MATHChapter 2 Polynomials The students explored the tour of polynomial in daily life situation. The chapter introduced by various uses, the polynomials in daily real life situations for modelling of various buildings and objects, as used in industries and in construction. The student were made aware of their usage even in marketing, finance, stocks, etc. The students learnt to find zeros of linear polynomial, Quadratic polynomial, Cubic polynomial using graphical method- on graph sheet. Competency Based Learning: The questions based on case study questions were explained in the class with the help of bridges, fly overs, etc. NCERT text book questions were explained as per the level of understanding of the students. Chapter 1- Real numbers The students were asked to do a small activity - Pairing Game- Rational and Irrational numbers. Recall Euclid’s division lemma, Euclid’s division algorithm, fundamental theorem of arithmetic. Know the proof of √2 , √3 etc are irrational condition for a rational number to have a terminating or non- terminating recurring decimal expansion . Compare HCF and LCM. Compare rational numbers with terminating decimal expansion and non terminating recurring decimal expansion. Apply the result in proving 2+√3 ,1/√5, √5+√3 etc are irrationals. Use in finding whether the decimal expansion of a rational number is terminating or non-terminating recurring. Apply the knowledge of LCM and HCF in practical situations. Chapter 15 - Probability The students learnt, • To recognize the outcomes of the given random experiment. • To recall the definitions of Random experiment, outcome, event, favorable outcomes, trial, empirical Probability, theoretical probability. • To differentiate between empirical probability and theoretical probability. • To find the sample space of the given random experiment. • To find the probability of the given event. • To cite examples for Random experiment and event. • To use the knowledge of probability in daily life. • To use the learnt concepts in solving exercise problems. • To analyze the problem to choose appropriate method to solve it. • To suggest alternative method to solve a problem. • To construct the line graph for empirical Probability, theoretical probability. • To handle geometrical instruments with ease and proficiency. To carry out the oral and written calculations with ease and speed. SCIENCEPhysics: Chapter: Light ( Reflection and Refraction) Using the prior knowledge and real-life activities, students understood the phenomenon of reflection of light and its laws. Using the spoon activity, students understood the concept of spherical reflecting surfaces like concave and convex mirrors and plane mirrors. Some students from classroom visited the restroom to experience the characteristics of image formed due to plane mirrors and others thought of same and then discussed about the outcomes. In addition, with the help of spoon activity and ray diagrams, students understood the rules of image formation due to concave and convex mirrors and how image formation takes place due to these mirrors in various positions of object. Students understood the meaning of various variables like u, v, f, R & m and derived relation known as Mirror formula. Students solved numerical on the mirror formula to enhance their understanding about the relation. By using several apparatus in Physics Lab, students observed different activities related to propagation of white light through glass, water etc. to understand the refraction of light. Based on the observations from the activities, students were able to differentiate between rarer and denser medium and propagation of light in these media. In addition, the students understood the laws of refraction and related the concept of refractive index with the speed of light in these media. With the help of ray diagrams, students understood the image formation due to spherical lenses and experienced the applications of same in spectacles used. The students understood the meaning of various variables like u, v, f, R & m and derived relation known as Lens formula. Students solved numerical on the lens formula to enhance their understanding about the relation. With the help of discussion about the use of spectacles, the students understood the meaning of Power and understood the relation with focal length of lenses. Lab activity observed by students: 1. Propagation of light through glass and water [only observed] 2. Refraction through a rectangular glass slab [demonstrated in lab] 3. Refraction through a triangular prism [demonstrated in lab] 4. Dispersion of white light and rainbow formation [only observed and will be done with topic] Chemistry: Chapter: Chemical reactions and Equations With the help of several discussion based on prior knowledge, students differentiated between physical and chemical changes and listed properties of chemical change. With the help of recapitulation of symbols and valancies, the students understood how to convert the word form of reaction to symbolic form and how to balance the equations. The students practiced balancing of equations. With the help of several examples, the students understood about the following types of reactions: 1. Combination Reaction 2. Exothermic Reaction 3. Decomposition Reaction and it's types: photolytic, thermal and electrolytic decomposition 4. Endothermic Reaction 5. Displacement Reaction 6. Double displacement Reaction 7. Precipitation Reaction 8. Oxidation Reaction 9. Reduction Reaction The students solved the worksheet based on the above topics. Chapter: Acids, Bases and Salts With the help of various discussions, students were able to differentiate between acids and bases on the basis of difference between their taste and their conductivity. In continuation, students understood the significance of indicators and types of indicators. The students were made to understand the change in behavior of indicators and were made to list the change of following indicators in acids and bases: 1. Red Litmus 2. Blue Litmus 3. Phenolphthalein 4. Methyl Orange 5. Vanilla Essence 6. Red Cabbage 7. Onion Biology: The students started the session with recapitulating about all the processes going on in a living organism. By discussing the real life examples, the students listed the characteristics of living things. Students comprehended that photosynthesis happens in the autotrophs. Students understood the different types of heterotrophic nutrition with the help of concept maps and related youtube video https://youtu.be/6nCRODqTngg. Students understood with the help of diagrams/pictures and models that the Human beings are omnivore animals who have a complex digestive system. (Related to SDG- 15 which helps to understand the nutrition process in plants). Students also learnt about the intracellular digestion seen in single-celled organisms through a diagram. Students made the diagrams to familiarize themselves with various digestive organs in humans and their role in digestion. (Art integration as they required to use their creative skills.) Students understood primary role of the circulatory system and functioning of the heart. They also did breathing exercises and watched a related video to understand the mechanism of breathing. The students jogged in the class to understand why athletes faced muscle cramps and correlated it with aerobic/anaerobic respiration. (Inter disciplinary with sports) Educator demonstrated the process of recording pulse which the students had hands on practice in school infirmary in the month of July. Students also saw images of different respiratory organs to differentiate the ways in which animals from different habitats respire. The students understood different types of respirations with appropriate examples with the help of a flowchart (Inter-disciplinary with art ) and discussed related activities. They were able to correlate heart beat and pulse. Students also understood the implications of different Blood Pressure values and its clinical implications. Students understood that different organisms follow different modes of excretion such as kidney, lungs, skin and eyes depending on their habitat and food habit. Students drew the diagram of Excretory System. (Inter-disciplinary with art and related to SDG 3 which helps to understand body systems and importance of keeping healthy) Thus, the students developed the skill of drawing diagrams, observation and inquiry. The students also practiced several HOTS Questions, Reasoning Based Questions and MCQs based on the concepts to assess their learning. SOCIAL SCIENCEGeography: The session commenced with on boarding the children to thought provoking content- the availability of Natural resources in the country and their innate importance. The children were made aware of the reasons and need to know about the condition of their country with respect to the resources their classification and their uses/importance. Soil as a resource, its types and uses keeping in mind the chemical composition was also highlighted. Its condition, status and the crisis that it faces today– the threat to human existence because of its depletion and degradation was discussed and means and methods of conservation were taken up. The students joined the Save Soil movement led by Sadhguru and pledged to write a letter to the Prime Minister to give urgent attention to the danger this natural resource is in. Economics: Ch 1- Development The topic was introduced with the introduction of the speech "Tryst with Destiny" by Pt. Jawahar Lal Nehru. The students were questioned on their knowledge about India and Pakistan together and were then asked to compare the two countries on different parameters. The develpment of India in different domains was explained. "Different people and different goals" theory was explained by an activity where students were asked to write 3 short term and long term goals of their life. They were asked to understand and observe the difference in their goals with respect to their peers. Different parameters of development, developed and developing countries were discussed with the help of a PPT. Civics: Ch1- Power Sharing A cartoon was shown to introduce the topic related to the political condition in Pakistan. Students were asked to give their opinion about the current situation in Pakistan and Russia-Ukraine War. Power Sharing and its different modes were explained with the help of a flow chart. Case study of Sri Lanka and Belgium was discussed with the help of a PPT . Students were asked to bring information about LTTE and its involvement with Rajiv Gandhi's assasination. Students were able to summarise the positive and negative aspects of Power sharing and its importance in present day scenario. History: Ch2- Nationalism Of India The topic was introduced with the singing of the National Anthem and thus asking students why being in the position of 'attention' was followed while singing it. The students were then asked to answer a thought provoking question about what it was being an Indian for each one of them. The topic was introduced and a link was build to understand the broad meaning of Nationalism. The situations prevalent during World War I were discussed and understood by the students and a list of all the problems faced by the Indians was made. Return of Gandhi ji from South Africa and his idea of Satyagrah was explained in detail. Students located the places on the map where Gandhi ji initiated the Satyagrah movement. Khilafat movement and its impact was shared. The students were asked about the cureent scanario of our country where religion was a factor for hatred among communities. Students prepared a time line and understod the reasons leading to Non-Cooperation movement. Chauri Chara movement and its importance was shared with the help of visuals. INFORMATION TECHNOLOGYThe IT lessons commenced with discussion of IT syllabus and collation of practical tasks. Students were asked to create a folder in OneDrive to save month wise Practical tasks. The students created a pamphlet on SDG Goal – 16 Peace Justice and Strong Institutions. They used the styling features of Writer and also inserted graphics to create pamphlets. They got the opportunity to learn the features of Apache Office writer - Templates, Tables of Content and Mail Merge. IT class was continued with Apache Office Calc and they learnt to do the calculations and different features like Consolidate, grouping sheets, Goal Seek etc. Students understood the importance of Open Office softwares. ENGLISHThe English lessons commenced with icebreaker activity where the students wrote down their individual characteristics, qualities, likes, interests, talents etc. using explicit descriptive words anonymously and the others tried to recognize each other through them. The students familarised themselves with Grade 10 syllabus, its pattern, the type of questions and answers expected before starting with the first chapter "A Letter to God". The students recapitulated the concept of 'story' and its elements through a video: https://youtu.be/Zr1xLtSMMLo. The students were introduced to the world leader Nelson Mandela and Aparthied through a short biographical video: videohttps://www.youtube.com/watch?v=PyfOrbO0xf4. Content Analysis of the chapter was done through Comprehension, Characterization, Vocabulary, Figures of Speech, Grammar, Listening. The students critically analyzed the importance of the impact of racial discrimination, identify the main points and work in collaborative manner communicating ideas with each other. Thereafter a subject-enrichment project was done by students which was integrated with SST and ICT under SDG 3, 10 &16 by making groups of four and doing a comparative study via a PPT of the principles and lives of Nelson Mandela, Mahatma Gandhi and Martin Luther King who used non-violence to achieve their aim. The students analysed the stories from the supplementary reader "A Truimph of Surgery" and "The Thief's Story" in order to demonstrate understanding of their significance in literature and narratives. They explored different Interpersonal, Intrapersonal, Naturalistic multiple intelligences. The concept initialization of the two Robert Frost poems "Dust of Snow" and "Fire and Ice" was done via a group discussion among students on Nature, its ferocity, the effect of its beauty and tranquility: https://youtu.be/XMlR4ToFWQw. The students identified and appreciate significant, literary elements and poetic devices such as– Personification, Oxymoron, Metaphor, Imagery, symbol, Simile, Alliteration, Repetition, Transferred Epithet, Rhyme scheme, etc. "A Tiger in the Zoo" poem concept initialisation was done via GD on FREEDOM. The students were intruduced to the poet and the poem, reading, explanation, critical analysis, discussion of the elements of the poem, literary devices, rhyme scheme, etc., Q&A (NCERT, HOTS, Value based). The concept was closed by the students with a SUBJECT/ART INTEGRATION ACTIVITY (Life Skills, ICT, SST: Geography, Fine Arts, SDG 3 & 15) by making a poster on wildlife conservation under Competency Based Learning. The concept intialisation of the chapter "Two Stories about Flying: a) His First Flight b) Black Aeroplane" through a short video on COURAGE: https://youtu.be/UBiDjhgntWA to reiterate what it takes to be courageous. Introduction to the authors, stories, reading, explanation, vocabulary, meanings, analysis, elements, plat of the stories. Q&A (NCERT, HOTS, Value based) Formal letters were introduced to the students with format and samples as per CBSE. The students did an activity under Global Movement to Save Soil on https://consciousplanet.org/ wherein they wrote a formal letter to the Honb'le Prime Minister of India campaigning to save the degradation of soil. HINDIअप्रैल माह में छात्रों को स्पर्श भाग -२ में रचित पाठ -१ बड़े भाई साहब पढ़ाया गया | पाठ को पूरा पढ़ाने के पश्चात पाठ की संपूर्ण प्रश्नोत्तरी पर चर्चा की गई | पाठ के कुछ अन्य महत्त्वपूर्ण प्रश्न भी कराए गए | पाठ से संबंधित गतिविधि भी कराई गई | पाठ को कराने का मुख्य उद्देश्य छात्रों को प्राचीन शिक्षा प्रणाली और वर्तमान शिक्षा प्रणाली में अंतर बताना था | काव्य - खंड में रचित कविता - कबीर की साखियाँ और मीरा के पद पढ़ाए गए | कबीर की साखियों से संबंधित साखियों का सस्वर गायन करते हुए गतिविधि कराई गई | व्याकरणिक विषय रचना के आधार पर वाक्य - भेद कराए गए और वाक्य रूपांतरण करना सिखाया गया | व्याकरणिक विषय समास की परिभाषा देते हुए उसके अनेकों उदाहरणों के माध्यम से विषय को स्पष्ट किया गया | इससे छात्रों को समास - विग्रह और समस्त पद बनाने की जानकारी प्राप्त हुई | पाठ्य - पुस्तक में रचित पाठ-२ तताँरा वामीरो कथा का वाचन कराया गया और पाठ से संबंधित प्रश्नोत्तर भी कराए गए | पाठ को कराने का मुख्य उद्देश्य छात्रों को इस बात से अवगत कराना है कि रूढ़ियाँ जब बंधन बनने लगे तो उनका टूट जाना ही बेहतर है | रचनात्मक लेखन के विषय - औपचारिक पत्र -लेखन का प्रारूप स्पष्ट करते हुए उसका मौखिक अभ्यास कराया गया | सतत विकास लक्ष्य- ५ लैंगिक समानता से एकीकृत करते हुए उन्हें अपने मित्र को पत्र - लेखन करने को दिया गया | सतत विकास लक्ष्य -४ गुणवत्तापूर्ण शिक्षा से और बड़े भाई साहब पाठ से एकीकृत करते हुए उन्हें अनुच्छेद लेखन का लिखित अभ्यास कराया गया | SANSKRITशब्दकोश में वृद्धि करते हुए , वाक्यों में कारक-विभक्ति – उपपद विभक्ति , स्वर-व्यंजन संधि और अव्ययशब्दों का सम्यक ज्ञान प्राप्त कर पदपरिचय में निपुणता प्राप्त करना । तालिका द्वारा परसर्ग व वाक्यनिर्माण के साथ अभ्यास कराते हुए कारक का उपयुक्त ज्ञान प्रदान कराया गया । रचनात्मक विधा के अंतर्गत अनुप्रयोगात्मक रूप में अभ्यास कराते हुए स्पष्ट कराया गया । पाठवाचन , श्रवण कौशल , भाषिक कार्य और गद्यांशावबोधन कार्य करने की योग्यता प्रदान की गई । पाठ १ –शुचिपर्यावरणम्’ के माध्यम से गद्यांशावबोधन और पाठ २ –‘ बुद्धिबलवती सदा ’ के माध्यम से नाट्यांशावबोधन विधा और संवाद विधा से परिचित कराया गया । भाव पक्ष के साथ- साथ छात्रों ने स्वजीवन में कहानियों से सामंजस्यीकरण करते हुए मूल्यपरक प्रश्नों पर चर्चा की । संघर्षपूर्वक कठिन परिस्थितियों का साहस से सामना कर समाज के लिए प्रेरणाप्रद लक्ष्य प्राप्त करना । PBL- उपपद विभक्ति आधारित तालिका कराते हुए भित्तिपत्र तैयार कराया । साहित्यिक कल्पनाशीलता और सृजनात्मकता की योग्यता का विकास का मौलिक ज्ञान प्रदान किया गया। अंतर्विषयक- (कला और साहित्य) संवेदनशील होना , पर्यावरण का संरक्षण करना , साहस से परिस्थितियों का सामना करना सहयोग, आत्मसम्मान और सद्भावना जैसे मानवीय गुणों की समझ को विकसित करना आदि IBL - " कबाड़ से जुगाड़ " आधारित रोचक तथ्य द्वारा पर्यावरण संरक्षण एकत्रित करने पर भी चर्चा की गई । FRENCHStarted the session with recap of three types of verbs. Grammar topics from the previous year were done along with comprehension passages. Formal Curriculum vitae, informal letter, Proverbs, Nominal form of verbs were done along with recap of 5 different tenses. New grammar topic was introduced with a video- Relative pronouns [simple & compound]. The educational system of France and India was explained extensively to make students understand the difference. Lessons 1,2 &3 in the workbook were completed along with culture and civilization part. GERMANThe session commenced with a self-introduction with the help of the pointers and a recap of the grammar topics already covered. An invitation to a food tasting session was discussed and explained. Questions based on the invitation were also practiced and the student learned to form indirect questions with the help of the conjunction "ob". An article on "Food tasting session" was discussed and questions and answers based on it were practised. Student then learnt to write a recipe with the help of new vocabulary and verbs. He was then introduced to adjective endings without articles and also made to write a simple recipe using infinitives. Format of formal, semi formal and informal e-mail was explained and the same was practiced. Phrases related to introducing a topic were discussed and the student was given a topic to prepare a PPT. Regions in Germany, Austria and Switzerland were discussed and exercises based on the same were practiced. PHYSICAL EDUCATIONStudents practiced: • Warm-up exercises like on the spot jogging, jumping and running. • Agility exercises like modified zig-zag running with cones. Students of Grade III C, IV C, V B, VI A, IX & X were able to play BADMINTON: Ready Position: Sidestep (Chasse) Moving front & back. Lunge: Students of Grade III D, IV D, V C, VI B, VII B, IX & X were able to play BASKETBALL: Ball handling, Dribbling, Passing Students of Grade III B, IV B, V A, VIII B, IX & X were able to play CRICKET: Batting & Bowling, Batting & Bowling, Fielding & Wicket Keeping Students of Grade III A, IV A, VII A,VIII A, IX & X were able to play TABLE TENNIS: Grips, Ball control & movement, Stroke Plays Students of Grade III C, IV C, V B, VI B, IX & X were able to play GYMNASTICS: Basic gymnastic skills in simple routing - floor, mats & other gymnastic equipment. Understanding role of strength & flexibility, technique & fitness, safety for self & others Students of Grade III D, IV D, & VIII B were able to play ATHLETICS: Running Fundamentals, Sprints, Starts INDIAN DANCEA good beginning makes a big difference. This academic year began with new hopes and a positive mindset in order to make it a bright chapter for students' life. The session started with the auspicious 'Ganesh Vandana' along with the introduction of dance and asamyukta hasta mudras. 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 session began with a new dance style- JAZZ. It's a good exercise for mind and body coordination, it also improves the body posture. DRAMAStudents were made to feel comfortable followed by an introductory activity in the form of 'Which Fruit Are You?' The next few sessions focused on developing Reactions to various Actions performed by the facilitator for example a dramatic and strong reaction to the action of being slapped or hot water being thrown on your face or tasting a sour lemon, etc. The students were also made to do a Nukkad Natak on 'How a Democracy Functions, which was co written by students of Grade 8. INDIAN MUSICअप्रैल एवं मई माह में छात्र छात्राओं द्वारा की गई गतिविधिया: शास्त्र, क्रियात्मक- आलाप, तान ,मींड, कण, मुरकी,खटका, चौताल की परिचय एवं बोल। राग,गीत – सरगम गीत, सरस्वती वंदना, राग खमाज,आरोह अवरोह बंदिश। प्रयोग हुए वाद्य: तानपूरा, ऑडियो ट्रैक । गायन तकनीक: गायन के अभ्यास की बुनियादी तकनीक, प्रतियोगिता में प्रस्तुति के महत्वपूर्ण बिंदु । सन्दर्भ वीडियो लिंक: https://youtu.be/vrRYjch3UT8 https://youtu.be/IMcLvbNGJ_E WESTERN MUSICIn their western music lessons, the students learnt: Vocal warm-up exercises with 7 notes of music in different scales Physical body warm-up exercises Song: 'Heal the World' (Michel Jackson) Intro part Students also learnt the guitar pattern of song Instruments: Taught holding drum sticks and stick bouncing techniques Techniques: Learnt how to sing in dynamics and different modes of singing Song URL: https://www.youtube.com/watch?v=02CcUCPkw-s ARTIn their Visual Art lessons, students learnt:
Typography- Introduction to letters as a graphic (Nameplate/ initials). · Students were introduced to the study of types, as a reflection of their inner self. They were asked to design a nameplate using their name initials in their own style. Picture composition/ poster on Earth Day- Students observed and related environmental issues into a visual composition. Poster Making on Labour Day -Students recalled their observations from daily life and made a poster on ‘Stop Child Labour’. Picture composition/ poster on Mother’s Day- Students observed the emotion of a child and mother and expressed it into a visual composition. Composition: Creative & freehand Art Technique: Free hand, paper craft, colour mixing, geometric (with tools), colouring, outlining Art tools: Pencil, sketch pen, crayons, oil pastels, scale, craft paper, tissue, etc SDG: Good Health & Well Being, Quality Education, No poverty, Responsible Consumption & Production In her Visual Art lessons, Jayashree learnt: • Mother Teresa by M F Husain (Theory and description) • Still Life in pencil shading (2 objects in a composition) • Crushed paper study (drawing a crushed paper in pencil shading) • Leaf study (drawing a dried leaf in pencil shading) Composition: Creative & freehand Art Technique: Free hand Art tools: Shading pencils and cartridge paper
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AuthorClass Educator : Dr.Manisha Verma Archives
December 2023
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