of state government. It will discuss processes involved in choosing MLAs, passing a bill and discuss how state governments function through taking up one issue. This unit might also contain a section on the nation-state.&nbsp;<strong>Section 1: Its working&nbsp;</strong>&nbsp;&bull; Main functionaries-broad outline of the role of the Chief minister and the council of ministers&nbsp;<strong>Section 2: Its functioning</strong>&nbsp;Through one example: land reform/irrigation/education/water/health discuss &bull; The nature of the role played by the government &ndash; regarding resources and services. &bull; Factors involved in distribution of resources/ services. &bull; Access of localities and communities to resources/ services.&nbsp;<strong>UNIT 3: Understanding Media&nbsp;</strong>&nbsp;In this unit the various aspects of the role of a media in a democracy will be highlighted. This unit will also include a discussion on advertising as well as on the right to information bill.&nbsp;<strong>Section 1: Media and Democracy</strong>&nbsp;Media&rsquo;s role in providing the following: &bull; providing information, &bull; providing forum for discussion/debate creating public opinion. Media ethics and accountability. Relationship between Government and Information A case-study of the popular struggle that brought about the enactment of this legislation.&nbsp;<strong>Section 2: On Advertising&nbsp;</strong>&nbsp;&bull; Commercial Advertising and consumerism, &bull; Social advertising.&nbsp;<strong>UNIT 4: Unpacking Gender</strong>&nbsp;This unit is to understand the role gender plays in ordering our social and economic lives.&nbsp;<strong>Section 1: Social Aspects&nbsp;</strong>&nbsp;Norms, values that determine roles expected from boys and girls in the: &bull; family, &bull; community, &bull; schools, &bull; public spaces, &bull; understanding inequality: The role of gender in creating unequal and hierarchical relations in society.&nbsp;<strong>Section 2: Economic Aspects&nbsp;</strong>&nbsp;&bull; gender division of labour within family, &bull; value placed on women&rsquo;s work within and outside the home, &bull; the invisibilisation of women&rsquo;s labour&nbsp;<strong>UNIT 5: Markets Around Us&nbsp;</strong>&nbsp;This unit is focused on discussing various types of markets, how people access these and to examine the workings of an actual market.&nbsp;<strong>Section 1</strong>&nbsp;&bull; On retail markets and our everyday needs &bull; On role and impact of wholesale markets how are these linked to the above &bull; People&rsquo;s access to markets depends upon many factors such as availability, convenience, credit, quality, price, income cycle etc.&nbsp;<strong>Section 2&nbsp;</strong>&nbsp;Examine the role of an observable wholesale market such as grain, fruit, or vegetable to understand the chain of activities, the role of intermediaries and its impact on farmer -producers</td>
<td>To enable students to: &bull; develop an understanding of the rule of Law and our involvement with the law, &bull; understand the Constitution as the primary source of all laws, &bull; develop the ability to distinguish between different systems of power, &bull; understand the importance of the idea of equality and dignity in democracy, &bull; develop links between the values/ideas of democracy and the institutional forms and processes associated with it, &bull; understand democracy as representative government, &bull; understand the vision and the values of the Constitution. To enable students to: &bull; gain a sense of the nature of decision-making within State government. &bull; understand the domain of power and authority exercised by the state government over people&rsquo;s lives. &bull; gain a critical sense of the politics underlying the provision of services or the distribution of resources To enable students to: &bull; understand the role of the media in facilitating interaction between the government and citizens, &bull; gain a sense that government is accountable to its citizens, &bull; understand the link between information and power, &bull; gain a critical sense of the impact of media on people&rsquo;s lives and choices, &bull; appreciate the significance of people&rsquo;s movements in gaining this right. To enable students to: &bull; understand that gender is a social construct and not determined by biological difference, &bull; learn to interrogate gender constructions in different social and economic contexts, &bull; to link everyday practices with the creation of inequality and question it. To enable students to: &bull; understand markets and their relation to everyday life, &bull; understand markets and their function to link scattered producers and consumers, &bull; gain a sense of inequity in market operations.</td>
</tr>
</tbody>
</table>
</div>
<p>Following are the chapter names from NCERT Political Science Book which is provided to the students of class 7 according to CBSE syllabus:</p>
<h3><strong>Chapter Names</strong></h3>
<p><strong>Chapter 1:</strong>&nbsp;On Equality</p>
<p><strong>Chapter 2:</strong>&nbsp;Role of the Government in Health</p>
<p><strong>Chapter 3:</strong>&nbsp;How the State Government Works</p>
<p><strong>Chapter 4:</strong>&nbsp;Growing up as Boys and Girls</p>
<p><strong>Chapter 5:</strong>&nbsp;Women Change the World</p>
<p><strong>Chapter 6:</strong>&nbsp;Understanding Media</p>
<p><strong>Chapter 7:</strong>&nbsp;Markets Around Us</p>
<p><strong>Chapter 8:</strong>&nbsp;A Shirt in the Market</p>
<p><strong>Chapter 9:</strong>&nbsp;Struggles for Equality</p>
<h3><strong>CBSE Class 7 Geography Syllabus</strong></h3>
<div>
<table>
<tbody>
<tr>
<td><strong>Topics</strong></td>
<td><strong>Objectives</strong></td>
</tr>
<tr>
<td>Environment in its totality: natural and human environment. Natural Environment: land &ndash; interior of the earth, rocks and minerals; earth movements and major land forms. (One case study related with earthquake to be introduced) Air &ndash; composition, structure of the atmosphere, elements of weather and climate &ndash; temperature, pressure, moisture and wind. (One case study related with cyclones to be introduced) Water &ndash; fresh and saline, distribution of major water bodies, ocean waters and their circulation. (One case study related with tsunami to be introduced) Natural vegetation and wild life. Human Environment: settlement, transport and communication. Human &ndash; Environment Interaction: Case Studies &ndash; life in desert regions &ndash; Sahara and Ladakh; life in tropical and sub-tropical regions &ndash; Amazon and Ganga-Brahmaputra; life in temperate regions &ndash; Prairies and Veldt.</td>
<td>To understand the environment in its totality including various components both natural and human; (Periods-6) To explain the components of natural environment; To appreciate the interdependence of these components and their importance in our life; To appreciate and develop sensitivity towards environments; (Periods-12) To understand about atmosphere and its elements; (Periods-10) To know about distribution of water on the earth; (Periods-10) To find out the nature of diverse flora and fauna. (Periods-5) To explain the relationship between natural environment and human habitation; To appreciate the need of transport and communication for development of the community; To be familiar with the new developments making today&rsquo;s world a global society; (Periods-7) To understand the complex inter relationship of human and natural environment; To compare life in one&rsquo;s own surrounding with life of other environmental settings; To appreciate the cultural differences existing in the world which is an outcome of interaction, between human beings and their environment; (Periods-15)</td>
</tr>
</tbody>
</table>
</div>
<p>Following are the chapter names from NCERT Geography Book which is provided to the students of class 7 according to CBSE syllabus:</p>
<h3>Our Environment Chapter Names:</h3>
<p><strong>Chapter 1:</strong>&nbsp;Environment</p>
<p><strong>Chapter 2:</strong>&nbsp;Inside Our Earth</p>
<p><strong>Chapter 3:</strong>&nbsp;Our Changing Earth</p>
<p><strong>Chapter 4:</strong>&nbsp;Air</p>
<p><strong>Chapter 5:</strong>&nbsp;Water</p>
<p><strong>Chapter 6:</strong>&nbsp;Natural Vegetation and Wildlife</p>
<p><strong>Chapter 7:</strong>&nbsp;Human Environment &ndash; Settlement, Transport and Communication</p>
<p><strong>Chapter 8:</strong>&nbsp;Human Environment Interactions &ndash; The Tropical and the Subtropical Region</p>
<p><strong>Chapter 9:</strong>&nbsp;Life in the Deserts</p>
<p>So, now you must have got a clear understanding of the CBSE Social Science Syllabus for Class 7. We hope that you find this detailed information on Social Science Syllabus useful for your studies and preparation of your class 7 exams.</p>

Discover the fascinating realms of history, geography, and civics through ORCHIDS' CBSE Class 7 Social Science syllabus, encouraging critical thinking and a holistic understanding of society.

CBSE Syllabus for Class 7 Social - 2024-25 Academic Year - ORCHIDS

<h1><strong>CBSE Class 7 Hindi Syllabus</strong></h1>
<p>The latest Hindi syllabus for class 7 prepared by the CBSE board covers all the important chapters that a Class 7 student should study in the respective academic year to have a clear understanding and command over the language. It is crucial for class 7 students to get introduced by the rich literature written in Hindi and know about the significance as well as usage of Hindi language in different areas in a simple and enjoyable way. The CBSE board&rsquo;s class 7 Hindi syllabus includes short stories, poems, novel, grammar and comprehension sections.</p>
<p>Let&rsquo;s have a look at the latest CBSE class 7 Hindi syllabus, which can also be downloaded in pdf form.</p>
<p>The CBSE syllabus for Class 7 Hindi for the academic year 2024-2025 includes chapters that simplify and ease learning of the language and its literature. Following are the chapters from the NCERT Class 7 Hindi Textbooks:</p>
<h3><strong>Book 1- वसंत</strong></h3>
<div>
<table>
<tbody>
<tr>
<th>Sl.No</th>
<th>Chapter Name</th>
</tr>
<tr>
<td>1.</td>
<td>हम पंछी उन्मुक्त गगन के</td>
</tr>
<tr>
<td>2.</td>
<td>दादी माँ</td>
</tr>
<tr>
<td>3.</td>
<td>हिमालय की बेटियां</td>
</tr>
<tr>
<td>4.</td>
<td>कठपुतली</td>
</tr>
<tr>
<td>5.</td>
<td>मीठाईवाला</td>
</tr>
<tr>
<td>6.</td>
<td>रक्त और हमारा शरीर</td>
</tr>
<tr>
<td>7.</td>
<td>पापा खो गए</td>
</tr>
<tr>
<td>8.</td>
<td>शाम एक किशान</td>
</tr>
<tr>
<td>9.</td>
<td>चिड़िया की बच्ची</td>
</tr>
<tr>
<td>10.</td>
<td>अपूर्व अनुभव</td>
</tr>
<tr>
<td>11.</td>
<td>रहीम की दोहे</td>
</tr>
<tr>
<td>12.</td>
<td>कंचा</td>
</tr>
<tr>
<td>13.</td>
<td>एक तिनका</td>
</tr>
<tr>
<td>14.</td>
<td>खानपान की बदलती तस्वीर</td>
</tr>
<tr>
<td>15.</td>
<td>नीलकंठ</td>
</tr>
<tr>
<td>16.</td>
<td>भोर और बरखा</td>
</tr>
<tr>
<td>17.</td>
<td>वीर कुवर सिंह</td>
</tr>
<tr>
<td>18.</td>
<td>संघर्ष के कराण मैं तुनुकमिजाज हो गया : धनराज</td>
</tr>
<tr>
<td>19.</td>
<td>आश्रम का अनुमानित व्यय</td>
</tr>
<tr>
<td>20.</td>
<td>विप्लव गायन</td>
</tr>
</tbody>
</table>
</div>
<h3><strong>Book 2 &ndash; दूर्वा</strong></h3>
<div>
<table>
<tbody>
<tr>
<th>Sl.No</th>
<th>Chapter Name</th>
</tr>
<tr>
<td>1.</td>
<td>चिड़िया और चुरुंगुन</td>
</tr>
<tr>
<td>2.</td>
<td>सबसे सुंदर लड़की</td>
</tr>
<tr>
<td>3.</td>
<td>मैं हूँ रोबोट</td>
</tr>
<tr>
<td>4.</td>
<td>गुब्बारे पर चीता</td>
</tr>
<tr>
<td>5.</td>
<td>थोड़ी धरती पाऊँ</td>
</tr>
<tr>
<td>6.</td>
<td>गारो</td>
</tr>
<tr>
<td>7.</td>
<td>पुस्तकें जो अमर हैं</td>
</tr>
<tr>
<td>8.</td>
<td>काबुलीवाला</td>
</tr>
<tr>
<td>9.</td>
<td>विश्वेश्वरैया</td>
</tr>
<tr>
<td>10.</td>
<td>हम धरती के लाल</td>
</tr>
<tr>
<td>11.</td>
<td>पोंगल</td>
</tr>
<tr>
<td>12.</td>
<td>शहीद झलकारीबाई</td>
</tr>
<tr>
<td>13.</td>
<td>नृत्यांगना सुधा चंद्रन</td>
</tr>
<tr>
<td>14.</td>
<td>पानी और धूप</td>
</tr>
<tr>
<td>15.</td>
<td>गीत</td>
</tr>
</tbody>
</table>
</div>
<h3><strong>Hindi Grammar</strong></h3>
<div>
<table>
<tbody>
<tr>
<th>Sl.No</th>
<th>Topic</th>
</tr>
<tr>
<td>1.</td>
<td>भाषा और व्याकरण</td>
</tr>
<tr>
<td>2.</td>
<td>वर्ण विचार</td>
</tr>
<tr>
<td>3.</td>
<td>शब्द विचार</td>
</tr>
<tr>
<td>4.</td>
<td>वर्तनी</td>
</tr>
<tr>
<td>5.</td>
<td>संज्ञा</td>
</tr>
<tr>
<td>6.</td>
<td>लिंग (संज्ञा के विकार)</td>
</tr>
<tr>
<td>7.</td>
<td>वचन</td>
</tr>
<tr>
<td>8.</td>
<td>कारक</td>
</tr>
<tr>
<td>9.</td>
<td>सर्वनाम</td>
</tr>
<tr>
<td>10.</td>
<td>विशेषण</td>
</tr>
<tr>
<td>11.</td>
<td>शब्द-भंडार</td>
</tr>
<tr>
<td>12.</td>
<td>क्रिया</td>
</tr>
<tr>
<td>13.</td>
<td>काल</td>
</tr>
<tr>
<td>14.</td>
<td>वाच्य</td>
</tr>
<tr>
<td>15.</td>
<td>अव्यय</td>
</tr>
<tr>
<td>16.</td>
<td>संधि</td>
</tr>
<tr>
<td>17.</td>
<td>समास</td>
</tr>
<tr>
<td>18.</td>
<td>उपसर्ग एवं प्रत्यय</td>
</tr>
<tr>
<td>19.</td>
<td>वाक्य</td>
</tr>
<tr>
<td>20.</td>
<td>वाक्य अशुद्धियाँ एवं संशोधन</td>
</tr>
<tr>
<td>21.</td>
<td>विराम-चिह्न</td>
</tr>
<tr>
<td>22.</td>
<td>मुहावरे एवं लोकोक्तियाँ</td>
</tr>
</tbody>
</table>
</div>
<p>We hope you find this comprehensive information on Hindi Syllabus useful for your studies and preparation of your class 7 exams.</p>

Dive into the vibrant world of Hindi studies with ORCHIDS' CBSE Class 7 syllabus, fostering linguistic skills and a deeper understanding of Hindi language and literature.

CBSE Syllabus for Class 7 Hindi - 2024-25 Academic Year - ORCHIDS

Hindi

CBSE Class 7 - Orchids : Prepare your child for academic success with essential learning objectives and activities.

CBSE Syllabus for class-7 2024-2025

CBSE Syllabus for class-7
2024-2025