CBSE Class 8 Science Syllabus
CBSE Class 8 Science Syllabus for 2023 – 2024 Examination
Science is one of the most important subjects for CBSE Class 8 students. The students need to have a thorough knowledge of the subject and the chapters which they need to study to perform their best in the examination. The CBSE CLASS 8 SCIENCE SYLLABUS of 2023-2024 released by the Central Board of Secondary Education offers the complete information regarding the topics and chapters a student needs to know.
Students preparing for the Class 8 mid-term or annual exam should acquire the full syllabus for Science at the beginning of their academic session. The CBSE CLASS 8 SYLLABUS SCIENCE is available on our website. Students who are eager to learn about the syllabus can easily access it here.
Download CBSE Class 8 Science Syllabus for 2023 – 2024
The syllabus for CBSE Class 8 academic session 2023-2024 has already been released by the Central Board of Education at the beginning of the academic year. The students of Class 8 who want to strengthen their grasp of the subject must acquire the complete syllabus before forming their study plan. You can download the CBSE CLASS 8 SCIENCE SYLLABUS with just a click on our website.
CBSE Class 8 Science Syllabus – Free PDF Download
The CBSE Class 8 Science syllabus is prepared by the Central Board of Education every year. The syllabus is available for download on our website for Class 8 students across India. Students can download the syllabus with just a single click and use it to prepare their study plan. Extramarks not only offers syllabus download for Class 8 CBSE students. We help aspirants to boost their exam preparation by offering CBSE SAMPLE PAPERS for Class 8 Science. Students can also refer to the CBSE PAST YEARS’ QUESTION PAPERS. All these can help them understand the question pattern in the exam and improve their time management.
For your quick review a proper chapter breakdown of the complete CBSE CLASS 8 SCIENCE SYLLABUS is given below. The CBSE CLASS 8 SCIENCE SYLLABUS consists of 18 chapters. The students can gain full exposure to these chapters and topics by studying the NCERT BOOKS prescribed by the CBSE
|Chapters||Name of the Chapters|
|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 14||Chemical Effects of Electric Current|
|Chapter 15||Some Natural Phenomena|
|Chapter 17||Stars and The Solar System|
|Chapter 18||Pollution of Air and Water|
CBSE Class 8 Science Syllabus
As mentioned before the CBSE Class 8 Science syllabus has a total of 18 chapters which covers very important and practical topics that are highly beneficial for a student’s growth. Covering these chapters will not only help them get good marks in the examination but prepare them for the next class as well. Aspirants can find high-quality CBSE REVISION NOTES on Class 8 Science on our website to give their exam preparation a boost. We have prepared a detailed description of all the chapters so that students can get a clear idea of which chapters to study and what topic they cover before they download the PDF version of the complete syllabus. There are three sections in the CBSE Class 8 Science syllabus: Physics, Chemistry, and Biology.
Chapter 1 – Crop Production and Management
In the first chapter, the Class 8 CBSE students will be able to acquire full knowledge of various agricultural practices and the management of crops.
- 1.1: Agricultural Practices
- 1.2: Basic Practices of Crop Production
- 1.3: Preparation of Soil
- 1.4: Sowing
- 1.5 Adding Manure and Fertilizers
- 1.6: Irrigation
- 1.7: Protection from Weeds
- 1.8: Harvesting
- 1.9: Storage
- 1.10: Food from Animals
Chapter 2 – Microorganisms: Friend and Foe
This chapter deals with the activities of microorganisms and their need for the environment.
- 2.1: Microorganisms
- 2.2: Where do Microorganisms Live?
- 2.3: Microorganisms and Us
- 2.4: Harmful Microorganisms
- 2.5: Food Preservation
- 2.6: Nitrogen Fixation
- 2.7: Nitrogen cycle
Chapter 3 – Synthetic Fibers and Plastics
The third chapter in the CBSE Syllabus For Class 8 Science educates students about fibers’ procurement.
- 3.1: What are Synthetic Fibres?
- 3.2: Types of Synthetic Fibres
- 3.3: Characteristics of Synthetic Fibres
- 3.4: Plastics
- 3.5: Plastics as Materials of Choice
- 3.6: Plastics and the Environment
Chapter 4 – Metals and Non-Metals
In the fourth chapter of CBSE Class 8 Science the young learners get familiar with metals and nonmetals and their properties. This is an important chapter for examination.
- 4.1: Physical Properties of Metals and Non-metals
- 4.2: Chemical Properties of Metals and Non-metals
- 4.3: Uses of Metals and Non-metals
Chapter 5 – Coal and Petroleum
The fifth chapter of CBSE Class 8 Science offers detailed information on the basic concept of coal and petroleum formation. Students are recommended to go through the chapter carefully.
- 5.1: Coal
- 5.2: Petroleum
- 5.3: Natural Gas
- 5.4: Some Natural Resources are Limited
Chapter 6 – Combustion and Flame
In this chapter, CBSE has made sure that the Class 8 students are provided with full knowledge about combustion and flame. Students must follow the NCERT books to master the chapter.
- 6.1: What is Combustion?
- 6.2: How Do We Control Fire?
- 6.3Types of Combustion
- 6.4: Flame
- 6.5: Structure of a Flame
- 6.6: What is a Fuel?
- 6.7: Fuel Efficiency
Chapter 7 – Conservation of Plants and Animals
The seventh chapter in the CBSE Class 8 science book talks about the effects of pollution and the non-sustainable human ways of living in detail.
- 7.1: Deforestation and Its Causes
- 7.2: Consequences of Deforestation
- 7.3: Conservation of Forest and Wildlife
- 7.4: Biosphere Reserve
- 7.5: Flora and Fauna
- 7.6: Endemic Species
- 7.7: Wildlife Sanctuary
- 7.8: National Park
- 7.9: Red Data Book
- 7.10: Migration
- 7.11: Recycling of Paper
- 7.12: Reforestation
Chapter 8 – Cell Structure and Function
The fundamental structure of a living being is explained in the CBSE Class 8 Science Chapter 8.
- 8.1: Discovery of the Cell
- 8.2: The Cell
- 8.3: Organisms show Variety in Cell Number, Shape and Size
- 8.4: Cell Structure and Function
- 8.5: Parts of the Cell
- 8.6: Comparison of Plants and Animals Cells
Chapter 9 – Reproduction in Animals
The topic of animal reproduction is discussed in detail in Chapter 9 of CBSE Class 8 Science.
- 9.1: Modes of Reproduction
- 9.2: Sexual Reproduction
- 9.3: Asexual Reproduction
There are 9 more chapters in the syllabus of Class 8 Science. These chapters are Reaching The Age of Adolescence, Force And Pressure, Friction, Sound, Chemical Effects Of Electric Current, Some Natural Phenomena, Light, Stars And The Solar System, and Pollution of Air and Water. These chapters are also very important for your examination. You will be able to know about these chapters in detail as well with the complete syllabus. The detailed chapter breakdown is available in the PDF given above.
What are the Advantages of Class 8 Curriculum?
CBSE has created an excellent science curriculum for Class 8 students. It covers all the topics that the students must know at this point in their academic life.
- Agriculture is a major aspect of India and there are both sociological and technical issues involved that the students must be aware of. With this chapter on the syllabus, the students will be able to know about the major issues that the farmers face like crop failure, harmful weeds and insects, storage problems, and more. They will also know how to find solutions for these issues.
- The syllabus provides detailed information on not just harmful but helpful microorganisms as well. In the second chapter, this topic is described in detail with various examples. The chapter also talks about the industrial use of these microorganisms.
- Human cells are a work of wonder. The 8th chapter in the syllabus offers a basic understanding of the cells, their structures, and their functions to the students.
Chapter 7: Conservation of Plants and Animals covers a very important subject that students learn from their younger years. It teaches them about the significance of plants and the animals who are dependent on them.
All the chapters are included in the Class 8 Science syllabus in a way that the young minds understand the world they live in more clearly and make conscious decisions in the future.
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 many chapters are there in the CBSE Class 8 Science syllabus for 2023-24 ?
There are a total of 18 chapters in the CBSE CLASS 8 SCIENCE SYLLABUS.The detailed information on the chapters is given on the syllabus.
2. How many sections are there in the CBSE Class 8 Science syllabus?
There are three sections in the CLASS 8 CBSE SCIENCE SYLLABUS: Physics, Chemistry, and Biology
3. Which chapter in CBSE Class 8 Science syllabus for 2023-24 contains information on Cell Structure and Function?
The 8th chapter in the Class 8 Science syllabus contains detailed information on Cell Structure and Function. Go through our CBSE IMPORTANT QUESTION section to find out the most significant questions from this chapter
4. What is the significance of the CBSE Class 8 Science syllabus?
The CBSE Science syllabus for Class 8 provides information on which chapters to study for their mid-term and annual exam. It helps the students form a strong base from the beginning of the academic year.
5. Where can I get the CBSE Class 8 Science syllabus?
Students can access the complete CBSE CLASS 8 SCIENCE SYLLABUS on the website of Extramarks.
6. Which books are good for CBSE Class 8 Science?
The Science books prescribed by the NCERT for CBSE Class 8 are enough to score good marks in the examination. And if you are looking for some CBSE EXTRA QUESTIONS to strengthen your exam preparation, you can find them on our online platform.