CBSE Class 7 Science Syllabus
CBSE Syllabus for Class 7 Science 2023 – 2024 Exam
Class 7 is a crucial year for every student. It is the time when you are able to build the concepts of science on your own with a consistent and analytical approach to the subject. The CBSE Class 7 Science Syllabus comprises a rudimentary knowledge of learning and understanding Biology, Chemistry and Physics. The accumulation of the various sub-topics allows the CBSE students to get a better idea of the subject and that entails theory-based topics and experiments-based application of multiple concepts.
CBSE Class 7 Science Syllabus for 2023 – 2024 Examination – Free PDF Download
The students can download the CBSE Class 7 Science Syllabus PDF given below and save it for their ready reference. In order to ace the science subject, the students need to have a complete idea of the CBSE Class 7 Science Syllabus 2023-24 to plan and prepare more effectively at the beginning of the new academic session.
Class 7 Science Syllabus NCERT- Free PDF Download
The Syllabus of CBSE Class 7 Science is crafted by the Central Board of Secondary Education (CBSE). The chapter and topics are balanced with various aspects of Biology, Physics and Chemistry. In addition to 18 chapters from the NCERT Books, the syllabus also has three sets of topics which are based on practical experiments.
Class 8 Science subject carries both theoretical and practical references of the studies learnt in Class 7. Therefore, the students of CBSE class 7 are encouraged to study Science with greater interest and assess themselves with CBSE Previous Year Question Papers. Solving more CBSE Sample Papers can help boost the confidence level of the students while enhancing their learning through practical experiments.
Class 7th Science Syllabus
The CBSE Syllabus for Class 7 Science contains a total of eighteen chapters.
|Chapter Number||Name of the Chapter|
|Chapter: 1||Nutrition in Plants|
|Chapter: 2||Nutrition in Animals|
|Chapter: 3||Fibre to Fabric|
|Chapter: 5||Acids, Bases, and Salts|
|Chapter: 6||Physical and Chemical Changes|
|Chapter: 7||Weather, Climate and Adaptations of Animals to Climate|
|Chapter: 8||Winds, Storms and Cyclones|
|Chapter: 10||Respiration in Organisms|
|Chapter: 11||Transportation in Animals and Plants|
|Chapter: 12||Reproduction in Plants|
|Chapter: 13||Motion and Time|
|Chapter: 14||Electric Current and its Effects|
|Chapter: 16||Water: A Precious Resource|
|Chapter: 17||Forests: Our Lifeline|
|Chapter: 18||Wastewater Story|
Each of the chapters holds a special significance. Let’s take a better look at the topics based on each chapter.
- Nutrition in Plants
This chapter is based on photosynthesis and how trees churn out nutrition through the soil, water and sunlight. The various topics are
1.1: Mode of Nutrition In Plants
1.2: Photosynthesis — Food Making Process in Plants
1.3: Other Modes of Nutrition in Plants
1.5: How Nutrients are Replenished in the Soil.
- Nutrition in Animals
In this chapter, the students get to learn how humans intake food and how digestion takes place. The students will get to know about the process of churning out nutrition in the human body and for other animals as well.
2.1: Different Ways of Taking Food
2.2: Digestion in Humans
2.3: Digestion in Grass-Eating Animals
2.4: Feeding and Digestion In Amoeba.
- Fibre to Fabric
It is based on the concepts of wool and silk and how it is being organically produced.
This chapter is based on the concepts of heat and temperature along with heat transfer and other attributes based on seasons.
4.1: Hot and Cold
4.2: Measuring Temperature
4.3: Laboratory Thermometer
4.4: Transfer of Heat
4.5: Kinds of Clothes We Wear in Summer and Winter.
- Acids, Bases, and Salts
This chapter emphasizes the characteristics of Acids, bases and different types of topics along with concepts of neutralization.
5.1: Acids and Bases
5.2: Natural Indicators Around Us
5.4: Neutralisations in Everyday Life.
- Physical and Chemical Changes
This chapter sheds light on the aspects of physical and chemical changes along with the concepts of crystallization and rusting of iron. .
6.1: Physical Changes
6.2: Chemical Change
6.3: Rusting of Iron
- Weather, Climate and Adaptations of Animals of Climate
It is based on the concepts of various weather conditions, climate and its changes and along with adaptation.
7.3: Climate and Adaptation.
- Winds, Storms and Cyclones
This chapter concentrates on the attributes of air like pressure, temperature etc along with the concepts of thunderstorms and cyclones.
8.1: Air Exerts Pressure
8.2: High-Speed Winds Are Accompanied by Reduced Air Pressure
8.3: Air Expands on Heating
8.4: Wind Currents Are Generated Due to Uneven Heating on the Earth
8.5: Thunderstorms and Cyclones
8.6: Destruction Caused by Cyclones
8.7: Effective Safety Measures
8.8: Advanced Technology Has Helped
Types and properties of soil, its water absorption power and how it puts an effect on agriculture.
9.1: Soil Teeming with Life
9.2: Soil Profile
9.3: Soil Types
9.4: Properties of Soil
9.5: Moisture in Soil
9.6: Absorption of Water by Soil
9.7: Soil and Crops.
- Respiration in Organisms
This chapter explains the concepts of breathing and respiration among humans, plants and animals.
10.1: Why Do We Respire?
10.3: How Do We Breathe?
10.4: What Do We Breathe Out?
10.5: Breathing in Other Animals
10.6: Breathing Underwater
10.7: Do Plants Also Respire?
- Transportation in Animals and Plants
This chapter talks about the circulatory and excretory systems among plants and animals.
11.1: Circulatory System
11.2: Excretion in Animals
11.3: Transport of Substances in Plants
- Reproduction in Plants
The concepts of reproduction in plants are discussed in this chapter along with the formation of seeds and fruits.
12.1: Modes of Reproduction
12.2: Sexual Reproduction
12.3: Fruits and Seed Formation
12.4: Seed Dispersal.
- Motion and Time
Explaining a wide range of topics such as speed, distance and time are discussed in this chapter. The students can learn about new Formulas r along with distance-time graphs.
13.1: Slow or Fast
13.3: Measurement of Time
13.4: Measuring Speed
13.5: Distance-Time Graph.
- Electric Current and its Effects
The students can learn about different electronic components through this chapter. The heating effects and magnetic effects of electricity and electromagnet are also discussed.
14.1: Symbols of Electronic Components
14.2: Heating Effect of Electric Current
14.3: Magnetic Effect of Electric Current
14.5: Electric Bell.
The direction of light and speed is discussed in this chapter. The students can also know about the applications of lenses and spherical mirrors.
15.1: Light Travels Along A Straight Line
15.2: Reflection of Light
15.3: Right or Left!
15.4: Playing with Spherical Mirrors
15.5: Images Formed by Lenses
15.6: Sunlight — White Or Coloured?
- Water – A Precious Resource
This chapter provides information regarding the importance, availability and depletion of water and its management. The student will also learn about groundwater levels and their importance as a resource.
16.1: How Much Water Is Available
16.2: Forms of Water
16.3: Groundwater as An Important Source of Water
16.4: Depletion of Water Table
16.5: Distribution of Water
16.6: Water Management
16.7: What Role You Can Play
16.8: Effect of Water Scarcity on Plants.
- Forests – Our Lifeline
This is more of a real-life experience of the forests and their importance in human life and the ecosystem. There is only one topic,
17.1: Visit a Forest
- Wastewater Story
Water is the lifeline of human civilization. This chapter talks about the treatment of wastewater and how it can be disease free and sanitized.
18.1: Water, Our Lifeline
18.2: What Is Sewage?
18.3: Water Freshens Up – An Eventful Journey
18.4: Wastewater Treatment Plant
18.5: Better House Keeping Practices
18.6: Sanitation and Disease
18.7: Alternative Arrangement for Sewage Disposal
18.8: Sanitation at Public Places.
Benefits of Referring Class 7 CBSE Science Syllabus
Referring to the Class 7 Science syllabus of CBSE allows students to make an analytical approach to embark on their preparation. A good grasp of the syllabus facilitates the path of effective strategic preparation. Here are some of the benefits:
- The syllabus provides better guidance to figure out the weightage of each chapter and topic as well
- Extramarks subject experts strictly adhere to the CBSE syllabus and thus prepare a set of CBSE Important Questions that can help them understand the important points easily and make them revise quickly. It saves time for preparing other subjects as well.
Other Science Exams – For Class 7 Students
Other than the final examination for class 7, the students also appear in different examinations besides the semester I & II, half yearly & final exams. There are many examinations such as the National Science Olympiad (NSO), NCO, IMO, ISO, etc to name a few. . The students of Class 7 can appear for such examinations to experience their competitiveness and level of proficiency required. The CBSE Revision Notes and CBSE Extra Questions can help students to crack these tests with ease. Extramarks provides one-stop solutions to all your problems. To enjoy the maximum benefit of these resources, students just need to register themselves at Extramarks’ official website and stay ahead of the pack.
There are many chapters in Class 7 Science. However, the students can download the whole syllabus from the website of Extramarks. We also provide authentic and reliable study materials based on NCERT books which are curated by experienced subject matter experts. The updated syllabus is provided on the website for the current academic session.
The exercise of revising the syllabus for Science – or Science and Technology – has been carried out with “Learning without burden” as a guiding light and the position papers of the National Focus Groups as points of reference. The aim is to make the syllabus an enabling document for the creation of textbooks that are interesting and challenging without being loaded with factual information. Overall, science has to be presented as a live and growing body of knowledge rather than a finished product.
Very often, syllabi – especially those in Science – tend to be at once overspecified and underspecified. They are overspecified in that they attempt to enumerate items of content knowledge which could easily have been left open, e.g., in listing the families of flowering plants that are to be studied. They are underspecified because the listing of ‘topics’ by keywords such as ‘Reflection’ fails to define the intended breadth and depth of coverage. Thus there is a need to change the way in which a syllabus is presented.
The position paper on the Teaching of Science – supported by a large body of research on Science Education – recommends a pedagogy that is hands-on and inquiry-based. While this is widely accepted at the idea level, practice in India has tended to be dominated by chalk and talk methods. To make in any progress in the desired direction, some changes have to be made at the level of the syllabus. In a hands-on way of learning science, we start with things that are directly related to the child’s experience, and are therefore specific. From this we progress to the general. This means that ‘topics’ have to be reordered to reflect this. An example is the notion of electric current. If we think in an abstract way, current consists of charges in motion, so we may feel it should treated at a late stage, only when the child is comfortable with ‘charge’. But once we adopt a hands-on approach, we see that children can easily make simple electrical circuits, and study several aspects of ‘current’, while postponing making the connection with ‘charge’.
Some indication of the activities that could go into the development of a ‘topic’ would make the syllabus a useful document. Importantly, there has to be adequate time for carrying out activities, followed by discussion. The learner also needs time to reflect on the classroom experience. This is possible only if the content load is reduced substantially, say by 20-25%.
Children are naturally curious. Given the freedom, they often interact and experiment with things around them for extended periods. These are valuable learning experiences, which are essential for imbibing the spirit of scientific inquiry, but may not always conform to adult expectations. It is important that any programme of study give children the needed space, and not tie them down with constraints of a long list of ‘topics’ waiting to be ‘covered’. Denying them this opportunity may amount to killing
their spirit of inquiry. To repeat an oft-quoted saying: “It is better to uncover a little than to cover a lot.” Our ultimate aim is to help children learn to become autonomous learners.
Themes and Format
There is general agreement that Science content up to Class X should not be framed along disciplinary lines, but rather organised around themes that are potentially cross-disciplinary in nature. In the present revision exercise, it was decided that the same set of themes would be used, right from Class VI to Class X. The themes finally chosen are: Food, Materials, The World of the Living, How Things Work, Moving Things, People and Ideas, Natural Phenomena and Natural Resources. While these run all through, in the higher classes there is a consolidation of content which leads to some themes being absent, e.g., Food from Class X.
The themes are largely self-explanatory and close to those adopted in the 2000 syllabus for Classes VI-VIII; nevertheless, some comments may be useful. In the primary classes, the ‘science’ content appears as part of EVS, and the themes are largely based on the children’s immediate surroundings and needs: Food, Water, Shelter etc. In order to maintain some continuity between Classes V and VI, these should naturally continue into the seven themes listed above. For example, the Water theme evolves into Natural Resources (in which water continues to be a sub theme) as the child’s horizon gradually expands. Similarly, Shelter evolves into Habitat, which is subsumed in The World of the Living. Such considerations also suggest how the content under specific themes could be structured. Thus clothing, a basic human need, forms the starting point for the study of Materials. It will be noted that this yields a structure which is different from that based on disciplinary considerations, in which materials are viewed purely from the perspective of chemistry, rather than from the viewpoint of the child. Our attempt to put ourselves in the place of the child leads to ‘motion’, ‘transport’ and ‘communication’ being treated together as parts of a single theme: Moving things, people and ideas. More generally, the choice of themes – and sub themes – reflects the thrust towards weakening disciplinary boundaries that is one of the central concerns of NCF 2005.
The format of the syllabus has been evolved to address the underspecification mentioned above. Instead of merely listing ‘topics’, the syllabus is presented in four columns: Questions, Key concepts, Resources and Activities/Processes.
Perhaps the most unusual feature of the syllabus is that it starts with questions rather than concepts. These are key questions, which are meant to provide points of entry for the child to start the process of thinking. A few are actually children’s queries (“How do clouds form?”), but the majority are questions posed by the adult to support and facilitate learning (provide ‘scaffolding’, in the language of social constructivism). It should be clarified here that these questions are not meant to be used for evaluation or even directly used in textbooks.
Along with the questions, key concepts are listed. As the name suggests, these are those concepts which are of a key nature. Once we accept that concept development is a complex process, we must necessarily abandon the notion that acquisition of a specific concept will be the outcome of any single classroom transaction, whether it is a lecture or an activity. A number of concepts may get touched upon in the course of transaction. It is not necessary to list all of them.
The columns of Resources and Activities/Processes are meant to be of a suggestive nature, for both teachers and textbook writers. The Resources column lists not only concrete materials that may be needed in the classroom, but a variety of other resources, including out-of-class experiences of children as well as other people. Historical accounts and other narratives are also listed, in keeping with the current understanding that narratives can play an important role in teaching science. The Activities column lists experiments, as normally understood in the context of science, as well as other classroom processes in which children may be actively engaged, including discussion. Of course, when we teach science in a hands-on way, activities are not add-ons; they are integral to the development of the subject. Most experiments/activities would have to be carried by children in groups. Suggestions for field trips and surveys are also listed here. Although the items in this column are suggestive, they are meant to give an idea of the unfolding of the content. Read together with the questions and key concepts, they delineate the breadth and depth of coverage expected.
The Upper Primary or Middle Stage
When children enter this stage, they have just completed their primary schooling. It is important to start with things that are within the direct experience of the child. The need for continuity within thematic areas, and the effect this has on the structure, has already been mentioned above.
This is the stage where children can and should be provided plentiful opportunities to engage with the processes of science: observing things closely, recording observations, tabulation, drawing, plotting graphs – and, of course, drawing inferences from what they observe. Sufficient time and opportunities have to be provided for this.
During this stage we can expect the beginnings of quantitative understanding of the world. However, laws such as the universal law of gravitation, expressed in mathematical form, involve multiple levels of abstraction and have to be postponed to the next stage.
One of the major structural problems that plagues science education at this level is the lack of experimental facilities. Children of these classes usually have no access to any equipment, even if the school has functional laboratories for higher classes. While many experiments can be performed with ‘zero-cost’ equipment, it is unfair to deny children the opportunities of handling, e.g., magnets, lenses and low-cost microscopes. This syllabus is based on the assumption that a low-cost science kit for the middle classes can and will be designed. The Syllabus Revision Committee recommends that governments and other agencies make enough copies of such kits available to schools, assuming that children will perform the experiments themselves, in groups. Until a kit is designed and provided, specific items that are needed should be identified and procured. Glassware, common chemicals, lenses, slides etc. are items that will be in any such list. Such items are referred to as ‘kit items’ in the resources column of the syllabus.
At this stage, many children enter puberty. They are curious about their own bodies and sexuality, while being subject to social restrictions and taboos. Thus it is important that the topic of human reproduction not be treated merely as a biological process. Thus the syllabus provides space for addressing social taboos, and for making counselling on these matters part of the classroom process.
FAQs (Frequently Asked Questions)
1. How to prepare for the Class 7 Science examination for CBSE?
The preparation for science should start at the beginning of the new academic session and the students should be consistent in their study sessions. Having a strong command over the basics allows one to ace the final examination as well as internals and other competitive tests. In case students require any help, they can easily bank on Extramarks, not just for Science, it’s applicable to all subjects. Students can enjoy a better learning experience and come out with flying colours.
2. What are the most important chapters from the Class 7 Science CBSE syllabus?
It is nearly impossible to point out the most important chapter since students have to go through all of the 18 chapters from the syllabus. However, some chapters could seem a little challenging for students which require more understanding and a presence of mind like Soil, Respiration in Animals, light, Electric Current and its effects, transportation and reproduction of plants, etc to name a few.
3. Where can I get more study material to learn other than the textbooks?
NCERT Books are more than enough to score well in the final examination. You can also follow our website for more information since Extramarks thrives to empower every student. We offer effective study material, online classes and other digital solutions that students can have access to. All of these materials together are huge resources for science and other subjects.