MATHEMATICSAs the curtains rose on the chapter "Understanding Quadrilaterals," a journey of geometric exploration unfolded, guided by the students' prior knowledge of the world of curves and polygons. With curiosity as their compass, they delved into the intricate realm of shapes and their properties. Their familiarity with polygons became a cornerstone for comprehending the diverse universe of Concave and Convex Polygons. Armed with their understanding of regularity and irregularity, the students navigated the landscape of polygons with newfound insight. The class embarked on a quest to uncover the secrets of Interior and Exterior angles within an "n" sided polygon. Armed with pencils and notebooks, they etched down essential notes, capturing the essence of geometric relationships. The revelation of the interplay between exterior angles and polygon sides was a moment of geometric epiphany, a revelation of the invisible threads binding shapes and angles. The mysteries of Angle Sum properties and the enigma of diagonals found their solutions through formulas. Armed with mathematical tools, the students calculated, conjectured, and explored the symphony of numbers that danced within polygons. With a collection of cut-outs adorning their hands, the classroom transformed into a geometric tableau. Trapeziums, kites, and parallelograms were dissected, their properties unraveled with precision. Each type of quadrilateral became a testament to the harmonious dance of sides, angles, and diagonals. As the journey continued, the spotlight shone on the realm of parallelograms. The class delved into the world of rectangles, squares, and rhombuses, unraveling their distinctive properties, each a unique facet of the geometric tapestry. With an interactive approach, the students engaged in exercises, deciphering the mysteries presented by NCERT's thought-provoking questions. In the classroom's embrace, discussions reverberated, thoughts converged, and knowledge expanded. Extra questions became avenues for sharpening their visual and spatial skills, adding depth to their geometric prowess. Students of Grade VIII participated in the Inter House Mental Math competition in the month of July 2023. This competition, helped students understand their Mathematical ability, brought forth their critical thinking and problem-solving skills and agile while calculating mentally. The competition saw 3 rounds, pen-paper, online quiz on Kahoot & Quizziz, and finally the quiz itself. The final winners : 1st Place – Ashlesha Goel (Pacific House) 2nd Place – Shashwat (Atlantic House) 3rd Place – Pranesh (Indian House) ENGLISHAfter the summer break, students returned to school with renewed enthusiasm and energy. They engaged in revision activities to prepare for their upcoming Unit Test, which included working on practice worksheets and participating in verbal discussions. In the English class, the poem 'Geography Lesson' was read and thoroughly discussed. The class utilized aerial views of Delhi, Amritsar, and Lahore to comprehend the idea that nature does not impose boundaries among human beings. Furthermore, the students analyzed the usage of geographical terms within the poem. The poem's connection with SDG 11: Sustainable Cities and Communities and SDG 16: Peace, Justice, and Strong Institutions was elucidated. The students completed the unit 'Glimpses of the Past,' which included an engaging activity that captured their interest. Particularly, the unit 'Bepin Choudhary’s Lapse of Memory' intrigued them as they related to instances when their own memories had played tricks on them. In the realm of grammar, one section of the class commenced their study of 'Adjectives.' To address any uncertainties, extra practice on Complex Sentences was undertaken. To solidify their understanding and knowledge, the students compiled their written work for all the units covered in their English notebook. SOCIAL SCIENCEHistory: With the curtain's rise on the chapter "Ruling the Countryside," the classroom transformed into a hub of inquiry-based learning, where history came alive through active exploration and discussion. The journey of unraveling the tapestry of the past began with an exploration of the achievements that the East India Company (EEIC) garnered post the decisive Battle of Buxar. This set the tone for an engaging and thought-provoking learning experience. In the spirit of inquiry, the class embarked on a discussion, dissecting the intricacies of Diwani Rights - a topic that resonated with historical significance. Through a collaborative exchange of ideas, the students engaged in a dialogue that brought to life the context, significance, and implications of this pivotal aspect of governance during that era. The journey of historical exploration expanded beyond the confines of the classroom walls, embracing the concept of flip learning. The students were entrusted with the task of becoming historical investigators, divided into teams that each delved into a different revenue settlement system under British rule. Team A assumed the mantle of unraveling the nuances of the Permanent Settlement, delving into its intricacies, its implications on the agrarian landscape, and its legacy. Team B ventured into the heart of the Mahalwari system, dissecting its intricacies, the web of relationships it wove, and the impact it left in its wake. Team C embarked on a journey into the realm of the Ryotwari system, exploring its design, its influence on land and society, and the stories it etched into history. The culmination of this investigative journey saw the students presenting their findings in an engaging and enlightening manner. Through each presentation, the class unveiled the layers of history, weaving together the complexities of revenue settlement systems. The culmination of the exploration journey was a holistic evaluation of the advantages and disadvantages associated with these revenue settlement systems. Through the lens of historical hindsight, the students engaged in critical thinking, dissecting the impacts and implications of each system. Civics: As the pages of the chapter "Secular Vision of Indian Constitution" unfolded, the classroom became a crucible of understanding and exploration. The theme of secularism, an integral component of the Indian Constitution, emerged as a beacon guiding students toward a deeper comprehension of the nation's ethos. The exploration of this profound concept commenced with a thought-provoking activity titled 'Are you Secular?' This engaging exercise invited the students to introspect and reflect upon their own beliefs and behaviors, providing a tangible connection to the idea of secularism. This practical approach laid the foundation for a more nuanced understanding. With curiosity ignited, the students embarked on a journey into the literal meaning of the term "Secularism." The classroom atmosphere buzzed with anticipation as they uncovered the layers that shrouded this complex term. Through discussion and dialogue, they navigated the waters of its significance and implications, gradually unraveling the essence of this cornerstone principle. The exploration didn't end at semantics; it extended into the realm of rights and responsibilities. As the students delved into the landscape of fundamental rights, they realized the immense significance of these entitlements that form the bedrock of citizen empowerment. Each right, they discovered, came tethered with a corresponding responsibility—a symbiotic relationship that underscored the maturity and balance inherent in the Constitution's design. A special emphasis was placed on the six fundamental rights enshrined in the Constitution, sparking a sense of awareness and engagement among the students. These rights weren't mere words on a page; they were pillars supporting the edifice of democracy and individual freedoms. In the backdrop of rights, the concept of fundamental duties emerged as a vital thread in the fabric of citizenship. The students recognized that while rights empower individuals, responsibilities amplify the strength of society as a whole. The harmony between rights and duties painted a picture of a holistic citizenry contributing to the greater good. Geography: After the summer break, the exploration of resources continued with renewed vigor. The chapter unfolded, shedding light on the multifaceted world of resources and their conservation. As students re-entered the classroom, they embarked on a journey that delved into land use, soil types, and water resources, cultivating a deeper understanding of our environment. The chapter commenced by unraveling the intricate tapestry of land use, prompting students to ponder the variables that influence it. Voices resonated with opinions and suggestions, fostering a sense of active participation in the conservation discourse. A video served as a window into the complex dynamics of land use, bridging theoretical knowledge with real-world implications. This multimedia approach breathed life into concepts, fostering a holistic grasp of the subject. Shifting focus, students plunged into the world of soil—a precious resource that underpins our sustenance. The classroom transformed into a crucible of learning as diverse soil types in India took center stage. Discussions meandered through factors shaping soil, weaving a narrative of conservation strategies. Geographical insights came alive as students charted soil types on a map, revealing the intricate fabric of India's soil diversity. Water, another invaluable resource, emerged as a focal point. Students navigated conversations around water's significance, sources, and the specter of pollution. Videos brought home the stark realities of water pollution, igniting a sense of urgency and responsibility. A case study assignment spotlighted the "Water Man of India," illuminating a legacy of water conservation. Students dug deep into his impact, offering presentations that echoed their engagement and understanding. The thread of sustainability wove seamlessly through the exploration, tying it to Sustainable Development Goal 15. This interconnectedness underscored the global relevance of resource conservation, instilling a sense of stewardship in the students. In essence, the chapter transcended the confines of a classroom, becoming a journey of discovery and empowerment. Multimedia, discussions, and practical exercises melded together, crafting an enriched understanding of resource management and conservation. The exploration didn't merely educate; it inspired action and imbued a sense of responsibility. As students ventured forward, they carried with them the awareness that they are custodians of our planet's resources, poised to shape a sustainable future. (Video links: https://youtu.be/MnCbTTTi7ic https://youtu.be/Yomf5pBN8dY) SCIENCEPhysics: Chapter - Pressure The students learned the concept of pressure with the help of activities using real-life objects. They tried to insert a nail with its head side into cardboard and then attempted to peel a potato with the blunt side of a knife. In both cases, they were not able to perform the tasks properly. After completing the tasks, the students concluded that the smaller the area of contact on an object, the greater the value of pressure exerted by that object. The students gained hands-on experience by performing these activities. The class engaged in a discussion on empathy questions such as: "Imagine you're carrying a heavy backpack on your shoulders every day to school. How do you think this constant pressure on your shoulders might make you feel physically and emotionally? How would you feel about someone who carries a heavy load regularly, like a porter or a construction worker?" Students actively participated in the class discussion and, with the help of various examples, listed the applications of pressure in real life. They answered conceptual questions based on pressure. Additionally, students practiced numerical problems based on pressure, integrating the concept with mathematics. Since the concept of pressure closely relates to the field of engineering and infrastructure development, understanding pressure is crucial for designing and constructing various infrastructure systems, such as buildings, bridges, pipelines, and hydraulic systems. Through this study, students will gain knowledge and skills that contribute to the sustainable development of infrastructure and promote innovation in engineering practices. (SDG:9 INDUSTRY, INNOVATION AND INFRASTRUCTURE) External Resources: https://youtu.be/ug1ygSvpUy0 https://youtu.be/DZ-959x6Uuc Chemistry: The learners began with a new chapter, "Coal and Petroleum," in which they classified the natural resources into exhaustible (non-renewable) and inexhaustible resources (renewable resources) of energy by recalling the names of natural resources which are available in limited quantities and can be exhausted by human activities. They learned about the importance of natural resources in their lives and also why it is necessary to conserve natural resources by sharing their views [SDG 7 Affordable and clean energy] through group discussions. They came up with wonderful ideas like reducing, reusing, recycling, and composting. They located the regions of coal mines on maps of India. Further, they also brainstormed their minds through the Think, pair, and share model where they collaboratively worked to research on the formation and types of coal. Each pair presented their research work in the form of a slideshow. They also learned about the Destructive Distillation of Coal through Listening and Summarizing activities. A video on the same was shown to them wherein they noted their observations regarding the products obtained in the process. They were also assessed on the same basis of completing a worksheet in the class. Video links: https://www.mapsofindia.com/maps/minerals/coal-mines-map.html https://www.youtube.com/watch?v=-fRjZhvC40E Biology: Chapter: Microorganisms - Friends or Foe In this chapter, students delved into the world of microorganisms and explored their characteristics, applications, and potential dangers. The five types of microorganisms were revisited, and their characteristics were summarized using a mind map to aid in understanding. To provide a visual understanding, students observed slides of bacteria, fungi, and algae under microscopes during a laboratory activity. As a home assignment, students were instructed to knead wheat flour with a pinch of yeast powder and water. After a few hours, the dough swelled up, helping them realize that yeast reproduction produces carbon dioxide gas, causing the dough to rise. Many students shared their pictures performing this hands-on activity. The teacher conveyed the importance of microorganisms in our lives through multiple concept maps. An easy activity involving the making of curd at home was conducted to demonstrate the presence of Lactobacillus bacteria. The nitrogen cycle was explained using a concept map, enhancing students' understanding of the process. The topic of microbial diseases in humans, including causative agents, modes of transmission, and general preventive measures, was comprehensively explained. Students engaged in a flowchart exercise to identify human, animal, and plant diseases caused by microorganisms. Various methods of food preservation were discussed, with real-life samples like jam and pickles used to illustrate how certain ingredients help extend their freshness. A short note on the Role of Microbiology in Sustainable Development was written by the students, aligning with SDG 12. Additionally, students researched and prepared a report on the importance of avoiding overuse of antibiotics, connecting to SDG 3. As a culmination, students created vaccination charts listing the vaccines they received for various diseases from birth to age 10, emphasizing the significance of healthcare and aligning with SDG 3. HINDIइकाई परीक्षा - १ की तैयारी कराने के पश्चात परीक्षा ली गई | वसंत पाठ्य पुस्तक के पाठ - क्या निराश हुआ जाए को पढ़ाया गया | पाठ के कठिन शब्दों के अर्थ कराते हुए पाठ की विस्तृत व्याख्या की गई | पाठ की प्रश्नोत्तरी पर चर्चा कराने के पश्चात छात्रों को पाठ से संबंधित गतिविधि कराई गई जिसमें उन्हें जीवन में आने वाली कठिन परिस्थितियों का सामना किस प्रकार करना चाहिए , उससे संबंधित विचार छात्रों ने सबके सामने प्रकट किए | पाठ को कराने का मुख्य उद्देश्य कठिन परिस्थितियों का सामना करना , मुसीबतों को देखकर घबराना न और समस्या चाहे कितनी ही बड़ी क्यों न हो कभी उनके आगे घुटने न टेकना की सीख देना है | कविता - भगवान के डाकिए को कराने का उद्देश्य छात्रों को डाकिए का महत्त्व बताना , बादलों की रचना किस तरह होती है ? एक देश के बादल और पक्षी किस तरह से प्रेम और भाईचारे का संदेश लेकर दूसरे दशों में पहुँचते हैं , आदि के बारें में विस्तृत जानकारी देना है | व्याकरण के विषय - संधि , लिंग और वचन कराए गए | भौतिक विज्ञान से एकीकृत करते हुए उन्हें गतिविधि कराई गई | संधि के भेद , भेदों की परिभाषा और स्वर संधि के भेदों की नियमानुसार व्याख्या की गई | भाषा प्रतियोगिता के अंतर्गत उन्हें आशुभाषण कराया गया | जिसमें प्रत्येक सदन से विजेता छात्रों को चुना गया | ICTIn the dynamic realm of ICT classes, students embarked on a journey through the virtual landscapes of web development, where HTML and CSS were their tools of creativity. As they delved into the intricate world of coding, a tapestry of knowledge and innovation unfolded before them. Equipped with newfound skills, the students delved into HTML, unraveling its possibilities like uncovering hidden treasures. The exploration led them to grasp the nuances of different types of lists and tables, which formed the building blocks of their digital creativity. Guided by their curiosity, the students embarked on a hands-on endeavor, crafting a web page that would reflect the impact of the Covid-19 lockdown period on the land. With precision and artistry, they wove together elements of HTML and CSS to breathe life into their digital canvas. This endeavor not only showcased their technical prowess but also harnessed their creativity to convey a narrative. In a powerful alignment with global goals, the students linked their creation to the Sustainable Development Goal (SDG) 15, focusing on Life on Land. By weaving together technology and real-world concerns, they demonstrated the potential of ICT to transcend beyond screens and codes. SANSKRIT‘नैतिक शिक्षा और मानवीय गुणों की उपयोगिता विषयवस्तु से समायोजित कराते हुए सभी के जीवन स्तर में सुधार लाना’ की भावना को स्वीकारते हुए छात्रों ने पाठ – सुवचनानि नामक श्लोकाधारित पाठ पढ़ा। परियोजनात्मक शिक्षण (Project base learning) के रूप में दृश्य-श्रव्य सामाग्री के माध्यम से पुरुषार्थमयता , सत्संगति, संतोष और मानवीया मूल्यों से संबंधित जानकारी प्राप्त कर छात्रों ने श्लोकाधारित भित्तिपात्र के माध्यम से अपनी क्षमता अनुसार चर्चा की । पाठ – महतामपि महान’ नाट्यांशावबोधन कराया गया । अंतर्विषयक- (नैतिक शिक्षा और साहित्य) सोच- समझकर साहस , सत्या और न्यायिक सूझ-बूझ से परिस्थितियों का सामना करना । अभ्यासपत्र द्वारा प्रथम इकाई परीक्षार्थ पुनरावृत्ति कराई गई। 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। FRENCHWith the conclusion of the summer break, a wave of renewed enthusiasm and a thirst for knowledge swept through the school as students returned. The classroom atmosphere hummed with the anticipation of new learning experiences. In preparation for the impending UT 1 test, a comprehensive revision was orchestrated, facilitated by a thoughtfully crafted worksheet. This revision not only fine-tuned their understanding but also allowed them to reconnect with prior knowledge, setting the stage for deeper learning. The journey into the French language gained momentum as students completed Lesson 2 cahier, immersing themselves in linguistic exploration. This voyage was not confined to words and phrases but encompassed cultural nuances and communicative intricacies. A linguistic tapestry expanded with the introduction of the "Futur proche" - a linguistic time capsule transporting them to the near future. The students navigated the landscape of this tense, skillfully constructing affirmative, negative, and interrogative forms. Their linguistic toolkit expanded, empowering them to articulate their thoughts and desires with increasing fluency. The classroom echoed with discussions and interactions that enriched their learning experience, as they seamlessly integrated the new tense into their linguistic repertoire. Book in hand, students diligently engaged with the workbook and textbook exercises, cementing their comprehension and honing their language skills. The completion of these exercises not only reinforced their understanding of grammar rules but also bolstered their confidence in applying these rules in real-life scenarios. GERMANThe new academic session started with students introducing themselves in German using the phrases and vocabulary already learned. They were then introduced to the vocabulary on parts of the body and their singular and plural forms and a short text describing one's wellbeing. After a quick revision of indefinite articles (accusative case) students learned to name common ailments and remedies and the verb "weh tun". and "fehlen" They further got to know about the personal pronouns in dative case and practiced short dialogues using dative verbs "weh tun" and "fehlen" and dative personal pronouns. They also came across the accusative and dative interrogative pronoun "Wen? (Whom?)" and "Wem? (Whom?)". SPANISHThe month's journey ignited with a captivating quiz that unveiled the vibrant tapestry of Spanish culture, accompanied by the melodies of Spanish songs that resonated in the air. The classroom transformed into a vibrant space, alive with the rhythm of curiosity and learning. A cinematic portal opened with the video "El fin de semana pasado" - a captivating window into the past weekend. This audio-visual introduction laid the foundation for delving into the realm of Preterite Indefinite tense, inviting students to explore the nuances of time in the Spanish language. Armed with newfound insights, the students embarked on a grammatical journey, meticulously crafting the conjugation table of regular verbs in the past tense. In this linguistic exploration, they unraveled the intricate threads that weave the Preterite Indefinite tense, a dance of time that breathes life into narratives. The grammar voyage continued, with a focus on the verb "Ir" - a pivotal component of linguistic expression in the past. Understanding the grammatical intricacies behind it, the students navigated the nuanced landscape of language. As the pages of the textbook turned, the class plunged into the chapter "Fuimos al parque temático," where language transcended mere words. Guided by their linguistic compass, they engaged in thoughtful discussions, diving into the narrative's tapestry and extracting deeper meanings. The exploration traversed to the chapter "El fin de semana pasado," a rich narrative that the class dissected and practiced within the classroom's embrace. This practice was not just a linguistic exercise but a journey into the heart of Spanish culture and communication. With an integration of technology, the students ventured into the digital world, where they engaged with the video [https://videoele.com/A2-El-fin-desemana.html]. This interactive audio-visual resource added a layer of immersion to their learning journey, bridging the gap between the virtual and the real. 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 DANCE“Everybody is talented because everybody who is human has something to express.” Nine Emotions included in Navarasa are Shringara (love), Hasya(laughter), Karuna(kind-heartedness or compassion), Raudra (anger), Veera (courage), Bhayanak (terror), Veebhatsya (disgust), Adbutha (surprise) and Shanta (peace or tranquility). Students enjoyed learning "Navras-Nine emotions". They also practised patriotic dance moves on "Bharat humko jaan se pyaara hai". WESTERN DANCEWe salute the brave soldiers who protect our nation’s freedom with their courage and dedication. The new choreography started with the enthusiastic patriotic dance on the occasion of independence day. Using the contemporary tools and feeling of veer ras, students learnt a patriotic dance. Contemporary tools give students the scope to push themselves to build their flexibility and it is one of the best calisthenic exercise. Patriotic choreography was an amalgamation of movement and theatre using vocals as the secondary tool . The choreography was done in modern style keeping the essence of patriotism intact. INDIAN MUSICजुलाई माह में छात्र छात्राओं द्वारा की गई गतिविधिया: गायन अभ्यास: शुद्ध स्वर अलंकार । राग,गीत - लोक गीत राग सारंग । प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक । गायन तकनीक: गायन के अभ्यास की बुनियादी तकनीक, प्रतियोगिता में प्रस्तुति के महत्वपूर्ण बिंदु अंतर सदनीय देशभक्ति गीत प्रतियोगिता मे चयनित छात्र छात्रों ने देशभक्ति गीतो का प्रदर्शन किया वाद्य - कांगो , बोंगो एवं तबला का प्रारंभिक परिचय , हस्तमुद्रा (तीन ताल ) एवं भजनी ठेका WESTERN MUSICStudents learnt different types of software such as DAW for mixing or producing music. Technology has changed how people create music. Students have the possibility of becoming composers and produce film scores from their home studios. DRAMAFrom enunciating intricate tongue twisters to crafting characters with distinct speech patterns, our journey through voice and speech was both entertaining and enlightening. Students embarked on a quest to master the art of voice throw, exploring the nuances of projection and resonance. They honed their skills in controlling voice pitch, using it as a powerful tool to express a wide range of emotions and personalities. Through captivating exercises, students not only polished their vocal abilities but also cultivated self-confidence and effective communication. As July unfolded, students discovered that the magic of drama lies not only in the scripts and performances but also in the mastery of voice – a skill that resonates far beyond the stage, enriching our daily lives. VISUAL ARTSStudents completed their Jamini Roy painting ‘Handmaiden’. They participated in the Inter-house art competition with great enthusiasm and learnt about Pichwai art. They created it using tricolor by using their creativity aesthetically.
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