MATHEMATICSThe class began with a discussion on friendship and universal harmony in relation to the chapter "The Best Christmas Present in the World". The theme of the chapter was further extended to the discussion of the futility of war and the aftermath of war. The concept of sentences and clauses was introduced to help students understand the types of sentences, question tags, main and subordinate clauses, and their application. Revision exercises were done by the students. The students enjoyed an NIE activity to strengthen their understanding of question tags. The class also engaged in a discussion about Christmas and its relevance in the current times. The poem "The Ant and the Cricket" captivated the young learners. The students understood the moral lesson conveyed by the poem - people who do not plan for their future suffer in the end. The features of a gable, the underlying theme, tone, and mood of the poem were discussed. The students attempted "Reference to Context" questions for this poem. In discussing the structure of a sentence, the learners reviewed subjects, helping verbs, main verbs, and objects. The topic of determiners and modal auxiliaries and their use in the English language was covered. The students learned about the use of different modals in different situations, such as possibility, probability, past ability, requests, orders, etc. This was followed by note-making in their notebooks with the help of a PowerPoint presentation and a handout. The students enjoyed attempting exercises from their Grammar Plus Book. ENGLISHThe class began with a discussion on friendship and universal harmony in relation to the chapter "The Best Christmas Present in the World". The theme of the chapter was further extended to the discussion of the futility of war and the aftermath of war. The concept of sentences and clauses was introduced to help students understand the types of sentences, question tags, main and subordinate clauses, and their application. Revision exercises were done by the students. The students enjoyed an NIE activity to strengthen their understanding of question tags. The class also engaged in a discussion about Christmas and its relevance in the current times. The poem "The Ant and the Cricket" captivated the young learners. The students understood the moral lesson conveyed by the poem - people who do not plan for their future suffer in the end. The features of a gable, the underlying theme, tone, and mood of the poem were discussed. The students attempted "Reference to Context" questions for this poem. In discussing the structure of a sentence, the learners reviewed subjects, helping verbs, main verbs, and objects. The topic of determiners and modal auxiliaries and their use in the English language was covered. The students learned about the use of different modals in different situations, such as possibility, probability, past ability, requests, orders, etc. This was followed by note-making in their notebooks with the help of a PowerPoint presentation and a handout. The students enjoyed attempting exercises from their Grammar Plus Book. SOCIAL SCIENCEHISTORY: Ch: How, When, Where, and How? The students were elated to learn about Modern History. The periodization of History by James Mill and historians was explained with a flowchart. The disadvantages of different periodizations were discussed. The students classified the various sources of Modern History. They also learned how the British gave importance to written records, surveys, and official records, keeping multiple copies of a document, and preserving them in Archives. The students also classified the various sources of Modern History. Ch: From Trade to Territory The students were asked to analyze the meaning of 'From Trade to Territory'. The various factors that attracted European companies to India were discussed. The meaning of mercantile companies was explained to the students with a flowchart. The establishment of the East India Company (EEIC) and its gradual expansion in India were explained in detail. How trade led to battles was analyzed. The Battle of Plassey and the Battle of Buxar and the impact of the British victory in both battles were discussed. The students were excited to learn about Tipu Sultan, known as the 'Tiger of Mysore', and the legends related to him. The Anglo-Maratha Wars and their impact were analyzed. The students were asked to chronologically arrange the important events related to the expansion of the EEIC in India. The different policies adopted by the British to annex territories in India were discussed, including the Subsidiary Alliance and its advantages to the British, the Doctrine of Lapse, and the Policy of Paramountcy. CIVICS: Ch: The Indian Constitution The chapter was introduced with the Essential Agreement drafted for their class. A comparison was drawn between the Essential agreement and the constitution, both of which relate to the set of rules, regulations, and principles to be followed. The drafting of the Indian constitution was discussed, and the students shared interesting facts about the Indian Constitution. The essential features of the Constitution were explained through a flow chart, including Federalism, Parliamentary form of government, Separation of Powers, Fundamental Rights, and Secularism. An activity was conducted where the students were divided into teams of five and given different situations related to Fundamental rights. The students had to identify which Fundamental right was being violated in each situation and enact the scenario. A case study on Nepal and its struggle for Democracy was also discussed. The class also solved the revision worksheet for UT-1. Ch: Understanding Secularism The various features of a Secular state were explained with examples of countries from different parts of the world. The students were asked the question "Are you Secular?" and shared different perspectives on their religious beliefs. The features of Indian Secularism were explained in detail, and the students shared their views on why India is a secular country. GEOGRAPHY: Chapter 1: Resources In the first chapter on Resources, students were asked to share their understanding of the term "resources" as the topic was introduced. The class engaged in a discussion about the definition of resources and explored various examples, their value, usability, and utility. They learned about different categories of resources, including renewable and nonrenewable resources. The students also shared their perspectives on human resources. As part of a sustainable development activity, they discussed various methods of resource conservation and offered their own ideas. The class had a productive discussion on the topic, addressing questions and sharing their insights. Chapter 2: Land, Soil, Water, Natural Vegetation, and Wildlife In the second chapter, students delved into discussions about various resources, with a focus on soil and land resources. They engaged in a conversation about land resources, expressing their opinions on land use and the factors driving it. The students identified different land use changes and provided justifications for them. They also conducted research and made suggestions for protecting land resources. Furthermore, the students explored the formation of soil and drew conclusions about its components. They watched a video that highlighted the elements contributing to soil formation, including climate, parent rock, relief, flora and fauna, microorganisms, and time. The topic of soil layers was also covered, and students were assigned the task of creating and submitting a model depicting the layers of soil. Link: https://www.youtube.com/watch?v=amt-sPIbgK0 SCIENCEPHYSICS: Chapter - Force and Friction The concept of force was introduced to the students using real-life examples such as a car's engine causing a stationary car to move, opening and shutting a door, kicking a ball, and squeezing a wet cloth. These examples helped students relate everyday activities to the concept of force. To further enhance their understanding, a field trip was organized where students performed activities like kicking a stationary football, squeezing a soft ball, and observing the motion of a ball coming to a stop. From these observations, students concluded that different forces, such as gravitational and frictional forces, act on objects, causing changes in their shape, direction, and speed. They also learned about the magnitude and direction of force in relation to motion. [Integration with Physical Education] Students engaged in movements of their body parts and various tasks in the classroom, such as moving a chair, opening a door, moving a book, walking, running, and jumping, which involved muscular force. They recalled their previous knowledge of magnetic and electrostatic forces. Based on their understanding of different forces, students categorized and wrote down the differences between contact and non-contact forces. They also visited the Physics Lab, where they learned to use a spring balance and studied friction through models. Students asked questions such as why suitcases and trolley bags have tiny wheels and why it is easier to roll a cylinder rather than slide it. This led to the introduction of rolling and sliding friction. Students learned about the advantages and disadvantages of friction and concluded that friction is a necessary evil. They also learned about fluid friction. As a task, students were given the opportunity to generate innovative ideas to decrease and increase friction. [SDG 09 - Industry, Innovation, and Infrastructure] [Video links: https://youtu.be/IJWEtCRWGvI, https://youtu.be/n2gQs1mcZHA, https://youtu.be/kUVZIRz7PKs, https://youtu.be/ybpFEB6Mt88, https://youtu.be/ZjlBlUvqnPo, https://youtu.be/9SMp-jnh8lg, https://youtu.be/HRe90ySP38U] CHEMISTRY: Experiential learning engages students in critical thinking, problem-solving, and decision-making within contexts that are personally relevant to them. This approach provides opportunities for students to take initiatives, make decisions, and be accountable for their actions. In the chapter on Combustion and Flame, the students' understanding was assessed through a prior knowledge check using a Venn diagram comparing Combustion and Burning. They further explored the topic through a hands-on activity conducted in the Chemistry Lab, where they burned various materials to identify combustible and non-combustible substances. Their observations were recorded in an observation table. The importance of oxygen for combustion was demonstrated by placing a burning candle under a glass tumbler, which caused the flame to extinguish due to the lack of oxygen supply. The concept of ignition temperature was also introduced using an experiment involving placing an aluminum foil at the base of a candle flame. They observed that the flame extinguished below its ignition temperature. The students also learned about the effects of combustion on plants, humans, and other organisms, relating it to the SDG Life On Land. A demonstration activity on burning a plastic cap and a glass rod was conducted, showcasing the difference in flame production. A video illustrating different types of flames produced by combustible materials such as kerosene, LPG gas, CNG gas, and candles was shown to the students, and they listed the different flame colors produced by each material. The learners concluded that liquid fuels produce blue flames, while solid fuels produce yellow flames. They also learned that gaseous fuel burns with a clean blue flame in the presence of adequate air supply, but with a yellow flame in limited air supply (oxygen). Real-life examples, such as the blackening of cooking vessels over a burning gas and the yellow flame of cooking gas, were connected to their understanding. The topic "Zones of a flame" was introduced through a hands-on activity where students observed the different colors of the flame produced by a burning candle. By placing a glass rod in the innermost dark zone of the flame, they observed white wax vapor on the scale, indicating the presence of wax vapor in that zone. They also observed that placing a steel spoon in the luminous zone caused it to turn black, indicating the presence of unburnt carbon particles in the middle zone. The non-luminous zone, the hottest part of the flame, was also discussed, and the students listed the differences between the three zones in their notebooks. Links: https://www.youtube.com/watch?v=a-1-nGvVBZk https://www.youtube.com/watch?v=elIMctwybt4 https://www.youtube.com/watch?v=edEGpt-FgaQ https://www.youtube.com/watch?v=Pm0sXIW6UFo BIOLOGY: Chapter - Crop Production and Management The class discussed the different foods obtained from animals, emphasizing their high nutritional value, and explored the concept of animal husbandry. To help students connect with the source of their food, a virtual tour of a dairy or chicken farm was organized. The teacher also discussed various career options in fields such as horticulture, forestry, farming, and poultry, highlighting the importance of responsible production and consumption aligned with SDG 12. The chapter exercises and question-answers were discussed to assess the students' understanding. To reinforce the concepts, a recapitulation of the chapter was done using Google Forms for assessment, integrating information technology into the learning process. Additionally, a class revision, both oral and written, was conducted to prepare the students for the upcoming unit test. HINDIराष्ट्रगान और गायत्री मंत्र से नए सत्र का आरंभ किया गया | छात्रों की भाषिक योग्यता को बढ़ाने हेतु उन्हे व्याकरण संबोध पाठ्य पुस्तक के पाठ -1 भाषा , लिपि और व्याकरण और पाठ -2 वर्ण - विचार कराया गया | इससे छात्रों के शब्दकोश में वृद्धि हुई | व्याकरणिक ज्ञान को बढ़ाने हेतु छात्रों को अपने परिवार के सदस्यों के नाम एक A-4 आकार के प्रपत्र पर लिखकर उसका वर्ण -विच्छेद करने को कहा गया | वसंत भाग-3 के पाठ -1 लाख की चूड़ियाँ का मौखिक वाचन कराते हुए उसकी संपूर्ण व्याख्या कराई गई | पाठ की प्रश्नोत्तरी पर चर्चा की गई | पाठ को कराने का उद्देश्य पाठ के मुख पात्र बदलू जैसे हस्तकला प्रेमियों के जीवन से परिचित कराना था | सतत विकास लक्ष्य - 8 उत्कृष्ट कार्य और आर्थिक वृद्धि से एकीकृत करते हुए उन्हें गतिविधि कराई गई | नारा लेखन का प्रारूप स्पष्ट करते हुए उन्हें पृथ्वी दिवस से संबंधित नारा - लेखन कराया गया | मजदूर दिवस से संबंधित नारा - लेखन भी कराया गया | कविता - दीवानों की हस्ती को कराने का उद्देश्य स्पष्ट करते हुए उसकी संपूर्ण व्याख्या कराई गई | कविता की प्रश्नोत्तरी पर चर्चा करने के पश्चात कविता से संबंधित कुछ अन्य महत्त्वपूर्ण प्रश्न कराए गए | कविता से संबंधित गतिविधि कराई गई | वसंत पाठ्य पुस्तक के पाठ-३ बस की यात्रा का वाचन कराते हुए उसकी संपूर्ण व्याख्या कराई गई | पाठ से संबंधित महत्त्वपूर्ण प्रश्न भी कराए गए | व्याकरणिक विषय - विलोम शब्द , पर्यायवाची शब्द और अनेक शब्दों के लिए एक शब्द कराए गए | इन्हें कराने का मुख्य उद्देश्य छात्रों के शब्द भंडार में वृद्धि करना है | रचनात्मक लेखन के विषय विज्ञापन - लेखन और चित्र वर्णन का प्रारूप स्पष्ट करते हुए उसका लिखित अभ्यास कराया गया | अभिनय से एकीकृत करते हुए छात्रों को विज्ञापन से संबंधित अभिनय समूह बनाकर कक्षा में प्रस्तुत करने को कहा गया | सतत विकास लक्ष्य - १३ जलवायु कार्रवाई से एकीकृत करते हुए उन्हें चित्र वर्णन का लिखित अभ्यास कराया गया | ग्रीष्मकालीन गृहकार्य पर चर्चा की गई | ICT"Photography is the beauty of life captured." In ICT classes, the students learned Photoshop. They learned different features of Photoshop, such as selection, cropping, combining images, applying blur effects, using different color options, and using retouching tools to remove spots and stains. They learned about Photoshop tools by identifying and recognizing different tools, and they also discussed the uses of these tools. SANSKRITअप्रैल - मई , 2023 कक्षा – अष्टमी अव्ययशब्दा: सर्वनाम शब्दरुपाणि – तत् , एतत् , किम् , अस्मद् –युष्मद् हलंत शब्दरुपाणि - सकारान्त , तकारान्त , नकारान्त अजंत शब्दरुपाणि - अकारान्त , आकारान्त, इकारान्त , ईकारान्त , उकारान्त ऋकारान्त - मातृ – पितृ धातुरुपाणि - कृ, भू अस् , नी , दृश् , दा , पा- (लट्-लृट्-लङ्लकारे) पाठ १ – अस्माकम् विद्यालय: पाठ २- चंद्रगुप्तस्य न्याय: ‘नैतिक शिक्षा और पर्यावरण’ विषयवस्तु से समायोजित कराते हुए सभी के जीवन स्तर में सुधार लाना’ की भावना को स्वीकारते हुए छात्रों ने ईश प्रार्थना के द्वारा पठन – लेखन का कार्य उत्साहपूर्वक प्रारम्भ किया । परियोजनात्मक शिक्षण (Project base learning) के रूप में दृश्य-श्रव्य सामाग्री के माध्यम से पुरुषार्थमयता से संबंधित जानकारी प्राप्त कर छात्रों ने अपनी क्षमता अनुसार विचारभिव्यक्ति प्रस्तुतीकरण किया । संस्कृत – शब्दकोश में वृद्धि करते हुए अव्ययशब्दों का सम्यक ज्ञान प्रदान कर पदपरिचय में निपुणता प्राप्त कराया गया । हलंत शब्दरुपाणि - सकारान्त , तकारान्त , नकारान्त, अजंत शब्दरुपाणि - अकारान्त , आकारान्त, इकारान्त , ईकारान्त , उकारान्त ऋकारान्त - मातृ – पितृ , धातुरुपाणि - कृ, भू अस् , नी , दृश् , दा , पा का लिखित और अनुप्रयोगात्मक अभ्यास कराया गया । पाठ १ – अस्माकम् विद्यालय:’ के माध्यम से के माध्यम से नाट्यांशावबोधन कराया गया । पाठ २- चंद्रगुप्तस्य न्याय:’ के माध्यम से गद्यांशावबोधन कराया गया। अंतर्विषयक- (नैतिक शिक्षा और साहित्य) सोच- समझकर साहस से परिस्थितियों का सामना करना । भाव पक्ष के साथ- साथ छात्रों ने स्वजीवन में कहानियों से सामंजस्यीकरण करते हुए मूल्यपरक प्रश्नों पर चर्चा की । साहित्यिक कल्पनाशीलता और सृजनात्मकता की योग्यता प्रदान करते हुए मौलिक ज्ञान प्रदान किया गया। FRENCHWe started off the academic year with a warm welcome to the new students. We began with an introductory class where we discussed essential agreements to set the tone for a successful learning environment. We emphasized the importance of mutual respect, active participation, and a positive attitude towards learning French. We covered various topics, such as subject pronouns, with a special focus on the pronoun "on" which is commonly used in informal speech. We also had a recap of numbers and the alphabet to reinforce our understanding of French numerals and pronunciation. Students delved into adverbs of quantity, which are important for expressing the amount or extent of something. We practiced using adverbs such as "beaucoup" (a lot), "trop" (too much), and "assez" (enough) to describe quantities in different contexts. Students also explored the use of the adjective "tout" (all, every) and learned how it changes its form based on the gender and number of the noun it modifies. Additionally, we studied directions in French, learning how to ask for and give directions using key vocabulary such as "à gauche" (to the left), "à droite" (to the right), "tout droit" (straight ahead), and "au bout de" (at the end of). We also completed exercises from the textbook and workbook to practice the topics covered. In May, students focused on improving their understanding of the subjects by reading the textbook. They specifically studied demonstrative adjectives and learned about their usage through examples. The topic of quantity was also covered, which included expressions used when talking about amounts. Students were taught three types of interrogations, supported by sufficient examples. In addition, they learned about interrogative pronouns and adverbs. Lesson 2 comprehension exercises were completed, and the corresponding workbook was finished as well. GERMANIn the month of April, the students learnt the apt way of using grammar to form sentences in the present tense Giving recommendations Asking questions using the verbs "tun" and "weh tun" to name body parts and to ask and give information about a person's wellbeing Naming common ailments and remedies Grammar topics: Definite article (Dative case), Personal Pronouns (Dative case), and using "Wem?" (Whom?) Students also learned to analyze a magazine article titled "Die Meinung des Arztes" (The Doctor's Opinion). For the month of May, the chapter "Stefan, wie geht's dir?" (Stefan, How Are You?) was continued. The following topics were covered: Imperative form: Giving commands and polite suggestions Listening and speaking exercises Dialogue writing in a group to give and receive advice related to various illnesses Reading comprehension activities E-mail writing exercises SPANISHThe session began with a game called "Taco Tuesday" in which the students had to identify conjugations of regular verbs in the present tense. With the help of the chapter "¿Qué hay de interés?" and by visiting a tourism-related webpage, the students learned about some places of interest in Spain. The class also learned some important facts about Spain's weather and expressions related to it. After watching a video on Al Jazeera about climate change, in relation to SDG 13 - Climate Action, the students made a poster on the topic, including Spanish words. The class then revised the verb "ir" (to go) and learned questions related to vacations. As part of the Culture & Civilization aspect of the lesson, the class learned about some famous cities and monuments in Spain. Here are the links used as references during the session: https://www.touropia.com/tourist-attractions-in-spain/ https://www.tuescueladeespanol.es/blogs/conoce-espana/clima-en-espana/ https://www.youtube.com/watch?v=dcBXmj1nMTQ https://www.youtube.com/watch?v=L6DVABPHJ-g&t=10s In this month, the students learnt about holiday activities and revised regular and irregular verb conjugations related to the same. The class practiced paragraph writing on holidays and some other topics as a revision. PHYSICAL EDUCATIONBadminton: Racket swing, underarm swing Gymnastics: Basic gymnastics terminology Judo: Forward roll, backward roll Cricket: Basics of cricket – objectives, equipments Basketball: Dribbling – right-hand, left-hand dribble Football: Dribbling – Shots taps, long taps Swimming: Introduction to the pool and its surroundings, basic water safety rules and floating on front and back Shooting: Introduction to Air Pistol Shooting (Fundamentals and Safety), weapon introduction / safety procedures and range commands INDIAN DANCEThe power of Deva Shree Ganesha destroys all your sorrows, enhances your happiness, and creates goodness all around you. Lord Ganesha blesses you with worldly bounties, keeps you protected from obstacles at all times, with this thought we at Suncity started the new session with a beautiful Ganesh Vandana - "Ganesh Raja" by Kailash Kher. Along with Kathak basics students learnt beautiful postures, mudras and body balancing in Kathak dance style. WESTERN DANCEThe new session started with the enthusiastic Bhangra dance on the occasion of Baisakhi festival. Bhangra being one of the most energetic dance forms, it gives students the scope to push themselves to built their stamina and it is one of the best calisthenic exercise. Bhangra choreography was an amalgamation of rhythmic footwork and broad hand movements. The choreography was done in modern Bhangra style keeping the essence of the folk element intact. INDIAN MUSICअप्रैल - मई माह में छात्र छात्राओं द्वारा की गई गतिविधिया: गायन अभ्यास: शुद्ध स्वर अलंकार । राग,गीत - लोक गीत माएरी । प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक । गायन तकनीक: गायन के अभ्यास की बुनियादी तकनीक, प्रतियोगिता में प्रस्तुति के महत्वपूर्ण बिंदु इंवेस्टीचर कार्यक्रम मे चयनित छात्र छात्रों ने राग केदार मे कृष्णा गीत का प्रदर्शन किया वाद्य - कांगो , बोंगो एवं तबला का प्रारंभिक परिचय , हस्तमुद्रा (तीन ताल ) एवं भजनी ठेका WESTERN MUSICStudents explored different instruments and practised different ways to play an instrument with time signature, meter, tempo, syncopation, accents, vocal pitch practice in different pitch and recognizing different pitches. The song practised was : "Sleeping child" DRAMAApril-- The new session started with great enthusiasm, and with the creative introduction and ice-breaking activities for the students. Students were acquainted to some focus and concentration activities to improve their attentiveness. May-- In the month of May, the students were introduced to two very important tools of drama: Observation and Imagination. Observation is a crucial trigger for imagination. It helps actors and students become more aware of their surroundings and notice even the smallest details. Furthermore, it develops their sense memory data bank, enhances the power of imagination, and ultimately enables them to convincingly create and transform into a character from a script. Activities such as sound observation, animal observation, and observation of human behaviour in different situations have improved the observation and imagination skills of the students. Imagination, being a powerful brain-booster, allows individuals to think in unconventional ways. It can help in finding solutions and enables the creation of scenarios that effectively solve problems. VISUAL ARTSStudents were introduced to the famous contemporary artist Jamini Roy. Discussion was held on the artist's style of painting. Students learnt to create human forms by using various elements and principles of art.
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