MATHEMATICS
Quadratic Equations
The students were asked to make a mind/concept map on the topic- Nature of roots and quadratic Formula to find the value of “x”. The various concepts were taught in the class with the help NCERT questions. The nature of roots was discussed in the class with extra questions and the quadratic equations using factorization or quadratic formula were explained in the class.
Arithmetic Progression
Application based questions such as which grows faster- Simple/compound Interest, rate of cars or automobiles were asked to create interest in the chapter and how the chapter inter linked with various real life situations. The students learnt to find the nth term of a given AP, how to find the number of terms and sum of n terms of the given AP using formulas. The concept map was made for the application of formulas in various situations. NCERT questions were explained and solved on the board.
Circles
The chapter was introduced by short oral test to get an idea about the level of understanding of the students on circles and its parts. The concept of the circles such as tangent and secant of the circles and their relations with centre and properties of tangents were explained with various diagrams. All the questions of NCERT were given with proper explanation to solve the problem. The students were explained how to write solutions in board examination and best answers of students in board examinations were uploaded on the teams.
Areas related to circles
The chapter commenced with a short oral test from the previous year concept knowledge and parts of circles – sector, arc, segment, centre angles were explained with the help of Figures. The students were asked to get a research oriented work such as minor, major sector, segment and relation between centre and subtended angles. The formulas related to circle were explained with the help of NCERT questions.
The students were asked to make a mind/concept map on the topic- Nature of roots and quadratic Formula to find the value of “x”. The various concepts were taught in the class with the help NCERT questions. The nature of roots was discussed in the class with extra questions and the quadratic equations using factorization or quadratic formula were explained in the class.
Arithmetic Progression
Application based questions such as which grows faster- Simple/compound Interest, rate of cars or automobiles were asked to create interest in the chapter and how the chapter inter linked with various real life situations. The students learnt to find the nth term of a given AP, how to find the number of terms and sum of n terms of the given AP using formulas. The concept map was made for the application of formulas in various situations. NCERT questions were explained and solved on the board.
Circles
The chapter was introduced by short oral test to get an idea about the level of understanding of the students on circles and its parts. The concept of the circles such as tangent and secant of the circles and their relations with centre and properties of tangents were explained with various diagrams. All the questions of NCERT were given with proper explanation to solve the problem. The students were explained how to write solutions in board examination and best answers of students in board examinations were uploaded on the teams.
Areas related to circles
The chapter commenced with a short oral test from the previous year concept knowledge and parts of circles – sector, arc, segment, centre angles were explained with the help of Figures. The students were asked to get a research oriented work such as minor, major sector, segment and relation between centre and subtended angles. The formulas related to circle were explained with the help of NCERT questions.
english
The learners recommenced their English session after the Half Yearly examinations with the poem ‘Fog’, a short poem written by Carl Sandburg which described the arrival of the fog into a city harbour as silently as a cat. The students enthusiastically delved into the deeper meaning of the poem and understood that difficulties and challenges in life come as silently as a fog and disperse as silently once treated with the right attitude. [Integrated with Life Skills]
The poem was followed by a story about a young neglected girl 'Bholi' who later blossomed into a confident and independent young woman very conscious and vocal about her desires and rights. The learners appreciated the change and related to it, admiring the role of Bholi’s teacher in bringing about the transformation in her. The students discussed the moral values, the courage, the education, etc. required to bring about this alteration. [Integration with Moral Science]
The story about Bholi was followed by a story of Kisa Gotami whom Gautam Buddha helped realize that death was an ultimate truth, lamentation over the dead would only bring unhappiness to self and that wise do not grieve. The students hence learnt about the valuable preacings of Lord Buddha in the chapter, 'The Sermon at Benares'. [SDG 3: Good health and well-being]
"Appearance can be deceptive" or "Don't judge the book by its cover" are two sayings nothing new to us…… but this was very well illustrated in the poem ‘The Tale of Custard the Dragon’. The students ardently read through this interesting poem which narrated a fantastic story about a small girl and her pets including a dragon. The students thoroughly enjoyed humour in the poem, read the text to comprehend the poem, made connections between the text and the symbolism, extrapolated the stanzas, comprehended the theme of the poem and identified the poetic devices.
The learners after some serious and emotional discussions and revelations, were treated with humour and laughter when they read and enjoyed the play, ‘The Proposal’ written by the famous Russian author Anton Chekhov. The students enacted the play where they became various characters of the play and did their bit to enhance and bring out the characters in their own way. Each learner enacted his/her role to elan to the delight of everybody in the class.
The poem 'For Anne Gregory' was related by the educator to the general lives of the teenagers who are carried away by the attention showered on them by others. The students understood the message given by the poet William Butler Yeats, a Nobel Laureate, that people usually fell in love for the outer beauty and it is only God who loves his creation for their inner beauty and nature alone.
All the chapters culminated in completion of respective questions and answers both NCERT and Value based. The learners attempted the HOTs and RTCs given along with the Revisions for Unit Test II and solving of Sample Paper for recapitulation of knowledge gained.
The poem was followed by a story about a young neglected girl 'Bholi' who later blossomed into a confident and independent young woman very conscious and vocal about her desires and rights. The learners appreciated the change and related to it, admiring the role of Bholi’s teacher in bringing about the transformation in her. The students discussed the moral values, the courage, the education, etc. required to bring about this alteration. [Integration with Moral Science]
The story about Bholi was followed by a story of Kisa Gotami whom Gautam Buddha helped realize that death was an ultimate truth, lamentation over the dead would only bring unhappiness to self and that wise do not grieve. The students hence learnt about the valuable preacings of Lord Buddha in the chapter, 'The Sermon at Benares'. [SDG 3: Good health and well-being]
"Appearance can be deceptive" or "Don't judge the book by its cover" are two sayings nothing new to us…… but this was very well illustrated in the poem ‘The Tale of Custard the Dragon’. The students ardently read through this interesting poem which narrated a fantastic story about a small girl and her pets including a dragon. The students thoroughly enjoyed humour in the poem, read the text to comprehend the poem, made connections between the text and the symbolism, extrapolated the stanzas, comprehended the theme of the poem and identified the poetic devices.
The learners after some serious and emotional discussions and revelations, were treated with humour and laughter when they read and enjoyed the play, ‘The Proposal’ written by the famous Russian author Anton Chekhov. The students enacted the play where they became various characters of the play and did their bit to enhance and bring out the characters in their own way. Each learner enacted his/her role to elan to the delight of everybody in the class.
The poem 'For Anne Gregory' was related by the educator to the general lives of the teenagers who are carried away by the attention showered on them by others. The students understood the message given by the poet William Butler Yeats, a Nobel Laureate, that people usually fell in love for the outer beauty and it is only God who loves his creation for their inner beauty and nature alone.
All the chapters culminated in completion of respective questions and answers both NCERT and Value based. The learners attempted the HOTs and RTCs given along with the Revisions for Unit Test II and solving of Sample Paper for recapitulation of knowledge gained.
science
BIOLOGY
Chapter- Heredity and Variation
The students learnt the common terms related to Genetics like Recessive, Dominant, Homozygous, Heterozygous, Genotypes, Phenotypes, and the way they are denoted [Y Y], [R R], [Y y], [R r] etc. Incomplete monohybrid and dihybrid crosses of different difficulty levels were explained by the teacher with the help of Punnett square. The students were able to reason out why offsprings have a unique combination of phenotypic characters which are not exclusive to any one of the parents and also understand the rules of inheritance and phenotypic expression of traits.
Chapter- Our Environment
The students learnt the different concepts related to the environment by a case study. They learnt about biological magnification, ozone layer, depletion of ozone layer and its impact with the help of PowerPoint presentation and related video link. A short Kahoot Quiz was held in the class to assess their learning. [IT Integration] The learners brainstormed to suggest how the local body (panchayat, municipal corporation, resident welfare association) dealt with the waste. [SDG 12 Responsible Consumption and Production]
PHYSICS
Chapter : Magentic effects of current
Science is fun. Science is curiosity. We all have natural curiosity. Science is a process of investigating. It's posing questions and coming up with a method. It's delving in. -Sally Ride
With the help of lab experiments using the electric circuit and a magnetic compass, the students observed and understood the magnetic effects of electric current. They learnt how magnetic effect depends on the amount of current passed in the electric circuit and the direction of the same. The significance of magnetic field's strength and its direction was demonstrated in physics lab using a magnet and iron filings. In addition, the students also observed the magnetic effect of straight current carrying conductor and a circular coil. Also, based on the above experiments, the concept of magnetic field lines and their properties was understood. With the help of lab expeirments, the learners understood the magnetic effect of a solonoid and learned the process of making an electromagnet.
Lab Activity: Force experienced by a current carrying conductor placed in a magnetic field and rule to find the direction of magnetic field.
CHEMISTRY
Chapter: Carbon and Its compounds
With the help of a discussion on importance of carbon in everyday life, the students understood special properties and characterstics of carbon. Based on the property of sharing electrons, the students drew electron-dot structures of several molecules like - hydrogen, oxygen, nitrogen, water, carbon dioxide, ammonia, methane and sulphur-8 etc. Based on the types of bonds formed, the students classfied compounds as saturated (single bonded) and unsaturated compounds (double bonded-triple bonded) and understood general molecular formula for the same and differentiated between alkane, alkene and alkynes. Also, the learners understood about different possible structures of hydrocarbons having same molecular formula (ISOMERS). The students learned how to name the hydrocarbons based on number of carbon in the chain.
Based on the understanding of substitution reaction, the students understood how a heteroatom (functional group) replaces hydrogen atom in chain. The students undertsood the structure of hydrocarbons with functional group.
The students understood the rules of nomenclature of hydrocarbons and named the hydrocarbons according to the rule.Using lab activities and chemical reactions and equations, they understood the following:
1. Substitution reaction
2. Oxidation reaction
3. Addition Reaction
4. Special properties of Ethanol
5. Special properties of Ethanoic acid
6. Estrification and saponification
7. Cleansing action of soap and detergent
Chapter- Heredity and Variation
The students learnt the common terms related to Genetics like Recessive, Dominant, Homozygous, Heterozygous, Genotypes, Phenotypes, and the way they are denoted [Y Y], [R R], [Y y], [R r] etc. Incomplete monohybrid and dihybrid crosses of different difficulty levels were explained by the teacher with the help of Punnett square. The students were able to reason out why offsprings have a unique combination of phenotypic characters which are not exclusive to any one of the parents and also understand the rules of inheritance and phenotypic expression of traits.
Chapter- Our Environment
The students learnt the different concepts related to the environment by a case study. They learnt about biological magnification, ozone layer, depletion of ozone layer and its impact with the help of PowerPoint presentation and related video link. A short Kahoot Quiz was held in the class to assess their learning. [IT Integration] The learners brainstormed to suggest how the local body (panchayat, municipal corporation, resident welfare association) dealt with the waste. [SDG 12 Responsible Consumption and Production]
PHYSICS
Chapter : Magentic effects of current
Science is fun. Science is curiosity. We all have natural curiosity. Science is a process of investigating. It's posing questions and coming up with a method. It's delving in. -Sally Ride
With the help of lab experiments using the electric circuit and a magnetic compass, the students observed and understood the magnetic effects of electric current. They learnt how magnetic effect depends on the amount of current passed in the electric circuit and the direction of the same. The significance of magnetic field's strength and its direction was demonstrated in physics lab using a magnet and iron filings. In addition, the students also observed the magnetic effect of straight current carrying conductor and a circular coil. Also, based on the above experiments, the concept of magnetic field lines and their properties was understood. With the help of lab expeirments, the learners understood the magnetic effect of a solonoid and learned the process of making an electromagnet.
Lab Activity: Force experienced by a current carrying conductor placed in a magnetic field and rule to find the direction of magnetic field.
CHEMISTRY
Chapter: Carbon and Its compounds
With the help of a discussion on importance of carbon in everyday life, the students understood special properties and characterstics of carbon. Based on the property of sharing electrons, the students drew electron-dot structures of several molecules like - hydrogen, oxygen, nitrogen, water, carbon dioxide, ammonia, methane and sulphur-8 etc. Based on the types of bonds formed, the students classfied compounds as saturated (single bonded) and unsaturated compounds (double bonded-triple bonded) and understood general molecular formula for the same and differentiated between alkane, alkene and alkynes. Also, the learners understood about different possible structures of hydrocarbons having same molecular formula (ISOMERS). The students learned how to name the hydrocarbons based on number of carbon in the chain.
Based on the understanding of substitution reaction, the students understood how a heteroatom (functional group) replaces hydrogen atom in chain. The students undertsood the structure of hydrocarbons with functional group.
The students understood the rules of nomenclature of hydrocarbons and named the hydrocarbons according to the rule.Using lab activities and chemical reactions and equations, they understood the following:
1. Substitution reaction
2. Oxidation reaction
3. Addition Reaction
4. Special properties of Ethanol
5. Special properties of Ethanoic acid
6. Estrification and saponification
7. Cleansing action of soap and detergent
SOCIAL SCIENCES
HISTORY
Rise of Nationalism in Europe
With the help of PPT, the History session began with some questions on Nationalism, its meaning and understanding of the term by the students. The students could demonstrate their understanding of the concept of nationalism as they had already learned about the Nationalism in India and could relate it to the situation in the European countries. The students were shown a clip on the Nationalism in European countries via Links: https://www.youtube.com/watch?v=7IV1INg77VU , https://www.youtube.com/watch?v=SHAoC79uiSw.
he session on Nationalism in Europe had different dimensions to understand and the topics that were taken for better understanding included THE FRENCH REVOLUTION AND THE IDEA OF THE NATION, MAKING OF THE NATIONALISM IN EUROPE, AGE OF REVOLUTIONS, THE MAKING OF GERMANY AND ITALY, VISUALISING THE NATION & NATIONALISM AND IMPERIALISM. The students came to know about a few of the personalities in European nations like GUISEPPE MAZZINI, GARIBALDI, CHIEF MINISTER CAVOUR etc. They were able to construct their understanding of the seeds that were sown for the World War 1.
The Making of A Global World
A new topic started where the discussions were on the linking of the world since ancient times and how it shaped the world that exists in modern times. The students talked about the ancient civilizations that had links with each other and exchanged their culture, skills, knowledge and learned & adapted to the changing times and, also, the places. People learned to grow crops and started to eat cooked food, food travelled from one land to the other land and had a different name. The discoveries and inventions were an important cause of the conquests, diseases and trade that started to emerge. With the help of the world maps where colonies were established by French, British, Dutch and Spain and how did it change the shape of the continent. A video was shown on the major powers and empires who took over the other territories, youtube.com/watch?v=Fbb7nbIUUEM, https://www.youtube.com/watch?v=ZYtWQfPKOOA .
The other topics that were discussed in the class: Colonialism in 19th century, Rinderpest or cattle Plague, Indentured labour, Indian trade,, colonialism and the global system.
ECONOMICS
"Money is a terrible master but an excellent servant"– P.T. Barnum
The topic of money and credit was introduced by recalling the barter system. The students were shown images of evolution of money starting from punch marked coins to paper currency. Terms like formal and Informal sectors,Terms of credit,Collatral were explained using a PPT and the case study of village Sonepur. The students were asked to list out the differences between formal and Informal sectors and the challanges faced by the people in both the sectors. System of Cooperatives and Self Help Groups (SHGs) were explained in order to make the students aware about the challanges faced by the les privileged people. Case study of AMUL and LIZZAT papad was shared to inspire the students. Information about Mohd. Yunus, founder of the Grameen Bank and recepient of the Noble prize was shared with the students. The learners were asked to research about a cooperative and its achievement and make a poster related to it.
POLITICAL SCIENCE
The chapter- Gender, Religion and Caste was carried forward from the last month. The plight of sewage workers was shared by showing images and the poem given in the NCERT book. The students were given information about the Mandal Commission and the protests against it. With the help of a PPT, the students were asked to list down the need of a political party in India.Types of political parties and their ideoligies was discussed.The learners were asked to name one political party with its symbol. In another activity, they identified the political parties with their symbols.
Rise of Nationalism in Europe
With the help of PPT, the History session began with some questions on Nationalism, its meaning and understanding of the term by the students. The students could demonstrate their understanding of the concept of nationalism as they had already learned about the Nationalism in India and could relate it to the situation in the European countries. The students were shown a clip on the Nationalism in European countries via Links: https://www.youtube.com/watch?v=7IV1INg77VU , https://www.youtube.com/watch?v=SHAoC79uiSw.
he session on Nationalism in Europe had different dimensions to understand and the topics that were taken for better understanding included THE FRENCH REVOLUTION AND THE IDEA OF THE NATION, MAKING OF THE NATIONALISM IN EUROPE, AGE OF REVOLUTIONS, THE MAKING OF GERMANY AND ITALY, VISUALISING THE NATION & NATIONALISM AND IMPERIALISM. The students came to know about a few of the personalities in European nations like GUISEPPE MAZZINI, GARIBALDI, CHIEF MINISTER CAVOUR etc. They were able to construct their understanding of the seeds that were sown for the World War 1.
The Making of A Global World
A new topic started where the discussions were on the linking of the world since ancient times and how it shaped the world that exists in modern times. The students talked about the ancient civilizations that had links with each other and exchanged their culture, skills, knowledge and learned & adapted to the changing times and, also, the places. People learned to grow crops and started to eat cooked food, food travelled from one land to the other land and had a different name. The discoveries and inventions were an important cause of the conquests, diseases and trade that started to emerge. With the help of the world maps where colonies were established by French, British, Dutch and Spain and how did it change the shape of the continent. A video was shown on the major powers and empires who took over the other territories, youtube.com/watch?v=Fbb7nbIUUEM, https://www.youtube.com/watch?v=ZYtWQfPKOOA .
The other topics that were discussed in the class: Colonialism in 19th century, Rinderpest or cattle Plague, Indentured labour, Indian trade,, colonialism and the global system.
ECONOMICS
"Money is a terrible master but an excellent servant"– P.T. Barnum
The topic of money and credit was introduced by recalling the barter system. The students were shown images of evolution of money starting from punch marked coins to paper currency. Terms like formal and Informal sectors,Terms of credit,Collatral were explained using a PPT and the case study of village Sonepur. The students were asked to list out the differences between formal and Informal sectors and the challanges faced by the people in both the sectors. System of Cooperatives and Self Help Groups (SHGs) were explained in order to make the students aware about the challanges faced by the les privileged people. Case study of AMUL and LIZZAT papad was shared to inspire the students. Information about Mohd. Yunus, founder of the Grameen Bank and recepient of the Noble prize was shared with the students. The learners were asked to research about a cooperative and its achievement and make a poster related to it.
POLITICAL SCIENCE
The chapter- Gender, Religion and Caste was carried forward from the last month. The plight of sewage workers was shared by showing images and the poem given in the NCERT book. The students were given information about the Mandal Commission and the protests against it. With the help of a PPT, the students were asked to list down the need of a political party in India.Types of political parties and their ideoligies was discussed.The learners were asked to name one political party with its symbol. In another activity, they identified the political parties with their symbols.
INFORMATION TECHNOLOGY
The students created tables in different ways- Design, Wizard, and SQL commands in Apache Office Base. They learnt about Web Applications and Security. They explored working with Accessibility options in windows, Networking Fundamentals like - Types of networks and differences between networks, Instant messaging, and chatting with contact were introduced to the students. They also learnt about maintaining Workplace Safety and Preventing accidents and emergencies, Protect health and safety at work. The discussion happened about Entrepreneurial skills and Green Skills.
ii lANGUAGE
HINDI
छात्रों को अर्द्धवार्षिक परीक्षा के प्रश्न-पत्र और उत्तर-पुस्तिका के बारें में बताया गया | मनुष्यता कविता के कवि का संक्षिप्त परिचय देते हुए कविता की व्याख्या कराई गई | कविता को कराने का मुख्य उद्देश्य स्पष्ट करते हुए उसकी प्रश्नोत्तरी पर चर्चा की गई | स्पर्श पाठ्य - पुस्तक के पाठ - अब कहाँ दूसरों के दुख से दुखी होने वाले को नैतिक शिक्षा से एकीकृत करते हुए पाठ की व्याख्या कराते हुए उसकी प्रश्नोत्तरी पर चर्चा की गई | इतिहास विषय से एकीकृत करते हुए पाठ - कारतूस की संपूर्ण व्याख्या कराई गई | पाठ को कराने का उद्देश्य छात्रों को देश के महान जाँबाज़ों के बारें में बताना था | पाठ झेन की देन और गिन्नी का सोना पढ़ाते हुए उससे मिलने वाली सीख के बारें में बताया गया | आदर्शवादी और व्यावहारिक लोगों के मध्य अंतर स्पष्ट करते हुए छात्रों को सिखाया गया कि उन्हें किसकी तरह बनना चाहिए | पूरक पुस्तिका संचयन के पाठ - सपनों के से दिन पढ़ाया गया और प्राचीन शिक्षा पद्धति और वर्तमान शिक्षा पद्धति के बारें में समझाया गया | गुणवत्तापूर्ण शिक्षा से एकीकृत करते हुए पाठ से संबंधित गतिविधि कराई गई | पद्य खंड की कविता -पर्वत प्रदेश में पावस की संपूर्ण व्याख्या करते हुए उन्हें पर्वतीय क्षेत्रों में वर्षा के आने पर प्रकृति में होने वाले परिवर्तनों से परिचित कराया गया | भूगोल विषय से एकीकृत करते हुए उन्हें गतिविधि कराई गई |
FRENCH
In October, our goal was to make the children adapt/prioritize the language with more newer concepts. They were introduced to the grammar topic- Direct & indirect speech & Subjunctive tense with supporting exercises. Bilan 3 exercises were done in class for recap purpose. The students wrote a paragragh on saving our environment.Topics like trouvez les questions, negative expressions were done as practice. Culture & civilization part of lesson 9 & 10 were done in the cahier along with grammar and comprehension.
GERMAN
The month began with the revision of the grammar topic "Adjektive Endungen, Konnektoren and Präteritum" learnt earlier. This was followed by a revision of all the four cases (i.e., nominative, accusative dative and genetiv) with definite, indefinite and negative articles. The student was further introduced to the grammar topics of “Komparativ und Superlativ, Konnektoren’’ and Relativ Pronomen mit W-Fragen. He solved the unseen and seen comprehension and grammar topics work assigned in the Get Ready Practice book Part – 1 and Part – II for German. The learner actively participated in the discussion conducted in the class and solved live worksheets given as home assignments.
SANSKRIT
संस्कृत कक्षा- दशमी सितंबर-अक्तूबर , 2022 अपठित गद्यांशावबोधन , तद्धित प्रत्यय - मतुप् , ठक् , त्व , तल् आदि का प्रत्ययों का अनुप्रयोगात्मक अभ्यास कराया गया । पाठ: – सौहार्द-प्रकृते: – भाषिककार्य सहित नाट्यांशावबोधन सहित स्पष्ट करा दिए गए हैं। छात्राओं ने अन्वय , भावार्थ , शब्दार्थमेलन और प्रश्ननिर्माण आदि का स्पष्टीकरण सहित लिखित अभ्यास कर भाषिक योग्यता प्राप्त की । सतत विकास लक्ष्य – लक्ष्य हेतु भागीदारी विधा - संवाद और श्लीकगायन समन्वयीकृत – अभिनय सहित प्रस्तुतीकरण गतिविधि – पशु-पक्षियों के मुखोटे और श्लोकाधारित भित्तिप्रपत्र पाठ के समझाया गया कि आधुनिक युग में भौतिक सुखों में जकड़ा हुआ मानव अपने स्वार्थ सिद्धि के लिए अन्यों का अहित और तिरस्कार करने से भी नहीं चूकता। स्वार्थपरक और दूसरों को हीन समझने वाले मनुष्य की सबसे श्रेष्ठ शिक्षिका प्रकृति ही है। समाज के उत्थान, विकास और सुरक्षा के हेतु हमें अपना स्वार्थ छोड़ना ही होगा। प्रस्तुत पाठ में इसी मानवीय भावना को पशु-पक्षियों के माध्यम से दर्शाया गया है कि परस्पर विवाद नहीं करते हुए आपसी सहयोग से कल्याणपथ पर चलना चाहिए। पाठ: –सूक्तय:– भाषिककार्य सहित श्लोक आधारित पद्यांशावबोधन कराते अन्वय , भावार्थ , शब्दार्थमेलन और प्रश्ननिर्माण आदि का स्पष्टीकरण सहित लिखित अभ्यास और चित्रवर्णन आदि कराया गया है। गतिविधि- भित्तिप्रपत्र के द्वारा श्लोकागयान – वाचन और अर्थ सहित स्पष्टीकरण कराया गया ।
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