[{"subject":"Maths","description":"

CBSE Class 8 Maths Syllabus

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 2024-25. 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 2024-2025 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.

Download CBSE Syllabus for Class 8 Maths for term 2024-25

The CBSE Class 8 Maths Syllabus covers the following major topics.

Number System (50 hrs)

(i) Rational Numbers:

Properties of rational numbers (including identities). Using general form of expression to describe properties
Consolidation of operations on rational numbers.
Representation of rational numbers on the number line.
Between any two rational numbers there lies another rational number (Making children see that if we take two rational numbers then unlike for whole numbers, in this case you can keep finding more and more numbers that lie between them).
Word problem (higher logic, two operations, including ideas like area).

(ii) Powers

Integers as exponents.
Laws of exponents with integral powers

(iii) Squares, Square roots, Cubes, Cube roots

Square and Square roots.
Square roots using factor method and division method for numbers containing (a) no more than total 4 digits and (b) no more than 2 decimal places.
Cubes and cubes roots (only factor method for numbers containing at most 3 digits)
Estimating square roots and cube roots. Learning the process of moving nearer to the required number.

(iv) Playing with numbers

Writing and understanding a 2 and 3 digit number in generalized form (100a + 10b + c, where a, b, c can be only digit 0-9) and engaging with various puzzles concerning this. (Like finding the missing numerals represented by alphabets in sums involving any of the four operations.) Children to solve and create problems and puzzles.
Number puzzles and games
Deducing the divisibility test rules of 2, 3, 5, 9, 10 for a two or three-digit number expressed in the general form.

Algebra (20 hrs)

(i) Algebraic Expressions

Multiplication and division of algebraic exp (Coefficient should be integers).
Some common errors (e.g. 2 + x ≠ 2x, 7x + y ≠ 7xy).
Identities (a ± b)2 = a2 ± 2ab + b2, a2 - b2 = (a - b) (a + b). Factorisation (simple cases only) as examples the following types a(x + y), (x ± y)2, a2 – b2,(x + a)×(x + b).
Solving linear equations in one variable in contextual problems involving multiplication and division (word problems) (avoid complex coefficient in the equations).

Ratio and Proportion (25 hrs)

Slightly advanced problems involving applications on percentages, profit & loss, overhead expenses, Discount, tax.
Difference between simple and compound interest (compounded yearly up to 3 years or half-yearly up to 3 steps only), Arriving at the formula for compound interest through patterns and using it for simple problems.
Direct variation - Simple and direct word problems
Inverse variation - Simple and direct word problems
Time & work problems - Simple and direct word problems

Geometry (40 hrs)

i) Understanding shapes:

Properties of quadrilaterals - Sum of angles of a quadrilateral is equal to 3600 (By verification)

Properties of parallelogram (By verification)

Opposite sides of a parallelogram are equal,
Opposite angles of a parallelogram are equal,
Diagonals of a parallelogram bisect each other. [Why (d), (e) and (f) follow from (b)]
Diagonals of a rectangle are equal and bisect each other.
Diagonals of a rhombus bisect each other at right angles.
Diagonals of a square are equal and bisect each other at right angles.

ii) Representing 3-D in 2-D

Identify and Match pictures with objects [more complicated e.g. nested, joint 2-D and 3- D shapes (not more than 2)].
Drawing 2-D representation of 3-D objects (Continued and extended)
Counting vertices, edges & faces & verifying Euler’s relation for 3-D figures with flat faces (cubes, cuboids, tetrahedrons, prisms and pyramids)

iii) Construction:

Construction of Quadrilaterals:

Given four sides and one diagonal
Three sides and two diagonals
Three sides and two included angles
Two adjacent sides and three angles

Mensuration (15 hrs)

Area of a trapezium and a polygon.
Concept of volume, measurement of volume using a basic unit, volume of a cube, cuboid and cylinder
Volume and capacity (measurement of capacity)
Surface area of a cube, cuboid, cylinder.

Data handling (15 hrs)

Reading bar-graphs, ungrouped data, arranging it into groups, representation of grouped data through bar-graphs, constructing and interpreting bar-graphs
Simple Pie charts with reasonable data numbers.
Consolidating and generalising the notion of chance in events like tossing coins, dice etc. Relating it to chance in life events. Visual representation of frequency outcomes of repeated throws of the same kind of coins or dice. Throwing a large number of identical dice/coins together and aggregating the result of the throws to get large number of individual events. Observing the aggregating numbers over a large number of repeated events. Comparing with the data for a coin. Observing strings of throws, notion of randomness.

Introduction to graphs (15 hrs)

PRELIMINARIES:

(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

Reading of linear graphs
Reading of distance vs time graph

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CBSE Class 8 Maths Syllabus Chapters Names

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\n Chapter 1: Rational Numbers \n	\n 1.1 Introduction 1.2 Properties of Rational Numbers 1.3 Representation of Rational Numbers on the Number Line 1.4 Rational Number between Two Rational Numbers \n
\n Chapter 2: Linear Equations in One Variable \n	\n 2.1 Introduction 2.2 Solving Equations which have Linear Expressions on one Side and Numbers on the other Side 2.3 Some Applications 2.4 Solving Equations having the Variable on both sides 2.5 Some More Applications 2.6 Reducing Equations to Simpler Form 2.7 Equations Reducible to the Linear Form \n
\n Chapter 3: Understanding Quadrilaterals \n	\n 3.1 Introduction 3.2 Polygons 3.3 Some of the Measures of the Exterior Angles of a Polygon 3.4 Kinds of Quadrilaterals 3.5 Some Special Parallelograms \n
\n Chapter 4: Practical Geometry \n	\n 4.1 Introduction 4.2 Constructing a Quadrilateral 4.3 Some Special Cases \n
\n Chapter 5: Data Handling \n	\n 5.1 Looking for Information 5.2 Organising Data 5.3 Grouping Data 5.4 Circle Graph or Pie Chart 5.5 Chance and Probability \n
\n Chapter 6: Squares and Square Roots \n	\n 6.1 Introduction 6.2 Properties of Square Numbers 6.3 Some More Interesting Patterns 6.4 Finding the Square of a Number 6.5 Square Roots 6.6 Square Roots of Decimals 6.7 Estimating Square Root \n
\n Chapter 7: Cubes and Cube Roots \n	\n 7.1 Introduction 7.2 Cubes 7.3 Cubes Roots \n
\n Chapter 8: Comparing Quantities \n	\n 8.1 Recalling Ratios and Percentages 8.2 Finding the Increase and Decrease Percent 8.3 Finding Discounts 8.4 Prices Related to Buying and Selling (Profit and Loss) 8.5 Sales Tax/Value Added Tax/Goods and Services Tax 8.6 Compound Interest 8.7 Deducing a Formula for Compound Interest 8.8 Rate Compounded Annually or Half Yearly (Semi Annually) 8.9 Applications of Compound Interest Formula \n
\n Chapter 9: Algebraic Expressions and Identities \n	\n 9.1 What are Expressions? 9.2 Terms, Factors and Coefficients 9.3 Monomials, Binomials and Polynomials 9.4 Like and Unlike Terms 9.5 Addition and Subtraction of Algebraic Expressions 9.6 Multiplication of Algebraic Expressions: Introduction 9.7 Multiplying a Monomial by a Monomial 9.8 Multiplying a Monomial by a Polynomial 9.9 Multiplying a Polynomial by a Polynomial 9.10 What is an Identity? 9.11 Standard Identities 9.12 Applying Identities \n
\n Chapter 10: Visualising Solid Shapes \n	\n 10.1 Introduction 10.2 View of 3D-Shapes 10.3 Mapping Space Around Us 10.4 Faces, Edges and Vertices \n
\n Chapter 11: Mensuration \n	\n 11.1 Introduction 11.2 Let us Recall 11.3 Area of Trapezium 11.4 Area of General Quadrilateral 11.5 Area of Polygons 11.6 Solid Shapes 11.7 Surface Area of Cube, Cuboid and Cylinder 11.8 Volume of Cube, Cuboid and Cylinder 11.9 Volume and Capacity \n
\n Chapter 12: Exponents and Powers \n	\n 12.1 Introduction 12.2 Powers with Negative Exponents 12.3 Laws of Exponents 12.4 Use of Exponents to Express Small Numbers in Standard Form \n
\n Chapter 13: Direct and Inverse Proportions \n	\n 13.1 Introduction 13.2 Direct Proportion 13.3 Inverse Proportion \n
\n Chapter 14: Factorisation \n	\n 14.1 Introduction 14.2 What is Factorisation? 14.3 Division of Algebraic Expressions 14.4 Division of Algebraic Expressions Continued (Polynomial/ Polynomial) 14.5 Can you Find the Error? \n
\n Chapter 15: Introduction to Graphs \n	\n 15.1 Introduction 15.2 Linear Graphs 15.3 Some Applications \n
\n Chapter 16: Playing with Numbers \n	\n 16.1 Introduction 16.2 Numbers in General Form 16.3 Game with Numbers 16.4 Letters for Digits 16.5 Test of Divisibility \n

","slug":"maths","seo_title":"CBSE Syllabus for Class 8 Maths - 2024-25 Academic Year - ORCHIDS","seo_description":"Explore the dynamic CBSE Class 8 Maths curriculum at ORCHIDS, fostering conceptual clarity and analytical skills for academic excellence."},{"subject":"English","description":"

CBSE Class 8 English Syllabus

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 2024-2025 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.

CBSE Class 8 English Syllabus

CBSE Syllabus for Class 8 English (Honeydew – Textbook in English for Class VIII)

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

CBSE Syllabus for Class 8 English (It So Happened – Supplementary Reader in English for Class VIII)

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.

CBSE Syllabus for Class 8 English Grammar

The English Grammar syllabus for CBSE Class 8 has the following topics:

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

CBSE Syllabus for Class 8 English Composition (Writing)

The English Composition syllabus for CBSE Class 8 has the following topics:

a. Notice

b. Story

c. Formal and Informal Letters

d. Diary Entry

e. Essay

Objectives

The general objectives at this stage are:

• 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

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At the end of this stage learners will be able to do the following:

• 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

","slug":"english","seo_title":"CBSE Syllabus for Class 8 English - 2024-25 Academic Year - ORCHIDS","seo_description":"Immerse in language mastery with ORCHIDS' CBSE Class 8 English Syllabus, cultivating communication, literature, and critical thinking skills."},{"subject":"Hindi","description":"

CBSE Class 8 Hindi Syllabus

The CBSE board has prepared the Hindi subject syllabus for Class 8 for the academic year 2024-2025, 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.

CBSE Class 8 Hindi Syllabus for 2024-25

A. Vasant:

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)

B. Durva:

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

C. Bharat Ki Khoj:

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

D. Sanshipt Budhcharit:

अध्याय 1: आरंभिक जीवन

अध्याय 2: अभिनिष्क्रमण

अध्याय 3: ज्ञान प्राप्ति

अध्याय 4: धर्मचक्र प्रवर्तन

अध्याय 5: महापरिनिवार्ण

","slug":"hindi","seo_title":"CBSE Syllabus for Class 8 Hindi - 2024-25 Academic Year - ORCHIDS","seo_description":"Dive into linguistic richness with ORCHIDS' CBSE Class 8 Hindi Syllabus, promoting proficiency and appreciation for Hindi language and literature."},{"subject":"Social Science","description":"

CBSE Class 8 Social Science Syllabus

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 2024-2025 below:

CBSE Syllabus for Class 8 History for the academic year 2024-2025

Where, When, How
The Establishment of Company Power
Rural Life and Society
Colonialism and Tribal Societies
Crafts and Industries
The Revolt of 1857-58
Education and British rule
Women and reform
Challenging the Caste System
Colonialism and Urban Change
Changes in the Arts: Painting, Literature, architecture
The Nationalist Movement
India after Independence

CBSE Class 8 History Book and Chapter Names

Textbook: Our Pasts III

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

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Themes

Objectives

Where, When, How

(a) An overview of the period.

(b) Introduction to the new geographical categories.

(d) An introduction to the sources.

(a) Introduce the changing nomenclature of the subcontinent and regions.

(b) Delineate major developments within the time frame.

The Establishment of Company Power

(a) Mercantilism and trade-wars.

(b) Struggle for territory, wars with Indian rulers.

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.

(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.

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.

Education and British rule

(a) The new education system – schools, syllabi, colleges, universities, technical training.

(b) Changes in the indigenous systems.

(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.

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.

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.

(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.

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.

(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.

(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.

CBSE Syllabus for Class 8 Social and Political Life for the academic year 2024-2025

Unit 1: The Constitution
Unit 2: Parliamentary Government
Unit 3: The Judiciary
Unit 4: Social Justice and the Marginalised
Unit 5: Economic Presence of the Government

CBSE Class 8 Social and Political Life Chapter Names

A. Unit One: The Indian Constitution and Secularism

Chapter 1: The Indian Constitution
Chapter 2: Understanding Secularism

B. Unit Two: Parliament and The Making of Laws

Chapter 3: Why do we need a Parliament?
Chapter 4: Understanding Laws

C. Unit Three: The Judiciary

Chapter 5: Judiciary
Chapter 6: Understanding Our Criminal Justice System

D. Unit Four: Social Justice and The Marginalised

Chapter 7: Understanding Marginalisation
Chapter 8: Confronting Marginalisation

E. Unit Five: Economic Presence of the Government

Chapter 9: Public Facilities
Chapter 10: Law and Social Justice

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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.

CBSE Syllabus for Class 8 Geography for the academic year 2022-2023

Resources
Natural resources
Agriculture
Industries
Human Resources

CBSE Class 8 Geography Chapter Names

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

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\n Topics \n	\n Objectives \n	\n No. of Periods \n
\n Resources: resources and their types – natural and human. \n	\n To know the meaning of resources their variety, location and distribution. \n	\n 10 \n
\n 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). \n	\n To understand the importance of resources in our life. \n To appreciate the judicious use of resources for sustainable development. \n To develop awareness towards resources conservation and take initiative towards conservation process. \n	\n 14 \n
\n 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. \n	\n Learn about various types of farming and agricultural development in two different regions. \n	\n 15 \n
\n Industries: Classification of industries based on size, raw material, ownership; major industries and distribution; infrastructure and development. \n Iron and Steel (a comparative study of Jamshedpur and a centre in USA e.g., Detroit). \n Textile Industry (Ahmedabad and Osaka). \n Information Technology (Bangalore and Silicon Valley). \n	\n To understand important forms of manufacturing industries. \n	\n 14 \n
\n Human Resources – composition, population change, distribution and density. \n	\n To understand the role of human resources in the development of the nation’s economy. \n	\n 12 \n

Project/Activity for Class 8 Geography Subject

Below we have listed the project work and activities for students.

Observe and report about local agricultural practices, crops grown/manufacturing industries.
Collect information regarding some endangered plants and animal species of India.
Visit an industry/local agricultural farm.
Prepare a chart showing the difference between the lifestyle of farmers in the developed countries and India on the basis of pictures collected from magazines, newspapers and the internet.

","slug":"social-science","seo_title":"CBSE Syllabus for Class 8 Social Science - 2024-25 Academic Year - ORCHIDS","seo_description":"Embark on a journey through history, geography, civics, and economics with ORCHIDS' CBSE Class 8 Social Science Syllabus, fostering holistic understanding."},{"subject":"Science","description":"

CBSE Class 8 Science Syllabus

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.

Download CBSE Class 8 Science Syllabus 2024-25

The CBSE Class 8 Science Syllabus for 2024-25 contains the following topics and sub topics.

1. Food

Crop production
Micro-organisms

2. Materials

Materials in daily life
Different kinds of materials and their reactions
How things change/ react with one another

3. The World of the Living

Why conserve
The cell
How babies are formed

4. Moving things, People and Ideas

Idea of force
Friction
Pressure
Sound

5. How Things Work

Electric current and circuits

6. Natural Phenomena

Rain, thunder and lightning
Light
Night sky
Earthquakes

7. Natural Resources

Man’s intervention in phenomena of nature
Pollution of air and water

CBSE Syllabus for Class 8 Science Chapter Names

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

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\n Questions \n	\n Key Concepts \n	\n Resources \n	\n Activities/ Processes \n
\n 1. Food \n Crop production \n Crop production: How are different food crops produced? \n What are the various foods we get from animal sources? \n	\n Crop production: Soil preparation, selection of seeds, sowing, applying fertilizers, irrigation, weeding, harvesting and storage; nitrogen fixation, nitrogen cycle. \n	\n 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. \n	\n (Periods - 22) \n \n 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. \n
\n Micro-organisms \n 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? \n	\n Micro organisms – useful and harmful. \n	\n Microscope, kit materials; information about techniques of food preservation. \n	\n Making a lens with a bulb; Observation of drop of water, curd, other sources, bread mould, orange mould under the \n microscope; experiment showing fermentation of dough – increase in volume (using yeast) – collect gas in balloon, test in lime water. \n
\n 2. Materials \n Materials in daily lifeb> Are some of our clothes synthetic? How are they made? Where do the raw materials come from? \n	\n Synthetic clothing materials. \n Other synthetic materials, especially plastics; \n	\n Sharing of prior knowledge, source materials on petroleum products. \n	\n (Periods - 26) \n \n Survey on use of synthetic materials. \n Discussion. \n

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\n Questions \n	\n Key Concepts \n	\n Resources \n	\n Activities/ Processes \n
\n Do we use other materials that are synthetic? \n \n Do we use cloth (fabric) for purposes other than making clothes to wear? What kind of fabric do we see around us? \n What are they used for? \n	\n usefulness of plastics and problems associated with their excessive use. \n There are a variety of fibrous materials in use. A material is chosen based on desired property. \n	\n Collection of material from neighbourhood or should be part of the kit. \n	\n Testing various materials – for action of water, reaction on heating, effect of flame, electrical conductivity, thermal conductivity, tensile strength. \n
\n Different kinds of materials and their reactions. \n Can a wire be drawn out of wood? \n Do copper or aluminium also rust like iron? \n What is the black material inside a pencil? \n Why are electrical wires made of aluminium or copper? \n	\n Metals and non-metals. \n	\n Kit items. \n	\n Simple observations relating to physical properties of metals and non-metals, displacement reactions, experiments involving reactions with acids and bases. \n Introduction of word equations. \n
\n How things change/ react with one another What happens to the wax when a candle is burnt? Is it possible to get this wax back? \n What happens to kerosene/natural gas when it is burnt? \n Which fuel is the best? Why? \n	\n Combustion, flame \n \n All fuels release heat on burning. Fuels differ in efficiency, cost etc. Natural resources are limited. \n Burning of fuels leads to \n harmful by products. \n	\n “The Chemical History of a Candle”, by \n M. Faraday, 1860. \n \n Collecting information from home and other sources. \n	\n Experiments with candles. \n \n Collecting information. Discussions involving whole class. \n
\n Questions \n	\n Key Concepts \n	\n Resources \n	\n Activities/ Processes \n
\n 3. The World of the Living \n Why conserve \n 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? \n	\n Conservation of biodiversity/wild life/ plants; zoos, sanctuaries, forest reserves etc. flora, fauna endangered species, red data book; endemic species, migration. \n	\n 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 . \n	\n (Periods - 44) \n \n 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. \n
\n The cell \n 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? \n	\n Cell structure, plant and animal cells, use of stain to observe, cell organelles \n – nucleus, vacuole, chloroplast, cell membrane, cell wall. \n	\n Microscope, onion peels, epidermal peels of any leaves, petals etc, buccal cavity cells, Spirogyra; permanent slides of animal cells. \n	\n 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). \n
\n How babies are formed How do babies develop inside the mother? Why does our body change when we reach our teens? How is the sex of the child determined? Who looks after the babies in your homes? Do all \n	\n Sexual reproduction and endocrine system in animals, secondary sexual characters, reproductive health; internal and external fertilisation. \n	\n Counsellors, films, lectures. \n	\n 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. \n

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\n Questions \n	\n Key Concepts \n	\n Resources \n	\n Activities/ Processes \n
\n animals give birth to young ones? \n			\n Discussion on Gender issues and social taboo’s. \n
\n 4. Moving things, People and Ideas \n Idea of force \n What happens when we push or pull anything? \n How can we change the speed, direction of a moving object? \n How can we shape the shape of an object? \n	\n 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. \n	\n Daily-life experience, kit items. \n	\n Observing and analysing the relation between force and motion in a variety of daily-life situations. \n 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. \n
\n Friction \n What makes a ball rolling on the ground slow down? \n	\n 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. \n	\n Various rough and smooth surfaces, ball bearings. \n	\n 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). \n Activities on static, sliding and rolling friction. \n Studying ball bearings. \n Discussion on other methods of reducing friction and ways of increasing friction. \n

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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

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\n Questions \n	\n Key Concepts \n	\n Resources \n	\n Activities/ Processes \n
			\n locality and thinking of measures to minimise noise and its hazards (noise-pollution). \n
\n 5. How Things Work \n Electric current and circuits \n Why do we get a shock when we touch an electric appliance with wet hands? \n \n What happens to a conducting solution when electric current flows through it? \n \n How can we coat an object with a layer of metal? \n	\n Water conducts electricity depending on presence/ absence of salt in it. Other liquids may or may not conduct electricity. \n \n Chemical effects of current. \n \n Basic idea of electroplating. \n	\n Rubber cap, pins, water, bulb or LED, cells, various liquids. \n \n Carbon rods, beaker, water, bulb, battery. \n \n Improvised electrolytical cell, CuSO4 \n	\n (Periods - 14) \n \n Activity to study whether current flows through various liquid samples (tap water, salt solution, lemon juice, kerosene, distilled water if available). \n Emission of gases from salt solution. Deposition of Cu from copper sulphate solution. Electric pen using KI and starch solution. \n Simple experiment to show electroplating. \n
\n 6. Natural Phenomena Rain, thunder and lightning \n What is lightning? What safety measures should we take against lightning strikes? \n	\n Clouds carry electric charge. Positive and negative charges, attraction and repulsion. Principle of lightning conductor. \n	\n Articles on clouds and lightning; kit items. \n	\n (Periods - 26) \n \n Discussion on sparks. Experiments with comb and paper to show positive and negative charge. Discussion on lightning conductor. \n
\n Light \n What are the differences \n	\n Laws of reflection. \n	\n Mirror, source of light, \n	\n Exploring laws of \n

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\n Questions \n	\n Key Concepts \n	\n Resources \n	\n Activities/ Processes \n
\n between the images formed on a new utensil and an old one? Why is there this difference? \n When you see your image in the mirror it appears as if the left is on the right – why? \n Why don’t we see images on all surfaces around us? What makes things visible? \n	\n Characteristics of image formed with a plane mirror. \n \n Regular and diffused reflection. \n Reflection of light from an object to the eye. \n	\n ray source (mirror covered with black paper with a thin slit). \n \n Plane glass, candle, scale. \n \n Experience. \n	\n reflection using ray source and another mirror. \n \n Locating the reflected image using glass sheet and candles. \n \n Discussion with various examples. \n 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. \n 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°. \n Observing reaction of pupil to a shining torch. Demonstration of blind spot. \n Description of case histories of visually challenged people who have been doing well in their studies and careers. Activities with Braille sheet. \n
\n How do we see images of our back in a mirror? \n	\n Multiple reflection. \n	\n Mirrors and objects to be seen. \n
\n Why do we sometimes see colours on oil films on water? \n	\n Dispersion of light. \n	\n Plane mirror, water. \n
\n What is inside our eye that enables us to see? \n	\n Structure of the eye. \n	\n Model or chart of the human eye. \n
\n Why are some people unable to see? \n	\n Lens becomes opaque, light not reaching the eye. Visually challenged use other senses to make sense of the world around. \n	\n Experiences of children; case histories. \n Samples of Braille sheets. \n

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\n Questions \n	\n Key Concepts \n	\n Resources \n	\n Activities/ Processes \n
	\n Alternative technology available. \n Role of nutrition in relation to blindness \n		\n Observing and identifying the objects moving in the sky during the day and at night. \n Observing and identifying some prominent stars and constellations. \n Observing and identifying some prominent planets, visible to the naked eye, (Venus, Mars, Jupiter ) in the night sky and their movement. \n Design and preparing models and charts of the solar system, constellations, etc. Role- play and games for understanding movement of planets, stars etc. \n \n 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. \n
\n Night sky \n What do we see in the sky at night? How can we identify stars and planets? \n	\n Idea about heavenly bodies/celestial objects and their classification – moon, planets, stars, constellations. \n Motion of celestial objects in space; the solar system. \n	\n Observation of motion of objects in the sky during the day and at night; models, charts, role-play and games, planetarium. \n
\n \n
\n Earthquakes \n What happens during an earthquake? What can we do to minimise its effects? \n	\n Phenomena related to earthquakes. \n	\n Earthquake data; visit to seismographic centre. \n
\n Questions \n	\n Key Concepts \n	\n Resources \n	\n Activities/ Processes \n
\n 7. Natural Resources Man’s intervention in phenomena of nature What do we do with wood? \n What if we had no wood? \n What will happen it we go on cutting trees/grass without limit? \n	\n Consequences of deforestation: scarcity of products for humans and other living beings, change in physical properties of soil, reduced rainfall. \n Reforestation; recycling of paper. \n	\n Data and narratives on deforestation and on movements to protect forests. \n	\n Narration and discussions. Project- Recycling of paper. \n
\n What do we do with coal and petroleum? \n Can we create coal and petroleum artificially? \n	\n Formation of coal and petroleum in nature. (fossil fuels?). \n Consequences of over extraction of coal and petroleum. \n	\n Background materials, charts etc. \n	\n Discussion. \n
\n Pollution of air and water \n What are the various activities by human beings that make air impure? \n Does clear, transparent water indicate purity? \n	\n 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. \n	\n Description of some specific examples of extremely polluted rivers. \n	\n Case study and discussion. Purification of water by physical and chemical methods including using sunlight. \n Discussion on other methods of water purification. \n

","slug":"science","seo_title":"CBSE Syllabus for Class 8 Science - 2024-25 Academic Year - ORCHIDS","seo_description":"Uncover the wonders of the natural world with ORCHIDS' CBSE Class 8 Science Syllabus, encouraging inquiry, experimentation, and scientific exploration."},{"subject":"Artificial Intelligence","description":"

CBSE Class 8 Artificial Intelligence Syllabus

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 2024-2025, 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.

CBSE Class 8 Artificial Intelligence Syllabus

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Unit Wise Marks Distribution of Class 8 AI Syllabus 2024-25

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\n Unit \n	\n Name of the Unit \n	\n Duration \n	\n Periods \n
\n 1 \n	\n Excite \n	\n 02 Hours 40 Mins. \n	\n 4 Periods \n
\n 2 \n	\n Relate \n	\n 02 Hours \n	\n 3 Periods \n
\n 3 \n	\n Purpose \n	\n 02 Hours \n	\n 3 Periods \n
\n 4 \n	\n Possibilities \n	\n 02 Hours \n	\n 3 Periods \n
\n 5 \n	\n AI Ethics \n	\n 03 Hours 20 Mins. \n	\n 5 Periods \n
\n Total \n	\n 12 Hours \n	\n 18 Periods \n

OBJECTIVE

The objective of this module/curriculum is to develop a readiness for understanding and appreciating Artificial Intelligence and its application in our lives.

This module/ curriculum focuses on:

Helping learners understand the world of Artificial Intelligence and its applications through games, activities and multi-sensorial learning to become AI-Ready.

Introducing the learners to three domains of AI in an age appropriate manner.

Allowing the learners to construct meaning of AI through interactive participation and engaging hands-on activities.

LEARNING OUTCOMES

Learners will be able to

Identify and appreciate Artificial Intelligence and describe its applications in daily life.

Relate, apply and reflect on the Human-Machine Interactions.

Identify and interact with the three domains of AI: Data, Computer Vision and Natural Language Processing.

Undergo assessment for analysing their progress towards acquired AI-Readiness skills.

Imagine, examine and reflect on the skills required for the futuristic opportunities.

Unleash their imagination towards smart homes and build an interactive story around it.

Understand the impact of Artificial Intelligence on Sustainable Development Goals to develop responsible citizenship.

Research and develop awareness of skills required for jobs of the future.

Describe the potential ethical considerations of AI.

Gain awareness about AI bias and AI access.

Develop effective communication and collaborative work skills.

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\n UNIT (INSPIRE) \n	\n ACTIVITY/SESSION \n	\n LEARNING OUTCOMES \n
	\n Session: Introduction to AI and setting up the context of the curriculum \n	\n To identify and appreciate Artificial Intelligence and describe its applications in daily life. \n
\n Breaker Activity: Dream Smart Home idea \n Learners to design a rough layout of floor plan of their dream smart home. \n
\n 1.EXCITE \n	\n Recommended Activity: The AI Game Learners to participate in three games based on different AI domains. \n \n \n Game 1: Rock, Paper and Scissors (based on data) \n \n \n \n \n Game 2: Mystery Animal (based on Natural Language Processing - NLP) \n \n \n Game 3: Emoji Scavenger Hunt (based on Computer Vision - CV) \n \n \n	\n To relate, apply and reflect on the Human-Machine Interactions. \n
	\n To identify and interact with the three domains of AI: Data, Computer Vision and Natural Language Processing. \n
	\n Recommended Activity: AI Quiz (Paper Pen/Online Quiz) \n	\n To undergo an assessment for analysing progress towards acquired AI-Readiness skills. \n

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\n UNIT (INSPIRE) \n	\n ACTIVITY/SESSION \n	\n LEARNING OUTCOMES \n
	\n Recommended Activity: To write a letter \n Writing a Letter to one’s future self. \n \n 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 \n	\n To imagine, examine and reflect on the skills required for the futuristic opportunities. \n
\n 2. RELATE \n	\n Video Session: To watch a video Introducing the concept of Smart Cities, Smart Schools and Smart Homes \n	\n Learners to relate to application of Artificial Intelligence in their daily lives. \n
\n Recommended Activity: \n To write an Interactive Story Learners to draw a floor plan of a Home/School/City and write an interactive story around it using Story Speaker extension in Google docs. \n	\n To unleash their imagination towards smart homes and build an interactive story around it. \n \n To relate, apply and reflect on the Human-Machine Interactions. \n
\n 3. PURPOSE \n	\n Session: Introduction to sustainable development goals \n	\n To understand the impact of Artificial Intelligence on Sustainable Development Goals to develop responsible citizenship. \n
\n Recommended Activity: Go Goals Board Game \n \n \n Learners to answer questions on Sustainable Development Goals \n \n \n
\n 4. POSSIBILITIES \n	\n Session: Theme-based research and Case Studies \n \n \n Learners will listen to various case- studies of inspiring start-ups, companies or communities where AI has been involved in real-life. \n \n \n \n \n \n Learners will be allotted a theme around which they need to search for present AI trends and have to visualise the future of AI in and around their respective theme. \n \n \n	\n To research and develop awareness of skills required for jobs of the future. \n \n To imagine, examine and reflect on the skills required for the futuristic opportunities. \n \n To develop effective \n communication and collaborative work skills. \n

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\n UNIT (INSPIRE) \n	\n ACTIVITY/SESSION \n	\n LEARNING OUTCOMES \n
	\n Recommended Activity: Job Ad Creating activity \n \n \n Learners to create a job advertisement for a firm describing the nature of job available and the skill-set required for it 10 years down the line. They need to figure out how AI is going to transform the nature of jobs and create the Ad accordingly. \n \n \n
\n 5. AI ETHICS \n	\n Video Session: Discussing about AI Ethics \n	\n To understand and reflect on the ethical issues around AI. \n
\n Recommended Activity: Ethics Awareness \n \n \n Students play the role of major stakeholders and they have to decide what is ethical and what is not for a given scenario. \n \n \n
\n Session: AI Bias and AI Access \n \n \n Discussing about the possible bias in data collection \n \n \n Discussing about the implications of AI technology \n \n \n	\n To gain awareness around AI bias and AI access. \n
\n Recommended Activity: Balloon Debate \n \n \n Students divide in teams of 3 and 2 teams are given same theme. One team goes in affirmation to AI for their section while the other one goes against it. \n \n \n They have to come up with their points as to why AI is beneficial/harmful for the society. \n \n \n	\n To let the students analyse the advantages and disadvantages of Artificial Intelligence. \n

SKILLS TO BE DEVELOPED

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CBSE Class 8 Maths Syllabus

Download CBSE Syllabus for Class 8 Maths for term 2024-25

Number System (50 hrs)

(i) Rational Numbers:

(ii) Powers

(iii) Squares, Square roots, Cubes, Cube roots

(iv) Playing with numbers

Algebra (20 hrs)

(i) Algebraic Expressions

Ratio and Proportion (25 hrs)

Geometry (40 hrs)

i) Understanding shapes:

ii) Representing 3-D in 2-D

iii) Construction:

Construction of Quadrilaterals:

Mensuration (15 hrs)

Data handling (15 hrs)

Introduction to graphs (15 hrs)

PRELIMINARIES:

CBSE Class 8 Maths Syllabus Chapters Names

CBSE Class 8 English Syllabus

CBSE Class 8 English Syllabus

CBSE Syllabus for Class 8 English (Honeydew – Textbook in English for Class VIII)

CBSE Syllabus for Class 8 English (It So Happened – Supplementary Reader in English for Class VIII)

CBSE Syllabus for Class 8 English Grammar

The English Grammar syllabus for CBSE Class 8 has the following topics:

CBSE Syllabus for Class 8 English Composition (Writing)

The English Composition syllabus for CBSE Class 8 has the following topics:

Objectives

The general objectives at this stage are:

At the end of this stage learners will be able to do the following:

CBSE Class 8 Hindi Syllabus

CBSE Class 8 Hindi Syllabus for 2024-25

A. Vasant:

B. Durva:

C. Bharat Ki Khoj:

D. Sanshipt Budhcharit:

CBSE Class 8 Social Science Syllabus

CBSE Syllabus for Class 8 History for the academic year 2024-2025

CBSE Class 8 History Book and Chapter Names

Textbook: Our Pasts III

Themes

Objectives

CBSE Syllabus for Class 8 Social and Political Life for the academic year 2024-2025

CBSE Class 8 Social and Political Life Chapter Names

A. Unit One: The Indian Constitution and Secularism

B. Unit Two: Parliament and The Making of Laws

C. Unit Three: The Judiciary

D. Unit Four: Social Justice and The Marginalised

E. Unit Five: Economic Presence of the Government

Themes

Objectives

CBSE Syllabus for Class 8 Geography for the academic year 2022-2023

CBSE Class 8 Geography Chapter Names

Topics

Objectives

No. of Periods

Project/Activity for Class 8 Geography Subject

Below we have listed the project work and activities for students.

CBSE Class 8 Science Syllabus

Download CBSE Class 8 Science Syllabus 2024-25

CBSE Syllabus for Class 8 Science Chapter Names

CBSE Class 8 Artificial Intelligence Syllabus

CBSE Class 8 Artificial Intelligence Syllabus

Unit Wise Marks Distribution of Class 8 AI Syllabus 2024-25

OBJECTIVE

LEARNING OUTCOMES

Learners will be able to

1.EXCITE

2. RELATE

3. PURPOSE

4. POSSIBILITIES

5. AI ETHICS

SKILLS TO BE DEVELOPED

CBSE Syllabus for class-8 2024-2025

CBSE Syllabus for class-8
2024-2025