Rajasivam M
Online
Skills
About
I am Rajasivam M, a Biology educator and Wildlife Biologist with a BSc in Zoology and an MSc in Wildlife Biology, currently working as Centre Manager at the Biodiversity & Educ...
I am Rajasivam M, a Biology educator and Wildlife Biologist with a BSc in Zoology and an MSc in Wildlife Biology, currently working as Centre Manager at the Biodiversity & Education Centre, Marakkanam, under TREE Foundation. I have experience teaching Biology for school students (Classes 6–12) and NEET aspirants, focusing on clear concept explanation, diagram-based learning, MCQ practice, and exam-oriented preparation. I am able to teach NEET Biology (Class 11 and 12 full syllabus), Human Physiology, Cell Biology, Biomolecules, Genetics, Molecular Biology, Evolution, Plant Physiology, Animal Diversity, Biotechnology, Ecology and Environment, Biodiversity and Conservation Biology, Climate Change, Wildlife Biology, Marine Biology, and practical biology including diagram-based and application-based questions. I conduct one-to-one and small group online classes, adapting my teaching methods to suit individual learning levels, with the aim of making biology simple, logical, and effective for academic success.
Rajasivam M
Online
Skills :
I am Rajasivam M, a Biology educator and Wildlife Biologist with a BSc in Zoology and an MSc in Wildlife Biology, currently working as Centre Manager at the Biodiversity & Educ...
I am Rajasivam M, a Biology educator and Wildlife Biologist with a BSc in Zoology and an MSc in Wildlife Biology, currently working as Centre Manager at the Biodiversity & Education Centre, Marakkanam, under TREE Foundation. I have experience teaching Biology for school students (Classes 6–12) and NEET aspirants, focusing on clear concept explanation, diagram-based learning, MCQ practice, and exam-oriented preparation. I am able to teach NEET Biology (Class 11 and 12 full syllabus), Human Physiology, Cell Biology, Biomolecules, Genetics, Molecular Biology, Evolution, Plant Physiology, Animal Diversity, Biotechnology, Ecology and Environment, Biodiversity and Conservation Biology, Climate Change, Wildlife Biology, Marine Biology, and practical biology including diagram-based and application-based questions. I conduct one-to-one and small group online classes, adapting my teaching methods to suit individual learning levels, with the aim of making biology simple, logical, and effective for academic success.
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Courses by: Rajasivam M
Concept-Based Biology Classes for CBSE Class 9 & 10 by Rajasivam M
Title: Biology Classes 9–10 (Concept-based Online Course)
Tagline: Deep concepts • guided diagrams • weekly tests — perfect for school and board exams, with strong NEET basics.
Description:
A structured, concept-focused online Biology course for Classes 9 and 10. The course is designed to build strong conceptual foundations through clear explanations and guided diagram practice. Each week includes three focused concept sessions along with one test and discussion session to reinforce learning and track progress. Ideal for school and board exam preparation, and for developing essential NEET-level biological understanding.
Duration & Format:
Total duration: 15 weeks
Weekly structure: 4 sessions per week
• 3 concept-based online classes (1 hour each)
• 1 weekly test and discussion session (45–60 minutes)
Week 1
Class 1 — Introduction & Biomolecules — scientific approach; carbohydrates, proteins, lipids, enzymes: conceptual roles and examples.
Class 2 — Cell Theory & Cell Types — prokaryote vs eukaryote; cell as functional unit.
Class 3 — Cell Organelles (I) — nucleus, mitochondria: structure→function emphasis.
Class 4 — Weekly Test & Discussion 1 — MCQs + short answers on biomolecules & cell basics; common errors review.
Week 2
Class 5 — Cell Organelles (II) — chloroplasts, ribosomes, ER, Golgi: functions and exam cues.
Class 6 — Cell Membrane & Transport — diffusion, osmosis, facilitated transport, active transport (conceptual problems).
Class 7 — Cell Cycle & Mitosis (Conceptual) — stages, biological significance, distinguishing features.
Class 8 — Weekly Test & Discussion 2 — short answers + label an organelle diagram; feedback.
Week 3
Class 9 — Tissues: Plant & Animal — meristematic/permanent; epithelial, connective, muscle, nervous — function & examples.
Class 10 — Plant Kingdom Overview — algae → angiosperms: key characteristics & quick ID cues.
Class 11 — Plant Anatomy Basics — root, stem, leaf (internal structure concepts: xylem, phloem, stomata).
Class 12 — Weekly Test & Discussion 3 — diagrams + short concept questions on tissues & plant basics.
Week 4
Class 13 — Plant Reproduction (Intro) — sexual versus asexual; vegetative propagation concepts.
Class 14 — Animal Kingdom Overview — levels of organization, symmetry, body plans, major phyla highlights.
Class 15 — Structural Adaptations (Examples) — comparative examples from invertebrates & vertebrates.
Class 16 — Weekly Test & Discussion 4 — mixed test (diversity & adaptations) + diagram practice.
Week 5
Class 17 — Human Nutrition (Concepts) — digestive system overview: digestion, absorption & conceptual flow.
Class 18 — Photosynthesis (High-level) — overall equation, raw materials/products, limiting factors (light/dark reaction concept).
Class 19 — Transport in Plants — xylem, phloem, transpiration pull: conceptual models and exam framing.
Class 20 — Weekly Test & Discussion 5 — short answers & diagram on digestion/photosynthesis.
Week 6
Class 21 — Cellular Respiration (Conceptual) — aerobic vs anaerobic; why respiration matters.
Class 22 — Human Respiratory System (Concepts) — lungs, alveoli, mechanism of breathing, gas exchange ideas.
Class 23 — Circulatory System (Concepts) — heart structure, blood components, double circulation & significance.
Class 24 — Weekly Test & Discussion 6 — MCQs + heart diagram labelling & explanation.
Week 7
Class 25 — Excretory System (Conceptual) — kidney structure overview, nephron concept, filtration & urine formation.
Class 26 — Homeostasis & Body Fluids — temperature regulation, osmoregulation, role of kidneys.
Class 27 — Nervous System Basics — neuron structure, impulse transmission, reflex arc (concept sketch).
Class 28 — Weekly Test & Discussion 7 — nephron/reflex arc diagram + conceptual questions.
Week 8
Class 29 — Endocrine System (Concepts) — hormones, major glands and physiological roles (pituitary, thyroid, adrenal, pancreas).
Class 30 — System Integration Examples — nervous + endocrine coordination (stress response, blood sugar regulation).
Class 31 — Plant Mineral Nutrition & Growth Regulators — macro/micronutrients and basic plant hormones (concepts & applications).
Class 32 — Weekly Test & Discussion 8 — case question on system integration + review.
Week 9
Class 33 — Human Reproduction (Male) — structure & conceptual function of male reproductive system.
Class 34 — Human Reproduction (Female) — female reproductive organs, menstrual cycle concept, fertilization overview.
Class 35 — Pregnancy & Reproductive Health — embryonic stages at a high level; contraceptives & basic reproductive health concepts.
Class 36 — Weekly Test & Discussion 9 — reproductive organs diagram + short answer review.
Week 10
Class 37 — Asexual vs Sexual Reproduction — life cycles, examples (budding, spores, vegetative propagation) and advantages/disadvantages.
Class 38 — Basics of Heredity — gene, allele, genotype vs phenotype, trait concepts.
Class 39 — Mendelian Genetics (Monohybrid) — Punnett square, dominant/recessive, simple practice problems.
Class 40 — Weekly Test & Discussion 10 — genetics worksheet + error correction.
Week 11
Class 41 — Chromosomes & Sex Determination — karyotype concept, XY/XX basics, simple inheritance patterns.
Class 42 — Variation & Natural Selection (Conceptual) — sources of variation, selection & adaptive traits (real examples).
Class 43 — Evidence & Mechanisms of Evolution — fossils, homologous structures, concept of speciation (overview).
Class 44 — Weekly Test & Discussion 11 — MCQs + short explanation on evolution concepts.
Week 12
Class 45 — Meiosis (Conceptual Overview) — why meiosis matters for sexual reproduction; conceptual stages & outcomes.
Class 46 — Microorganisms — Beneficial & Harmful — fermentation, antibiotics, pathogens: roles & simple examples.
Class 47 — Intro to Biotechnology (Conceptual) — GM crops, basic idea of DNA tech, simple ethical considerations & safety.
Class 48 — Weekly Test & Discussion 12 — microbes & biotech short test + discussion.
Week 13
Class 49 — Ecology Fundamentals — ecosystem components, producers/consumers/decomposers, energy flow concept.
Class 50 — Food Chains, Food Webs & Pyramids — constructing & interpreting examples; exam tips.
Class 51 — Nutrient Cycles: Carbon & Nitrogen — concept maps, significance, human impact.
Class 52 — Weekly Test & Discussion 13 — food web/nutrient cycle diagram + short Q&A.
Week 14
Class 53 — Biodiversity & Conservation (Concepts) — importance, threats, protected areas and conservation strategies (overview).
Class 54 — Pollution: Causes & Effects — air, water, soil pollution at concept level; simple local examples.
Class 55 — Climate Change & Mitigation Basics — greenhouse effect, consequences, simple actions and policy ideas.
Class 56 — Weekly Test & Discussion 14 — case-based questions on environment + answer framing.
Week 15
Class 57 — Applied Microbiology in Environment — sewage treatment, biofertilizers, bioremediation (conceptual).
Class 58 — Exam Skills: Diagrams & Answer Presentation — how to draw exam-worthy diagrams and write model answers.
Class 59 — NEET-style Concept Practice — objective-thinking, elimination strategies, sample concept MCQs.
Class 60 — Weekly Test & Discussion 15 — mixed mini-test focusing on practical application + review.
Nature & Bird Study Program by Rajasivam M
Learn birds through observation, features, habitats & behaviour • journaling-led • ethical and engaging learning.A two-month, online Young Birders Course inspired by Misha Bansal’s Young Birder framework. Learners study bird features, habitats, behaviour, sounds, life cycle, and conservation through guided online classes and safe, home-based outdoor activities. Students maintain bird journals with sketches and observations and complete a small guided final project. Ideal for ages 8+ and beginners. No prior knowledge required.
Duration & Format
• Duration: 2 months (8 weeks)
• Sessions: 4 sessions/week — Class 1…Class 32 (three concept sessions + one outdoor-activity/journal review per week)
• Session length: 45–60 minutes
• Mode: Online live sessions + guided home outdoor activities and journal reviews
• Assessment: Final project (journal + presentation)
• Certificate: Certificate of Completion on successful project submission
Who should join: Ages 8+, beginners, school students, young nature enthusiasts, parents seeking safe, activity-driven nature learning for children.
What you’ll get: Live concept sessions, guided outdoor activities, journal feedback each activity session, final project guidance (topics, data gathering, report & publication guidance), and a certificate.
Fee: 5000 INR
FULL COURSE PLAN — (CLASS 1- 32)
Week 1 — Foundations & Getting Ready
Class 1 — Introduction to Birds — what makes a bird unique; purpose of bird study; course overview.
Class 2 — Why Birds Matter — ecosystem roles, food webs, simple conservation ideas.
Class 3 — Birdwatching Ethics & Safety — non-invasive observation rules, child-safe outdoor practice.
Class 4 — Outdoor Activity & Journal Review 1 — start bird journal: recording date, time, habitat, weather; first local checklist task.
Week 2 — Nature Journaling & Observation Skills
Class 5 — Nature Journaling Basics — sketching, concise note-taking, using simple observation codes.
Class 6 — How to Observe — quiet watching, using sight and sound, noting behaviour cues.
Class 7 — Using Field Aids — simple local bird charts, phone camera basics, responsible photo-taking.
Class 8 — Outdoor Activity & Journal Review 2 — teacher reviews journals and gives feedback; refine observation checklist.
Week 3 — Habitats & Where Birds Live
Class 9 — Habitat Types — urban, garden, wetland, farmland, forest (what to look for in each).
Class 10 — Habitat Features & Bird Adaptations — linking beak/feet/shape to habitat and diet.
Class 11 — Safe Local Field Spots — how to choose safe spots near home for observation and what to record.
Class 12 — Outdoor Activity & Journal Review 3 — habitat sketch and habitat–bird list submission; teacher feedback.
Week 4 — Identification by Features
Class 13 — Shape & Size — silhouette recognition, comparative size cues.
Class 14 — Beaks, Feet & Feeding Clues — beak shapes, feeding specializations and quick ID rules.
Class 15 — Plumage, Wing & Tail Patterns — spotting field marks, seasonal plumage basics.
Class 16 — Outdoor Activity & Journal Review 4 — identification exercise: 5 local birds (sketch + 3 ID cues each).
Week 5 — Bird Behaviour I (Feeding & Movement)
Class 17 — Feeding Behaviour — foraging styles, pecking, probing, gleaning; linking to diet.
Class 18 — Flight Styles & Movement — flapping, gliding, hovering, walking patterns and what they tell us.
Class 19 — Daily Activity Patterns — dawn chorus, feeding peaks, roosting basics.
Class 20 — Outdoor Activity & Journal Review 5 — behaviour notes task: observe feeding/flight of one species.
Week 6 — Bird Sounds & Social Behaviour
Class 21 — Basics of Bird Vocalisations — songs vs calls, alarm, contact, territorial notes (intro).
Class 22 — Flocking & Social Behaviour — benefits of flocking, types of social groups.
Class 23 — Interpreting Behaviour — simple hypotheses: “why did it do that?” (encouraging scientific thinking).
Class 24 — Outdoor Activity & Journal Review 6 — sound-listening task (record or note calls) + feedback.
Week 7 — Life Cycle & Nesting
Class 25 — Nest Types & Nesting Materials — cup, platform, cavity, mud nests; non-invasive observation rules.
Class 26 — Eggs, Chicks & Parental Care — stages of development and how to record ethically.
Class 27 — Seasonal Behaviour & Migration (intro) — basic migration idea and safe observation during seasons.
Class 28 — Outdoor Activity & Journal Review 7 — nest-materials study / nest-site observation (non-invasive).
Week 8 — Conservation, Sharing & Final Project
Class 29 — Threats & Conservation Basics — habitat loss, pollution, simple child-friendly actions.
Class 30 — Citizen Science & Sharing Data — where to share sightings (local clubs, apps), data privacy and permissions.
Class 31 — Final Project Preparation — topic choice, data plan, journal polishing, presentation tips.
Class 32 — Final Project Presentation & Course Close — student presentations, feedback, certificate issuance.
FINAL PROJECT — TOPICS, DATA GATHERING & PUBLICATION GUIDANCE
Project aim: A short, guided neighbourhood bird study that teaches scientific observation, data organization and responsible sharing.
1) Project Topics (choose one; instructor will help refine)
My Neighbourhood Bird Checklist (common birds & frequency)
Terrace / Garden Bird Visitors (daily/weekly presence)
Feeding Behaviour of One Common Bird (what, when, how)
Nest Materials & Nesting Choices (non-invasive study)
Bird Calls & Daily Activity Pattern (short sound-notes study)
One Bird — Complete Profile (sketch, habitat, behaviour notes, short story)
2) Data Gathering Guidance (simple, child-friendly protocol)
• Observation sheet fields: Date, Time, Weather, Location (safe spot), Habitat type, Bird species (or description), Count (number seen), Behaviour observed, Sketch/photo reference, Notes.
• Duration & sampling: Recommend 8–12 short observation sessions (10–20 minutes each) spread over 2–3 weeks for a simple study. For checklist projects, record observations across mornings/evenings for variety.
• Recording evidence: Encourage sketches, short voice notes, and a few photos (if safe and respectful). Photos optional and must be non-disturbing.
• Ethics & safety: Never touch nests, approach nests cautiously (no photos that disturb), always observe from a distance, parental permission & supervision advised for young children.
3) Data Organization & Analysis (child-friendly)
• Convert notes into a simple table: Date | Time | Species / Description | Count | Behaviour.
• Make a simple frequency chart (how often species seen) — instructor will provide a template.
• Identify 2–3 interesting observations and write a short explanation (why it matters).
4) Report & Presentation (publication-lite)
• Short report structure: Title, Objective, Methods (how observations were done), Results (table + 2–3 visuals: sketches or simple chart), Observations & Interpretations, Conclusion, Conservation Note. Instructor provides a one-page report template.
• Presentation: 3–5 minute online presentation with sketches or photos and what the student learned.
• Optional sharing: With parental consent, students can be guided to share sightings on a public citizen-science platform or a class blog/WhatsApp group. Instructor will advise on platform choice and privacy. (Sharing is optional; teacher will coach on permissions & ethical sharing.)
5) Instructor Support for Publication & Next Steps
• Help convert the report into a short blog post or class newsletter entry.
• Guidance on simple visuals (tables & charts) and writing captions.
• Intro to citizen-science reporting basics and data ethics (what info to omit for safety).
• Suggestions for further projects and how to continue bird journaling.
