Embed Size (px)
Citation preview
Subodh Public School Rambagh Crossing, Jaipur
Name of Book : Genius Kidz Social Studies
Author Deeksha Agarwal
Publisher Genius Kidz Publications
Faculty head
Members
Name Phone No. Email-ID
Ambika Jain 9413345939 [email protected]
Aparna Kala 9314140919 [email protected]
Preeti Yadav 9414040984 [email protected]
Priyenka Sharma 9982903555 [email protected]
Sapna Sharma 9413348864 [email protected]
Savita Singh 9314520304 [email protected]
Road Map
Learning Objective- Concepts that will be learnt by mind map
Text matter- To enable understanding
Activities-Help clarify concepts, develop mathematical skills by lab practicals and practical kits, smart board
teaching,
Assess yourself-By MCQ’s and objective questions
HOTS-Think and Answer/Model Making
Brain teasers
Recall and revision- Copy-work / Class test( Oral, Written)
Assessment-
PT1-30 – (Pen Paper test-20/subject enrichment activity -5/NBA-5)
Half yearly-70(Objective -20 marks,Subjective-50 marks)
PT2 – 30(Pen Paper test-20/subject enrichment activity -5/NBA-5)
Finals-70(Objective -20 marks,Subjective-50 marks)
Paper design as per difficulty level
Difficult- 20%
Average -50%
Easy -30 %
CLASS RULES FOR SOCIAL SCIENCE: 1. Listen to the teacher and fellow students 2. Put your hand up if you want to speak or answer 3. Be kind and respectful in class. 4. Express an awareness of social and environmental. 5. Submit your completed assignments on time.
6. Have a positive attitude towards classmates and teacher.
Periodic Test-1 (By July, 2019)
Ch.
No.
Name of Chapter and Pedagogy Learning outcome No of
Periods
Marks
Histor
y
Ch.1
Where, When, and How
•identify different sources of history
•available in books/local
environment/ extracts from
manuscripts/ maps/
illustrations/painting/
Historical monuments/films,
biographical dramas, tele-serials,
folk dramas and interpret these to
understand the time.
The learner
analyses factors that impact
development of specific regions.
provides examples of sources
used to study various periods in
history.
draws comparisons between
policies of different rulers
3
5
Histor
y
Ch.2
New Kings and Kingdoms
•familiarise with the emergence of
new dynasties and prepare a timeline
to trace important developments
during this time
The learner
relates key historical
developments during medieval
period occurring in one place
with another.
3
5
Geogr
aphy
Ch. 1
Our Environment engage with key concepts like
ecosystem, atmosphere, disasters,
weather, climate, climatic regions,
etc., using meaningful explanations
and appropriate resources.
discuss and share their
observations and experiences
regarding various aspects of
the environment, e.g.,
components of natural and
human made environments.
The learner
identifies major layers of the
earth’s interior, rock types,
layers of the atmosphere in a
diagram.
3
5
Periodic Test-1(By July, 2019)
Activity
Month Activity
Description
Chapter/Topic Marks
(5)
Resources Activity Details Learning
outcomes
April to
August
Notebook
Assignment
History Ch.
1to 5
Geography
Ch.1 to 5
Civics Ch.1 to
3
5
Text book
Smart
board
Students to do
various types of
questions in
note book.
Inculcate
writing and
thinking
skills.
April to
August
Subject
Enrichment
Assignment
Map work,
Charts and
Scrap book
activities.
5 Atlas or
class
activities
designed
by faculty
members.
Students to do
activities
accordingly and
keep records for
the same.
Conceptual
clarity
Learning by
doing
(activity
based
education).
Half Yearly (April to September,2019)
Civics
Ch.1
Democracy and Equality
participate in a discussion on
the concepts of democracy,
equality,
prepare posters with drawings and
pictures on the significance of the
Constitution, Preamble, right to
equality and struggles for equality
Learner explains the significance of equality
in democracy
distinguishes between political
equality, economic equality, and
social equality
interprets social, political and
economic issues in one’s own region
with reference to the right to equality
3
5
Ch.
No.
Name of Chapter and
Pedagogy
Learning outcome No of
Periods
Marks
History
Ch.1
Where, When, and How
identify different sources of
The learner
analyses factors that
history
available in books/local
environment
e.g., extracts from manuscripts/
maps/
illustrations/ painting/historical
monuments/films, biographical
dramas,
tele-serials, folk dramas and
interpret
these to understand the time.
impact development
of specific regions.
provides examples of
sources used to study
various periods in
history.
draws comparisons
between policies of
different rulers
3
2
History
Ch.2
New Kings and Kingdoms
familiarise with the
emergence of new dynasties
and prepare a timeline to
trace important developments
during this time
The learner
relates key historical
developments during
medieval period
occurring in one place
with another.
3 2
History
Ch.3
The Sultans of Delhi
use diagrams/
models/visuals/audiovisual
materials for understanding
formation of Delhi Sultanate
prepare projects: on
dynasties/kingdoms/
administrative reforms and
architectural
specialties of a period, e.g.,
Khaljis,Lodhi etc.
enact/dramatise key events
of a given
historical period/personality
like, Razia Sultan etc.
The learner
analyses socio -
political and economic
changes during
medieval period
analyses
administrative
measures and
strategies for military
control adopted by
different kingdoms
e.g. the Khaljis and
Tughluqs, Mughals,
etc.
Draws comparison
between policies of
different Sultans.
3 8
History
Ch.4 The Creation of an Empire
enact/dramatise key events of
a given
historical period/personality
like,
Akbar etc.
prepare projects: on Mughal
emperors , their
administrative reforms and
architectural army etc.
The learner
Tries to understand
the working of
different
administrative units.
Describe the military,
Administration of
Mughals.
Explain the Land
revenue system of
Raja Todermal, Din E
Elahi etc.
3 8
History
Ch5 Architecture as Power: Forts and
Sacred Places
prepare projects: on
architectural specialties of a
period, e.g., Khaljis, Mughal
etc
The learner
describe distinctive
developments in style
and technology used
for construction of
temples, tombs and
mosques with
examples.
3 7
Geograp
hy
Ch. 1
Our Environment engage with key concepts like
ecosystem, atmosphere, disasters,
weather, climate, climatic
regions, etc., using meaningful
explanations and appropriate
resources.
discuss and share their
observations and experiences
regarding various aspects of
the environment, e.g.,
components of
natural and human made
environments.
The learner
identify major layers
of the earth’s interior,
rock types, layers of
the atmosphere in a
diagram.
3 2
Geograp
hy
Ch. 2
The Earth’s Structure
use diagrams/
models/visuals/audiovisual
materials for understanding
interior of the earth.
collect samples and identify
different types
of rocks from the vicinity.
The learner
identifies major layers
of the earth’s interior,
rock types.
.
3 7
Geograp
hy
Ch. 3
Landforms of the Earth prepare models to display
different types of landforms
collect samples and identify
different types
of rocks from the vicinity
participate in mock drill for
earthquakes or other disasters
The learner
describes formation of
landforms due to
various
factors/events.
The learner explains
preventive actions to
be undertaken in the
event of disasters e.g.
earthquake, floods,
droughts.
.
3 6
Geograp
hy
Ch. 4
The Atmosphere
use diagrams/
models/visuals/audiovisual
materials for understanding
different layers of
Atmosphere, movements of
Air etc.
The learner
explains composition
and structure of the
atmosphere.
The learner locates
distribution and
extent of different
climatic regions on the
world map or globe.
3 6
Geograp
hy
Ch. 5
Hydrosphere(Water) discuss factors, both natural and
human made that cause disasters
like tsunamis, floods, etc.
use diagrams/
models/visuals/audiovisual
materials for understanding
of movements of water in the
ocean, etc.
discuss and share their
observations and experiences
regarding various aspects
of the kinds of pollution, sources
of fresh water in their
surroundings, etc.
The learner
explains composition,
distribution and
structure of the
Hydrosphere (water).
Describes different
components of the
Hydrosphere and the
interrelationship
between them
3 6
Civics
Ch.1
Democracy participate in a discussion on the
concepts of democracy, equality,
prepare posters with drawings
and pictures on the significance
of the Constitution, Preamble,
right to equality and struggles for
equality
The learner
explains the
significance of
equality in
democracy.
distinguishes between
political equality,
economic equality,
and social equality.
Democratic
3 2
Periodic Test-2 (By December, 2019)
participation
.
Civics
Ch.2 The State Government
observe assembly
constituency map of
State/UTs
organise a mock election and
youth
assembly
The learner
differentiates
between local
government and State
government.
describes the process
of election to the
legislative assembly.
locates one’s own
constituency on
assembly constituency
map of State/UT and
names local MLA
3 7
Civics
Ch.3 Role of the State
government(Health)
organise awareness drives in one’s
own
locality about sanitation, public
health and
road safety
The learner
prepare newspaper
collages about the
work being done by
the State government
on select issues (e.g.,
health, food ) and
some public works
undertaken by the
MLA of one’s own
constituency
3 7
Ch.
No.
Name of Chapter and
Pedagogy
Learning outcome No of
Periods
Marks
History
Ch.6
Towns, Traders and
Craftsmen
reflect on the changes in
society during medieval
period and compare it
with present day time.
The learner
describes the implications of India's
contacts with regions outside India
in the fields of religion, art,
architecture, etc.
4 5
Activities (Oct.-Feb. 2020)
Month Activity
Description
Chapter/Topic Marks
(5)
Resources Activity Details Learning
outcomes
September
to March
Notebook
Assignment
History Ch. 6
to 10
Geography
Ch.6 to 10
Civics Ch.4 to
6
5
Text book
Smart
board
Students to do
various types of
questions in
note book.
Inculcate
writing and
thinking
skills.
September
to March
Subject
Enrichment
Assignment
Map work,
Charts and
Scrap book
activities.
5 Atlas or
class
activities
designed
by faculty
members.
Students to do
activities
accordingly and
keep records for
the same.
Conceptual
clarity
Learning by
doing
(activity
based
education).
History
Ch7
Social Changes: Mobile and
Settled Communities
reflect on the changes in
society during medieval
period and compare it
with present day time
4 5
Geogra
phy
Ch. 6
Natural Vegetation and
Wildlife
discuss and share their
observations and
experiences regarding
various aspects of the
environment, e.g., flora
and fauna in different
ecosystems.
explore globe and maps
for identifying different
types of forests.
The learner — • shows sensitivity to the need for conservation of natural resources– flora and fauna
analyses factors that impact
development of natural vegetation in
specific regions. 4 5
Civis
Ch.4 Media and Advertisment
debate about the role of
media.
do projects (solo, pair or
group) about types
of advertisements and
create advertisements
about the need to save
water and energy
The Learner
explains the functioning of media
with appropriate examples from
newspapers.
• creates an advertisement 4
5
Final Exam (By Feb.-March 2020)
Ch.
No.
Name of Chapter and
Pedagogy
Learning outcome No of
Periods
Mark
s
History
Ch5 Architecture as Power:
Forts and Sacred Places
•prepare projects: on
architectural specialties of a
period, e.g., Khaljis, Mughal
etc
The learner
describes distinctive
developments in style
and technology used for
construction of temples,
tombs and mosques with
examples.
3 2
History
Ch.6
Towns, Traders and
Craftsmen
•reflect on the changes in
society during medieval
period and compare it with
present day time.
The learner
describes the
implications of India's
contacts with regions
outside India in the fields
of religion, art,
architecture, etc.
analyses socio-political
and economic changes
during medieval period.
4 2
History
Ch7
Social Changes: Mobile and
Settled Communities
•reflect on the changes in
society during medieval
period and compare it with
present day time
The learner
explains the relationship
between livelihood
patterns and the geographical
condition of
the area inhabited, e.g., tribes,
nomadic
pastoralists and banjaras.
4 2
History
Ch.8 Popular Beliefs and
Religious Debates
engage with factors contributing to the emergence of new religious ideas and movements through the use of poems of saints/bhajans, kirtans or qawwalis/ visits to nearby dargah/ gurudwara/ temple associated with bhakti or sufi saints and discuss the basic tenets of
The learner
analyses factors which
led to the emergence of
new religious ideas and
movements ( bhakti and
sufi )
draws inferences from
poetry of bhakti and sufi
saints about existing
social order.
4 6
different religions
History
Ch.9 The Flowering of Regional
Cultures
familiarise with the
emergence of new
culture,dance forms,
painting schools and
prepare a timeline to
trace important
developments during
this time.
The learner
appreciates the diversity
of historical experiences.
She/he is taking lots of
interest in writing
prashasti.
4 6
History
Ch. 10 Political Formations in the
18th
Century
analyses administrative
measures and strategies
for military control
adopted by different
kingdoms.
Tries to understand the
working of different
newly formed Kingdoms
Describe the military,
Administration of
Marathas (Shivaji)
4 9
Geogra
phy
Ch. 5
Hydrosphere(Water) discuss factors, both
natural and human made
that cause disasters like
tsunamis, floods, etc.
use diagrams/
models/visuals/audiovisual
materials for understanding
of movements of water in
the ocean, etc.
discuss and share their
observations and
experiences regarding
various aspects
of the kinds of pollution,
sources of fresh water in
their surroundings, etc.
The learner
explains composition,
distribution and structure
of the Hydrosphere
(water).
Describes different
components of the
Hydrosphere and the
interrelationship
between them
3 2
Geogra
phy Ch.
6
Natural Vegetation and
Wildlife
discuss and share their
observations and
experiences regarding
various aspects of the
environment, e.g., flora
The learner — • shows sensitivity to the need for conservation of natural resources– flora and fauna
analyses factors that impact
development of natural
vegetation in specific
regions.
4
2
and fauna in different
ecosystems.
explore globe and maps
for identifying different
types of forests
Geogra
phy
Ch. 7
Human Environment –
Settlement, Transport and
Communication
The learner — explains the relationship between livelihood patterns and the geographical condition of the area inhabited, analyses factors that impact development of settlements in specific regions.
4 7
Geogra
phy
Ch. 8
Life in the Hot and Cold
Deserts
discuss similarities and
differences in the
life of people in different
climatic regions of
the world, including India
draws interrelationship between climatic regions and life of people living in different climatic regions of the world, including India • analyses factors that impact development of specific regions.
4 4
Geogra
phy
Ch. 9
Life in the Temperate
Regions
discuss similarities and
differences in the
life of people in different
climatic regions of
the world, including India
The learner
describe the influence of
land, climate, vegetation &
wildlife on human life
understand the need for
conserving natural
vegetation & wild life
draws interrelationship
between climaticregions
and life of people living in
different climatic regions of
the world, including India
analyses factors that impact
development of flora and
fauna specific regions
4 5
Geogra
phy
Ch. 10
Life in Tropical and
Subtropical Regions
discuss similarities and
differences in the
life of people in different
climatic regions of
the world, including India
draws interrelationship
between climatic regions
and life of people living in
different climatic regions of
the world, including India
analyses factors that
impact development of
specific regions
4 6
Civics
Ch.3 Role of the State
government(Health)
The learner
analyses the causes and 3 2
organise awareness drives in
one’s own
locality about sanitation,
public health and
road safety
consequences of
disadvantages faced by
women of different
sections of the society.
Civics
Ch.4 Media and Advertisment
•debate about the role of
media. do projects (solo, pair
or group) about types of
advertisements.
create advertisement
about the need to save
water and energy
The learner
explains the functioning of
media with appropriate
examples from newspapers.
creates an advertisement.
4 2
Civics
Ch.5 Role of Gender(Social &
Economic Aspects)
perform a role play with
songs and poems about
issues such as equality
in democracy,
discrimination faced by
girls etc.
express views, through
descriptive and critical
writing, about standards
of living of girls and
women in rural and
urban areas.
make oral and written
presentations about
women who worked for
a better society.
The learner
analyses the causes and
consequences of
disadvantages faced by
women of different sections
of the society.
identifies women achievers
in different fields from
various regions of India.
illustrates contribution of
women to different fields
with appropriate examples.
Discuss government policies
and other ideas for Women
Empowerment.
4 6
Civics
Ch.6 Market
undertake case studies and
projects about local markets
and shopping complexes
through field visits.
The learner
differentiates between
different kinds of markets
traces how goods travel
through various
market places.
Explain the concept of
Globalization, Consumer
Awareness, etc.
4 7
Teaching Strategies
S.No Chapter Teaching Strategies
History Ch.1
Where, When and How Explanation with real life examples. Smart board animations. Time line with their own life. etc.
Ch.2
New Kings and Kingdoms Explanation with Discussion about new formation
Ch.3 The Sultans of Delhi Analytical ,Comparative Discussion based on different
dynasties and Sultans
Ch.4 The Creation of an Empire Detailed Explanation of Mughal emperors and their
success stories. Flip learning
Ch.5 Architecture as Power: Forts and
Sacred Places
Smart board and animation Embodied Learning
Ch.6 Towns ,Traders and Craftsmen Story telling
Ch.7 Social Changes: Mobile and Settled
Communities
Story- telling, Comparative presentation
Ch.8 Popular Beliefs and Religious debates Group discussion, Story Telling Embodied Learning
Ch.9
The flowering of regional Culture Discuss new regional culture in different fields. Analytics
Of Emotions
Ch.10 Political Formations in the 18th
Century
Explanation and discussion based on the glory of Sikh
Gurus ,Shivaji and other new kings Incidental Learning
Geography
Ch. 1
Our Environment Explanation with Power Point presentation
2 The earth’s Structure Explanation with Power Point presentation
3 Landforms of the Earth Smart board based explanation & Discussion .
Stealth Assessment
4 The Atmosphere Explanation with Smart board comparative analysis
Activity based Embodied Learning
5 Hydrosphere [Water] Activity based explanation Case study based discussion.
Embodied Learning
6 Natural Vegetation and Wildlife Activity based, Adaptive Teaching
7 Human Environment-Settlement,
Transport and Communication
Real life experience and situation based discussion
Comparative study Incidental Learning
Learning By Doing
8 Life in the Hot and Cold Desert Real life situation based discussion Comparative study Incidental Learning
9 Life in the Temperate Regions Real life situation based discussion Comparative study Incidental Learning
10 Life in Tropical and Subtropical
Regions
Real life situation based discussion Comparative study
Civics Ch.1
Democracy and Equality Crossover Learning Civic Engagement
2 The State Government Context-Based Learning. Stimulating Classroom Environment
3 Role of the State Government
[Health]
Explanation with real life situation. Comparative study
Computational Thinking
4 Media and Advertisement Debate on the Media. Flip Learning
Creative Teaching. Role Play.
5 Role of Gender[Social and Economic
Aspects
Narrating case studies. Adaptive Teaching.
Creative Teaching. Context-Based Learning Analytics Of
Emotions
6 Market Discuss various types of markets and how people access
these. Blended learning
