MATHEMATICSChapter: Algebraic Expressions Recapitulation of the previous year concepts on Algebraic expression was done though a short oral test. Revision was taken on the topic’s variables, constant, terms, coefficient of the variable and literal coefficient. Expressions, number line and expression, terms, factors and coefficients, Types of Algebraic expressions, like and Unlike terms, Addition and subtraction of Algebraic expressions, Multiplication of types of Algebraic expression were taught in the class with the help of NCERT Text Exercise questions. What is Identity – Standard Identity, Applying identities. Factorisation: Introduction - Factors of natural numbers, Factors of algebraic expressions were taught in the class with the help of NCERT Text exercise questions. What is Factorization? -Method of common factors, Factorization by regrouping terms, Factorisation using identities, Division of Algebraic Expressions, Division of a monomial by another monomial, Division of a polynomial by a monomial, Division of Algebraic Expressions Continued (Polynomial ÷ Polynomial) were discussed in the class with the help of NCERT Text Exercise questions and Extra questions. Lab activity on Identity was explained and the students were asked to complete the work. Chapter: Exponents and powers The chapter was introduced with the concept map of “Laws of Exponents” and the students were asked to make a project on laws of exponents. NCERT questions were discussed in the class and the scientific Notation was explained with various questions on – Atomic mass of the element, earth distance from various planets, bacteria production, cell division. [Subject Integration: Science] Chapter: Direct and inverse variation Both the method of variations were explained with two different questions. [SDG 12: Responsible Consumption and Production] was given preference to solve the questions based on consumption and the students were asked to research on how to control the consumption of fossil fuel. Chapter: Visualizing 3D shapes and Playing with Numbers The students were given Winter break assignment to make a PPT on these topics and flip classes were conducted. ENGLISH“…Away from the world and its toils and its cares, I’ve a snug little kingdom up four pair of stairs…..” - William Makepeace Thackerey The students enjoyed the theme of importance of collection of old memorable things while reading a beautiful poem ‘The Cane Bottom’d Chair’. They improved their Comprehension Skills by interpreting the poem along with the identification of poetic devices, rhyme scheme, etc. They enhanced their understanding by attempting the question answers along with critical appreciation of the poem in their notebooks. The emphasis was on understanding the Reference to Context questions. As a reflection, they presented some incidents from their treasure of memories in the class which helped them to work upon their presentation. The students were assigned a reading comprehension task from the Communicate In English Book- 'The Tyger' by William Blake followed by a thorough discussion on endangered species. “The only way to discover the limits of the possible is to go beyond them into the impossible.” - Arthur C. Clarke The learners continued to develop their concept of Prepositions and Conjunctions with an interactive session where how these two are used in different sentences was observed by the students. The learners found it more interesting and interactively grabbed the concept well. Keeping in mind the Bloom’s taxonomy, they were able to APPLY the use of Prepositions and Conjunctions and IDENTIFY them in their day to day conversation. Uses of since and for, prepositional phrases, coordinating and subordinating conjunctions were discussed with the help of a handout followed by the discussion of text book exercises. The students were given an enrichment exercise and several live worksheets for extra practice. “Description begins in the writer’s imagination, but should finish in the reader’s.” - Stephen King The concept of descriptive paragraph was introduced with the help of an interactive session in which the students discussed about the character traits of their favourite person keeping in mind the basic elements of descriptive writing. The concept was taken forward with the help of a handout in which samples of such paragraphs were discussed. After that, the students were given the task to write a descriptive paragraph keeping in mind a specific person and were also given a practice question on the famous Mathematician Euler [Subject integration: Mathematics]. The learners enthusiastically presented their work. The students were assigned a reading comprehension task from the Grammarplus book. SOCIAL SCIENCESHISTORY "Division as Pandit Jawaharlal Nehru puts it, is better than a union of unwilling parts" -Partition of India The chapter India After Independence was introduced to the students. They were taken back to the era of the last stages of the Indian Independence movement. As the clock struck midnight on August 15, 1947, celebratory shouts of freedom from the colonial rule were drowned out by the cries of millions frantically making their way through the corpse-littered landscape of nascent India and Pakistan. After more than one hundred years of British East India Company rule and an additional 90 years of the British Raj, the Indian subcontinent had finally achieved Independence. What should have been a moment of crowning triumph after years of anti-colonial struggle was indelibly marred by unimaginable violence and bloodshed. The students learned about the various challenges faced by India on the eve of Independence in the political, economic, and social spheres. The establishment of the constituent assembly and framing of the constitution was discussed. The students analyzed the various features of the Indian constitution like Universal Adult Franchise, Equality, and Social Justice. They linked these features to the constitutional provisions provided for the marginalized in India. The students were excited to learn about India's Foreign Policy since the time of independence and also India's relations with its neighbors. They researched NAM(Non-Aligned Movement), and SAARC(South Asian Association for Regional Cooperation) and their importance in the contemporary world. They reflected on the failures and achievements of India in the past seventy-five years. GEOGRAPHY: Industries: Comparative Case Studies While connecting with the previous chapter Manufacturing Industries, the students focused on a few major industries of the world like the iron and steel industry, the textile industry and the information technology industry. They were able to compare Detroit and TISCO Iron and steel industry. They learnt that Detroit is an important centre of iron and steel production in the world which is located in Michigan State in the USA and Tata steel and Iron Company Limited (TISCO) was set up at Sakchi, now Jamshedpur, in 1907. The students also analyzed Cotton Textile Industry of India and Japan. They were enthusiastic to learn that Ahmedabad lying on the banks of the river Sabarmati is often called the Manchester of India and is the second largest centre of textile in India after Mumbai. Whereas Japan is an industrial giant located in the eastern hemisphere. Osaka is termed as the Manchester of Japan. The educator then enlightened the learners about the Information technology which means transferring, storing, developing and processing of information in a digital form. The students learnt that it also includes manufacturing, telecommunications system, computer softwares, hardwares and discussed various types. They also discussed that IT industry of Bangaluru has developed at a tremendous speed and compared it with the Silicon Valley located in northern California in the southern part of San Francisco Bay (USA). Questions and answers were also discussed. Human Resources: The topic was introduced while discussing the term Human resources and based on the prior knowledge of the students about distribution and density of population and factors responsible for the same like:- • Physical factors • Economic factors • Socio Culture factors A video was also shown to them for better understanding. They learned about population composition like:- • Age structure • Sex composition • Literacy rates • Occupational structure The students also analyzed the factors responsible for Population Changes, Human resources and Economic Development. Link: https://www.youtube.com/watch?v=zJTq2lNUWmg Human Resources https://www.youtube.com/watch?v=FPiPH_3fVlY Population density https://www.slideshare.net/svinodmadhu/class-viii-geography-6-human-resource-51331611 CIVICS: CH- The Role of Police and Courts Powers of the President were discussed in the class in relation to the recent Presidential election. https://www.youtube.com/watch?v=XKAD7lnVpAc With the help of PPT, the students explained the accountability of the government to the common people, law making in India and its procedure, formulation of laws and changing of Controversial Laws. Learning about the working of the Government system at root level where the Police take charge of a criminal and punish him/her increased their understanding. The students were explained about how Police keep a record of crimes and how Judges are a part of this process. The students further enhanced their knowledge about a Fair Trial, role of Police, role of Public Prosecutor and role of Judge. CH- Marginalised Groups and Social Injustice: This was a very sensitive topic that was discussed with the students. They came to know about the marginalized section of the society and gained knowledge about- Who are called marginalized? Why are they given a category of MARGINALIZED? The students enhanced their knowledge about marginalized groups in India, social and cultural justice for marginalized groups, protecting the rights of women, protecting the rights of minorities and laws protecting rights of dalits and adivasis. They also discussed about social and cultural justice and shared their views about right to equality, right to freedom of religion and cultural and educational rights. The students were able to analyze the steps taken by the government for protecting the rights of women and protecting the rights of minorities. The laws protecting rights of dalits and adivasis: Prevention of Atrocities Act, 1989- SCs and STs and Prohibition Act, 1993- Prohibition Of manual scavengers were also discussed. https://www.youtube.com/watch?v=kOayGKYJbYA SCIENCEPHYSICS: Star and Solar System [Project Based Chapter] Based on the prior knowledge, the students shared their views and learning about the solar system. They discussed the "Moon and its different phases". Some students had presented a model and presentation to explain the phases of the moon. Based upon the discussion and explanation in class, the students understood about the various characteristics and properties of different Stars, Planets, Constellations, Asteroids and comets. Various students were assigned to make models on different topics to which they did huge success. The learners made very attractive models and presented in class by explaining the properties of their models. The students also revised the chapter 'Sound', cleared their doubts and did NCERT Exemplar questions. CHEMISTRY Combustion and Flame: Grade VIII learners were introduced to a new chapter, Combustion and Flame through a prior knowledge check via Venn diagram on Combustion and Burning. They learnt about combustible and non-combustible substances through Hands on Activity. They burnt different materials like matchsticks, small piece of cloth, an iron nail, glass, a paper and a steel spoon to identify which materials are combustible and non-combustible. To understand that oxygen is necessary for combustion, the students all placed burning candle on a steel plate and covered the complete candle with a transparent glass tumbler. They observed that candle stopped burning as the supply of oxygen was cut off by the inverted glass tumbler. Further, to get an idea of the term ignition temperature, they placed an aluminium foil at base of the candle flame and above the melted wax. They observed that the candle flame was extinguished after some time because burning does not take place below its ignition temperature. They were also shown a small demonstration activity on the burning of plastic cap and candle. They observed that candle burns with a flame and plastic cap does not burn the flame. Later, the video on different types of flames produced by different combustible materials like kerosene, LPG gas, CNG gas and candle was shown to them. They observed and listed different colours of the flame produced by the above listed materials. The learners concluded that liquid fuels produced blue flame and solid fuels produced yellow flame. They also learnt that gaseous fuel burns with a clean blue flame in such supply of air and with yellow flame in limited supply of air (oxygen). They were linked to real life examples like cooking vessels get blackened when kept over a burning gas and yellow color flame of a cooking gas. The topic, ‘Zones of a flame’ was introduced with a small hand-on-activity by lightning the candle. The students observed different colors of the flame produced in the burning candle. They placed a plastic scale in the innermost dark zone of the candle flame and observed white wax vapor on the scale. Through this activity, they concluded that innermost zone contains wax vapor. They learnt about the second zone of the candle by placing a steel spoon in the luminous zone and observed that spoon turned black. They concluded that middle zone contains unburnt carbon particles that turn the spoon black. They also learnt about the non-luminous zone, the hottest zone of the flame and listed the difference between the three types of zones in their notebooks. Links: https://www.youtube.com/watch?v=Pm0sXIW6UFo https://www.youtube.com/watch?v=a-1-nGvVBZk https://www.youtube.com/watch?v=elIMctwybt4 https://www.youtube.com/watch?v=edEGpt-FgaQ BIOLOGY In December, Chapter 8 – 'Age of Adolescence' was introduced with the help of a class discussion on the topic- “Growing up and changing can be exciting and scary at the same time.” [Subject Integration: English] The educator explained the various changes which happens during puberty with the help of PowerPoint presentation. Video link: - https://www.youtube.com/watch?v=YFeJeFaX0HY A torso model of the human body was displayed in the class to understand the location of each endocrine gland. The endocrine glands were revised with the help of an interesting class activity -Think and Pair. The students were divided into 4 groups wheew each group was given 3 sets of clues. The students arranged them into matching glands, hormones and their functions. The students also discussed the most common endocrinal disorders and symptoms, as well as how these are medically treated. [SDG 3: Good Health and Well Being]. In January, the students started with the recapitulation activities. Oral Revision of the chapters 'Reproduction in Animals' and 'Reaching the age of Adolescence' was done. The different exercises and questions from the Reference Book- Oxford Science in Everyday Life were discussed and done in the class. The students attempted the Google Form and Practice Questions to assess their understanding of the concepts for improving their overall learning. HINDIछात्रों को ज़ायके का सफर पाठ को पढ़ाया गया | पाठ से संबंधित और सामाजिक अध्ययन से एकीकृत - खाना खजाना गतिविधि कराई गई | इसमें छात्रों ने अलग - अलग प्रकार की फसलों और , मृदा के प्रकार , कौन सी मृदा में कौन सी फसल उगाई जाती है , छात्र इससे परिचित हुए | व्याकरणिक विषय - अनेकार्थी शब्द , वाक्यांश के लिए एक शब्द , मुहावरे और लोकोक्तियाँ कराए गए | मुहावरे और लोकोक्तियों से संबंधित गतिविधि भी कराई गई | वार्षिक समारोह के बाद छात्रों को रचनात्मक लेखन के विषय पत्र लेखन और विज्ञापन लेखन का लिखित अभ्यास कराया गया | जनवरी माह में छात्रों को कविता मानवता ही विश्व सत्य पढ़ाई गई | उसके कठिन शब्दों के अर्थ कराते हुए उसकी प्रश्नोत्तरी पर चर्चा की गई | कविता को कंठस्थ करके कक्षा में सुनाने को कहा गया | पाठ एक कुत्ता और एक मैना पाठ को पढ़ाते हुए उसकी प्रश्नोत्तरी कराई गई | नैतिक मूल्यों से संबंधित कुछ अतिरिक्त प्रश्न भी कराए गए | रचनात्मक लेखन के विषय - अनुच्छेद - लेखन और अनौपचारिक पत्र लेखन कराए गए | माह के आखिरी सप्ताह में व्याकरण के विषयों की लिखित पुनरावृत्ति कराई गई | ICTAs the volume of data increases, so does the need for a database management system (DBMS). The students learnt about RDBMS - Apache Office -BASE. They created tables by different ways -Design, Wizard . They also did a practical of Queries which helped them in searching for and compiling data from one or more tables. They also learnt about forms, reports and table relationship. SANSKRITसंस्कृतम् , कक्षा- अष्टमी दिसंबर, 2022 - जनवरी , 2023 अंतर्विषयक- भाषा विज्ञान , नैतिक शिक्षा सतत विकास लक्ष्य - गुणत्तापूर्ण शिक्षा विधा - संवाद और पाठवाचन समन्वयीकृत – श्लोक भित्तिप्रपत्र सहित प्रस्तुतीकरण गतिविधि – पाठ-१२. साहित्यसुधा संबंधी श्लोक भित्तिप्रपत्र पाठ-१२. साहित्यसुधा – पाठवाचन , पद्यांशावबोधन और अनुवादात्मक विधि द्वारा अनुवाद कार्य का लिखित अभ्यास कराया गया । अनुप्रयुक्तव्याकरणम् - अनुवादम् - अनुवादात्मक विधि द्वारा इकारांत ईकारांत और तकारन्त शब्दरूप आधारित अभ्यास कराते हुए भाषाज्ञान दक्षता प्रदान करना। शब्दरूप – सर्वनामशब्दरूप - कारक / विभक्तियों का अनुप्रयोग करते हुए – चित्रवर्णन संबंधित अनुप्रयोगात्मक अनुवाद का लिखित अभ्यास कार्यपुस्तिका में कराया गया है । कक्षा-परीक्षा चित्रवर्णन , शब्दरूप – सर्वनामशब्दरूप , गद्यांशावबोधन और अनुवाद कार्य का लिखित अभ्यास कराया गया । रचनात्मकम् – मंजूषा की सहायता से वाक्य निर्माण सिखाते हुए चित्रवर्णन ,अनुवाद कार्य और पत्रलेखन आदि का लिखित अभ्यास कराया गया है। इकाई परीक्षार्थ पुनरावृत्ति कराई गई ।tr FRENCHThe students were happy to come back from a relaxed winter vacation. They were introduced to vocabulary related to different shops and European food. They were introduced to the new topic of measurements related to food and other things with examples. To enhance on the topic, more videos were shared. Recap of culture and civilization of France were done. The students were also made to read and translate passages as practice. They were introduced to French proverbs with translations and were made to compare with English proverbs. https://youtu.be/zqs44OdBh24 https://youtu.be/h0uUuN1eX8k SPANISHGERMANIn January, the students learnt how to plan an outing with a friend for birthday and other events. They were taught to ask ones way in the city and ask for a specific information and to offer the same. They learnt to ask the whereabouts of an object and to find it.They also learnt how to describe their room. PHYSICAL EDUCATIONWarm Up exercises Badminton: Scissor kicks, Gripping (forehand & back hand) Basketball: Shooting, Rebound, Offensive and Defensive skills. Football: Heading & throwing, Defense, Offense skills Self-Defence: Neck grab, Hair grab, Punch Gymnastics: Front roll, Back roll, Jump and stand position. Cricket: Orthodox catches, Underarm throw and catch, Wicket keeping, Running between the wickets PERFORMANCE ARTSINDIAN MUSIC फरवरी माह में छात्र छात्राओं द्वारा की गई गतिविधिया: गायन अभ्यास: शुद्ध स्वर अलंकार राग, गीत -सरस्वती वंदना । प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक गायन तकनीक: गायन में प्रस्तुति के महत्वपूर्ण बिंदुओं का अध्यन। छात्र छात्राओं ने गणतंत्र दिवस एवं बसंतोत्सव की गायन प्रस्तुति की तैयारी मे बढ़ चढ़ कर हिस्स लिया। WESTERN MUSIC In all levels of education, music has immense worth. Students learn many important and necessary values for life as music enhances their mind, their expressive ability, and a whole host of other qualities. Learning to read music is learning a different language with abstract sonic meaning. One not only has to comprehend and decipher unique symbols on a page, they have to know how to execute them and execute them well. Those learning music also learn how to develop a critical ear. With a critical ear, one will know how to practice, rehearse, analyze, and critique music performance. Also, performing music encompasses playing with others, as well as alone, which both necessitate certain skills. Also one can also learn tremendously from studying and analyzing music, composing, reading about music, understanding the history of music and its association with historical and current trends, and knowing what to listen for in music. INDIAN DANCE: If you visit Punjab during the harvest season, there’s a good chance that you will be able to witness a Bhangra dance performance. Bhangra is a traditional folk dance that’s a staple of the region’s culture. The dance itself has an incredibly rich history, not to mention the beautiful costumes, choreography, and music. In the month of January, Suncitizens learnt Bhangra folk dance steps on 'Vibe' song on the occasion of Lohri festival. WESTERN DANCE: "When you dance, your purpose is not to get to a certain place on the floor; it's to enjoy each step along the way." The month of January began with a new dance style -Bhangra- on 'Vibe' song imbibing the spirit of happiness. We used freestyle body movements along with rhythmic foot movements (tapping and shuffling) to create a new choreography. They were also taught the basic levels of movements like plie and shoulder. It is a good exercise for mind and body coordination, it also improves the body posture. DRAMA -ENGLISH January is a symbol of a fresh start and optimism. With what this month has in store for us, we need to understand how we might construct and create our own worlds using various concepts of the traits, physical characteristics, and distinctive specialties that collectively make up who we are as individuals. Students were instructed to identify the traits that set them apart from one another in order to use their creative imaginations and knowledge of the various personalities they see on a daily basis to develop a character from scratch. As a result, they could recognise several narratives of various personalities and pick one to tell as their own. The idea of building a story with simple words comes from understanding and observing the surroundings and the self, this was analyzed through story-building improv exercises. VISUAL ARTSStudents were introduced to Portrait making with simple tracing techniques. They made portraits of different Presidents of India with simple line and pen drawing techniques.
Students also explored architectural spaces and made monuments of India. This task was integrated with UNESCO World Heritage sites and SDG 16- Peace, Justice and Strong institutions.
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