integrating co-scholastic activities in teaching - cbse academic

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 301 India

CENTRAL BOARD OF SECONDARY EDUCATIONCENTRAL BOARD OF SECONDARY EDUCATION

GRADES VI-VIII

INTEGRATING CO-SCHOLASTICACTIVITIES IN TEACHINGat Upper Primary Levelat Upper Primary Level

Integrating Co-scholastic Activities Integrating Co-scholastic Activities in teaching at

UPPER PRIMARY LEVEL

GRADES VI-VIII

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 301 India

CENTRAL BOARD OF SECONDARY EDUCATION

Integrating Co-Scholastic Activities in Teaching at Upper Primary Level


Grades VI-VIII

FIRST EDITION: 2014

© CBSE, India

The Secretary, Central Board of Secondary Education

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi - 110301

Multi Graphics, 8A/101, WEA Karol Bagh, New Delhi - 110005

Phone: 011-25783846

Published By :

Design, Layout & :

Illustrations By

Printed By :

All rights of this document are reserved. No part of this publication may be reproduced,

printed or transmitted in any form without the prior permission of the CBSE.

Hkkjr dk lafo/ku

ewy dÙkZO;

mísf'kdk1ge] Hkkjr ds yksx] Hkkjr dks ,d lEiw.kZ izHkqRo&laiUu lektoknh iaFkfujis{k yksdra=kkRed x.kjkT; cukus ds fy,] rFkk mlds leLr ukxfjdksa dks%

lkekftd] vkfFkZd vkSj jktuSfrd U;k;] fopkj] vfHkO;fDr] fo'okl] /eZ

vkSj mikluk dh Lora=krk] izfr"Bk vkSj volj dh lerk

izkIr djkus ds fy, rFkk mu lc esa O;fDr dh xfjek2vkSj jk"Vª dh ,drk vkSj v[kaMrk lqfuf'pr djus okyh ca/qrk c<+kus ds fy,

n<+ladYi gksdj viuh bl lafo/ku lHkk esa vkt rkjh[k 26 uoEcj] 1949 bZñ dks ,rn~}kjk bl lafo/ku dks vaxhÑr] vf/fu;fer vkSj vkRekfiZr djrs gSaA

1- lafo/ku (c;kyhloka la'kks/u) vf/fu;e] 1976 dh /kjk 2 }kjk (3-1-1977) ls ¶izHkqRo&laiUu yksdra=kkRed x.kjkT; ds LFkku ij izfrLFkkfirA

2- lafo/ku (c;kyhloka la'kks/u) vf/fu;e] 1976 dh /kjk 2 }kjk (3-1-1977) ls ¶jk"Vª dh ,drk ds LFkku ij izfrLFkkfirA

Hkkx 4 d

51 d- ewy dÙkZO; & Hkkjr ds izR;sd ukxfjd dk ;g dÙkZO; gksxk fd og &

(d) lafo/ku dk ikyu djs vkSj mlds vkn'kksZa] laLFkkvksa] jk"Vªèot vkSj jk"Vªxku dk vknj djs_

([k)Lora=krk ds fy, gekjs jk"Vªh; vkanksyu dks izsfjr djus okys mPp vkn'kksZa dks ân; esa latks, j[ks vkSj mudk ikyu djs_

(x)Hkkjr dh izHkqrk] ,drk vkSj v[kaMrk dh j{kk djs vkSj mls v{kq..k j[ks_

(?k)ns'k dh j{kk djs vkSj vkg~oku fd, tkus ij jk"Vª dh lsok djs_

(Ä)Hkkjr ds lHkh yksxksa esa lejlrk vkSj leku HkzkrRo dh Hkkouk dk fuekZ.k djs tks /eZ] Hkk"kk vkSj izns'k ;k oxZ ij vk/kfjr lHkh HksnHkko ls ijs gksa] ,slh izFkkvksa dk R;kx djs tks

fL=k;ksa ds lEeku ds fo#¼ gSa_

(p)gekjh lkekfld laLÑfr dh xkSjo'kkyh ijaijk dk egÙo le>s vkSj mldk ifjj{k.k djs_

(N)izkÑfrd i;kZoj.k dh ftlds varxZr ou] >hy] unh] vkSj oU; tho gSa] j{kk djs vkSj mldk lao/Zu djs rFkk izk.kh ek=k ds izfr n;kHkko j[ks_

(t)oSKkfud nf"Vdks.k] ekuookn vkSj KkuktZu rFkk lq/kj dh Hkkouk dk fodkl djs_

(>)lkoZtfud laifÙk dks lqjf{kr j[ks vkSj fgalk ls nwj jgs_

(×k)O;fDrxr vkSj lkewfgd xfrfof/;ksa ds lHkh {ks=kksa esa mRd"kZ dh vksj c<+us dk lrr iz;kl djs ftlls jk"Vª fujarj c<+rs gq, iz;Ru vkSj miyfC/ dh ubZ mapkb;ksa dks Nw ys_1(V);fn ekrk&firk ;k laj{kd gS] Ng o"kZ ls pkSng o"kZ rd dh vk;q okys vius] ;FkkfLFkfr] ckyd ;k izfrikY; ds fy;s f'k{kk ds volj iznku djsA

1- lafo/ku (N;klhoka la'kks/u) vf/fu;e] 2002 dh /kjk 4 }kjk izfrLFkkfirA

THE CONSTITUTION OF INDIAPREAMBLE

1WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC

REPUBLIC and to secure to all its citizens :

JUSTICE, social, economic and political;

LIBERTY of thought, expression, belief, faith and worship;

EQUALITY of status and of opportunity; and to promote among them all 2 FRATERNITY assuring the dignity of the individual and the unity and integrity of the Nation;

IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT, ENACT AND GIVE TO

OURSELVES THIS CONSTITUTION.

1. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic” (w.e.f. 3.1.1977)

2. Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation” (w.e.f. 3.1.1977)

THE CONSTITUTION OF INDIAChapter IV A

FUNDAMENTAL DUTIESARTICLE 51A

Fundamental Duties - It shall be the duty of every citizen of India-

(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;

(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;

(c) to uphold and protect the sovereignty, unity and integrity of India;

(d) to defend the country and render national service when called upon to do so;

(e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;

(f) to value and preserve the rich heritage of our composite culture;

(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures;

(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;

(i) to safeguard public property and to abjure violence;

(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement;

1(k) who is a parent or guardian to provide opportunities for education to his/her child or, as the case may be, ward between age of 6 and 14 years.

1. Subs. by the Constitution (Eighty - Sixth Amendment) Act, 2002


Co-Scholastic Education is an integral part of the school curricular programme complementing the formal education and contributing to

the holistic development of the students. Balanced and integrated emphasis on scholastic and co-scholastic domains of education is

essential for enriching, broadening and enhancing the learning experiences of students. The CBSE has undertaken many programmes in

this direction and some meaningful publications on Life Skills, Value Education, Environmental Education, etc. have been developed.

The present publication is an attempt to integrate co-scholastic activities in the teaching of various subjects at Upper Primary Level thus

facilitating the learning to get extended and applied to real life situations. Important values and life skills inherent in various chapters of

the prescribed NCERT textbooks at these levels have been highlighted and various activities and assignments have been suggested for

imbibing them among the students. The underlying idea behind these activities is to make co-scholastic assessment an integral part of the

teaching -learning process rather than an add- on to the existing curricular programme.

I express my sincere thanks to Ms. Anuradha Joshi, Ms. Ameeta Watal, Ms. Namrata Dhiman, Ms. Rina Singh and Mrs. Vjiay Lakshmi

for leading and guiding their groups in development of activities in various subjects for grades VI-VIII. I am sure that the schools will find it

a useful document. I am grateful to Dr. Sadhana Parashar, Professor and Director (ART&I) for her concrete suggestions in bringing out

this publication. I thank Mrs. Sugandh Sharma, Additional Director, for coordinating the various activities in production of this

material.

Suggestions for further improvements in the document are welcome.

Vineet Joshi, IAS

Chairman, CBSE

Foreword


Acknowledgements

ADVISORY BODY

Mr. Vineet Joshi, Chairman, CBSE

Dr. Sadhana Parashar, Professor and Director (ART&I), CBSE

MATERIAL PRODUCTION & REVIEW

Ms. Vijay Lakshmi Ms. Ameeta Watal Ms. Namrata Dhiman Ms. Anuradha Joshi Ms. Rina Singh

Mr. R.L. Meena Ms. Sakshi Kundra Ms. Mona Mehra Ms. K. Syamala Srivatsan Ms. Babita Chaudhary

Ms. Preeti Aghi Ms. Jyoti Sharma Ms. Vidhu Narayanan Ms. Sanskriti Razdan

Ms. Paralekha Sarkar

Hindi English Mathematics Science Social Science

CO-ORDINATION

Ms. Sugandh Sharma

Associate Professor & Additional Director, CBSE


ContentsINTEGRATING CO-SCHOLASTIC ACTIVITIES IN TEACHING

AT UPPER PRIMARY LEVEL

1

27

45

66

119

HINDI

ENGLISH

MATHEMATICS

SCIENCE

SOCIAL SCIENCE

INTEGRATING CO-SCHOLASTIC ACTIVITIES IN TEACHING AT UPPER PRIMARY LEVEL

HINDI GRADES VI-VIII

2

fganh ol ar Hkkx&1 % d{kk&VI

( , u-l h-bZ-v kj -Vh-)

S. No.

Topic Value Education and its Linkage

Life Skills Life Skills Linkage Refer Life Skills

Manual, VI

Health Education

1- og fpfM+; k t ks

i fj p; % vUu] t y vkSj vkokl i zÑfr

ds vueksy mi gkj & bu i j i znw"k.k dk

dqi zHkko & fpfM+; k ds ekè; e l s bUgsa

i znw"k.k eqDr cukus dk l ans' kA

i ; kZoj.k ds i zfr l aosnu' khyrk

Value Card - 9 Activity - 1

Nk=kksa dk nks l ewgksa esa foHkkt u

l ewg&1% i kuh l aj{k.k

l ewg&2% Åt kZ cpr

Self Awareness

Effective Communication

Critical Thinking

Worksheet, Page-71 Activity-4, Page-119 Activity-1, Page-85

i znwf"kr t y ds

mi ; ksx l s gksus

okyh chekfj; k¡

2- cpi u

i fj p; % cPps v i us l kekU; dk; ksZa ds

fy, Hkh i jkfJrA

ns[ kHkky (Caring) Value Card - 11 Activity - 3

l ewg ppkZ & l ewg&1% o¼

i fj t uksa dh ns[ kHkky dSl s djsa\

l ewg&2% l ekt ds o¼ yksxksa ds

nkf; RoA

Empathy

Creative Thinking

Problem Solving

Activity-1, Page-171 Activity-5, Page-107 Activity-5, Page-222

de”kksj nf"V

cq<+ki s esa ' kkjhfjd

l eL; k; sa

3- uknku nksLr ns[ kHkky (Caring) Creative Thinking Activity-3, Page-103

3

i fj p; % cky l qyHk ft Kkl k o

ft Kkl k ' kkar djus ds fy, fd, x,

i z; kl A

Value Card - 11 Activity - 3 vuqPNsn ys[ ku

v i us i fjos' k esa fdl h t ho&t Urq

dh ns[ kHkky dk vuqHko&ys[ kdA

Empathy

Problem Solving

Activity-5, Page-184 Activity-4, Page-218

4- pk¡n l s FkksM+h&l h xIi sa

i fj p; % pk¡n dks ns[ kdj cky&eu esa

vkus okyh ubZ&ubZ dYi ukvksa dh

vfHkO; fDrA

Time Management ( l e; &i zcU/ u)

Value Card-10 Activity-3

nks l Irkg gsrq dk; Z vk/ kfjr

l e; &rkfydk dk fuekZ.k rFkk

dk; Z ds egÙo ds vuql kj [ kkfe; k¡

o fo' ks"krk, ¡A


Decision Making

Self Awareness


gkeksZUl ds dkj.k

' kkjhfjd fodkj

(dn o vkdkj)

5- v {kj ksa dk egÙo

i fj p; % v{kjksa dh [ kkst dh i zfØ; k]

v{kjksa dk egÙo , oa ekuo&t kfr ds

fodkl esa v{kjksa dh HkwfedkA

Doing your best Value Card-1 Activity-2 d{kk&d{k esa l aokn ds ekè; e l s

fuEufyf[ kr i zfl ¼ O; fDr; ksa ds

fo"k; esa t kudkjh i zkIr djukA

1- LVho t kWCl

2- l quhrk fofy; El

Communication Skill

4

3- usYl u eaMsyk

4- l q/ k panzu

6- i kj ut j ds

i fj p; % okrkoj.k esa gksus okys

i fjorZu l s mRi Uu i zkÑfrd v l arqyu dk

mRi Uu gksuk] ekuo }kjk eaxy xzg i j

t hou dh l aHkkouk dh [ kkst dk i z; kl A

Acceptance of others Value Card-8 Activity-3 ?kjsyw t hou l s l acaf/ r t kudkjh

, d=k djuk (?kjsyw dk; Z] i fjokj]

[ kpsZ] vkenuh vkfn) nks fHkUu

Lrj ds i fjokjksa dh rqyukA

Managing Emotions

Self Awareness

Interpersonal Relationships


7- l kFkh gkFk c<+kuk

i fj p; % i jLi j l g; ksx ds ekè; e l s

t ks' k o mRl kgi woZd dk; Z djus dh

i zsj.kk

Collaboration Value Card-2 Activity-2 l ewg dk; Z& 3 Nk=kksa dk l ewg] 1

Nk=k dh vk¡[ kksa i j i Vh ck¡/ dj

vU; nks Nk=kksa }kjk ml dks

ekxZn' kZu o vk¡[ kksa i j i Vh okys

Nk=k }kjk muds funsZ' kkuql kj dk; Z

djukA

Problem Solving

Interpersonal Relationship


8- , sl s&, sl s

i fj p; % vè; ; u l s l acaf/ r dk; Z i w.kZ

u gksus i j cPpksa }kjk chekjh dk cgkuk

cukdj fo| ky; t kus l s cpus dk

Time Management Value Card-10 Activity-2 l e; cpkus okys o l e; cckZn


Empathy

Problem Solving


i sV l s l acaf/ r

l eL; k, ¡ ( [ kku&i ku

ds dkj.k)

Food & Nutrition

5

i z; kl A djus okys yksxksa dh nl fo' ks"krk, ¡

crkukA

Activity-Management of school canteen (School Health Manual)

9- fVdV , yce

i fj p; % cPpksa dh i kjLi fjd bZ"; kZ dh

Hkkouk dk euksoSKkfud fp=k.kA

Acceptance of others Value Card-8 Activity-4

d{kk ppkZ (ekSf[ kd fØ; kdyki )

& fe=k l s bZ"; kZ* fo"k; i j ppkZA


Managing Emotions

Problem Solving


10- >k¡l h dh j kuh

i fj p; % egkjkuh y{ehckbZ dh

Lora=krk ds i zfr yyd] l kgl ] ohjrk]

; q¼ dkS' ky] l SU; l apkyu rFkk ns' k&fgr

, oa i zk.kksRl xZ dk fp=k.kA

Freedom Value Card-4 Activity-4

Nk=kksa dk pkj l ewgksa esa foHkkt u

nks l ewg Lora=k i {kh o nks l ewg

i jra=k i {kh dh Hkwfedk esa] , d

Lora=k o , d i jra=k i {kh l ewg ds

}kjk ukVd ds ekè; e l s

v i uh&v i uh Hkkoukvksa dh

vfHkO; fDr o ' ks"k nks l ewgksa }kjk

l aokn&ys[ kuA

Self Awareness

Managing Emotions


11- t ks ns[ kd j Hkh ugha ns[ krs

i fj p; % nf"Vghu ysf[ kdk }kjk ns[ kus

dh ' kfDr i j fopkj] ysf[ kdk }kjk Li ' kZ

Sensitivity Towards Environment Value Card-9

Self Awareness

Empathy


de”kksj nf"V

6

o Jo.k ds }kjk i zkÑfrd l kSUn; Z dk

j l kLoknu] nf"V; qDr O; fDr }kjk

i zkÑfrd l kSUn; Z dh mi s{kk dk fp=k.kA

Activity-3

èofu i znw"k.k o t y i znw"k.k fo"k;

i j i ksLVj esfdax*A

12- l al kj i qLrd gS

i fj p; % i a- usg# }kjk i =kksa ds ekè; e

l s v i uh csVh dks bfrgkl ] l al kj ds

jhfr&fjokt ksa] l H; rkvksa vkfn ds fo"k;

esa t kudkjh nsus dk fp=k.kA

Rights and Responsibility Value Card-5 Activity-2

fo| kfFkZ; ksa }kjk Hkkjrh; l afo/ ku esa

i znÙk cPpksa l s l acaf/ r ewy

vf/ dkjksa o ekSfyd dÙkZO; ksa dk

p; u o ys[ kuA


Decision Making


i ; kZoj.k l aj{k.k

Personal Environmental Hygiene & Sanitation Activity-Safe Drinking Water, Page-47 (School Health Manual)

13- eSa l cl s NksVh gksÅ¡

i fj p; % , d yM+dh }kjk NksVh gh cus

jgus dh bPNk dh vfHkO; fDr rkfd og

ek¡ dk Lusg i zkIr djrh jgsA

Respect Value card-3 Activity-4

l aca/ ds egÙo ds vuql kj pØ

dks i w.kZ djsA


Decision Making


7

14- yksdxhr

i fj p; % Hkkjrh; yksdxhrksa ds l aca/ esa

t kudkjhA yksdxhr xzkeh.k t hou dk

i zfrfcEc] yksdxhr míke t hou ds

i zrhdA

Celebrating the Nation Value Card-6 Activity-3

R; ksgkjksa dk ns' k i zfrosnu ys[ kuA


Self Awareness


15- ukSdj

i fj p; % xka/ h t h ds ekè; e l s

i fjJe ds egÙo vkSj t u l ekurk dh

i zsj.kkA

Doing your Best Value Card-1 Activity-3

vuqPNsn ys[ ku

y{; fu/ kZj.k

y{; i zkfIr esa ck/ d rRo

y{; i zkfIr esa fofHkUu yksxksa

dk l g; ksx

Problem Solving Interpersonal

Relationships


16- ou ds ekxZ esa

i fj p; % ou ds dfBu ekxZ i j t krs

gq, jke&l hrk vkSj y{e.k dh ekufl d

o ' kkjhfjd n' kk dk fp=k.kA


d{kk esa Lo; a ds vuqHko

l qukuk

Lo; a dh i z' kal k l qudj gksus

okyh vuqHkwfr

nwl jksa dh i z' kal k djus i j gksus

okyh vuqHkwfrA

Empathy Managing

Emotions


8

17- l k¡l &l k¡l esa ck¡l

i fj p; % ck¡l ds fofHkUu mi ; ksx] Hkkjr

esa ck¡l mRi knd {ks=k o ck¡l l s cuus

okyh fofHkUu oLrqvksa dh fuekZ.k&i zfØ; k

dh t kudkjhA

Collaboration Value Card-2 Activity-3

jsfM; ks ' kks % 7@8 Nk=kksa dk l ewg

fo"k; & fo"k; oLrq ds vuq: i

t Sl s& rqyl h] i hi y vkfnA

Creative Thinking

Problem Solving


9

fganh ol ar Hkkx&2 % d{kk&VII


S. No.

Topic Value Education and Its Linkage


Manual, VII

Health Education

1- ge i aNh mUeqDr xxu ds

i fj p; % i j ra=k Hkkjrokfl ; ksa dks fi at js

esa can i {kh dh vkdka{kk ds ekè; e l s

Lora=krk&i zkfIr dh i zsj.kk

Lora=krk (Freedom) Value Card-4 Activity-1 Nk=kksa }kjk Loki s{kkvksa o

Lokdka{kkvksa dh l wph cukdj

t kuuk fd&

og Lora=krk pkgrk gS] D; kasfd

fo| kfFkZ; kas esa i kbZ xbZ l eku

vkdka{kk, ¡

Self Awareness Activity 6, Page 87

2- nknh ek¡

i fj p; % ys[ kd }kjk v i us cpi u dh

Hkwyh&fcl jh ; knksa o nknh ek¡ ds

vkd"kZd] i zsee; rFkk Lusgkfl Dr

O; fDrRo dk o.kZu

Respect Value Card-3 Activity-1 Nk=kksa l s Lo; a ds nSfud t hou l s

t qM+h 5 i k¡p fLFkfr; ksa dk mYys[ k

djrs gq, vuqPNsn ys[ ku djuk]

ft uesa vki us nwl jksa ds i zfr l Eeku

i znf' kZr fd; k gksA

Creative Thinking Interpersonal

Relationships


10

3- fgeky; dh csfV; k¡

i fj p; % yfyr fuca/ }kjk jkspd <ax

l s fgeky; ] ml l s fudyus okyh ufn; ksa

, oa l eqnz ds chp ekuoh; fj ' rs dh

LFkki uk] i zkoQfrd rRoksa o ekuo ds

eè; l aca/

Sensitivity towards Environment Value Card-9 Activity-2

o"kkZ t y dk l aj{k.k* fo"k; dks

i znf' kZr djrh gqbZ xfrfof/ ; ksa dks

fpf=kr djrs gq, i ksLVj* cuokukA

Self Awareness

Empathy

Activity-6, Page-87 Activity-5, 2

4- dBi qryh

i fj p; % ca/ uksa esa t dM+h gqbZ dBi qryh

ds fojks/ o vkozQks' k ds ekè; e l s

Lora=krk dh ekax dk l eFkZu] , dt qV

gksdj Lora=krk i zkfIr ds i z; kl djus o

i zkIr Lora=krk dh j{kk djus dh i zsj.kk

Freedom ¹Lora=krkº


Nk=kksa }kjk d{kkuk; d dh

vko' ; drkvksa vkSj Lora=krk dh

l hekvksa dh , d l wph cukukA

Self Awareness Activity-6, Page 87

5- feBkbZ okyk

i fj p; % i Qsjh yxkdj cPpksa ds

f[ kykSuksa l s l acaf/ r oLrq, ¡ cspus okys

i k=k ds ekè; e l s cPpksa ds i zfr Lusg o

Hkkoukvksa dk i zdVhdj.k rFkk fu; fr dks

Lohdkj dj vkuani w.kZ t hou t hus dk

l ans' k] t hou ds i zfr vk' kkoknh o

l dkjkRed nf"Vdks.k v i ukus dh i zsj.kkA


vè; ki d o Nk=kksa ds eè;

fopkj&foe' kZ] rnqi jkar i zR; sd

fo| kFkhZ }kjk v i uh i k¡p fo' ks"krk, ¡

o i k¡p det ksfj ; k¡ d{kk esa crkukA




11

6- jDr v kSj gekj k ' kj hj

i fj p; % jDr dh l ajpuk vkSj egÙo]

, uhfe; k jksx ds y{k.k o cpko ds

mi k; ] LoPNrk o i kSf"Vd vkgkj dk

egÙo] CyM cSad o jDrnku ds egÙo

i n i zdk' kA

Caring (ns[ kHkky)


Nk=kksa }kjk l ekpkj&i =kksa o ehfM; k

esa i zdkf' kr gksus okys fj i ksVZ o

ys[ kksa dk l axzg dj fo| ky; ds

fMLi ys cksMZ* i j mudks yxkdj

jDrnku ds fo"k; esa t kx: drk

i QSykukA

Coping with stress Activity-5, Page-181 Personal & Environmental Hygiene Activity, 'Germs grow on dirty surface'. Safe drinking water.

7- i ki k [ kks x,

i fj p; % ejkBh ukVd dk fganh : i karj]

fut hZo oLrqvksa dh jkspd ckrphr]

v i gj.kdÙkkZ l s yM+dh dks eqDr djokuk

rFkk cqf¼eÙkki w.kZ ; kst uk ds }kjk ml s

i fj t u rd i gq¡pkus dk i z; kl djukA

Collaboration Value Card-2 Activity-2

d{kk l s i k¡p vfHku; dh {kerk

okys rFkk i k¡p l aokn ys[ ku djus

okys Nk=kksa dk p; u] l g; ksx*

fo"k; i j y?kq ukfVdk dk fuekZ.k

o eapuA

Decision Making Activity-2, Page-212

8- ' kke & , d fd l ku

i fj p; % t kM+s dh ' kke dk i zkÑfrd

l kSUn; Z fpf=kr djrs gq, fdl ku ds

t hou ds fofHkUu i {kksa ds l kFk mu

l kSUn; Z&mi kxe dh rqyukA

Time Management Value Card-10 Activity-1

vè; ki d }kjk l e; &i zca/ u fo"k;

i j Nk=kksa ds l kFk ppkZ] i zR; sd

Nk=k }kjk Lo; a ds t hou dh i k¡p

12

, sl h fLFkfr; ksa dk l aLej.kkRed

ys[ ku] t c mUgsa l e; &i zca/ u esa

dfBukb; ksa dk l keuk djuk i M+k

gksA

9- fpfM+; k dh cPph

i fj p; % Lok/ hurk o i zyksHku okyh

i jk/ hurk ds eè; rdZ&fordZ] l sB

ek/ onkl o fpfM+; k ds cPph ds eè;

l aoknksa o muds fØ; k&dyki ksa l s

Lok/ hurk dh Js"Brk dh LFkki ukA

Respect ( l Eeku)


vuknj D; k gS\ yksxksa }kjk

vuknj i znf' kZr djus ds fy,

D; k rjhds i z; ksx esa yk, t krs

gSa\


Managing Emotions


10- v i woZ v uqHko

i fj p; % rhoz bPNk' kfDr vkSj cqf¼ dk

mi ; ksx dj l i Qyrk i zkIr djus okys nks

fe=kksa dh dgkuh] rkÙkks&pku }kjk v i us

i ksfy; ks xzfl r fe=k ; kl qdh&pku dks i sM+

i j p<+kus dh ?kVuk dk fp=k.kA


vè; ki d }kjk d{kk dk

l ewghdj.k] i zR; sd l ewg esa 7&8

Nk=k] i zR; sd l ewg dks fHkUu fo"k;

i znku dj jsfM; ks ' kks* i zLrqr djus

dk funsZ' kA ' kks dh fo"k; oLrq

l kekft d foKku i kB~; Øe l s

l acaf/ r] i zR; sd Nk=k dh Hkwfedk

dk fu/ kZj.k ( ; Fkk&l k{kkRdkjdÙkkZ]

fj i ksVZj] xk; d vkfnA)

Empathy

Creative Thinking


13

11- j ghe ds nksgs

i fj p; % t hou ds xaHkhj vkSj vuqHkwr

l R; dh vfHkO; fDr% i jksi dkj dk

egÙp] l Pps fe=k ds y{k.k] i fo=k i zse

ds y{k.k] vYi Kkuh }kjk fo}rk dk

c[ kku o l gu' khyrk dh f' k{kkA

Peace ( ' kkafr)

Value Card-7 Activity

Nk=kksa dks rhu eadh ekLd* rS; kj

djus dk funsZ' k nsuk] Nk=kksa }kjk

ekLd rS; kj djus ds mi jkar

vè; ki d }kjk egkRek xka/ h o

rhu canjksa okys fcUnq i j muds

nf"Vdks.k dks Li "V djukA

Self Awareness



12- dapk

i fj p; % cky&euksfoKku i j vk/ kfjr

dgkuh] vIi w o dapksa ds i zl ax }kjk

ckydksa dh ckgjh nqfu; k l s v i zHkkfor

Lo; a dh nqfu; k dk fp=k.kA

Doing your Best Value Card-1

Activity - (LofufeZr)

cPps dbZ rjg ds [ ksy [ ksyrs gSa]

t Sl s daps] fxYyh&MaMk] LVki w]

fi V~Bw vkfnA dqN LFkkuh; [ ksyksa

ds fo"k; esa t kudkjh , d=k

dhft , %

( [ ksy] [ ksy&l kexzh] f[ kykfM+; ksa

dh l a[ ; k] [ ksy eSnku dh

t kudkjh] [ ksy [ ksyus dh i zfØ; k)

Managing Emotions

Activity-2, Page-156

13- , d frudk Acceptance of others Value Card-8

Self Awareness Activity-5, Page-82

14

i fj p; % euq"; dks vgadkj u dj

; FkkFkZ t hou t hus dk l ans' kA

Activity

nwl jksa ds i zfr bZ"; kZ* fo"k;

i j fopkj&l axzg

vki ds eu esa fe=kksa ds i zfr

bZ"; kZ D; ksa gksrh gS\

vki ml dh fdu&fdu

fo' ks"krkvksa l s bZ"; kZ djrs gSa\

vi uh bZ"; kZ dks fu; af=kr djus

ds fy, vki D; k djrs gSa\

14- [ kku&i ku dh cnyrh rLohj

i fj p; % orZeku esa [ kkui ku ds rjhdksa

vkSj Loknksa esa vk, i fjorZuksa dk fp=k.k]

Hkkjr esa [ kkui ku dh fefJr l aLÑfr dk

i zpkj] LFkkuh; O; at uksa o i QkLV&i wQM dk

i wjs ns' k esa i zpyu] [ kkui ku dh fefJr

l aLÑfr ds l dkjkRed vkSj udkjkRed

i gyqvksa i j ppkZA

Celebrating the Nation Value Card-6 Activity-4

vi us cqt qxksZa l s v i us vkl &i kl

ds eafnjksa] xq: }kjk] efLt n vkSj

vU; i wt k LFkyksa dh t kudkjh dj

fdl h vk; kst u i j ogk¡ Hkze.k dj

v i us vuqHko d{kk esa l qukukA

Critical Thinking



15- uhydaB

i fj p; % v i us }kjk i kys x,

eksj&eksjuh uhydaB o jk/ k ds }kjk

ysf[ kdk ds LokHkkfod t ho&t Urq i zse

Caring (ns[ kHkky)


i ' kq&l aj{k.k fo"k; i j l ewg

Managing Emotions

Activity-2, Page-156

15

dk fp=k.k] uhydaB] jk/ k o dqCt k dh

LokHkkfod fo' ks"krkvksa dk o.kZuA

ppkZ

O; kol kf; d t hou esa i ' kqvksa

l s fy, t kus okys dk; Z

i ' kqvksa ds ' kkjhfjd vaxksa ds

fofHkUu mi ; ksx

LokFkZi wfrZ gsrq i ' kqvksa dk

f' kdkj o muds cpko ds

mi k; A

16- Hkksj v kSj cj [ kk

i fj p; % i zFke i n esa Hkksj ds l e; o

nwl js i n esa o"kkZ&dky ds fp=k.k ds

ekè; e l s ehjk }kjk v i uh vuU; Ñ".k

HkfDr dk i fjp; ] i zFke i n esa ; ' kksnk

ek¡ }kjk Ñ".k dks t xkus o nwl js i n esa

o"kkZ Í rq vkSj ehjk ds eu dh meaxksa

dk o.kZuA

Peace ( ' kkafr)


i zR; sd Nk=k }kjk ' kkafr* l s

l acaf/ r , d fgUnh dfork dk

l adyu o ys[ kuA

Managing Emotions



17- ohj dq¡oj fl ag

i fj p; % Lora=krk l axzke i j vk/ kfjr

bl , sfrgkfl d fuca/ esa ohj dq¡oj fl ag

ds t hou i fjp; ] 1857 dh Økafr esa

mudk ; ksxnku o muds O; fDrRo dh

Freedom (Lora=krk)

Value Card-4

Activity- LofufeZr

i k¡p Lora=krk&l sukfu; ksa ds fo"k;

esa l fp=k t kudkjh dk l axzg

Empathy

Decision Making


16

i zeq[ k fo' ks"krkvksa dk o.kZuA 1- l qHkk"k panz cksl

2- l jnkj Hkxr fl ag

3- ykyk ykt i r jk;

4- y{ehckbZ

5- panz' ks[ kj vkt kn

18- l a?k"kZ ds dkj . k eSa rquqd&fet +kt gks

x; k % / uj kt

i fj p; % HksaV okrkZ esa gkWdh ds egku

f[ kykM+h / ujkt fi YyS ds t hou ds

fofHkUu i gyqvksa l s i fjp; ] vHkkoksa l s

egku f[ kykM+h cuus rd dh t hou&; k=kk

i j i zdk' kA


bl o"kZ dh l ekfIr rd i w.kZ gks

l dus okys dksbZ pkj dk; ksZa dk

fu/ kZj.k o fØ; kUo; u] rnqi jkar

i gpku dhft , %

y{; &i zkfIr esa l gk; d dk; Z

y{; &i zkfIr esa vojks/ d dk; Z

y{; &i zkfIr esa i fjokj o fe=kksa

dh Hkwfedk

Self Awareness

Coping with stress


19- v kJe dk v uqekfur O; ;

i fj p; % egkRek xka/ h }kjk vgenkckn

esa vkJe LFkki uk dk fooj.k] xka/ h dh

dk; Z&fu; kst u {kerk dh t kudkjh] xka/ h

t h }kjk ferO; ; rk o NksVh oLrq dks Hkh

Caring (ns[ kHkky)


t c , d O; fDr ns[ kHkky ds i zfr

yki jokg gks t krk gS] rks ml ds

Creative Thinking

Empathy


17

egÙo nsukA fe=k] i fjokj] fo| ky; vkSj

l eqnk; dSl s i zHkkfor gksrs gSa\ bl

fo"k; i j , d ukfVdk* rS; kj dj

eapu djukA

20- foIyo & xk; u

i fj p; % foIyo&xk; u i fjorZu ds

fy, l a?k"kZ djus dh i zsj.kk nsus okyh

dfork] vkst i w.kZ ' kSyh esa l kekft d

fodkl dh xfr dks vo#¼ dj t M+rk

i zl kfjr djus okyh dqfRl r i zofÙk; ksa l s

l a?k"kZ dj uofuekZ.k djus dk l ans' kA

Peace ( ' kkafr)


' kkafr dk l ans' k nsus okys fofHkUu

i zfl ¼ o fo' o esa i zpfyr i zrhdksa

dk l adyu djrs gq, budks , d

i ksLVj dk : i nsukA

Creative Thinking Activity-5, Page-115

18

fganh ol ar Hkkx&3 % d{kk&VIII


S. No.

Topic Value Education and Its Linkage


Manual, VIII

Health Education

1. èofu ( d fork)

i fj p; % t hou ds i zfr vk' kkoknh

nf"Vdks.k i zkoQfrd mi knkuksa ds ekè; e

l s v i uh ' kfDr l s v i fj fpr yksxksa esa

uot hou dk l apkj djus l s l acaf/ r

fo"k; oLrqA

Sensitivity Towards Environment Value Card - 9

èofu i znw"k.k* fo"k; i j Hkk"k.k

ys[ ku* dj d{kk&d{k esa l quuk o

d{kk ds l oZJs"B Hkk"k.k* dks

i zkFkZuk&l Hkk esa l quukA

Self Awareness Activity 3, Page 72 Activity 4, Page 75

2. yk[ k dh pwfM+; k¡ ( dgkuh)

i fj p; % Hkkjrh; l ekt esa ?kjsyw m| ksxksa

ds l eki u dh ekfeZd O; Fkk o

e' khuhdj.k l s mRi Uu csjkst xkjh dh

l eL; k dk fp=k.kA cnyw uked efugkj

ds i zl ax ds ekè; e l s ys[ kd }kjk v i us

cpi u dh ?kVukvksa dk Lej .k]

i kjLi fjd xzkeh.k O; ogkj i j i zdk' kA

Right & Responsibility Value Card - 5

Activity - LofufeZr

Hkkjr l jdkj }kjk y?kq ?kjsyw o

dqVhj m| ksxksa ds fodkl ds fy,

fd, t k jgs i z; kl ksa l s l acaf/ r

l fp=k t kudkjh dk l axzgA

Critical Thinking

Problem Solving

Activity - 2, Page 91 Activity - 5, Page 236

19

3. cl dh ; k=kk ( O; aX; &ys[ k)

i fj p; % , d vR; ar t h.kZ&' kh.kZ] [ kLrk

gky cl dh ; k=kk ds jkspd o

euksjat d o.kZu }kjk i fjogu dh

vO; oLFkk i j djkjk O; aX; A

Time Management Value Card - 10 Activity - 4

l e; &i zca/ u l s l acaf/ r esjs

fu; e&vè; ki d o vU; Nk=kksa dh

l gk; rk l s i zHkko' kkyh <ax l s

l e; &i zca/ u esa l g; ksxh fu; eksa

dk pkVZ i j ys[ ku] l kekU; fu; eksa

okyk pkVZ d{kk&d{k esa rFkk

O; fDrxr fu; eksa okyk pkVZ ?kj i j

yxk, ¡A

Creative Thinking Activity - 4, Page-96

4. nhokuksa dh gLrh ( d fork)

i fj p; % nhokuksa ds LoPNan vkSj eLrh

Hkjs t hou dk o.kZu] nhokuk &

fpark&nqf' parkvksa l s nwj] l cds i zfr

l eHkkoh vkSj eLr LoHkko okykA

Freedom (Lora=krk)


i zR; sd Nk=k }kjk v i uh

bPNkvksa dh l wph cukuk

eSa Lora=krk pkgrk gw¡

l wph ds vk/ kj i j Nk=kksa dh

l kekU; bPNkvksa dh i gpku

djuk

Managing Emotions

Activity - 3, Page-158

5. fpfV~B; ksa dh v uwBh nqfu; k ( fuca/ ) Acceptance of Others Value Card- 8

Managing Emotions

Activity - 1, Page-117 Activity - 3, Page-158

20

i fj p; % fpfV~B; ksa dh mi ; ksfxrk]

fpV~Bh ys[ ku dyk] l apkj ds vk/ qfud

l k/ uksa l s fpfV~B; ksa dh rqyuk rFkk

fpfV~B; ksa ds egÙo dk fp=k.k] egku

yksxksa }kjk fy[ ks x, i =kksa dk Hkh

mYys[ kA

l apkj ds vk/ qfudre l k/ uksa dh

mi yfC/ ; ksa vkSj muds udkjkRed

i zHkkoA i {k i j v i us fopkj

(Lyksxu : i esa) 8&10 okD; ksa esa

fyf[ k,


6. Hkxoku ds Mkfd , ( d fork)

i fj p; % i {kh vkSj ckny Hkxoku ds

Mkfd, ] i zse o HkkbZpkjs] l ekurk dk

l ans' k] i sM+&i kS/ ksa] i kuh o i gkM+ }kjk

l ans' k&xzg.k euq"; dks ekuoksfpr

O; ogkj djus dk l ans' kA

Sensitivity Towards Environment Value Card - 9 Activity - 2

o"kkZ&t y dk l aj{k.k djus dh

fof/ ; k¡* fo"k; i j i ksLVj*

cuokukA

Empathy Activity-1, Page - 185

7 D; k fuj k' k gqv k t k, ( fuca/ )

i fj p; % fopkjkRed fuca/ ] nqfu; k esa

c<+rs >wB] i +Qjsc] Hkz"Vkpkj vkfn nks"kksa

dk fp=k.k] bZekunkjh dh ?kVukvksa ds

}kjk vk' kkoknh nf"Vdks.k v i uk, j [ kus

dh i szj.kkA

Doing Your Best Value Card - 1 Activity - 1

vè; ki d }kjk okrkZyki ds ekè; e

l s fo| kfFkZ; ksa l s Lo&ewY; kadu ds

fo"k; esa i wNuk] Nk=kksa l s v i uh

i k¡p det ksfj ; ksa o i k¡p fo' ks"krkvksa

dh l wph cuokukA

Decision Making Activity-1, Page - 208

8. ; g l cl s d fBu l e; ugha ( d fork) Caring (ns[ kHkky) Self Awareness Activity - 3, Page - 72

21

i fj p; % vk' kkokfnrk dk l ans' k] i zoQfr

o l ekt ds dbZ mnkgj.kksa ds ekè; e l s

l e; dks l cl s dfBu l e; u ekuus

dh i zsj.kk] / S; Z] l a; e] i zrh{kk] i zse]

vk' kk vkfn l dkjkRed i {kksa dk fp=k.kA


vè; ki d }kjk fofHkUu l zksrksa

l s Hkkjr dh ; qok t ul a[ ; k o

o¼ t ul a[ ; k ds vk¡dM+ksa dks

l axzfgr djokukA

l axzfgr vk¡dM+ksa dh l gk; rk

l s o¼ksa dh fLFkfr dk

vkdyu djokuk o i zkIr

rF; ksa dk ys[ kuA

9. dchj dh l kf[ k; k¡ ( nksgs)

i fj p; % l Tt u l s Kku&xzg.k djus dh

f' k{kk] l n~O; ogkjh cus jgus dh i zsj.kk]

vkMEcjksa dk fojks/ o bZ' oj dh l Pph

HkfDr i j cy] l cdks l eku l e>us dh

l h[ k] Lo&O; ogkj l s fe=k o ' k=kq dk

cuuk vkfn rF; ksa i j i zdk' kA

Respect (l Eeku)


l aca/ ksa ds i zR; sd pØ i j nwjh ds

vuql kj l aca/ n' kkZb, &

Self Awareness Activity - 6, Page - 83

10. dkepksj ( dgkuh)

i fj p; % cM+s yksxksa }kjk cPpksa dks

Right & Responsibility Value Card - 5

Decision Making Activity - 2, Page - 213

Bracing up to Excercise-jogging.

22

ukSdjksa i j fuHkZj j [ kuk] cPpksa }kjk nSfud

dk; Z Hkh u djus i j cPpksa dks dke

djus dk vkns' k] cPpksa }kjk ' kjkjr o

vuqHko ghurk ds dkj.k l Hkh dk; kZsa dks

fcxkM+ nsuk o ?kj dk okrkoj.k

vLr&O; Lr dj nsukA

Activity - 1

d{kk dk nks l ewgksa esa

foHkkt u

i zR; sd fo| kFkhZ dks nks ' osr

cksMZ fn, t k, ] , d vf/ dkj

o nwl jk dÙkZO; ys[ ku gsrqA

vè; ki d fo| ky; i fj l j esa

Nk=kksa ds fofHkUu vf/ dkj o

dÙkZO; cksysxkA

Nk=k vyx&2 ' osr cksMZ i j

mUgsa vyx&2 fy[ ksaxsA

11. t c fl usek us cksyuk l h[ kk ( fuca/ )

i fj p; % fl us t xr ds yacs l i Qj dk

C; kSjk] l okd fi QYe] fi QYe l axhr esa

i fjorZu] vfHkusrkvksa&vfHkusf=k; ksa dk

vkxeu] rduhf' k; u vkfn ds ckjs esa

t kudkjh] l okd fi QYe&fuekZ.k esa

vnsZf' kj , e- bZjkuh dk ; ksxnku] l okd

fgUnh fl usek dh Hkk"kk i j ppkZA

Celebrating the Nation Value Card - 6 Activity - 2

fofHkUu jk"Vªh; i zrhdksa ds

fp=k cukukA

i zR; sd i zrhd ds fo"k; esa

i k¡p i afDr; k¡ fy[ kuk ( jk"Vªh;

i {kh] i ' kq] fpÉ] i q"i vkfnA

Empathy Activity - 1, Page - 185

12. l qnkek pfj r ( d fork)

i fj p; % l qnkek dk nhu&ghu voLFkk

Respect (l Eeku)

Value Card - 3

Managing Emotions

Activity - 4, Page - 161

23

esa }kjdk i gq¡puk] Jh oQ".k }kjk l qnkek

dk l Rdkj] HkkHkh }kjk Hkst h xbZ HksaV u

nsus i j cpi u dh ?kVuk ds ekè; e l s

mykguk] l qnkek dk ekxZ esa ykSVrs l e;

d".k i j [ kh>uk] xk¡o vkdj Lo; a dk

?kj u [ kkst i kuk] l qnkek }kjk l Ei Uurk

o foi Uurk dh rqyuk djukA

Activity - 2

d{kk }kjk 'Respect' ' kCn ds

o.kksZa dks i fjHkkf"kr djukA

l Eeku] vkKk o Mj esa varj

crkukA

dSl k egl wl djrs gSa t c

yksx vki dh mi s{kk djsa vkSj

vki dks l Eeku u nsa\

13. t gk¡ i fg; k gS ( ys[ k)

i fj p; % rfeyukMq ds , d NksVs dLcs

i qMqdksV~VbZ dh efgykvksa esa l kbfdy

pykuk l h[ kus i j vkbZ t kx: drk dk

fp=k.k] bu efgykvksa esa vkus okyh

Lora=krk] Lokoyacu] vkfFkZd Lora=krk]

efgyk l ' kfDrdj.k vkfn fopkjkas dk

fp=k.kA

Collaboration (l g; ksx)


d{kk&d{k ; k fo| ky; &

i fj l j esa fofHkUu l ewg ds

Nk=kksa ds eè; l g; ksx Hkkouk

dk fodkl djukA

l g; ksx&Hkkouk ds l dkjkRed

i gyqvksa i j fopkj&foe' kZA

Empathy Activity - 1, Page-185

14. v dcj h yksVk ( dgkuh)

i fj p; % gkL; dFkk }kjk i qjkuh pht sa

l axzfgr djus okyksa i j dVk{kA i Ruh }kjk

#i ; s ek¡xus i j ykyk t h }kjk fe=k

Acceptance of Others Value Card - 8 Activity - 2

vè; ki d }kjk Nk=kksa dks fuEu

#fp; k¡ fodfl r djus gsrq i zsfjr

Decision Making

Problem Solving


24

fcyokl h l s l gk; rk ek¡xuk] ykykt h ds

yksVs dk vaxzst i j fxjuk vkSj fcyokl h

}kjk yksVs dks vdcjh yksVk crkdj

vaxzst dks cspdj #i ; ksa dh O; oLFkk

djukA

djuk&

fofHkUu i zdkj ds l axhr l quuk

fofHkUu l aLdfr; ksa l s l acaf/ r

i qLrdsa i <+uk

15. l wj ds i n ( d fork)

i fj p; % ckyd d".k dk ckyl qyHk

ft Kkl k ds dkj.k ; ' kksnk ek¡ l s v i uh

pksVh ds c<+us l s l acaf/ r i z' u i wNuk]

xk¡o dh , d Xokfyu }kjk ek¡ ; ' kksnk l s

d".k }kjk ml ds eD[ ku dh pksjh l s

l acaf/ r f' kdk; r djuk o mykguk nsukA

Caring (ns[ kHkky)


vè; ki d o Nk=kksa ds eè; ppkZ&

ns[ kHkky ds fo"k; esa vki dk

er

fcuk i zfri Qy dh v i s{kk ds

nwl jksa dh l gk; rk djuk

ns[ kHkky djus i j nwl jksa dh

vki ds i zfr Hkkouk

i zk.kh ek=k ds i zfr vki ds

Hkko

Self Awareness Activity - 3, Page - 72

16. i kuh dh dgkuh ( dgkuh)

i fj p; % vksl ds ekè; e l s i Foh i j

t y dh ; k=kk o fLFkfr dh t kudkjh]

i Foh o t y ds fuekZ.k l s ysdj i kuh

Sensitivity Towards Environment Value Card - 9 Activity - 1 vè; ki d }kjk d{kk dk nks

Empathy Activity - 1, Page-185

25

dk i sM+ksa dh t M+ksa rd i gq¡pus dh

i zfØ; k dk jkspd o.kZu] t y ds

l kFk&l kFk dbZ vU; i zkdfrd

fØ; kdyki ksa o t ho t Urqvksa dh

t kudkjhA

l ewgksa esa foHkkt uA

l ewg&1 i zkdfrd* l al k/ uksa

ds mfpr nksgu i j , d

uqDdM+ ukVd rS; kj djukA

l ewg&2 t y l aj{k.k* fo"k;

i j i ksLVj cukukA

17. ckt v kSj l k¡i ( dgkuh)

i fj p; % mRl kg* Hkko dk fp=k.k]

ckt l kgl h o mRl kgh yksxksa dk

i zrhd] l k¡i Mji ksd vkSj fLFkfr l s

l arq"V O; fDr; ksa dk i zrhd] eR; q l s u

Mjdj l kgl h dkjukes djus okys dk gh

l EekuA

Freedom (Lora=krk)

Value Card - 4 Activity - 2 d{kkuk; d dh Lora=krk dh

vko' ; drk, ¡* fo"k; i j , d l wph

rS; kj dhft , A

Critical Thinking Decision Making

Activity - 5, Page - 98 Activity - 2, Page-213

18. Vksi h ( dgkuh)

i fj p; % eknk xkSjs; k dk jkt k dh rjg

Vksi h i guus dh bPNk djuk] i Qkgk

feyus i j v i uh yxu vkSj i fjJe ds

cy i j Vksi h cuok ysuk] Vksi h cuokus

ds l e; l keus vkbZ i z' kkl fud fnDdrksa

ds dkj.k xkSjs; k dk jkt k l s feyuk vkSj

ml s v i uh xyfr; ksa o ghurk dk vuqHko

djok nsukA

Acceptance of Others Value Card - 8 Activity - 6 Nk=kksa }kjk vè; ki d ds ekxZn' kZu

esa fdl h l kaLdfrd fo| ky; h

dk; ZØe esa i zLrqfr gsrq , d

yksdxhr rS; kj djuk o ml dk

eap i j i zLrqrhdj.k djukA


Activity - 4, Page-129


fgUnh


ENGLISH GRADES VI-VIII

28

ENGLISH GRADE–VI

HONEY SUCKLE

NCERT

S. No.

TOPIC ATTITUDES/VALUES LINKAGES LIFE SKILLS REFER LIFE SKILLS

MANUAL, VI

EXTENDED DISCUSSIONS

1. Who did Patrick’s Homework?

Introduction

Students are made to sit in the groups of four and made to describe what kind of person they are and rate themselves on a scale of one to ten, assessing their worth. Then write five points on how to increase their worth.

Refer to Value Card No. 1 on Doing Your Best for enabling the learners to understand the importance of:

Self Help

Inspiration

The students are narrated the story of ‘A Penguin that wanted to fly’.

Helping students to develop

Problem Solving

Activity 1: ‘Buddy Teaching’

Refer to page 211-212.

Self Awareness

Activity 2: My strengths and weaknesses.


Decision Making


Work in pairs and compose a poem on ‘I wish…’

2. A House, A Home Refer to Value Card No. 3 on ‘Respect’. Refer to Value Card No. 2 on Collaboration for:

Helping students develop positive attitude towards group work.

Learning to respect other’s opinion and contribute in a group.

Refer to Value Card No. 11 on ‘Caring’ for feeling or exhibiting concern and empathy for others.

Refer to Value Card No. 7 on ‘Peace’ for imbibing the virtue of peaceful co-

Developing the understanding of care and collaboration.

Interpersonal relationships

Refer to page 130.

Activity 2: Feeling Words.

Activity 5: ‘My Relationship Web’ Refer to page 135-137.

29

existence.

Refer to Value Card No. 8 on ‘Acceptance of others’ for learning to respect others' beliefs and choices.

3. How the Dog found Himself a New Master

Introduction

Freedom or Slavery, what would you choose?

Refer to Value Card No. 2 on Collaboration for developing attitude of respect for the other.

Empathy

Activity 5: The Animals we like Refer to page 184-186.

Decision Making

Activity 5: ‘My Decision Making Scale’.


Critical Thinking

Activity 2: ‘Because…’ Refer to page 88-89.

To narrate anecdotes from one’s life to prove that 'A dog is a faithful animal’.

Types of dogs and their usefulness e.g. Working Dogs, Hunting Dogs, and Scent Dogs.

4. The Kite

Introduction

To elicit from pupils what a kite symbolizes.

Refer to Value Card No. 4 on Freedom.

The kite flying high symbolizes freedom and inspires to set high goals and strives to achieve them.

Refer to Value Card No. 1 for attaining the desired goals with focus and determination.

Self Awareness

Activity 4: Self Esteem


Activity 5: Wishes and Goals


‘A Talk’

What freedom means to me….

To initiate a discussion with inputs from the teacher.

5. Taro’s Reward Refer to Value Card No. 2 on 'Collaboration' for developing the attributes of:

Honesty

Contentment

Perseverance

Sensitivity

Problem Solving

Activity 5: ‘I Can’

Refer to page 222.

Narrate stories that depict respect for parents.

30

Family Bonding

Helping students understand the importance of family bonding through discussion.

6. An Indian American – Kalpana Chawla

Introduction

Students are shown pictures of spaceships and asked to discuss the difference between a spaceship and an aeroplane.

Refer to Value Card No. 1 on Doing your Best for enabling learners to inculcate:

courage

determination

goal- setting

Self awareness

Activity 5: Wishes and Goals.


Students are asked to collect more information about Indian Astronauts who have left an indelible mark in history with their achievements and give paper presentation.

7. A Different Kind of School Refer to Value Card No. 11 on ‘Caring’ for developing empathy towards people with special needs for discussing successful people who were differently-abled like Helen Keller.

Empathy:

Activity 1: It’s Nice to be Kind.


To share experiences

of time spent with

differently-abled

children.

8. Who am I Refer to Value Card No. 2 on Collaboration for enabling the learners to understand the significance of:

Positive Self-Esteem

Self -Confidence

Self- awareness

Activity 1: I am Unique.


Students are taught the importance of knowing their inner self and instructed to do the worksheet (Refer to page 71).

Students conduct a Group Discussion on ‘Significance of Positive Self –Esteem’.

Then they present their views through a group representative.

9. The wonderful words

Introduction

Students list out words to express feelings. Then they are categorized

Refer to Value Card No. 8 on ‘Acceptance of others’ for developing the attitude of being:

forthright

Effective communication

Activity 1: Seeking Clarification is Effective Communication.

Refer to page 111- 114 and 121 for

Students narrate an incident when they were elated or anxious using words appropriately for

31

(in bubbles) as indicators of happiness, sadness, anger or anxiety. Students then discuss the usage of each in conveying the right expression.

truthful

Students learn the significance of use of words, actions and expressions while communicating.

the Worksheet and Activities.


Activity 2: ‘Feeling Words’.


expressing their thoughts.

10. Fair Play

Introduction

Students are divided into groups of four and asked to list out values they must possess. Then they discuss the importance of each and how it is essential for a purposeful life.

Refer to Value Card No. 8 on Acceptance of others.

Refer to Value Card No. 8 on Rights and Responsibilities for developing among students values of:

truthfulness,

justice, and

relationships.

Interpersonal skills

Activity 5: ‘My Relationship Web’ Refer to page 135-137.

Critical –thinking

Activity 4: Let’s Debate


ROLE-PLAY

Students enact a situation from the story highlighting the essence of a just decision.

11. A Game of Chance

Introduction

To narrate anecdotes that show that luck does not always play an important role in success.

Refer to Value Card No. 6 on ‘Celebrating the Nation’ for enjoying the festivals and develop respect for the other in the community.

Critical thinking

Activity 6: ‘My Smartness Quotient’.


Decision Making

Activity 5: ‘My Decision Making Skills’


Discussion on – ‘ A Visit to the Fair’.

12. Vocation

Introduction

Students are made to draw /paste pictures of people who help us and make a collage. Then they discuss their vocation.

Refer to Value Card No. 3 on Respect.

Refer to Value Card No. 8 on ‘Acceptance of others’ for learning about:

Different Vocations and Dignity of Labour.

Students are narrated a story to understand the dignity of labour and

Decision Making.

Respect for people from different walks of life.

Refer to page 193,194 and 195 of the Life Skill Manual for Readiness and feeling of Equality.

Refer to page 175, 176 and 177 of the Life Skills Manual for ‘Giving

Students are taken out to visit various work places and interview workers.

32

that one can excel in their chosen fields through grit and hard work.

Respect to Earn Respect’.

13. Desert Animals Refer to Value Card No. 11 for:

caring to develop the aspect of empathy.

understanding the importance of living creatures.

helping students appreciate and respect living beings.

discussing climate, flora and fauna of a desert.

Empathy

Activity 5: ‘The Animals We Like’


Students to be given a crossword on animals and discuss the variety of animals dwelling in desert.

14. What if Developing the attribute of questioning and curiosity.

Students question their friends/ partners regarding their hobbies, likes and dislikes.

Developing the attribute of managing Stress.

Refer to page 159 and 160 of the Life Skills Manual for Activity-2 ‘Managing Stress’ Worksheet.

Critical Thinking

Activity 6: ‘My Smartness Quotient’


Students to share common stressors in their lives and ways to overcome.

15. The Banyan Tree

Introduction

Discussion on domestic and wild animals.

Animals that can be friendly and animals that harm.

Refer to Value Card No. 11 on ‘Caring’ for feeling and exhibiting concern and empathy for others.

Empathy

Activity 4: Kindness to Our Feathered Friends.


To provide students with rhyming words and help them compose a poem on – ‘My Pet’.

33

ENGLISH GRADE–VII

HONEY COMB

NCERT

S. No.

TOPIC ATTITUDES/VALUES LINKAGES LIFE SKILLS REFER LIFE SKILLS

MANUAL, VII


1. Three Questions Refer to Value Card No. 8 on ‘Acceptance of Others’ for helping students in imbibing the qualities of giving a helping hand to the needy.

Decision Making

Activity 1: I Can Decide!


Empathy

Activity 6: ‘Show Respect’ Refer to page 207.

Role Play- ‘An Act of Being Good’.

2. A Gift of Chappals

Teaching Methodology

The teacher asks the students if they have ever helped someone in need. If so, how was the help given and how they felt?

The students are given a questionnaire on “Who needs my Help?’ Refer to Pg. 189 of the Life Skills Manual.

The lesson is read out to the students.

The teacher divides the students into groups of four and provides each group a flash card with situation mentioned for group discussion.

Refer to Value Card No. 8 on ‘Acceptance of Others’.

Refer to Value Card No. 11 on ‘Caring’ for:

Helping students to develop an attitude of care and compassion.

Sensitizing students towards the needy.

Developing love and concern for animals.

Empathy

Activity 1: Helping Hands Refer to page 187-89.

Learn names of the different animal sounds.

Different kinds of migratory birds.

34

Refer to pg. 197 of the LSM.

All the groups are called individually with group representatives to present their views. The entire class gives the feedback.

3. The Rebel

The students are told the significance of compliance and how it helps in maintaining peer relationships.

Refer to Value, Card No. 2 on Collaboration for:

developing positive outlook toward group work.

maintaining good interpersonal skills.

realizing that it is not always good to be a rebel.

Refer to Value Card No. 8 on Acceptance of others for realizing that being different is creative but always going against the group leads to displeasure.


Activity 1: Appreciating Others Refer to page 139-140.

Students are asked to carry out a debate on ‘Rebel v/s Cooperation’ and bring forth the advantages of not being a rebel.

4. Gopal and Hilsa Fish

Teacher pairs the students and each pair is given a questionnaire to find a solution. They are free to think out of the box to get the solution.

Class discussion.

(Refer to page 34 Life Skills Manual).

Refer to Value Card No. 8 on ‘Acceptance of Others’.

Refer to Value Card No. 11 on Caring for

Helping students develop an attitude of care and compassion.

Sensitizing students towards the needy.

Developing love and concern for animals.

Creative thinking

Activity 6: Going Crazy


Activity: JAM

Students are divided into groups of five and asked to narrate an incident when they used their presence of mind to get out of a difficult situation without disappointing anyone involved.

35

5. The Shed

Students are asked to think about things associated with a shed e.g. a small room, storing things, animals, tools etc.

Refer to Value Card No. 9 on

‘Sensitivity towards Environment’ for sensitizing students about their surroundings and motivating them to care for the same. Refer to Value Card No. 1 on Doing Your Best.

Self Awareness

Identifying places in your neighborhood where you would rather not visit/especially at night.

Creative Thinking: What does a shed look like?

Activity 4: Relations


Recall the places you have visited which were forbidden.

Find out different kinds of sheds and their usage.

6. The Ashes that made Trees Bloom

Introduction

Students are initiated into a discussion on their pet/ favourite toy which they had to part with due to unavoidable circumstances. They are asked also to describe it and tell their partner how they felt on sudden loss.

Class -discussion.

Refer to Value Card No. 11 on

‘Caring’ for exhibiting the feeling of concern and empathy toward others.

Helping students imbibe the human values of:

Kindness

Generosity

Honesty

Hard work

Patience

Compassion

Social – Interpersonal Skills

Activity 5: ‘My Special Greeting Card’.

Self-Awareness and Social Awareness.


Activity 4: ‘My Relationship Temperature Chart’.


Help students strengthen the bond of trust with one another and develop communication and interpersonal skills by expressing their appreciation of their favourite classmate/ family member.

7. Chivvy

Introduction

Students are asked to think about the importance of good manners and etiquettes which would make any difference in their lives.

Refer to Value Card No. 9 on ‘Sensitivity towards Environment' for helping students to imbibe the values of :

Kindness


Respect

Self awareness

Activity 1: Appreciating the Good Qualities in Oneself.


Students are encouraged to speak on the areas where they are often pointed out by their parents to improve their interpersonal skills and etiquettes.

36

Refer to Value Card No. 1 on Doing Your Best.

Make a web of My Strengths / My Weaknesses.

8. Quality

Introduction

Students are asked to think about things they do well/take pride in their successes. In groups they discuss the importance of being confident and self- reliant.

Class-discussion.

Refer to Value Card No. 3 on ‘Respect’ for exhibiting feeling of esteem towards someone out of admiration.

Enabling learners to understand the importance of:

Positive Self- Esteem

Appreciating others

Self-reliance

Students develop:

Self-efficacy

Excellence

Effective-Communication

Activity: JAM

Students are divided into groups of five and asked to narrate an incident when they used their presence of mind to get out of a difficult situation without disappointing anyone involved.

9. Trees

The teacher asks the students to look around the classroom and identify the products made from trees.

The students are given questionnaire based on the ‘Creative List’.

Refer to Page No. 108 of the Life Skills Manual. The poem is read out in the class.

Refer to Value Card No. 9 on ‘Sensitivity towards Environment’ for helping them in:

Appreciating nature.

Developing love and concern for nature.

To help students understand what nature provides us.

Refer to page 108, of the Life Skills Manual for creative list.

Suggested Questions:

a) What do trees provide us?

b) Name a few trees growing around you.

c) Name a few medicinal trees.

Visit a nearby park and see different kinds of trees and plants.

Probing questions with interaction and discussion.

Grow/ adopt a sapling.

10. Expert Detective

Introduction

Students are initiated into a discussion regarding any detective /mystery story books or movies they have read or seen.

Refer to Value Card No. 11 on ‘Imagination’ for:

Inculcating the attitude of curiosity, creative thinking, empathy and caring among students.

Creative Thinking

Activity 5: Rack Your Brain


Problem Solving

Activity 1: Puzzles and Teasers

Role Play

Students to be given a situation where they act as detectives and find a solution of the given problem, for

37

Class discussion on how creatively the solutions to the problems can be achieved.

Refer to page 223-228. example, the lost bag.

11. The Invention of Vita- Wonk

Students are shown pictures of UFOs and asked to distinguish fact from fiction.

Class–discussion.

Refer to Value Card No. 2 on Collaboration for fostering team work to unleash creativity.

Developing the attitude of curiosity, spirit of innovation and creative thinking among students.

Creative thinking

Activity 1: ‘In the Creative List’

Refer to Page 107-108.

Critical thinking

Activity 5: ‘The Inventor in Me’

Refer to page 102 - 104.

Aliens in my room:

Students are divided into groups and asked to draw as per the instructions by the teacher, fold it horizontally and pass on the sheet to others, till everyone finishes. Then they unfold to see what comes of it and describe it.

12. Dad and the Cat and the Tree Refer to Value Card No. 1 on 'Doing your Best' for developing the attitude of perseverance and determination.

Problem- solving

Stories: ‘I Can! I will’


Self Assessment

Refer to Page No. 243 of the Life Skills Manual on Creative Thinking, questionnaire on ‘Self evaluation’.

Make a project on famous people who have toiled hard to achieve great heights.

Discussion on skills and qualities that are needed to be successful.

13. Fire: Friend and Foe

Introduction

Students are asked the uses of Fire and Hazardous situations it leads to if not attended to.

Class -discussion.

Refer to Value Card No. 5 on ‘Right and Responsibility’ for channelizing decision-making skills.

For creating an understanding that Fire is a necessary evil and one should be careful.

Developing analytical thinking:

Life skills of acting prudently in case of fire to avoid loss of life and wealth.

Decision Making

Activity 5: Balloon Debate Refer to page 219.

Role-Play/Fire Drill

Students learn the ways to control fire through a fire drill conducted by the Fire Department/Role Play.

38

14. Meadow Surprises Refer to Value Card No. 9 on Sensitivity Towards Environment for sensitizing students about their environment, bounty of birds, animals and greenery around us. Refer to Value Card No. 11 on Caring for the Animals.

Refer to Value Card No. 5 on Rights and Responsibilities for creating awareness of their rights and responsibilities by emphasizing the need to maintain greenery around us.

Empathy

Activity 5: Plastic in Cow’s Tummy


Students are taken for a nature walk and appreciate the variety of flowers and plants.

Compose a poem on: ‘I Admire Nature’.

Make an album of pictures of butterflies, insects and flowers.

15. A Bicycle in Good Repair Refer to Value Card No. 5 for helping students channelize their decision making skills for the betterment of self and others.

Three Cs of decision-making:

a) Challenge

b) Choices

c) Consequences

Decision-making

‘Can I Say No’


Activity 4: Decision Making Wheel


Students are given puzzles/ mazes to use their reasoning and analytical skills. Refer to Page No. 224 of the Life Skills Manual.

16. The Story of Cricket

Introduction

Students are shown pictures of famous sportspersons and asked their names followed by a discussion on the value of sports in our lives.

Refer to Value Card No. 6 for developing a positive attitude towards sports in order to improve the mental health and fostering a sense of patriotism.

Sports help in coping with stress.

Refer to page 169 of the Life Skills Manual on What happens when stressed?

The key messages given on page 170 of the Life Skills Manual can be read out to the students.

Word search Activity. Find out twelve words associated with cricket in hidden grid.

Debate/ Discussion on One Day Cricket v/s Test Cricket.

39

ENGLISH GRADE–VIII

HONEYDEW

NCERT

S. No.

TOPIC ATTITUDES/ VALUE LINKAGES LIFE SKILLS REFER LIFE SKILLS

MANUAL, VIII


1. The Best Christmas Present in the World

Introduction

Brainstorming on reasons behind wars.

Refer to Value Card No. 7 on ‘Peace’ for:

Feeling of love for others.

Living together in Peace.


Treating others with consideration and regard.

Acting as per moral and ethical code.

Managing Stress, Self Awareness.

Refer to page 180-182 of the Life Skills Manual for the Activity on Therapeutic Writing.

Class Discussion on consequences of war on individual human lives. Free writing: poem/ diary entry on acts of empathy/care as felt by students.

2. The Ant and the Cricket

Introduction

Narrating a few fables and helping them to grasp the moral.

Refer to Value Card No. 1 on Doing Your Best for discovering one’s strengths and weaknesses.

Refer to Value Card No. 10 on 'Time Management' for making learners understand that hard work and planning are necessary in life.

Decision making,

Problem solving.

Refer to page 208-212 of the Life Skills Manual for the Activity on Making Informed Choices.

Students to be given a words search on insects storing food for the hard times.

Narrating any of Aesop’s fables in class.

3.

The Tsunami

Introduction

Conducting mock-drill to prepare students to manage natural

Refer to Value Card No. 8 on ‘Acceptance of Others’ for developing Empathy.

Managing Emotions: ‘Be Emotionally Smart’. Refer to page 53-58.

Self Awareness

Discussion on ‘How to manage disasters/ natural calamities?

40

disaster. Empathy

Refer to page 158-160 of the Life Skills Manual for Activity on Managing Emotions (Role Play).

4. Geography Lesson

Introduction

Visuals can be shown to illustrate how the whole picture is greater than the sum of its parts.

Refer to Value Card No. 9 on ‘Sensitivity towards Environment,’ Importance of water and land for the human survival.

Refer to Value Card No. 8 on Acceptance of Others for:

Developing empathy

Developing bond with others

Creative thinking

Critical thinking

Refer to page 102-103 of the Life Skills Manual for Activity on the Creative Solution Finders.

Group work on highlighting the geographical factors behind a particular social phenomenon.

5. Glimpses of the Past

Introduction

Talk about the relevance of Independence day. What does it mean to the students?

Refer to Value Card No. 6 on 'Celebrating the nation' for inculcating a sense of patriotism.

Refer to Value Card No. 4 on 'Freedom' for developing a sense of pride in hard-won freedom.

Refer to Value Card No. 2 on 'Collaboration' for developing positive attitude towards group work and convey the idea: United we stand.

Interpersonal skills,

Problem solving,

Self awareness,

Creative thinking

Refer to page 223-224 of the Life Skills Manual for the Activity on I Can.

Bulletin work about the attitude shift that brought about freedom.

Eg: Superstition to rational thought.

Suspicion to collaboration and unity.

6. Macavity: The Mystery Cat

Introduction

Discussion about behaviour of pets.

Refer to Value Card No. 11 on ‘Caring’ for motivating students to act as per moral and ethical codes.

Creative thinking

Refer to page 106-108 of the Life Skills Manual for an activity on Tell Me.

Read/memorise any of Eliot’s poems on cats.

7. Bepin Choudhury’s Lapse of Memory


Creative thinking Learners write a diary entry about any event

41

Introduction

Talk about memory tricks. Show video of ‘Brain Games’ series currently running on TV.

Helping students to treat others with consideration and regard.

Helping students to act as per moral and ethical codes.

Problem Solving

Refer to page 114-116 of the Life Skills Manual for activity on Shhh… Sherlock Holmes is Here!

from their recent past when they hurt/ ignore their near ones and how they should have acted.

8.

The Last Bargain Students to share experiences of interacting with people who have a happy disposition. What effect did they have on them?

Refer to Value Card No. 11 on ‘Caring’ for discovering that money and power alone cannot give happiness and contentment in our lives:

Inspiration

Sensitivity

Innocence

Materialistic attitude does not give happiness.


Empathy

Self awareness

Refer to page 151-152 of the Life Skills Manual for Activity on My Helping Hands!

Compose a poem on ‘Happiness for me means…’

Narrating experiences on ‘I found happiness in helping others’.

9.

The Summit Within

Introduction

Students are shown pictures of mountaineers and are asked to identify the pictures.

Discuss the feats of these men of courage.

Refer to Value Card No. 1 on Doing Your Best for enabling learners to inculcate:

Courage

Determination

Goal setting

Students are provided a handout or narrated the story to emphasize that courage and determination enable an individual to accomplish tasks and a lead a life of bliss and satisfaction.

Self awareness

Refer to page 75-78 of Life Skills Manual for Activity on Building Positive Self-esteem - Setting Goals.

Problem Solving

Activity 1: ‘I Can’

Refer to Page 223-224.

Activity 4: ‘Thinking Hats’


Students to write a bio-sketch of any one renowned mountaineer and paste a picture.

10.

The School Boy

Introduction

To narrate anecdotes when

Refer to Value Card No. 9 on ‘Sensitivity Towards Environment’ for deriving joy from the nature

Managing emotions

Self awareness

Creative thinking

Compose a poem on ‘I love to…’( The things I enjoy doing).

42

students were not eager to attend school.

around us.

Refer to page 161-162 of the Life Skills Manual for Activity on Emotions Collage.

11.

This is Jody’s Fawn

Introduction

Students to share their experiences where they or someone has helped a wounded animal or a person.

Refer to Value Card No. 8 on ‘Acceptance of Others’ for developing the attributes of love, appreciation and respect for every creature.

Empathy:

‘Empathise…Not Sympathise’ Refer to page 17-20.

Self-awareness

Critical thinking

Refer to page 199-202 of the Life Skills Manual for Activity on ‘Broken Bonds’.

Students to understand that every creature has a right and need to get protected and valued.

Students to know that it is not reasonable to dislike an animal or people based on the way they look.

Discussion on the contribution made by every creature in maintaining the ecological balance.

Name a few organizations that help in protecting animals like PETA.

12. The Duck and the Kangaroo

Introduction

Show visuals of alone man and a man in social group. Social networking ads can be used.

Talk about how sharing/working with others is fun.

Refer to Value Card No. 2 on Collaboration for:

Inculcating positive attitude towards group work.

Developing respect for others’ needs and behaviour.

Interpersonal Skills

Refer to page 146-147 of Life Skills Manual for Activity on the Complete Picture.

Effective Communication, Critical Thinking.

Refer to page 117-121 of the Life Skills Manual for Activity on Contribution during group discussions.

Make a list of activities/feelings you can’t accomplish if you don’t have any friends or families.

Write a page about how your friends and family care for you.

13. A visit to Cambridge Refer to Value Card No. 1 on Doing Self awareness, creative thinking. Write a diary entry/ poem about your

43

Introduction

Short video on Stephen Hawking and his work.

Class discussion on God’s gifts/our abilities and how we use them in our lives.

Your Best for:

Identifying your goals.

Exploring how you can attain the goals.

Understanding your limitations.

Refer to page 69-71 of the Life Skills Manual for activity on Me, This is Me!

strengths and limitations and how they propel you towards Success/your goals.

14. When I set out for Lyonnesse

Introduction

Ask students what, in their opinion, is the purpose of community work.

Refer to Value Card No. 11 on Caring for:

Contributing to society and civic life.

Realizing how selfless acts make us feel about ourselves.

Interpersonal relationships,

Self awareness

Refer to page 148-150 of the Life Skills Manual for Activity on ‘I am not an Island’!

Students write reflective journal recording their feelings after some selfless act/ community work.

15. A Short Monsoon Diary

Introduction:

Show learners visuals/videos of rains and natural life in the hills.

Refer to Value Card No. 9 on ‘Sensitivity Towards Environment’ to understand, how the environment affects our moods/internal life.

Self awareness

Critical thinking

Activity 2: ‘Ms. Nature- The Scientist’

Refer to page 104-105


Refer to page 83-86, of the Life Skills Manual for the Activity on the 3 R’s of growing up.

Students can be asked to record their experience of living at a hill station and how it affects their moods.

Students can be asked to write a poem about their idea of paradise.

16. On the Grasshopper and Cricket

Introduction

Talk about Earth as a ‘living planet.’

Refer to Value Card No. 9 on ‘Sensitivity Towards Environment’ for:

Developing sensitivity towards environment.

Inculcating responsibility and accountability.

Creative thinking

Critical thinking

Refer to page 104-105 of the Life Skills Manual for activity on Ms. Nature- the scientist.

Group work on how man’s activities alter the natural rhythm of Earth.

44

17. The Great Stone Face – I

Introduction

Discuss the idea of youth icons and role models.

Refer to Value Card No. 8 on ‘Acceptance of Others’ for

Developing empathy for others.

Becoming responsible citizens.

Self - awareness, Critical thinking

Refer to page 72-74 of the Life Skills Manual for activity on Seeing Inside and Outside Ourselves.

Learners are asked to write a short essay on who their role models are and why do they identify with them.

18. The Great Stone Face - II

Introduction

In continuation with the extended discussions of the previous chapter, learners discuss how their role models affect/mould their behaviours.

Refer to Value Card No. 1 on Doing Your Best for:

Identifying your goals

Exploring how the goals can be achieved.

Empathy, Creative thinking, Self-awareness.

Refer to page 189-191 of the Life Skills Manual for activity on Council of all beings.

Discuss the ‘perfect’ selves of the learners as idealised in their minds and how they intend to work towards becoming these ideal selves.


MATHEMATICS GRADES VI-VIII

46

MATHEMATICS: GRADE–VI

Sr. No.

Topic

Sub Topic Life Skills Developed

Suggested Linkages- Life Skills and Values

Suggested Linkages Health/Wellness

Integration of Scholastics

(Mathematics) with life skills

1. Knowing Our Numbers

a. Comparison of Numbers

b. Large Number in practice

c. Estimation

d. Roman Numerals

Life Skills:

Self Awareness

Critical Thinking

Creative Thinking

Problem Solving


Refer to the Life Skills Manual




Activity: Know Your Body.

Page 4, Revised School Health Manual.

Page 61: Every number in number system is unique as every individual is unique.

Page 85: Numeric palindromes forming patterns in large numbers

2. Whole Numbers

a. Number Line

b. Properties of Whole Numbers

c. Patterns in Whole Numbers

Life Skills:

Creative Thinking

Critical Thinking



Refer to Value Card No. 2 on Collaboration.

Activity: Physical Maturation.


Discussion on skills and qualities that are needed to be a successful mathematician.

Because worksheet:

1. 1 is a unique number because..................

2. Natural number 1 has no predecessor because...................

3. Every whole number has a

47

successor because..................................

4. There is only one 1-digit number with 2-digit number as its successor because...................

5. 0 is an additive identity of every whole number because...................

3. Playing with Numbers

a. Factors and Multiples

b. Prime and Composite Numbers

c. Tests for Divisibility of Numbers

d. HCF and LCM

Life Skills:

Critical Thinking,

Creative Thinking

Self Awareness





Activity: Body Image


Brain storm to understand the significance of being Optimistic.

Divisibility Test: Place numerals in four tables and do the activity for test of divisibility by any given number.

Page 129 Worksheet : connect to different kinds of numbers e.g. prime, composite, even, odd etc.

4. Basic Geometrical

a. Lines Life Skills: Refer to the Life Skills Activity: Body Image Positive Self- Esteem exercise for

48

Ideas b. Polygons

c. Circles


Creative Thinking

Critical Thinking

Manual



Refer to Value Card on Freedom.


students

Ask about the polygons or circles used to build a house

5. Understanding Elementary Shapes

a. Measuring Line segments

b. Angles

c. Perpendicular Lines

d. Classification of triangles

e. Quadrilaterals

Life Skills:

Creative Thinking

Critical Thinking

Self Awareness




Refer to Value Card No. 5 on Rights and Responsibility.

Brain storming self assessment worksheet.


Give puzzles/ mazes to students to use their reasoning and analytical skills (Page 105). Can make 5 cut outs of different shapes and write the most influential on the diamond shape so that it can be changed to a positive trait.

6. Integers a. Number Line

b. Ordering

c. Addition

Life Skills:

Creative Thinking

Critical Thinking

Problem Solving


Worksheet Page-75


Refer to Value Card No. 5 on Rights and Responsibility.

Discussion Student Worksheets 1 and 2.

Pages 20-21, Revised School Health Manual.

Students make a project on famous mathematicians.

Page 75: Instead of T/F students can be asked to represent each statement as -ve or +ve.

Page 222: Story should have the use of integers in it.

49

7. Fractions a. Proper and improper fractions

b. Equivalent Line Fractions

c. Addition and subtraction of fractions

Life Skills:

Self Awareness,

Critical Thinking

Problem Solving




Refer to Value Card No. 7 on ‘Peace’.

Activity: Managing School Canteen.


Page 70: Qualities of each student can be presented as a part of the total number of petals. Reflection for a student as well.

Page 226: Drawing and finding out what fraction of the whole blocks their mind.

8. Decimals a. Decimal as Fraction

b. Comparing, Addition and Subtraction

Life Skills:

Self Awareness

Critical Thinking

Problem Solving




Activity: Newspaper in Health Education.


Brain storm on being attentive and relaxed.

Any three out of ten can be represented as a decimal.

Extended learning: Converting decimals into percentage

9. Data Handling a. Recording Data

b. Pictograph

c. Bar Graph

Life Skills:


Creative Thinking




Refer to Value Card No. 9 on Sensitivity Towards Environment.

Activity: Food and Consumer Awareness.


Activities to develop the attitude of curiosity, spirit of Innovation and creative positive thinking.

Groups can decide in what ways the

50

given item can be reused, recycled and reduced. It can finally be presented as bar graph.

10. Mensuration a. Perimeter of a Rectangle

b. Regular Shapes

c. Area

Life Skills:

Critical Thinking






Activities to develop the attitude of Perseverance and determination.

Create a smartness worksheet from Mensuration.

11. Algebra a. Variable

b. Equation

Life Skills:

Problem Solving


Creative Thinking



Refer to Value Card No. 9 on Celebrating the Nation.

Activity: Germs Grow on Dirty Surface.


Dividing students into groups of five and asking them to prepare one situation which can be represented as an equation.

12. Ratio and Proportions

a. Ratio

b. Proportion

c. Unitary Method

Life Skills:

Critical Thinking

Creative Thinking

Problem Solving




Activity: Germs Grow on Dirty Surface


Discussion on qualities that are needed to be a successful mathematician.

Calculate ratio of the statements of Wishes/Goals

13. Symmetry a. Lines of Symmetry

Life Skills: Refer to the Life Skills Manual

Activity: What Can We Do with Rubbish.

Recognition of diversity.

51

b. Reflection and Symmetry

Critical Thinking

Creative Thinking

Coping with Stress


Refer to Value Card No. 10 on Time Management.


The shape finally achieved is symmetrical or not.

14. Practical Geometry

a. Construction of Circles

b. Line segment

c. Perpendicular

d. Bisector

e. Angles

Life Skills:

Critical Thinking

Creative Thinking

Coping with Stress



Refer to Value Card No. 11 on Caring.



Creativity and communication.

Help the students in comparing the parts of the building they construct to the geometrical constructions they draw.

52

MATHEMATICS: GRADE VII

Sr. No.

Topic Sub Topic Life Skills Developed


Suggested Linkages Health/Wellness



1. Integers a. Properties of Addition and Subtraction

b. Multiplication and Division of Integers and their Properties

Critical Thinking

Creative Thinking

Problem Solving




Activity: 'Know Your Body'.


Every number in the number system is unique as every individual is unique.

2. Fractions And Decimals

a. Concept of Fraction

b. Multiplication of Fraction

c. Division of Fraction

d. Concept of Decimal

e. Multiplication and Division of a Decimal Number

Self Awareness

Critical Thinking, Problem Solving


Creative Thinking






After framing the event calendar, each group can present what fraction and decimal of questions relate to ‘what’ etc.

3. Data Handling a. Collection and Organization of Data

b. Mean Median


Critical Thinking, Creating Thinking



Refer to Value Card No. 2



Brain storm to understand the significance of being optimistic.

53

Mode

c. Bar Graph

d. Probability

Problem Solving


on Collaboration. Survey can be made for Q2 of the worksheet and presented through a bar graph.

4. Simple Equations

a. Concept of Equations

b. Solving an Equation

c. Application

Self Awareness, Critical Thinking

Problem Solving

Interpersonal Skills, Problem Solving, Decision Making



Refer to Value Card No. 2 on Collaboration.



Decision Making exercise for students.

Create situations to form Algebraic Equations and discuss how to begin with its solution.

5. Lines and Angles

a. Various Types of Angles

b. Transversal, Parallel Lines

Self Awareness

Creative Thinking


Problem Solving




Brain storming self assessment worksheet.


Students' reasoning and analytical skills to represent problems with different kinds of lines and reason out why do they feel so.

6. The Triangle and Its’ Properties

a. Median and Altitude of a Triangle

b. Exterior Angle of a Triangle and Its’ Properties

c. Angle Sum Property of a

Creative Thinking, Problem Solving


Critical Thinking




Discussion Student Worksheets I & II.


Discussion on living in harmony with mutual respect.

Outputs can be presented in different kinds of triangles.

54

Triangle

d. Right Angled Triangle Pythagoras

7. Congruence of Triangles

a. Various criteria of congruency of triangle

Critical Thinking

Problem Solving, Creative Thinking






Developing an attitude of positivity, attention, care and compassion.

They can write their symptoms on triangles and the solution to each one of them can be written on its congruent triangle indicating that each symptom has equal positive solution.

8. Comparing of Quantities

b. Equivalent ratio

c. Converting decimal into percentage and vice versa

d. Ratios to percentage




Refer to Value Card No. 5 on Rights and Responsibilities.



Solving problems always relaxes the mind.

9. Rational Numbers

a. Concept of Rational Numbers

b. Comparison of

Self Awareness, Effective Communication

Problem Solving,



Refer to Value Card No. 5



Activities to develop the attitude of curiosity, spirit of innovation and

55

Rational Numbers

c. Operation of Rational Numbers

Critical Thinking


on Rights and Responsibilities.

creative positive thinking.


a. Construction of Parallel Line

b. Construction of Triangle

Critical Thinking, Effective Communication






Activities to develop the attitude of perseverance and determination. Part 2, Page 104.

11. Perimeter and Area

a. Perimeter and Area of Parallelogram, Square, Rectangle and Triangle

b. Circumference of Circle and Area of Circle

c. Applications

Problem Solving, Critical Thinking


Self Awareness, Interpersonal Skills, Problem Solving



Refer to Value Card No. 10 on Time Management.



Critical thinking.

Three ideas to be written on three different shapes with same perimeter.

12. Algebraic Expressions

a. Terms of an Expressions Monomials, Binomials, Trinomials and Polynomials

b. Addition and Subtraction of Algebraic

Critical Thinking, Creative Thinking







Visualizing calculations by paper cutting the expansion of (a + b)2 and defining a problem, writing solutions and choosing the best two solutions on the four parts of the

56

Expression

c. Finding the value of an expression

expansion.

13. Exponents and Powers

a. Concept

b. Laws of Exponents

c. Expressing large numbers in standard form

Self Awareness

Problem Solving, Critical Thinking, Effective Communication






Brainstorming on having determination/ Never say die attitude to achieve the impossible.

14. Symmetry a. Lines of symmetry

b. Rotational symmetry

Critical Thinking, Effective Communication, Creative Thinking




Activity: Hygiene-Personal and Environmental.


Creatively they build up and critically they make it symmetrical.

15.

Visualising solid shapes

a. Basic Geometrical Shapes

b. Faces, Edges and Vertices

c. Drawing Solids on Flat Surface

d. Viewing Different Sections of Solids

Self Awareness, Effective Communication

Critical Thinking, Creative Thinking

Self Awareness, Effective







Refer to Value Card No. 7 on Peace.



Creating awareness about money matters and discussion on the National Economy.

57

MATHEMATICS: GRADE VIII

Sr.No.

Topic

Sub Topic Life Skills Developed


Suggested Linkages

Health/Wellness



1. Rational Numbers

a. Concept

b. Properties of Rational Numbers

c. Representation of rational numbers on the number line

d. Rational numbers between two rational numbers

Self Awareness

Critical Thinking



Activity - 1, Page - 67.

Activity: Know Your Body.


Every number in the number system is unique as every individual is unique. Therefore, each Rational number has a unique place on a number line.

2. Linear Equations in one Variable

a. Solving linear equations in one variable

b. Applications

c. Reducing equations in simpler form

Critical Thinking,

Problem Solving

Effective Communication skills

Inter Personal Relationships


Page - 91.



The students talk about the age of their siblings and frame questions on linear equations by establishing relations between their ages.

3. Understanding Quadrilaterals

a. Classification of polygon

b. sum of exterior



Activity: Refer on Body Image.

Page 13, Revised

The teachers can frame the same worksheet by

58

angles of a polygon

c. kinds of quadrilateral

d. area of parallelogram

Self Awareness

Critical Thinking,

Page - 106.

School Health Manual. blanks to be filled by different kinds of quadrilaterals.


a. construction of a quadrilateral in various situations

Critical Thinking

Problem Solving



Page - 94.

Brain storming on self-assessment worksheet.


Give dimensions of different kinds of quadrilaterals and students construct a quadrilateral of their choice and write one good quality of his/her friend explaining why was a particular kind of quadrilateral chosen.

5. Data Handling a. Organizing Data

b. Bar Graph

c. Pie Chart

d. Chance and Probability

Creative Thinking

Critical Thinking,

Problem Solving,


Decision Making


Page - 32

Page - 96.

Discussion on Student Worksheets I & II.


Students to use their reasoning and analytical skills in solving real life economic problems by taking any bar graph/histogram/pie chart from a newspaper or magazine.

Activity on page 32 can be taken for discussion.

59

6. Squares and Square Roots

a. Properties of square numbers

b. Pythagoras triplet

c. Square roots various methods

Critical Thinking

Creative Thinking

Problem Solving

Decision Making

Communication Skills


Page - 213.



The model which the students make must be made of squares. The three Cs they take to write their observations must be squares.

7. Cubes and Cube Roots

a. Cubes

b. Cube Roots

Managing Emotions

Critical Thinking

Self Awareness


Page - 213.



Developing an attitude of precision, attention, care, compassion. The students write their birthday eg 23082001, check whether it is a cubed number or not.

8. Comparing Quantities

a. Ratios and percentage

b. Discount, profit and loss, compound interest

c. Application

Self-Awareness


Problem Solving

Critical Thinking

Decision Making


Page - 79

Page - 143.



Brain storm on being attentive and relaxed- spreading the message to general public.

The teacher observes three kinds of students given in the activity and the students calculate the percentage of each kind of students

60

and finally leaves the students with the question as to what kind of person one must be.

The word stories based on the concept of comparing quantities.

9. Algebraic Expressions and Identities

a. Monomial, Binomial, Polynomial

b. Addition and Subtraction of Algebraic Expression

c. Multiplication of Algebraic Expression

d. Standard Identities and heir Application


Problem Solving

Critical Thinking

Decision Making,

Creative Thinking


Page - 236

Page - 113.



Any questionnaire related to the topic of Algebraic expressions and identities may be framed and may be conducted in the class. Ask the students to take their imagination to the variables. Tell them to think that stick is x cloth is y. Take the student to higher level so that they are able to think that any variable can have any numeric value and algebraic expression may be generated out of

61

their imagination.

10. Visualising Solid Shapes

a. Concept of basic solid shapes

b. Mapping shapes around

c. Faces, Edges and Vertices

Self Awareness


Critical Thinking


Problem Solving


Page - 72

Page - 146.

Activity: ‘What Can We Do with Rubbish’.


Activities to develop the attitude of perseverance and determination by placing the 3-D objects differently and observing them from different faces.

Students will make jigsaw puzzle for the given activity.

11. Mensuration a. Area of Basic Geometrical Shapes

b. Area of Trapezium, Some Special Quadrilaterals

c. Solid shapes-surface area and volume of cube, cuboids and cylinder

Problem Solving

Critical Thinking

Self-Awareness

Decision Making


Page - 219.



Dividing students into groups of five and asking them to prepare community budget. A situation based on area can be made in relation to the activity given in the book. Students can be asked to calculate the area of the parts of the figure.

12. Exponents and Powers

a. Laws of Exponents

b. Use of exponent to express small numbers

Critical Thinking

Problem Solving

Decision Making

Refer to the Life Skills Manual.

Activity: Water Conservation.


Activities to develop problem solving skills

62

in standard form

13. Direct and Inverse Proportions

a. Direct proportion

b. Inverse proportion

Critical Thinking

Problem Solving


Decision Making


Page 122-135.

Activity: Safe Drinking Water.


In a structured role play, instruct students (two or more) to portray the conditions that will happen when there is no petroleum left on this earth.

Direct other students to observe the actions of the main character of the play.

Initiate a discussion on the over consumption of non – renewable resources. How they should be conserved. Observe the discussion flow with all the aspects which are applicable in daily life situations and how the consumption of petrol is inversely related to its availability? Any

63

other role play involving the general issues may be done.

14. Factorization a. Various Methods of Factorization

b. Factors of the Form (x+a)(x+b)

c. Division of Algebraic Expression

d. Error

Problem Solving,

Self-Awareness

Decision Making

Critical Thinking,

Problem Solving

Decision Making


Page - 83.

Activity: My School- A Clean Environment.


Each student should be asked to make a card of dimensions a & b.

Then develop the identity in each part mentioning one of the R’s which he/she thinks is the best for solving and problem given by the facilitator. Else the students can also think of hypothetical problem and work on it using all these 3 R’s. Writing 3 R’s on card pieces and pasting them, student should be able to obtain an algebraic identity like ( a +b)2 = a2 + 2ab + b2

15.

Introduction to Graphs

a. Bar graph, pie chart, histogram, line

Critical Thinking

Creative Thinking


Activity: Bracing Up to Exercise-Jogging.

Page 59, Revised

From the daily newspaper tell the students to note

64

graph

b. Some application

Decision Making

Problem Solving

Page - 96

Page - 195.

School Health Manual. down the minimum and maximum temperature recorded in the weather forecast column. Prepare a table for the same.

Plot a line graph to represent the gathered information.

16. Playing with Numbers

a. Games with Numbers

b. Letters for Digits

c. Test of Divisibility

Creative Thinking

Critical Thinking

Decision Making

Problem Solving


Page - 176.

Activity: The Art of Living.


The worksheet given on the page 176 of the Life Skills Manual may be done as an activity.


SCIENCE GRADES VI-VIII

66

SCIENCE

TEXTBOOK FOR GRADE–VI

NCERT

CHAPTER–1: FOOD WHERE DOES IT COME FROM

Attitudes & Values Life Skills Extended Learning

Refer Value Card No. 6 on "Celebrating the Nation" for fostering an appreciation of national culture and its festivals".

Empathy: Activity 2 "Give respect to earn respect" Page 175 (the Life Skills Manual) with regard to sensitising children not to mock or tease people regarding their eating habits.

Reason behind eating particular kind of dishes on festive occasions.

Sharing food with all class mates with an inclusive spirit.

Say No to fast food, junk foods and fizz drinks.

Put up a bulletin board on food materials their sources relating to the actual plant part.

Refer Value Card No. 11 on "Caring", for Activity 2 focussing on compassion on animals.

Ref. to the unit for Life Skills - Empathy on lines of activity 5 Page 184.

Discussion on the need to take care of animals around them and find out how children having pets look after them.

To show how the natural ecological balance gets disturbed if animals become extinct or die(relate it to the endangering animals by taking away their food).

Activity 4, on page 181 of the Life Skills Manual on "kindness to our feathered friends”. Refer to Page 171, Activity 1.

Areas of daily life where we find animals being ill-treated or abused, for example:

To cut down transport charges how the poultry birds are cramped up inside a box tempo. As a result they injure each other by clawing or pecking.

Increasing the egg laying capacity by turning hens deaf.

No. of sparrows are decreasing due to increasing cell phones.

67

CHAPTER–2: COMPONENTS OF FOOD


Refer Value Card No. 4 on 'Freedom' to make students realize the importance of exercising freedom (spending money wisely on healthy food).

Empathy: Activity 6, the 3 R's- Reduce, Recycle and Reuse (sensitizing the children to the importance of reducing wastage).

How to manage the food left over after a party. Merits of including fresh fruits and vegetables rather than using preserved (readymade food items from the market).

Refer Value Card No. 1 on “Doing your Best" - to explore ways of doing things with a clear focus.

Decision making: make informed choices.

Give a talk on Balanced Diet. How important components of diet are left out by eating only one's favourite dishes.

Activity on making a menu card for class lunch by including varied nutritious food items.

Refer Value Card No. 11 on Caring for learning how to care for self and others, to learn to be accountable for one's own actions.

Problem Solving, Critical thinking, decision making.

Bringing out the Scientist inside students by conducting food test on samples taken from their lunch boxes.

Impact of skipping breakfast on one’s health.

Discussion on why our grandparents seldom had deficiency diseases and had more immunity to diseases.

CHAPTER–3: FIBER AND FABRIC


Respect:

Refer Value Card No. 3 for developing a feeling of esteem towards someone out of admiration of a person's work or ability or personal traits.

Empathy (the Life Skills Manual) with respect to:

It is nice to be kind.

Give respect to earn respect (while interacting with tailor/artisans).

The 3Rs--reduce, recycle, reuse

Interview different artisans.

Visits to craft museum / nearby handloom or power loom / khadi gramodyog.

68

Caring:

Refer Value Card No. 11 for developing a feeling and exhibiting concern and empathy for others.

Effective communication:

Seeking clarification is effective communication.

Good listening.

Story telling on the history of clothing material.

Observe power loom units and the effort that goes into bringing out a simple fabric.

Sensitivity towards Environment:

Refer Value Card No. 9 for developing

Sensitivity to environment

Responsibility

Accountability

Creative thinking:

Fantastic waste with reference to making creative things using different fabric samples.

Occupational hazards associated with these industries.

Relate the skill of weaving to poet Kabir and his teachings.

Celebrating the nation:

Refer Value Card No. 6 for developing inculcation of self-reliance.

Self awareness:

Wishes and goals with reference to translating a wish of making cloth by hand spinning and weaving into a goal.

Recall the freedom struggle where Gandhiji encouraged boycotting British goods and promoted charkha.

Doing your best:

Refer Value Card No. 1 with respect to weaving with paper strips.

CHAPTER–4: SORTING MATERIALS INTO GROUPS


Refer Value Card No. 2 on Collaboration for


Helping students learn and respect other's opinion and contribute within a group.

Refer Value Card No. 5 on 'Rights and responsibility' for helping the children channelize

Critical thinking with regard to making group presentation, finding out the reason for using specific materials for different purposes.

Creative thinking with regard to making group presentation.

Refer Activity No. 5 on fantastic waste (the Life Skills Manual page 107).

Students can be encouraged to find out about the materials used for making various objects in their surrounding and also the reason for using those materials. For example aero plane, transmission wire, pressure cooker, electric iron coil, computer chip, solar cell etc.

Students can be asked to interact with the rag pickers to find out how they segregate the

69

their decision making skills for the betterment of self and others when performing various experiments.

Refer Value Card No. 8, on 'Acceptance of others'.

Acceptance means to respect someone's belief and choices. This is with reference to visiting workshop and interact with ironsmith, rag picker etc.

Refer Value Card No. 11 on 'Caring' for feeling and exhibiting concern and empathy for environment and society. This is with reference to segregation of biodegradable and non biodegradable waste, one side and both side used paper, segregation for reusing and recycling respectively, understanding the role of rag picker in our society.

Refer Value Card No. 1 on Doing your best

In attaining the desired goals with the help of concentration, focus and determination.

Effective Communication with regard to group activity, group work, various interactions etc.

Unit 5 Activity 1 to 5 (the Life Skills Manual).

Interpersonal relationship

Unit 6 (the Life Skills Manual)

Empathy with regard to interaction with iron smith, rag picker etc.

Unit 9 Activity 6 (the Life Skills Manual).

Decision making with regard to performing activities.

Unit 10 (the Life Skills Manual).

Problem Solving with regard to answering quiz questions.

Unit 11 (the Life Skills Manual).

waste. Students can also be sensitized on the risk associated with the segregation owing to the irresponsible attitude of people towards waste disposal.

Students can be sensitized to dispose biodegradable and non bio degradable waste in the appropriate bins on the road and also can be motivated to maintain two different bins at home/school/locality for two different types of waste for proper waste management in the society.

Students can be asked to make a group presentation on the importance of grouping of materials in different walks of life.

Quiz can be conducted on the properties of various substances.

CHAPTER–5: SEPARATION OF SUBSTANCES


Collaboration:

Refer Value Card No. 2 for helping students learn and respect other’s opinion and contribute within a group while performing the activities from the text.


Decision making in selecting the method of separation depending on the mixture provided.

Communication skills.

Brainstorming of some common methods of separation at home:

a) Filtration of tea.

b) Separation of the vegetables brought in one bag.

c) Sedimentation and decantation involved in washing dal / rice before cooking.

70

Time Management:

Refer Value Card No. 10 for enabling the students in:

Completing the tasks efficiently.

Enjoying the work at hand while separation of mixtures.

Critical thinking:

Helping students to rationalize the technique of separation according to the properties of the components of the mixture.

Discussion of the separation techniques involved in :

Preparation of ice cream or butter.

Salt from sea water

Segregation of Coins of different denominations given as offerings in places of worship (using special sieves.)

Rights and responsibilities:

Refer Value Card No. 5 for making children aware of different types of rights and duties like fundamental rights and human rights.

Caring:

Refer Value Card No. 11 for helping students in becoming accountable for one’s own actions.

Empathy

Decision making.

Discussion on the health hazards faced by people who consume adulterated sweets/ cooking oils / dals sold by dishonest shopkeepers.

Sensitize children about the water wasted by us carelessly after it reaches our home having gone through different stages such as sedimentation, filtration, disinfection etc.

CHAPTER–6: CHANGES AROUND US


Refer Value Card No. 2 on Collaboration for:

helping students develop positive attitude towards group work.

helping students learn and respect other`s opinion and contribute within a group.

Refer Value Card No. 5 on Rights and responsibility for helping students channelize their decision making skills for the betterment of self and others. This is with reference to the making of chart.

Refer Value Card No. 8 on Acceptance of others.

Critical thinking with regard to drawing conclusions in various activities, making chart.

Creative thinking with regard to making chart.

Refer Activity 5 on fantastic waste, the Life Skills Manual, page 107.

Effective Communication with regard to group activities.

Unit 5, Activity 1 to 5, the Life Skills

Students can be asked to make a chart and show pictorially the reversible and irreversible changes that have observed on a particular day from morning till night.

Students can be asked to work in groups and each group can be asked to demonstrate few reversible changes and few irreversible ones with the help of the teachers.

Students can be asked to explore more about thermal expansion of solid and its application in

71

Acceptance means to respect someone's belief and choices.

Refer Value Card No. 6 on ‘Celebrating the nation’ for fostering a sense of patriotism. This is with reference to the Salt production in Dandi March.

Refer Value Card on Care for feeling and exhibiting concern and empathy for environment. This is with reference to good and bad changes for the environment.

Refer Value Card No. 9 on ‘sensitivity towards environment' for sensitizing children about their environment and motivating them to care for the same.

Refer Activity 1 of the Value Card No. 9 for developing a feeling of esteem towards someone out of admiration of a person’s work or ability or personal trait.

This is with respect to honouring the work of blacksmith as given in the text book.

Manual.

Interpersonal relationship with regard to group activities.

Unit 6, the Life Skills Manual.

Empathy with regard to finding out the beneficial and harmful changes taking place in our society.

Unit 9, Activity 6, the Life Skills Manual.

Decision making with regard to performing activity.


daily life.

Students can be asked to think it over and come up with certain changes which (may be reversible or may be irreversible) are beneficial and the changes which are harmful to us, our environment.

With this reference students can be sensitised on various issues like

How our environment is benefited from the changes taking place within solar cell, wind mill etc.

How our environment can be benefitted from the recycling of paper.

How our environment is adversely affected by the fumes produced by crackers, vehicular emission etc.

And to depict their learning through charts.

CHAPTER–7: GETTING TO KNOW PLANTS


1. Collaboration

Refer Value Card No. 2 for helping students develop a positive attitude towards group work while examining the different kinds of plants and trees closely.

Sensitivity towards environment: Refer Value Card No. 9 for sensitizing children

1. Interpersonal relationship

2. Seeking clarification as part of effective communication.

3. Critical thinking involved while filling up the worksheet on page 53 of the NCERT text.

4. Creative thinking with reference to

One can begin with a nature walk and appreciate the diversity in nature, taking care not to destroy any plant life while doing nature walk/ trekking or when on a picnic.

Trip to Mughal Garden or any park during the flowering season to appreciate the variety in types of flowers and the number of sepals,

72

about their environment and motivating them to care for the same.

2. Caring

Refer Value Card No. 11 for exhibiting concern and empathy for living thing and ecosystem.

Time Management: Refer Value Card No. 10 for helping them to enjoy the work at hand.

3. Rights and Responsibilities

Refer Value Card No. 5 for helping children become aware of their rights and responsibilities towards society by emphasizing the need to maintain greenery around us.

taking impression of leaf rubbing / doing bark rubbings.

5. Empathy towards anything in nature.

petals, stamen.

Making greetings / herbarium /a leaf zoo i.e.; animal shapes with leaves fallen from trees.

Sensitizing the children to the impact of tilling of soil in order to maximize the space for footpath, on the roots of trees which start rotting.

CHAPTER–8: BODY MOVEMENTS


1. Doing your best:

Refer Value Card No. 1 for doing the morning exercises or warm-up activities in the assembly time of the school.

2. Collaboration:

Refer Value Card No. 2 for helping students develop positive attitude towards group work while testing the different movements in each other’s body (see table 8.2 page 67, NCERT Book)

3. Acceptance of others:

Refer Value Card No. 8 for developing empathy for others who may be physically challenged or elderly members whose normal body

1. Effective communication:

Good listening to carry out the instructions given.

2. Strengthening interpersonal relations while working together.

3. Self awareness

4. Critical thinking and creativity enabling one to make models of ball and socket and hinge joints.

5. Kindness to animals on line of activity 4, page 181, the Life Skills Manual.

6. Managing emotions: Refer to

Students can bring discarded X-ray films from home to understand the shape and position of bones of the body.

Spotting children sitting in incorrect posture and correcting them.

Merits of including food rich in calcium and phosphorous for strong bones.

Harm caused to the bones or to other vital organs during fights.

Need to wear helmet by any one riding a two wheeler.

Sensitizing children on the numbers of stunt bikers losing their lives for want of thrill.

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movements are restricted due to age/ arthritis/ osteoporosis.

4. Peace:

Refer Value Card No. 7 for learning to live together with other living forms in peace.

5. Caring:

Refer Value Card No. 11 for becoming accountable for one’s own actions, resolving differences in a constructive, non violent and peaceful manner.

6. Care for self and others:

Refer to Activity 3 and 4 in the Value Card No. 11 on caring.

activities 1, 3 and 4 in the Life Skills Manual-pages 140 – 149 to senstise children on the harm cause to the body parts during violent behavior and the ways to deal with anger

7. Empathy:

Refer to Activity 3 on page 178 in the Life Skills Manual with regard to physical bullying.

CHAPTER–9: LIVING ORGANISMS AND THEIR SURROUNDINGS


1. Sensitivity towards environment:

Refer Value Card No. 9 for understanding responsibilities to care for our planet and ensure its future wellbeing.

2. Freedom:

Refer Value Card No. 4 for-

making students realize the importance of exercising freedom.

understanding that freedom comes with responsibilities.

3. Caring:

Refer Value Card No. 11 for Inculcating in

Decision making with regard to categorizing anything as living and nonliving.

Empathy with regard to the way some animals are neglected in the zoo.

Kindness to animals on line of Activity 4, page 181, the Life Skills Manual.

Study animals & plants in their natural habitat by taking the students to a walk in ridge/ forest/ trip to a sanctuary.

Observe the animals in their natural habitat created in the zoo.

Explore and mark the various sanctuaries on a map.

Make a habitat album mentioned on page 94 of the NCERT text book.

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children compassion for animals.

4. Peace:

Refer Value Card No. 7 for learning to live together with other living forms in peace.

CHAPTER–10: MOTION AND MEASUREMENT OF DISTANCES


Refer to Value Card No. 2 on Collaboration for helping students to:

Develop positive attitude towards group work.

Learn and respect other’s opinion and contribute within a group.

Creative thinking


Interpersonal skills.


Interpersonal skills.

Encourage the students to do research on History of transport and make a presentation of the same for the class.

Encourage the students to explore and interact with various people like tailor, carpenter, mason etc. for information on various types of measuring devices. They could also take their grandparents’ ’input regarding measuring techniques of their times.

Refer Value Card No. 5 on 'Rights and responsibility' for helping students to:

Channelize their decision making skills for betterment of self and society.

Refer Value Card on 'Caring for Earth' with feeling and exhibiting concern and empathy for community, country, and environment.

Refer Value Card on 'Sensitivity towards environment'.

Self Awareness

Empathy

Decision Making

Children can be sensitised to the plight of rural women covering large distances to fetch water.

Children should be sensitised to judicious decision on choosing the mode of transport for travelling in an attempt to save fuel, reduce air pollution, global warming.

Awareness of self and the immediate environment. Problem solving,

Critical thinking

Quiz can be conducted on the estimation of height of their school building, their house, height of the tallest student of the class, height of the tallest tree in the school etc.

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CHAPTER–11: LIGHT, SHADOW AND REFLECTION


Refer Value Card No. 2 on Collaboration for-



Refer Value Card No. 5 on ‘Rights and responsibility’ for helping the children channelise their decision making skills for the betterment of self and others with reference to the making of various models like pinhole camera, periscope, performing various experiments.

Refer Value Card No. 11 on 'Caring' for feeling and exhibiting concern and empathy for environment. This is with reference to making of periscope, pinhole camera with maximum use of waste material.

Refer Value Card No. 1 on Doing Your Best for attaining the desired goals with the help of concentration, focus and determination.

Refer Value Card No. 6 on ‘Celebrating the nation ‘.

As citizen of a country it is our privilege to celebrate and enjoy our cultural heritage and to understand cultural heritage. This is with reference to the research of shadow play in different regions of India.

Critical thinking with regard to performing activities, making models.

Creative thinking with regard to making models, different shapes of shadow, shadow play.

Refer activity 5, fantastic waste, the Life Skills Manual, page 107.

Effective Communication with regard to group activity.

Unit 5, Activity 1 to 5, the Life Skills Manual.



Empathy with regard to making models with waste materials.

Unit 9, Activity 6, the Life Skills Manual.

Decision making with regard to performing activities and making models.


Problem Solving with regard to performing activities and making models


Children should be encouraged to find out the luminous, non-luminous, transparent, translucent and opaque objects in their surroundings.

Game can be constructed in groups on finding as many numbers of transparent, translucent and opaque objects as they can.

Children can be asked to show different shapes of shadow like circular, rectangular, triangular etc using various types of objects.

Children can be asked to put up a shadow play based on a contemporary theme.

Children should be asked to explore the heritage of any state through shadow show in India, e.g. Madhya Pradesh etc.

They can be asked to observe the linear propagation of light in daily life.

Students should be encouraged to make models like pinhole camera, periscope using waste materials as far as possible.

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CHAPTER–12: ELECTRICITY AND CIRCUITS


Refer Value Card No. 2 on Collaboration for-



Refer Value Card No. 5 on ‘Rights and responsibility’ for helping the children channelize their decision making skills for the betterment of self and others. This is with reference to the making of electric circuits, switches, torches etc.

Refer Value Card No. 8 on 'Acceptance of others’.


Refer Value Card No. 11 on Caring for feeling and exhibiting concern and empathy for environment.

This is with reference to making of switches, circuits, torches etc. with maximum use of waste material and exploring the use of battery as a means of sustainable development.

Doing your best

Refer Value Card No. 1 for attaining the desired goals with the help of concentration, focus and determination.

Critical thinking with regard to making circuits, torch etc.

Creative thinking with regard to making models.


Effective Communication with regard to group activities.

Refer Activity 1 to 5, Unit 5, the Life Skills Manual.



Empathy with regard to sensitising children on judicious use of electricity for the benefit of the society.

Refer Activity 6, Unit 9, the Life Skills Manual.

Decision making with regard to performing activities, making models.


Problem Solving with regard to performing activities, making models.


Children should be encouraged to work individually or in group to make switches, torches, simple circuits.

Children should be encouraged to use waste materials or easily available material for their experiments.

Children can be encouraged to search the use of battery as a means of sustainable development like use of battery operated car which reduces the use of fuels, pollution and global warming.

Children can be sensitized on production of clean electrical energy like solar cell, wind mill, etc.

Children should be sensitized to the judicious use of electricity.

Children can be encouraged to interact with electrician coming at home regarding the protection they take to avoid getting electric shock.

Children can be encouraged to group the things around them in school and at home in two broad categories-conductor and insulator. Children can be given the basic idea of semiconductor and its practical application.

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CHAPTER–13: FUN WITH MAGNET


Refer Value Card No. 2 on 'Collaboration' for


helping students learn and respect other's opinion and contribute within a group.

Refer Value Card No. 5 on 'Rights and responsibility' for helping the children channelize their decision making skills for betterment of self and others. This is with reference to the making of different models and performing experiment.

Refer Value Card No. 11 on 'Caring’ for feeling and exhibiting concern and empathy for environment and society.

This is with reference to making of magnetic models with maximum use of waste material and exploring the use of magnet as a means of sustainable developments; uses of electromagnets in real life, industry; finding out the iron filling in soil in different parts of the country.

Critical thinking with regard to making models, performing activities.

Creative thinking with regard to writing play, performing it, making model.


Effective Communication with regard to performing group activities

Refer Activity 1 to 5, Unit 5, and the Life Skills Manual.



Empathy with regard to making models (with maximum use of waste material) for the benefit of the society.

Unit 9 Activity 6, the Life Skills Manual.

Decision making with regard to making model, performing activities.


Problem Solving with regard to making models and performing activities.


Children should be encouraged to search the History of discovery of magnet. They can be asked to enact a play on the topic.

Children should be encouraged to perform the experiments and make models of magnet like magnetic compass needle etc. with the maximum use of waste materials.

Children should be asked to find out the role of magnets in different gadgets around them.

Children can be encouraged to make model with magnet which can be used for the benefit of the society.

Children can be asked to explore magnetic levitation and its application in the society.

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CHAPTER–14: WATER


Refer Value Card No. 2 on 'Collaboration' for-


Helping students learn and respect other`s opinion and contribute within a group.

Refer Value Card No. 5 on ‘Rights and responsibility’ for helping the children channelize their decision making skills for the betterment of self and others with reference to the making of water conservation model and performing various experiments.

Refer Value Card No. 8 on Acceptance of others.


Refer Value Card No. 6 on ‘Celebrating the nation’.

As citizen of a country it is our privilege to celebrate and enjoy our cultural heritage and to understand cultural heritage. This is with reference to the research of Baolis.

Refer Value Card No. 11 on ‘Caring’ for feeling and exhibiting concern and empathy for society and environment.

This is with reference to village interaction, rural water requirement study, doing various environment related research and activity.

Doing your best


Critical thinking with regard to performing activities, making models.

Creative thinking with regard to performing activities, making models.

Refer Activity 5 on ‘fantastic waste’, the Life Skills Manual, page 107.

Effective Communication with regard to rural interaction, group activity.

Refer Activity 1 to 5 Unit 5, the Life Skills Manual.

Interpersonal relationship.


Empathy with regard to rural interaction, finding about Baolis, thinking ways of effective water conservation for the benefit of the society.

Refer Activity 6 Unit 9, the Life Skills Manual.

Decision making with regard to performing activities.


Problem Solving with regard to performing activities.


Students can be asked to enquire and estimate the daily supply of water at home and then compare it with their daily need of water as given in Activity 1. Then they will be in a position to get an idea of the amount of water wastage per day at home.

Students can be encouraged to interact with the rural people and get an idea of the average water requirement of a rural family and then compare it with that of urban family.

Students can be asked to prepare a group presentation on the topics like water cycle, water conservation, water pollution, ground water depletion etc.

Students can be asked to explore the ways the people in the areas like Rajasthan manage to get water required for agricultures their daily needs etc.

Students can be asked to find out the reason behind the decline in the number of water bodies in their village /city.

Students can be asked to explore the histories of Baolis and wells in their locality, how they were used in earlier days and how they can be used for rainwater harvesting purpose.

Children can be asked to find out the existing rainwater harvesting system in their locality (if any).

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CHAPTER–15: AIR AROUND US


Caring (Value Card No. 11)

Exhibiting concern for self, community, environment:

Be accountable for one’s own actions.

Protect the common good.

Ensure consistency between words and deeds.

Empathy (the 3R’s – connect it to reduce vehicular emissions, replanting trees to maintain oxygen levels.

Need to depend on oxygen cylinders

* by fire-fighters

* by patients with breathing problems

Caring (Value Card No. 11)

Exhibiting concern for self, community and environment:


Protect the common good.

Ensure consistency between words and deeds.

Understand that freedom comes with responsibility.

Critical thinking & Creative thinking: Activity 1 Page 99 with reference to “Tell me a Story” on Page 99, Life Skills Manual by including a list of words based on air pollution.

(Life Skills Manual)

Need to breathe through nose and not through mouth.

Discipline (following instructions)

Caring

Bringing joy to a child by making a Pinwheel/Firki for a friend.

Problem solving.

Creative thinking.

Inter-personal skills

Empathy (The 3 R’s – connect it to reuse by making use of a used paper to make Firki) with recycled paper.

Simple pleasures of life come from sharing,

Doing hands on activities, the merit of making simple toys rather spending money on expensive toys.

Discipline

Sensitivity towards environment.

Effective communication (Listening – an importance source of learning

Brainstorming on ways to keep air clean.

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Value Card No. 9 on Sensitivity towards Environment'.

Value Card No. 11 on 'Caring'.

Empathy

Activity file, Part “k” on Page 185 (Life skill manual). Every creature has a specific function, with reference to the role played by earth worms in the soil and the need to protect them.

Discussion on the role played by earthworms in keeping the soil naturally tilled and ventilated.


Contribute to society by taking care of environment.

Unit 11

Problem solving

On lines of activity 2:

Growing a garden Page 213 (Life skill manual) with regard to plants serving as air purifiers

Demerits of clearing forests for construction activities.

Getting regular pollution checks of one’s car.

Use of Public transport instead of private cars to school everyday.

CHAPTER–16: GARBAGE IN GARBAGE OUT


Doing your best:

Refer Value Card No. 1 for attaining the desired goal of turning biodegradable waste at home into manure with focus and determination.

Self awareness:

Wishes and goals on lines of activity 5, page 77, the Life Skills Manual, i.e. translating their wish to have a clean environment into a goal to be executed.

Discussion on the joy of growing beautiful flowering and other indoor plants using the manure generated from everyday kitchen waste.

Sensitizing the children to strictly follow the use of two colour bins with wastes segregated into biodegradable and non-biodegradable stuff.

Collaboration:

Refer Value Card No. 2 for helping students develop positive attitude towards group work while doing the activities given in the lesson.

Effective communication.

Seeking clarification.

Organize a trip to an organic farm or watch a film of the same to show the concept of self reliance and the inter dependence of animals (food chain).

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Time management:

To foster self discipline.

To learn the importance of managing time with regard to using one’s free time to do productive work like helping the gardener to maintain a compost pit or making best out of waste craft items.

Effective communication with reference to following instructions carefully and finishing the task on time.

Creative thinking with regard to activity 5, fantastic waste on page 107, L.S.M.

Encourage children to put up a bulletin board displaying various best out of waste items like greeting cards, visiting cards, bookmarks, slip books, etc.


To make children aware of different types of rights and duties like fundamental rights and duties.

Empathy:

(on lines of activities given in L.S.M, pages 171, 175 and 187).

Discussion to sensitize the children to:

The health hazards

The kabaariwala faces while dealing with e-waste.

The dangers faced by rag pickers (sometimes children of their age) while segregating the garbage such as hospital waste from the bin or the land fill with bare hands and feet.

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TEXTBOOK FOR GRADE–VII

NCERT

CHAPTER–1: NUTRITION IN PLANTS


Freedom:

Refer Value Card No. 4 for understanding that freedom comes with responsibility and respect to making the right choice of food.

Decision Making. Discussion on:

the merits of having a balanced diet.

relating junk food to eating disorders like obesity.

Collaboration:

Refer Value Card No. 2

It is working together to achieve a goal of studying the diverse forms of plants.



Organize a trip to a botanical garden to show children some unusual plants like pitcher plant, sundew, cuscuta.

Relate their group work to the mutually benefitting association seen in case of :

– Lichens

– Leguminous plants and Rhizobium bacteria inside their root nodules.

Sensitivity towards environment:

Refer Value Card No. 9 for inculcating in students their responsibility towards the environment.

Empathy Impact of pollution on photosynthesis and transpiration when the stomata pores get clogged by pollutants and thereby its effect on the quality of air we breathe.

Time Management:

Refer Value Card No. 10 for learning the importance of managing time and to be able to enjoy the work at hand.

Creative Thinking Pleasures of observing colourful moulds grow on a food sample left in a dish over two days.

Creative writing exercise/a skit on imagining “Life on earth without plants”.

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CHAPTER–2: NUTRITION IN ANIMALS


Peace:

Refer Value Card No. 7 for helping children learn to become responsible citizens and to live together in peace with people of different food habits.


Organize a class lunch including cuisines from different states of India.

Acceptance of others:

Refer Value Card No. 8 for acceptance which means to respect someone’s belief and choices with respect to different food eating habits like cow meat, pig meat, etc.


Relate the global food habits of humans to the climatic conditions and geographical location of the places they reside in.

Caring:

Refer Value Card No. 11 for caring for self and family with respect to sharing food, environment, and compassion towards animals.

Decision Making Discussion on:

Inculcating healthy food habits and the harms of skipping meals, eating junk food and having irregular meals.

Appreciate the merits of giving glucose to:

give immediate relief to atheletes experiencing fatigue.

Patients who are not in a condition to have regular diet.


Refer Value Card No. 9 for sensitizing children about their environment and inculcate in them their responsibility towards the same.

Empathy

Critical Thinking

Discussion on:

the impact of plastic/polythene, carelessly disposed by us in the garbage, on cows feeding on it.

making children aware of how herbivores feeding on cellulose pass out more gas and contribute to global warming in a big way.

scientists exploring the possibility of collecting this gas for good use.

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CHAPTER–3: FIBRE TO FABRIC


Respect:

Refer Value Card No. 3 for inculcating a feeling of esteem towards someone out of admiration of a person's work or ability or personal trades.

Empathy (the Life Skills Manual, Unit 9)

Sensitize the children to the harsh climatic conditions in which the livestock farmer lives, be it in Laddish, Kashmir or in Rajasthan in order to rear the fiber yielding animals.

Visits to craft museum, handloom exhibition.


Refer Value Card No. 6 for creating understanding about national diversity with regard to the large variety of fibres yielded by the diverse breeds of animals from different states of India.

Effective communication (the Life Skills Manual, Unit 5)

Expertise of fibre industries in exporting high quality silk and wool and their significant contribution to the nation’s economy.


Refer Value Card No. 9 for developing sensitivity to environment and fostering responsibility and accountability.

Decision making (the Life Skills Manual, Unit 10)

Sensitizing children to the process of silk production that involves killing of many silkworms and encouraging them to promote artificial silk or alternate methods of producing silk.

Collaboration:

Refer Value Card No. 2 for helping students to learn and respect others’ opinion and contribute within a group.

Creative thinking.

Interpersonal relationships (the Life Skills Manual, Unit 6)

Collect Samples of different varieties of silk from a textile shop/ tailor. Paste them in a scrapbook and explore on the kind of fibre, its origin, and the moth from which it is produced.

CHAPTER–4: HEAT


1. Doing your best:

Refer Value Card No. 1 for attaining the desired goals with the help of concentration and focus(with reference to doing various activities

Effective communication, (Unit 5, the Life Skills Manual). With regard to following instruction and while working in groups.

1. Use of the different scales for measuring temperature and the difference between them.

2. Awareness on the harmful effects of mercury

85

mentioned in the chapter).

2. Collaboration:


Helping children develop positive attitude towards group work.

helping children learn and respect other’s opinion and contribute within a group.

(with reference to doing various activities mentioned in the chapter).

3. Rights and responsibility: Refer Value Card No. 5 for helping children become aware of their rights and responsibility towards school (with reference to using apparatus for doing various activities as mentioned in the chapter.)

4. Time management:

Refer Value Card No. 10 for:

Recognizing time management as essential to complete task efficiently (with reference to doing various activities on time).

learning to enjoy the work at hand

5. Creating Sensitivity towards environment:

Refer Value Card No. 9 for creating sensitivity to environment.

6. Responsibility:

(with reference to use of electricity and using rechargeable batteries as mentioned in the discussion points).

Problem solving, (Unit 11, the Life Skills Manual) involved in different activities of the lesson.

Critical thinking, (Unit 3, the Life Skills Manual.)

Involved in executing different activities.

Creative thinking, (Unit 4, the Life Skills Manual.) with regard to making of spiral snake.

Decision making, (Unit 10, the Life Skills Manual.) with regard to judicious use of specific material for making gadgets for conserving heat energy.

on the environment.

3. Exploring traditional and innovative methods of keeping homes cool.

4. Discussion on global warming with reference to comparing maximum temperatures recorded every month of the current year with previous years.

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CHAPTER–5: ACIDS, BASES AND SALTS


Doing your best:


Attaining the desired goal with the help of concentration, focus and determination.

With respect to the fun activities/craft work using natural indicators.

Critical thinking (the Life Skills Manual, Unit 3) while performing different activities.

Creative thinking with regard to making greeting cards.

Fun activities

Making a greeting card with natural indicator like turmeric and acid/base solution.

Writing the secret message with the help of Beetroot & Baking Soda (page 57 NCERT).

Dying your handkerchief.

Collaboration:


Working together to achieve a goal.

Helping students learn and respect others opinion and contribute within a group.

Decision making with regard to use of appropriate indicators.

Encourage the children to use natural indicators available in the kitchen:

Carrot juice

Red cabbage juice

Freedom:

For Value Card No. 4

Freedom comes with responsibilities with respect to using chemicals in the laboratory.

Effective communication (the Life Skills Manual, Unit 5) with regard to group work, following instructions.

Testing some given samples with the help of pH paper. For e.g. soil, water from different sources, fruit juices, soap, detergents etc.

Time Management:

Refer Value Card No. 10 on Management which is essential to utilize talents well and be able to complete tasks efficiently for learning to be able to enjoy the work at hand.

Effective communication with regard to interaction with milkman or following instructions to give first aid in case of insect bites.

Interact with milkman and find out how to save the milk from getting sour during summer.

Discussion on the role of neutralization reaction in giving first aid like insect bite.

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CHAPTER–6: PHYSICAL AND CHEMICAL CHANGES


Doing your best:

Refer Value Card No. 1 for exploring the different ways to attain goals.

Time management:

Refer Value Card No. 10 for time management which is essential to utilise talents well and be able to complete tasks efficiently for enabling students to enjoy the work at hand.

Collaboration:



helping students learn and respect other’s opinion and contribute within a group.

Freedom:


Understanding that freedom comes with responsibilities with respect to disposals.

Respect:


A feeling of esteem towards someone out of admiration of a person’s work or ability.

Critical thinking with regard to performing activities.

(the Life Skills Manual, Unit 3)

Creative thinking (the Life Skills Manual, Unit 4) with regard to making collage and performing fun activities.


(the Life Skills Manual, Unit 5) and

Interpersonal relationships (the Life Skills Manual, Unit 6) with regard to working together in a group.

Empathy with regard to sensitizing children on judicious waste disposal to prevent health and environment hazards.

Perform fun activities like inflating a balloon with a mixture of

Vinegar and Baking Soda

Common chemical changes involved in everyday activities like cooking, burning incense stick etc.

Tearing paper and making a collage with paper bits.

Prepare crystals of Alum at home (page 67 NCERT).

Visit a junkyard and observe

Wastage of resources due to different chemical changes.

The dangers posed to the life of Kabaadiwalas dealing with careless disposal of e- waste / hospital wastes.

Discussion on use of aluminum utensils instead of iron vessels to minimize corrosion in coastal areas.

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CHAPTER–7: WEATHER, CLIMATE AND ADAPTATIONS OF ANIMALS TO CLIMATE


1. Doing your best:

Refer Value Card No. 1 for attaining the desired goals with the help of concentration and focus (with reference to doing various activities mentioned in the chapter).

2. Respect:

Refer Value Card No. 3 for a feeling of esteem towards someone out of admiration of a person’s work. (with reference to people working round the clock in the MET department to keep us informed).


Refer Value Card No. 9 for sensitivity to environment.

responsibility (with reference to the changing weather conditions due to pollution).

4. Time management:

Refer Value Card No. 10 on Time management which is essential to complete task efficiently (with reference to doing various activities on time) for learning t o enjoy the work at hand.

Effective communication, Unit 5, the Life Skills Manual with reference to following instructions.

Problem solving, Unit 11, and Critical thinking, Unit 3, from the Life Skills Manual with reference to recording weather data of a week, table 7.1, page 69 N.C.E.R.T and interpreting graphs and information about climate given in the chapter.

Decision making, Unit 10, the Life Skills Manual with reference to making informed choices in one’s life style to minimize global warming in the long run.

Empathy Unit 9, the Life Skills Manual with regard to the inhospitable conditions created for a lot of animals when man clears forests for his needs or the plight of migratory birds when they reach our country after covering such large distances.

1. Significance of weather forecasts in the lives of pilots, fishermen etc.

2. Discuss the climate changes happening across the world using instances.

3. Explore the effect of climatic changes on migratory birds and the decline in their number visiting India.

4. Brainstorming on the festivals and folklores associated with weather.

5. Sensitize children on the DO’s and DON’Ts during adverse weather conditions and need to have more greenery to check global warming.

6. Discuss the effect of pollution and Global Warming on climate.

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CHAPTER–8: WINDS, STORMS AND CYCLONES


1. Doing your best:


2. Respect:

Refer Value Card No. 3 for a feeling of esteem towards someone out of admiration of a person’s work (with reference to people working round the clock in the MET department to keep us informed and the people who come to help during natural disasters).

3. Caring:

Refer Value Card No. 11 for developing feeling and exhibiting concern and empathy for neighbors, community and country. (with reference to helping others during natural disaster.

4. Time management:

Refer Value Card No. 10 for realizing that

Time management is essential to complete task efficiently (with reference to doing various activities on time).

5. Rights and responsibility:

Refer Value Card No. 5 for helping the children become aware of their rights and responsibility towards school (with reference to using

Effective communication, Unit 5, the Life Skills Manual with reference to following instructions given by teachers and sharing their results of various experiments given in the chapter.

Problem solving, Unit 11, the Life Skills Manual with reference to the challenges faced while performing the different activities.

Critical thinking, Unit 3, the Life Skills Manual. With reference to the sequence of events followed during the formation of cyclones.

Decision making, Unit 10, the Life Skills Manual with reference to the Do’s and Don’ts to be followed during cyclones.

1. Discuss the instances where technology advancement helped in saving lives of people due to the destruction caused by cyclones and storms.

2. Explore the shape and material of houses in areas prone to cyclones.

3. Vulnerability of East coastline of our country to cyclones and the heavy loss of crops, property and even lives sometimes.

4. Elicit first hand experiences of children when they were caught in thunderstorm or may be in Mumbai rains.

5. Encourage children to make paper planes to relate the streamline shape of its body to its smooth flight in air.

6. Story writing based on newspaper clippings, photographs on cyclones or thunderstorms.

7. Visit to meteorological department to understand interpretation of satellite images.

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apparatus for doing various activities as mentioned in the chapter).

6. Collaboration:


helping children develop positive attitude towards group work.

helping children learn and respect other’s opinion and contribute within a group (with reference to doing various activities mentioned in the chapter).

CHAPTER–9: SOIL


Doing your best:

Refer Value Card No. 1 for exploring the ways to attain goals with the help of concentration, focus and determination.

Creative thinking

(the Life Skills Manual, Unit 4)

Visit to:

a Potter to study the use of soil.

a brick Kiln to see how different soils are used.

Construction site where fresh digging has taken place to see the soil profile.

Collaboration:


working together to achieve goal.


Interpersonal Relationships (the Life Skills Manual, Unit 6).

Interview the gardener how he regulates the soil chemistry (acidic on basic nature).


Refer Value Card No. 9 for sensitizing children about

Decision making Relating the crops grown to the soil composition.

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their environment by being responsible and accountable.

(the Life Skills Manual, Unit 10) Discussion on quarrying, illegal mining leading to soil erosion.

Landslides, flash floods resulting from human interference with nature with respect to UttaraKhand disaster.

Time management:

Refer Value Card No. 10 for learning to be able to enjoy the work at hand.

Problem Solving (the Life Skills Manual, Unit 11).

Use of the different soil samples used to make “Matka” and Statues.

CHAPTER–10: RESPIRATION IN ORGANISMS



Refer Value Card No. 6 for fostering a sense of patriotism while taking steps to keep their country pollution free.

Interpersonal skills with regard to working together while doing the various activities given in the chapter.

Role of government in enforcing use of clean fuels like CNG to bring down pollution levels.

Time Management:

Refer Value Card No. 10 for learning the importance of managing time, fostering self discipline and be able to enjoy work at hand.

Coping with stress by simple breathing exercises.

Merits of active participation in sports on one’s physical fitness.

Emphasis on the need to adopt a correct posture for normal breathing.

Freedom:


understanding that freedom comes with responsibilities and freedom without boundaries is harmful with reference to smoking.

Decision making as to be able to say NO to smoking or making other informed choices regarding one’s life style.

Organizing signature campaign to say ‘NO’ to crackers/taking a pledge.

Caring:

Refer Value Card No. 11 for Caring for self, family and environment.

Managing emotions with reference to not to find smoking as a solution to depression or other emotional problems.

Sensitizing the smoker in the family about the harmful effects of passive smoking on other members.

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Significance of banning smoking in public places and the need to respect it.


Refer Value Card No. 9 for sensitizing children about their environment and motivating them to take care of the same and be accountable for once action.

Creative Thinking and Critical Thinking involved in making charts and carrying out action plans to minimize pollution.

Spread awareness through poster display, street plays in schools/colonies about health hazards caused due to air pollution.

Do’s and Don’ts to prevent respiratory disorders like asthma and swine flu.

CHAPTER–11: TRANSPORTATION IN ANIMALS AND PLANTS


Freedom:

Refer Value Card No. 4 for understanding that freedom comes with responsibility.

Managing emotions

Coping with stress by understanding the impact of stressful matters or eating habits on the functioning of one’s heart.

Discussion on:

The need to do regular exercises and inculcate healthy habits for a healthy heart.

Discussion on various ailments of heart or kidney suffered by any family member, sharing old ECG report brought from home.

Collaboration:

Refer Value Card No. 11 for working together to achieve a goal while doing activities like taking each other’s pulse.

Problem solving with respect to handling emergency situations.

Discussion on-

Need for organizing blood camps and having Blood Banks in hospitals.

different blood groups and the need to mention them on identity cards/school diary incase of an emergency.

making them aware of how donating blood does not decrease the strength of the donor.

Caring:

Refer Value Card No. 11 for feeling and exhibiting concern and empathy for others.

Empathy with reference to the patients having organ failure.

Responding to organ donation appeals made by the family of the patients in newspaper, media etc.

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Refer Value Card No. 8 for sensitizing children about their environment and motivating them to take care for the same while understanding the role of plants in the water cycle.

Decision making with regard to growing and taking care of indoor plants.

Role of plants in maintaining water cycle with respect to transpiration and having a

Positive impact on the climate of the place.

CHAPTER–12: REPRODUCTION IN PLANTS


Doing your best:


Critical Thinking

Problem Solving

Merits of growing seedless varieties, high yielding varieties through artificial methods like vegetative propagation/hybridization.

Caring:

Refer Value Card No. 11 for helping children to become accountable for one’s own actions and take care of the environment.

Empathy Sensitizing children on how man is interfering with the path taken by pollinators like insects/birds by replacing parks/gardens with skyscrapers/mobile towers and its impact in the long run on fruit formation.

Collaboration:

Refer Value Card No. 2 for helping students develop positive attitude towards group work and to learn to respect other’s opinion and contribute within a group.



A visit to a nursery or a farm to observe propagation of plants by different methods.

Time management:

Refer Value Card No. 10 for learning the importance of managing time, fostering self-discipline and to be able to enjoy the work at hand.

Creative Thinking Grow your own: cacti/roses/potato through vegetative propagation.

Brain storming on the variety of fruits we have in India today and trace them to the country of their origin.

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Refer Value Card No. 9 for sensitizing children about their environment and motivate them to care for the same.

Decision Making Encourage children to bring seeds and fruits scattered in their surroundings, to the class and record their special features to understand the means by which their dispersal may have taken place.

CHAPTER–13: MOTION AND TIME


1. Doing your best:


2. Collaboration:






Refer Value Card No. 5 for helping the children become aware of their rights and responsibility towards school (with reference to using apparatus for doing various activities as

Effective communication, Unit 5, the Life Skills Manual with regard to following instruction and performing various activities mentioned in the text.

Problem solving, (Unit 11, the Life Skills Manual) with regard to performing various activities in the text.

Critical thinking and Creative thinking (unit 4 and unit 3, the Life Skills Manual) with regard to making Sun dial/Sand timer etc.

Empathy (Unit 9 Life skill manual) with regard to the environment by using waste material for making the models.

1. Visit to Jantar Mantar in New Delhi or Jaipur. Discuss the National cultural heritage appreciating the scientific knowledge of people at that time.

2. Explore the different systems of unit and the ones still prevalent in the world.

3. Discuss the working of Speed Guns used by traffic policemen to know the speed of moving vehicles.

4. Encourage the students to make Sundial/ Sand timer with maximum use of waste materials.

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mentioned in the chapter.

4. Celebrating the Nation:

Refer Value Card No. 6 for fostering an appreciation of National cultural heritage (with reference to appreciating the devices at Janter Mantar (Delhi or Jaipur).

5. Better understanding of time management:

Refer Value Card No. 10 for Time management which is essential to complete task efficiently (with reference to doing various activities on time) enabling students for learning to be able to enjoy the work at hand.

6. Creating Sensitivity towards environment:

Refer Value Card No. 9 for creating sensitivity to environment

CHAPTER–14: ELECTRIC CURRENT AND ITS EFFECT


1. Doing your best:


2. Collaboration:


helping children develop positive attitude

Effective communication (Unit 5 the Life Skills Manual) with regard to working in a group.

Problem solving (Unit 11 the Life Skills Manual) with regard to making circuits, solving quiz questions.

Critical thinking (Unit 3 the Life Skills Manual) with regard to making circuits,

1. Merits of buying goods with ISI mark.

2. School trip to a dam generating hydro electricity.

3. Appreciate the use of alternate sources of energy (like wind energy, solar energy, etc.), in place of conventional sources of energy for social development.

4. Use of rechargeable or disposable batteries

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towards group work.

helping children learn and respect other’s opinion and contribute within a group

(with reference to doing various activities mentioned in the chapter)


Refer Value Card No. 5 for helping the children become aware of their rights and responsibility towards school (with reference to using apparatus for doing various activities as mentioned in the chapter).


Refer Value Card No. 9 for developing sensitivity and a sense of responsibility towards environment.

(with reference to use of electricity and using rechargeable batteries as mentioned in the discussion points).

5. Time management:

Refer Value Card No. 10 for understanding that Time management is essential to complete task efficiently (with reference to doing various activities on time) and enabling them to enjoy the work at hand.

solving quiz questions.

Creative thinking (Unit 4 the Life Skills Manual) with regard to making circuits, solving quiz questions.

Decision making (Unit 10 the Life Skills Manual) with regard to performing various activities.

Empathy (Unit 9 the Life Skills Manual) with regard to sensitizing children to the judicious use of electricity and resources minimizing waste.

and their effect on the environment.

5. Advantages of using CFL instead of ordinary bulb at home.

6. Role play of DO’s and DON’T’s to avoid electric shocks.

7. Sensitize the children to the fire accidents caused due to short circuit and the need to avoid over loading.

8. Sensitize the children to the working in natural light with windows open instead of closed rooms with lights on during the day.

9. Make a quiz or a board game based on electric circuits.

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CHAPTER–15: LIGHT


1. Doing your best:


2. Collaboration:



helping children learn and respect other’s opinion and contribute within a group



Refer Value Card No. 5 for helping children become aware of their rights and responsibility towards school (with reference to using apparatus for doing various activities as mentioned in the chapter).

4. Time management:


better understanding of time management which is essential to complete task efficiently (with reference to doing various activities on time).

learning to be able to enjoy the work at hand.

Effective communication (unit 5, the Life Skills Manual) with regard to following instruction and working in a group.

Problem solving (unit 11, the Life Skills Manual) with regard to making models.

Critical thinking (unit 3, the Life Skills Manual) with regard to making models, performing activities.

Creative thinking (unit 4, the Life Skills Manual) with regard to making models.

Decision making (unit 10, the Life Skills Manual) with regard to making models and performing activities.

1. Discuss the effect of using convex reflectors in torches and headlights of cars instead of concave reflectors.

2. Discussion based on the use of different mirrors such as in shops, dentist’s clinic, on blind turns.

3. Explore the difference in the spectacles used by old people and your classmates.

4. Find out the working of a camera and its similarity to a human eye.

5. Use of combination of lenses as in microscopes and telescopes.

6. Sensitize the children

to avoid looking at the Sun.

not to watch TV in a dark room.

about the dangers of looking at Sun through a convex lens.

7 Encourage the children to make periscope, kaleidoscope with maximum use of waste materials.

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CHAPTER–16: WATER: A PRECIOUS RESOURCE


Collaboration:


Understanding that collaboration is a process where more people or organizations work together to realize shared goals.

Helping students learn and respect others opinion and contribute within a group.

Freedom:

Refer Value Card No. 4 for understanding that freedom comes with responsibilities.

Time management:

Refer Value Card No. 10 for understanding that-

It is essential to utilize talents well and be able to complete tanks efficiently.

It’s important to learn to be able to enjoy the work at hand.

Critical thinking (unit 3, the Life Skills Manual) with regard to performing various activities.

Interpersonal Relationships (unit 6, the Life Skills Manual) with regard to various interactions during survey.

Effective communication with regard to working in a group. (unit 5, the Life Skills Manual).

Creative thinking with regard to making posters, logo etc.

Decision making

Visit water treatment plant.

Discuss the impact of boring on the water table during installation of hand pumps.

Survey the school/campus/society and find out the

Number of taps leaking.

Amount of water wasted due to leakage.

Causes of leakage.

Remedial measures

Holding inter/ Intra school competitions on

Conservation of water.

Creating logo for conservation of water.

Creating symbol depicting water scarcity.

Power point presentation on the conservation plan.

Designing posters to depict the importance of water resources.

Caring for the earth:

Refer Value Card No. 11 for

Becoming accountable for one’s own actions.

Ensuring consistency between words and deeds.

Decision making

(unit 10, the Life Skills Manual).

Significance of different methods of rain water harvesting (both traditional and modern methods).

Exploring the areas and regions in and around you which have been able to overcome the natural scarcity of water through successful experiments. (for example a small town in Jaisalmer)

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CHAPTER–17: FOREST–OUR LIFE LINE




1. Sensitizing children about their environment and motivating them to take care of the same.

2. Making them understand that the impact we have on the environment because of our actions is making a big difference in the world for future.

Decision making.

Creative thinking.

Discussion on:

Deforestation and its impact.

Various forest products that we use at home.

Trace the journey of any one forest product from forest to our home through project work/presentation.

Doing your best:

Refer Value Card No. 1 for attaining the desired goals with the help of concentration, focus and determination (through the journey into the biodiversity park).

Effective communication Visit a biodiversity park

Discussion on:

need to avoid disturbing any nest they spot or picking up eggs from them out of curiosity.

recognizing bird call (can even bring their recording) animal/bird droppings/quills or feather.

Conduct interview with officials managing biodiversity park.


Refer Value Card No. 11 for feeding and exhibiting concern and empathy for the plants, animals and ecosystem at large and taking care of the same.

Empathy Debate on:

Is it right to capture animals and have them performing in the circus and streets and kill them for their feathers, fur or skin?

Collaboration:

Refer Value Card No. 2 for helping students learn and respect others opinion and contribute within a group while doing activities.

Interpersonal relationship Celebrating Van Mahotsav in school by organizing various activities like planting of saplings.

Conducting tree study/making a scrap book or bulletin board of the same.

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CHAPTER–18: WASTE WATER STORY


Collaboration:

Refer Value Card No. 2 for understanding collaboration as a process where two or more people work together.

Interpersonal relationships (unit 6, the Life Skills Manual)

Organise a trip to Yamuna or Ganga river to-

understand the gradual degradation of the water along its course.

understand the role/importance of some natural cleaners like Eucalyptus trees in purifying the sewage water.

Rights and Responsibility:

Refer Value Card No. 5 for helping children channelize the decision making skills for the betterment of self and others.

Critical thinking (unit 3, the Life Skills Manual)

Empathy Unit 9, Life Skill Manual )

Sensitize the children to disposing waste properly and not clogging the drains.

Visit Sewage treatment plant.


Refer Value Card No. 9 for sensitizing children towards environment with responsibility and accountability with respect to water management.

Critical thinking (unit 3, the Life Skills Manual)

Installation of Vermi processing toilets and bio-toilets in railway coaches.

Recall the excellent drainage system of the Harappan and Mohenjo-Daro civilizations.

Caring for the Earth:

Refer Value Card No. 11 for feeling and exhibiting concern and empathy for neighbors and community, country with respect to sanitation and diseases.

Effective Communication (unit 5, the Life Skills Manual)

Creative thinking (Unit 4, the Life Skills Manual)

Empathy (Unit 9, Life Skill Manual )

Discuss the role of contaminated water in spread of epidemics.

Spread awareness through pamphlets, action programmes.

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TEXTBOOK FOR GRADE–VIII

NCERT

CHAPTER–1: CROP PRODUCTION AND MANAGEMENT


Collaboration:

Refer to Value Card No. 2 for helping students develop positive attitude towards group work while studying how an agricultural farm functions.

Caring:

Refer to Value Card No. 11 for helping students learn the role of a farmer or a gardener in their lives and care for them.


Refer to Value Card No. 9 for sensitizing students about the importance of conserving soil and water.

Respect:

Refer to Value Card No. 3 for helping students develop respect and value towards the people who have developed agricultural practices for a better environment.

1. Effective communication

Students will learn to express themselves verbally and non-verbally in an appropriate manner during the field visit.

2. Decision making

Students learn to take constructive decisions to choose the best farming methods.

3. Empathy

Students realize how life is for a farmer or a gardener.

4. Critical thinking

Students get involved while doing the activity 1.2 of the NCERT textbook

Visit a nearby agricultural farm to create awareness on different implements used, crops grown, and methods of irrigation, use of fertilizer and storage of grains.

Collect different seeds to discover the variety of seeds around us. Classify them into edible and inedible seeds. Further classify the edible seeds into oilseeds, spices, pulses, grains.

Work with the school gardener for half a day to appreciate his role in maintaining greenery in school. Talk to the gardener to find out about what is grown in different seasons, fertilizer or manure used.

Make compost / vermicomposting to understand that organic waste that is commonly generated can be used as a resource.

CHAPTER–2: MICROORGANISM: FRIEND AND FOE


Time Management:

Refer to Value Card No. 10 for enabling students to


To share appropriately their ideas

Students to discuss and write what would happen if microbes were not around. Would the

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perform and complete tasks efficiently with reference to the activities in the lesson.


Refer to Value Card No. 9 for helping students realize the importance of friendly microbes to our environment, for example, the decomposers.

Collaboration:

Refer to Value Card No. 2 for enabling students working in groups to complete investigations.

They also learn how microbes work together in nature (symbiotic bacteria–rhizobium and in curd formation).

Respect:

Refer to Value Card No. 3 for enabling students to develop respect and admiration for scientists who have worked hard towards a disease free society.

Rights and responsibility:

Refer to Value Card No. 5 for helping students become aware of their rights and responsibility towards a cleaner healthier environment.

and findings of the activities in the

NCERT textbook.

2. Decision making

To be able to gather relevant information from many sources and decide on the effect of microbes.

3. Problem solving

Students will learn to deal constructively with problems related to sanitation and diseases.

4. Critical thinking with reference to the use of antibiotics. Students will be able to analyze the use of various preservation techniques – traditional and modern as discussed in the NCERT chapter.

outcome have been better or worse?

Collect different water samples – pond water, water from a well, hand pump water and tap water – observe under the microscope to study the presence of microbes in them.

Discuss about Sanitation and its relation to human health.

How does using soap/sanitizers help keep microbes away or is using water to clean hands just as good?

Antibiotics should only be given away by doctors and not sold over the counters in chemist shops Discuss.

CHAPTER–3: SYNTHETIC FIBRES AND PLASTICS


Caring:

Refer to Value Card No. 11 for making students understand the value of materials used at home, natural resources used in their making and caring

1. Critical thinking with reference to activity 3.1 of the NCERT textbook.

2. Decision making

Students will be able to assess the

List the various kinds of materials used at home. What are the sources from which they are made? Are they bio-degradable or non-biodegradable?

Visit a textile mill to study the different fabrics

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for them.


Refer to Value Card No. 9 for enabling students realize the need to practice the three R’s to reduce overconsumption that will otherwise lead to depletion of natural resources used to make synthetic materials.

Time Management:

Refer to Value Card No. 10 for enabling students to complete tasks on time efficiently.

Celebrating the Nation:

Refer to Value Card No. 6 for enabling students to appreciate the contribution made by several organizations and people in improving the quality of life by developing new technologies.

pros and cons and make informed choices in the use of materials.

3. Problem solving with reference to the activity 3.1 in the NCERT textbook.


To be able to participate effectively in discussions and sharing of information during and after their visit to a textile mill, sharing about the different materials used at home.

used.

Compare and contrast between different fabrics on the basis of their properties – for example, waterproof and insulation.

The process of fabric dyeing. Make your own natural dyes from beetroot and other natural sources. Test how colour fast are these.

Debate on the positive and negative of synthetic materials.

CHAPTER–4: MATERIALS: METALS AND NON-METALS

Attitudes & Values Life Skills Discussion Points

Doing you best:

Refer to Value Card No. 1 for enabling students to identify their goals and perform activity 4.6 in NCERT textbook to the best of their ability.

Collaboration:

Refer to Value Card No. 2 for enabling students to learn and respect other’s opinion and contribute within a group during activities 4.6 and 4.8 in the NCERT textbook.


1. Critical thinking with reference to the activities to test for the properties of metals and non-metals in the NCERT textbook.

2. Problem solving

Students will work in groups, to strategize and work systematically to study the reaction of metals and non-metals with acid.

3. Creative thinking while working on

Collect several common materials of daily use and classify them into metallic and non-metallic substances. Are there materials made from both metals and non-metal? Find out about them.

Collect pictures showing the uses of metals and non-metals and display on a bulletin board.

Recycling of metals can save resources and energy. Which metals can be recycled?

How are metals sold in the market? What are the prices of the metal in the market? Reason for the

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Refer to Value Card No. 8 for helping students learn to accept each other’s suggestions and develop bonds while performing activities to test for the properties of metals and non-metals.


Refer to Value Card No. 9.

In a society that is rapidly consuming metals that are non-renewable, students will realize the importance of recycling and judicious use of metals.

the bulletin board to display the uses of metals and non-metals.

4. Decision making

Students will understand the need to conserve metals and use them judiciously.

difference in prices.

CHAPTER–5: COAL AND PETROLEUM



Refer to Value Card No. 9 for enabling students to become aware of the consequences of excess use of natural resources and discuss ways of sustainable living.

Collaboration:

Refer to Value Card No. 2 enabling students working in groups and learn the importance of sharing resources in activity 5.2 of the NCERT textbook.


Students will learn to express themselves appropriately while discussing the results of Activity 5.2 in the NCERT textbook.


Students will be able to analyze information on the use of non-renewable resources and discuss measures to conserve them.

3. Interpersonal skills

Students will be able to relate in positive ways with people students interact while finding out about their use of coal and charcoal.

Talk to your presswala to find out about charcoal use – how much does he use every day, where does he get it from and at what price.

Also find out from a dhabawala who uses a tandoor.

Explore the use of coal in thermal power plants and find out about the environmental impact of using coal and hence the need to conserve electricity.

Compare and contrast between coal and petroleum

Encourage students to find out and discuss about the problems and solutions of using alternative sources of energy like wind and solar.

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CHAPTER–6: COMBUSTION AND FLAME


Time Management

Refer to Value Card No. 10 for enabling students to perform and complete tasks efficiently with reference to the activities in the lesson.

Collaboration:

Refer to Value Card No. 2 for enabling students to learn and respect each other’s opinion and contribute within a group while doing the activities to study the candle flame.


Refer to Value Card No. 9 for sensitizing students to the problem of pollution caused by fossil fuels and study alternative means being used across the world.

Rights and responsibility:

Refer to Value Card No. 5 for making students become aware of the use of different fuels and their efficiency and towards their right and responsibility about their judicious use.


Students will learn to interact positively with different people to find out about fuel use.


Students will learn to express themselves appropriately during their interaction with people at the fire station.


Students will be able to assess positive and negative effects of different fuels and learn to use them efficiently.

4. Creative thinking with reference to designing and planning a survey to find out about fuel use.

Talk to different people- your school bus driver, your parents about the fuel used in vehicles; fuel used for cooking at home and in school (if there is a canteen). Encourage and help students plan a survey to find out about –

i. how much of the fuel is used.

ii. cost of fuel used.

Find out about fuel used in different vehicles- cars, buses, trucks, airplanes and rockets.

Visit a fire station to find out how they operate. Talk to them to find out about the fire extinguishers they use for different fires.

Talk to the fire officials regarding safety issues related to fire accidents.

Discuss about pollution caused by burning fossil fuels like petrol and diesel. If possible, find out about a place (like Delhi) that has changed to cleaner fuel and its impact on the environment.

You may visit a biogas plant to study its function.

Find out about new technology like electric and solar vehicles to reduce the use of fossil fuels. Reva car is an example of a vehicle that runs on electricity.

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CHAPTER–7: CONSERVATION OF PLANTS AND ANIMALS


Collaboration:

Refer to Value Card No. 2 for helping students develop positive attitude towards group work.

Time management:

Refer to Value Card No. 10 for fostering self discipline among students enabling them to enjoy work at hand.


Refer to Value Card No. 9 for understanding that the impact we have on environment today is making a big difference in the world for future generations. It is our responsibility to care for our planet and ensure its well being. The purpose being to inculcate among the students their responsibility towards the environment.


Refer to Value Card No. 11 for creating feelings and exhibiting concern and empathy towards environment (plants, animals and ecosystem).

Creative Thinking with reference to making posters and organizing campaigns.


Students will be able to express themselves in an appropriate way during their interaction with wild life experts.


Students will be able to relate in positive ways with people during their interaction with experts.

Empathy

Students will during the course of discussion realize how life is and the problems faced by wild life.

Decision Making

Students will be able to actively take decisions about their actions that will directly or indirectly affect wild life.

Invite a wild life conservationist for a talk during morning assembly.

Organize campaigns, poster making, and plays to spread awareness on the need to protect the environment.

Visit a wild life sanctuary, a wild life national park or biosphere reserve to find out about the flora and fauna and their relationship with the environment.

Making a power point presentation on endangered/extinct species and the role of man in it.

Discuss with students how man’s interference with nature is leading to habitat loss of animals living in that area.

Effect of poaching on wild life/turtle trade (Olive Ridley Turtle).

Sensitize children to preserve biodiversity for: Maintaining food chains and hence balances in nature for the very existence of human beings.

Collect and compile information about conservation programmes.

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CHAPTER–8: CELL STRUCTURE AND FUNCTIONS


Collaboration:

Refer to Value Card No. 2 for helping students to develop positive attitude towards group work.

Time Management:

Refer to Value Card No. 10 for fostering self discipline and learning to be able to enjoy work at hand.

Doing my best:

Refer to Value Card No. 1 for enabling students in attaining the desired goals with the help of concentration, focus and determination.


Refer to Value Card No. 8 for developing bond with others.

Creative thinking with regard to preparing the chart displaying the differences between plant and animal cell.

Problem solving

Students will be able to focus and learn to adjust the microscope according to light available.

Interpersonal Skills with regard to working in a group while preparing slides and interacting with each other during class discussions.

Decision Making with regard to the do’s and don’ts of making temporary slides and using appropriate stain.

Relate the cell to a factory unit and elicit comparison from the students with respect to the functions / role played by the different organelles such as boundary wall – cell membrane, manager – nucleus etc.

Prepare a chart to show the difference between a plant and an animal cell labeling all the parts learnt.

Learn to prepare slides of tomato and leaf peel.

Handling microscope properly and safely.

Discussion - division of labour and the merits of delegating duties and responsibilities for smooth functioning of any task with respect to the roles played by the different cell organelles.

CHAPTER–9: REPRODUCTION IN ANIMALS


Collaboration:

Refer to Value Card No. 2 for-

helping students learn and respect other’s opinion and contribute within the group with reference to the discussions.

working together to achieve a goal to study different modes of reproduction.


Students will be able to interact positively during field visit and share their experiences.

Critical thinking with reference to the issue of gender disparity. Students will be able to analyze the impact of gender disparity in society.

Visit a poultry farm to show the students broilers and layers.

Observe slides showing binary fission of amoeba and budding of hydra.

Recall times when a pet in the house gave birth to its litter.

Organize a talk by a doctor to explain reproductive health and if possible to hold

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Freedom:


understanding that freedom comes with responsibility.

Developing self-control and forgoing impulsiveness.


Refer Value Card No. 5 for helping children become aware of their rights and responsibilities.

Be accountable for one’s own actions and act in accordance with principles of moral and ethical conduct and develop the right attitude to understand the family expectations and consequences of one’s conduct.

Self awareness.

Understand the way our reproductive system functions and how it is just another organ system of our body.

Empathy

Students will be able to develop positive behavior towards their friends and family once they understand the reproductive changes that take place in human body. It will help them foster respect for differences.

Decision making skills

Students will be able to assess the pros and cons and make informed choices regarding health and hygiene.

separate sessions for boys and girls to make students feel less inhibited.

Spread awareness regarding the risks of sexually transmitted diseases due to lack of personal hygiene or due to unsafe sexual contact.

Role plays on topics related to gender disparity.

Brainstorming on the instances at home or in school when children felt gender disparity.

Creating awareness in children about the signs outside hospitals notifying Sex determination of the unborn to be a punishable act.

CHAPTER–10: REACHING THE AGE OF ADOLESCENCE


Collaboration:

Refer Value Card No. 2 for helping students learn and respect other‘s opinion and contribute within a group during the brainstorming sessions.


Refer Value Card No. 5 for helping children channelize their decision making skills for the betterment of self and others.

Time Management:

Refer Value Card No. 10 for fostering self discipline

Critical thinking

Students will be able to analyze the effects of peer pressure on the life of adolescents.

Problem solving

With reference to activity 10.1 in the NCERT textbook page 114.

Managing emotions with reference to the insecurities that creep in any adolescent while trying to adjust to the changes in body and mind.

Sensitizing children to resist negative peer pressure through role plays.

Brain storming of positive personality traits, abilities and skills of the students to enhance students’ self awareness, and help them understand the importance of self esteem.

Brainstorming on ways to inculcate assertiveness while interacting with peers.

Role plays to show techniques to cope with emotions and stress.

Highlighting the demerits of :

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in children in order to develop healthy eating habits.

Caring:

Refer Value Card No. 11

Freedom:

Refer Value Card No. 4 for enabling students to understand that freedom comes with responsibilities and how to bring lifestyle changes through good hygiene practices rather than getting carried away by fashion or glamour.

Decision making with reference to making informed choices about healthy food habits.

Effective communication with reference to working in a group during activity 10.4 of NCERT textbook page 121.

Self awareness with reference to the general disproportion noticed in their body parts (arms and feet) due to the different growth rates.

-- Skipping breakfast or meals, due to lack of time.

-- Unhealthy eating patterns leading to eating disorders, obesity etc.

-- Irregular sleep patterns and its impact on one‘s performance.

A doctor parent or the counselor can help explain the nutritional needs of adolescent, the need to understand reproductive health, personal hygiene particularly during menstrual flow, the relation between the onset of menstrual cycle and the attainment of reproductive maturity and hence the need to take care of oneself.

Sensitizing the children to:

the misleading advertisements and their impact resulting in poor body image and unhealthy life style.

Need to devote time to activities leading to physical fitness.

Need to say ‘no‘ to drugs or other habit forming substances.

CHAPTER–11: FORCE AND PRESSURE


Doing your best:

Refer Value Card No. 1 for helping students to work with planning, focus and determination while performing activities on understanding pressure.


Students will be able to analyze information and experiences while exploring forces and its effects

Collect pictures showing application of forces and identify the effect of force in each case.

What forces are acting when a car is moving, a parachutist is falling down and in a flying

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Collaboration:

Refer Value Card No. 2 for students to respect each other’s opinion and contribute within a group during the activities.

Time Management

Refer Value Card No. 10 for enabling students to complete the activities in time and efficiently.

around them.

2. Creative thinking

Students will be able to elaborate and come up with original examples and ideas about forces in action.

3. Problem solving

Students will be able to deal constructively with problems related to high or low air pressure and understand how these have been dealt with.


To be able to relate in positive ways with other students while doing group work.

airplane. Think of more such cases and identify the forces acting in each case.

How much pressure does your body exert on the ground when you are standing on both feet? How can you reduce that pressure?

Change in atmospheric pressure as you go from the plains to the mountains. What changes do you feel?

Are mountain people in any way different from those who live in the plains?

Visit your school clinic or a doctor to see how a blood pressure measuring instrument works.

CHAPTER–12: FRICTION


Doing your best:

Refer to Value Card No. 1 for helping students to work with planning, focus and determination while performing activities to study friction.

Collaboration:

Refer to Value Card No. 2 for helping students to respect each other’s opinion and contribute within in a group during the activities.

Time Management:

Refer Value Card No. 10 for helping students to


Students will be able to analyze information and experiences while exploring examples of high and low friction.


Students will be able to elaborate and come up with original examples and ideas about friction in the playground.

Observe the soles of different shoes (normal wear, sports shoes for different events) and find out how each one provides better grip.

Friction in the playground- when and where in the playground do you need more friction or less friction.

Think of examples when high friction is useful and when it is not useful. Also when is low friction useful and not useful?

Encourage students to explore the use of new

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complete the activities in time and efficiently.

3. Decision making skills with reference to activities in the NCERT book from this chapter.

4. Problem solving

Students will be able to deal constructively with problems related to high or low friction and relate to advancement in engineering and technology in this field.

5. Interpersonal Skills

Students will be able to relate in positive ways with other students while doing group work.

age airplane and trains are designed to move with great speed by which friction.

CHAPTER–13: SOUND


Doing your best:

Refer to Value Card No. 1 for helping students learn to work with planning, focus and determination while performing activities to understand how sound is produced.

Collaboration:

Refer to Value Card No. 2 for helping students learn to respect each other’s opinion and contribute within the group during the activities.

Time management:

Refer to Value Card No. 10 for helping students


Students will be able to analyze information and experiences while exploring factors on which the properties of sound depend on.


Students will be able to elaborate and come up with original ideas on making their musical instruments.

3. Decision making skills with reference to activities in the NCERT book from this chapter.

Spend some time quietly in a park, inside your classroom and in your home. Listen to all the sounds around you and make a note of it. Did you hear any sound that you had never noticed before?

How did people communicate before telephones were invented?

Create your own musical instruments using waste materials.

Visit your school music room or a shop selling musical instruments to find out about the musical instruments.

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learn to complete the activities in time and efficiently.

Caring:

Refer to Value Card No. 11 for helping students understand the problems with loud noise and exhibit concern and empathy towards people and animals around them.


Refer to Value Card No. 6 for enabling students to appreciate the rich music culture and some great musicians of our country.

4. Problem solving

Students will be able to deal constructively with problems related to loud noise around them and find solutions.

5. Interpersonal Skills

Students will be able to relate in positive ways with other students while doing group work.

6. Empathy

Students will be able to understand what life is like for people and animals exposed to loud noise.

Visit an ENT doctor to find out about ear problems that people and animals suffer due to loud noise.

CHAPTER–14: CHEMICAL EFFECTS OF ELECTRIC CURRENT


Doing your best:

Refer to Value Card No. 1 for helping students explore the ways goals can be attained with respect to the activity – conduction of electricity in liquids.

Collaboration:

Refer to Value Card No. 2 for helping students understand process where two or more people work together to achieve goal with reference to the chemical effects of electric current.

Time Management:

Refer to Value Card No. 10 for helping students learn to be able to enjoy the work at hand.

Creative thinking with reference to testing various liquids for conduction of electricity.

Interpersonal relationship with reference to sharing their findings of all the activities in the chapter.

Decision making with reference to proper use of chemicals during the various experiments.

Test the conduction of electricity through the liquids available in the kitchen.-like milk, fruit juices, vegetable juices, honey, and vinegar.

Electroplate a blade using Copper Sulphate Solution.

Electrolysis of water using the lead of the two sharpened pencils as electrodes.

Debate on

'Disposal of the used conducting solution in the electroplating factory is a major concern.'

Health concern associated with Nickel and Chromium electroplating.

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Freedom:

Refer Value Card No. 4 for helping students realize that freedom comes with responsibility and freedom without boundary is harmful.


Refer Value Card No. 9 for

helping students realize that it is our responsibility to care for our planet and ensure its future well –being.

sensitizing them about the environment and motivating them to be responsible and accountable.

CHAPTER–15: SOME NATURAL PHENOMENA


1. Doing your best:

Refer to Value Card No. 1 for helping students in attaining the desired goals with the help of concentration and focus (with reference to doing various activities mentioned in the chapter).

2. Respect:

Refer to Value Card No. 3 for a feeling of esteem towards someone out of admiration of a person’s work. (with reference to the people working round the clock in the MET department to keep us informed and the people who come to help during natural disasters).

3. Caring:

Refer to Value Card No. 11 for creating a feeling


Students will be able to follow instructions of the teacher and share the findings of results of their experiments in the NCERT textbook.

Critical thinking with reference to analyzing results of various experiments in the NCERT textbook.

Decision making with reference to the do’s and don'ts during lightning.

Empathy

Students will realize the dangers faced by people living in disaster prone area.

Discuss the instances when technology advancement helped in saving lives of people due to the destruction caused by Earthquake.

Visit the meteorological department to learn about the working of the Seismograph.

Find out the seismic zone your region comes under and locate doctors, hospitals and also emergency food supplies that would be required in case of any natural disaster.

Myths associated with lightning and earthquakes.

Discuss the most devastating earthquakes that occurred in India.

Stage a play in the school or in the community to

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and exhibiting concern and empathy among students neighbors for neighbours, community and country. (with reference to helping others during natural disaster.

4. Time management:

Refer to Value Card No. 10 for helping students in understanding that time management is essential to complete task efficiently (with reference to doing various activities on time).

5. Rights and responsibilities:

Refer to Value Card No. 5 for helping the children become aware of their rights and responsibility towards school (with reference to using apparatus for doing various activities as mentioned in the chapter).

6. Collaboration:





make people aware of the do’s and don’ts during a thunderstorm and the precautionary measures to be taken for the same.

Plan a drill in the school to prepare everyone about the do's and don’ts during an earthquake.

Appreciate the work done by the armed forces and various agencies after the natural disasters. Encourage students to prepare first aid boxes to keep at home and at school.

CHAPTER–16: LIGHT


Refer to Value Card No. 2 on Collaboration for-

helping students develop positive attitude

Creative thinking with reference to the making a kaleidoscope in activity

Students can be asked to explore how regular reflection and diffuse reflection are used in various ways for our benefit in real life. For

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towards group work.

helping students learn and respect other's opinion and contribute within a group.

Refer to Value Card No. 5 on Rights and responsibility for helping the children channelize their decision making skills for the betterment of self and others. This is with reference to the performing of experiments, making of models, posters, slogans etc.

Refer to Value Card No 8 on ‘Acceptance of others’. Acceptance means to respect someone's belief and choices.

Refer to Value Card on Caring which is feeling and exhibiting concern and empathy for self, family, friends, relative, environment, community.

Refer Value Card No. 1 on Doing your best for attaining the desired goals with the help of concentration, focus and determination.

16.6 of NCERT textbook page 204.

Effective Communication with reference to sharing information during group work while performing activity 16.5 in the NCERT textbook on page 204.

Interpersonal relationship with reference to interacting in positive ways while sharing materials like mirrors and others while performing experiments mentioned in the NCERT textbooks.

Empathy

Students will be able to understand how life is for a visually challenged person.

Problem Solving


example periscope, binoculars, solar cooker (which is eco-friendly way of cooking), cinema screen etc.

Students can be involved in groups to play a game on multiple reflection of light, multiple images.

Students can be asked to explore the use of persistence of vision in cinematography.

Students should be encouraged to perform the experiments and make the models mentioned in the chapter of the NCERT text, using maximum use of waste materials.

Students can be encouraged to learn about the lives of some eminent visually challenged people and how they battled the challenge.

They can be asked to enact a play on the life of Helen Keller.

Students can be asked to interact with visually challenged people and share their experiences in the Classroom.

CHAPTER–17: STARS AND SOLAR SYSTEM


Refer to Value Card No 2 on Collaboration for helping students develop positive attitude towards group work.

Refer to Value Card No 5 on Rights and responsibility for helping the children channelize their decision making skills for the betterment of

Creative thinking with reference to making the travel brochure and scrap book on constellations.

Effective Communication while sharing the results of various activities

Encourage students to make a travel brochure of a particular planet which has interesting information about it. The class can be divided into eight groups and each group can be assigned one of the eight planets.

Organize a visit to a planetarium. If there isn’t a

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self and others. This is with reference to the performing experiment, making of models, posters, slogans etc.

Refer to Value Card no 8 on Acceptance of others.


Refer to Value Card on Caring for feeling and exhibiting concern and empathy for self, family, friends, relative, environment, and community.

This is with reference to the making of posters, slogans about care of eyes, making of models, performing experiments using waste materials and the activities related to visually challenged people.

Refer Value Card No. 1 on Doing Your Best for attaining the desired goals with the help of concentration, focus and determination.

mentioned in the NCERT textbook.

Interpersonal relationship with reference to working in groups while doing the various activities in the NCERT textbook.

Decision making with reference to identifying the different phases of the moon.

Problem Solving

Students will be able to understand the challenges related to finding the pole star or identifying the constellations in the night sky and finding solutions. This is a problem in cities where there is too much light even during night time.

planetarium nearby then organize a night sky watch in the school. Students can view stars and some planets that are visible to the naked eye. The teacher will be required to consult an expert or check a website like the “Vigyan Prasar” website that displays the night sky every day.

An inter section Astronomy quiz can be conducted in the school.

Students can be encouraged to make a bulletin board or scrap book on constellations.

CHAPTER–18: POLLUTION OF AIR AND WATER


Doing Your Best:

Refer to Value Card No. 1 for attaining the desired goals with concentration, focus, and determination.



helping students realize that it’s their responsibility to care for our planet and ensure the future well being.

sensitizing children about their environment and

Creative thinking with reference to poster making on pollution.

Critical thinking with reference to the activities mentioned in the NCERT textbook. While comparing the quality of air in activity 18.1 in page 239 of the NCERT textbook.


Students will learn to interact positively with people while conducting

Organize a role play or poster making or slogan writing to sensitize people about the problem of pollution.

Collect samples of rain water from different parts of your city and test if they are acidic or not using litmus paper.

Organize a visit to a nearby river; talk to people visiting the river or in the immediate vicinity of the river to find out how are they dependent on the river. Talk to them to find out how will their

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motivate them to care for the same.

Collaboration:


working together to achieve a goal by two or more people or organizations.

learning and respecting others opinion and contribute within a group.


Refer to Value Card No. 11 for feeling and exhibiting concern and empathy for others.

the survey in activity 18.2 of the NCERT textbook page 240.


Students will be able to express themselves in an appropriate manner while sharing the findings of survey and results of activities performed in the chapter.

Decision making

Students will learn to make the right choices that would lead to a pollution free environment both at school and at home.

life be affected if he river is polluted beyond use.

Debate on different ways in which air and pollution can be reduced.


Science


SOCIAL SCIENCE GRADES VI-VIII

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SOCIAL SCIENCE (HISTORY) GRADE–VI

OUR PASTS-I

NCERT

S. No.

Topic Sub-Topic Attitudes/Values-Linkage

Life Skills/Linkage Extended Activity

1. What, Where, How and When?

Studying Our Past An ability to access and utilize relevant information.

A spirit of team work among the students.

Refer Value card on Collaboration or.

Values education handbook, page 144.

Critical and creative thinking

Problem solving

Refer to page 94, the Life Skills Manual.

The teacher can hide a few things in a sand pit and ask the students to find them without damaging any of the items and record their findings.

A visit to the ASI museum and understand the importance of Archaeology.

On the Trail of the Earliest People

a) The earliest people- why were they on the move.

b) Rock Paintings and what do they tell us.

Bonding, Importance of each individual in the team.

Refer to page 154, of the Values Education Handbook.

Communication Skills and Thinking Skills

Refer to page 114-115 of the Life Skills Manual.

We now know that people were aware of the uses of fire. It could have been used for a lot of things. Make a list of the various uses of fire now-a-days.

Paleolithic people living in France and Altamira painted on cave walls too. Prepare a brief project on these paintings in context with its geographical location, colours used, main themes, approximate number of cave paintings found and a few photographs.

3. From Gathering Food to

a) A new way of life.

b) Towards a settled life.

Value of Collaboration. Critical thinking and Problem Solving. Refer to page 222 of

Imagine you have moved to a new place where you do not know anyone. How will you try to adjust in that place? Share with

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Growing Food

the Life Skills Manual. your friends.

Visit the nearest agriculture facility centre and find out the latest techniques farmers are using to enhance the growth of their crops. Discuss in class.

4. In the Earliest Cities

What was special about these cities?

Houses, Drains and Streets.

Help students to understand Interdependence.

Refer to Page 147 of the Values Education Handbook.

Creative thinking Decision making. Refer to pages 225-226 of the life Skills Manual.

Imagine you are on a time travelling machine and have been transported to Mohenjodaro. Develop a play around the day spent in Mohenjodaro with special emphasis on its town planning. Discuss the other cities you know about, which have been similarly planned.

5. What Books and Burials tell Us

Finding about social differences.

A special burial at Inamgaon.

Tolerance, Respect, Acceptance of others.

Refer the Value cards activity.

Social Skills- Communication, Understanding

Refer to page 193 of the Life Skills Manual.

Different communities have different kinds of burials. It is a serious affair and a solemn occasion. Find out about these burials and analyze why these methods must have been chosen. Discuss and might in class.

6. Kingdoms, Kings and Early Republics

a) Varna System

b) Magadha, the Mahajanapada with resources: a controlled use of environmental resources for a better future.

c) How some men become rulers.

Sharing, compassion and respect. Sensitivity to the environment, nurture the nature, sustainable development. Refer Page 163 of the Values Education Handbook.

Responsibility and Leadership.

Empathy: Refer to Life Skills Manual, page 175

Critical Thinking: Refer to page 187, the Life Skills Manual.

Interpersonal Relationships: Refer Activity on page 134 of the Life Skills Manual.

Theatrical depiction of the different varnas - a role play to show the interchange of varnas and the professions breaking away its rigidity.

Carry out an audit on the resources that are available in our locality and how are they being utilized. Recycling of resources can also be studied.

Discussion: Best qualities that a leader possesses.

7. New Questions and Ideas

Story of Buddha and Mahavira

To sensitize students towards other people and be compassionate and

Empathy and Interpersonal relationship

1. Find out about other great men who have promoted peace and harmony in the world.

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develop a feeling of empathy.

Refer page 172, the Life Skills Manual for Sample situation 1 and 2.

2. List ways to be empathetic and kind to others- especially who are neglected, unfortunate and discriminated.

8. Ashoka, The Emperor Who Gave Up War

a) Ashoka’s Dhamma

b) Ashoka’s goal in life was to spread Dhamma. Can you determine your goals?

Kindness, Compassion.

Refer to Page 159 of Values Education Handbook.

Tolerance, Peace. Refer to Value Cards (VI-VIII).

Doing your Best, Integrity. Refer Page 156 of Values Education Manual.

Empathy. Refer to page 171 of the Life Skills Manual.

Self Awareness. Wishes and Goals. Refer to page 77 of the Life Skills Manual.

Do a role play depicting the emotions of Ashoka during and after the Kalinga War. Link it up to the present issues of relevance.

Imagine that you are Ashoka’s Ambasador sent to a school. Give a speech on what you would like to share with the students in the morning assembly.

9. Vital Villages, Thieving Towns

Flourishing Villages and Agriculture

Collaboration. Refer to Value Cards (VI-VIII)

Critical Thinking. Refer to page 90 of the Life Skills Manual.

Look around and trace the places that were agricultural fields and now over a decade have become centres of urbanization. Also list down people who were marginalized.

10. Traders, Kings and Pilgrims

a) The Bodhisattvas did not live in isolation but stayed in the world to help and teach others. Now put yourself in their place. How assertive can you be in helping and respecting others?

b) The Chinese Accounts and Us: The Chinese

Acceptance of others, good behavior in Human interaction. Refer to Value Cards (VI-VIII).

Doing your best, Learning from people, events and stories. Refer to page 156 of Value Education Manual.

Effective Communication: Assertive Behaviour. Refer to Activity on page 125, the Life Skills Manual.

Self Awaresss: Understanding My Inner self. Refer to page 69, the Life Skills Manual.

Picture Identification: Look at the picture on page 103. (Class VI History Book NCERT) Write a small paragraph on what you understand out of it.

Write down a diary entry of a day when you had a conflict with your friends and analyze how you tried to solve it.

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pilgrims perceived India through their travel.

11. New Empires and Kingdoms

a) Genealogy

b) Harsha means happiness. What is your quotient of happiness and cheerfulness?

Respect, Acceptance of others. Refer to Value Cards (VI-VIII).

Courtesy. Refer to Value Cards (VI-VIII).

Interpersonal Relationships. Refer to page 135 of the Life Skills Manual.

Effective Communication: Being Cheerful. Refer to page 132, the Life Skills Manual.

If you had to make a genealogy for yourself, who are the people you would include in it? How many generations would you like to show? Make a chart and fill it.

Collect poems or compose your own poems on the similar topics of happiness, enjoyment and cheerfulness.

12. Buildings, Paintings and Books

a) Temple Building: Collaboration and Team building.

b) Popular Stories from Sanskrit Epics: Problems faced and solved in the epics

Collaboration, Team-Work, Doing your Best.

Refer to Value Cards (VI-VIII)

Conflict Resolution. Refer to Value Cards (VI-VIII)

Creative thinking. Refer to page 105 of the Life Skills Manual.

Creative thinking. Refer to page 109 of the Life Skills Manual.

Make a diagram to show the various stages in temple making.

Role Play any popular incident from the Sanskrit Epics.

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SOCIAL SCIENCE (HISTORY) GRADE–VII

OUR PASTS-II

NCERT

S. No.

Topic Sub-Topic Attitudes/Values-Linkage Life Skills/ Linkage Extended Activity

1. Tracing Changes Through a Thousand Years.

‘Foreigner’ in the Past: Changes in the meaning of a word.

Learning from People, Events and Stories. Refer to Values Education Handbook, page 156.

Interpersonal Relationships. Refer to page 139, the Life Skills Manual.

From time immemorial, Indians have believed in Atithi Devo Bhavah or The Guest is God. If a foreign guest visits you, what would you like to show him? Present a role play on how you will entertain him.

2. New Kings and Kingdoms

The invasion of Turks and disunity amongst the Indian rulers.

Together We Can. Refer to page 160, Values Education Handbook.

Problem Solving. Refer to page 235, the Life Skills Manual.

Compose Poems on the topic “Unity”.

3. The Delhi Sultans

Muhammad Bin Tughluq: A benchmark in wrong decision making.

Control over thoughts and actions.

Appropriate Decision Making. Refer to page 216, the Life Skills Manual.

The teacher will put across different situations. The children will pick, choose and enact what decision they would take on that particular situation.

4. The Creation of An Empire: Mughal Dynasty

The Sul-i-Kul of Akbar. Be Compassionate. Refer to page 159, Values Education Handbook

Empathy. Refer to page 2O5, the Life Skills Manual.

Devise a questionnaire on ‘Tolerance among religions and communities’. Get it filled up from people of different backgrounds. Survey on the basis of this data.

5. Rulers and Buildings

Our Cultural Heritage: Protect Our Monuments .

Social Responsibility. Refer to Values Education Handbook, page 127.

Managing Emotions. Refer to page 164, the Life Skills Manual.

Write down a pledge stating how you will deal with the issue of defacing our monuments, our cultural pride.

6. Towns, The Changing fortunes Doing your Best. Refer to Creative Thinking. Find out what the main commodities

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Traders and Crafts persons.

of towns. Value Cards (VI-VIII). Refer to page 107, the Life Skills Manual.

imported and exported by India today are. Is the value of India’s exports more or less than that of its imports? Make a chart with suitable graphs.

7. Tribes, Nomads and Cultural Communities.

Displacement of Tribal Communities.

To sensitize students towards other people and be compassionate and develop a feeling of empathy. Refer to page 159of the Values Education Handbook.

Empathy: Refer to page 187, the Life Skills Manual.

Since independence, tribal lands in many states have been taken over by the government for projects. Make a poster or banner in support of these displaced tribes.

8. Devotional Paths to the Divine

Questioning the Social Order.

Respect for human dignity and differences. Refer to page 127 of Values Education Handbook.


Every year Delhi hosts a festival of communal harmony called Phooolwalon-ki –Sair. Find out and make a visit.

9. The Making of Regional Cultures.

Preservation of regional cultures and traditions.

Self Discovery. Refer to page 145 of the Values Education Handbook.

Self Awareness: Refer to page 72, the Life Skills Manual.

Draw a web chart showing the region to which you belong, its culture and how much confidence do you owe to the region to which you belong.

10. Eighteenth Century Political Formations

Regional rulers and their characteristics.

Learning from People, Events and Stories. Refer to Values Education Handbook page 156.

Effective Communication: Refer to page 130, the Life Skills Manual.

Take any ruler of the later medieval period and enact him in front of an audience.

126

SOCIAL SCIENCE (HISTORY) GRADE–VIII

OUR PASTS-III

NCERT

S. No.

Topic Sub-Topic Attitudes/Values-Linkage Life Skills/Linkage Extended Activity

1. How, When and Where

What is History: Facts verses Perception.

Ability to access and utilize relevant information. Refer to Values Education Handbook, page 127.


Talk to an elderly member of your family and find out about his life (education, place of birth, job, life then and now, dreams, friends etc). Now divide the person’s life into different periods and give suitable titles.

2. From Trade to Territory

Divide and Rule policy of the British.

Together We Can. Refer to Values Education Handbook, page 160.

Problem Solving: Refer to page 232, the Life Skills Manual.

Compose Poems on the topic “Unity”.

3. Ruling the Countryside

Story of Indian Peasants: The vicious cycle of debt, poverty and suicide:

Caring, Respect. Refer to Value Cards (VI-VIII).


Watch the movie ‘Peepli Live’ and write a movie preview on it.

4. Tribals, Dikus and Vision of Golden Age


To sensitize students towards other people and be compassionate and develop a feeling of empathy. Page 159 of the Values Education Handbook.



5. When People Rebel

Expression of anger against British Rule.

Positive Thinking and Calmness. Page 161, Refer to Values Education Handbook,

Managing Emotions: Refer to page 153 of the Life Skills Manual.

Make a web chart on the numerous emotions that we face in our day to day life.

127

6. Colonialism and the City

Urbanization and the making of new cities.

Doing your Best. Refer to Value Cards (VI-VIII).


Look around and trace the places that were agricultural fields and now over a decade have become centers of urbanization. Also list down people who were marginalized.

7. Weavers, Iron Smelters and Factory Owners

The Inspiring story of Jamshedji Tata.

Determination, Grit, attempt to survive against all odds. Refer to Values Education Handbook page 99.


Watch the movie ‘Guru’. Compare and Contrast his life with Jamshedji Tata.

8. Civilizing the Native. Educating the Nation

Each One Teach One. Community Service. Refer to page 53 of Values Education Handbook.


Do a survey of the backward places in your locality and find out the rate of drop outs. Find out the reasons and dedicate your summer holidays in teaching them.

9. Women, Caste and Reforms

Contributing to gender equality.

Respect. Refer to Value Cards (VI-VIII).

Creative Thinking: Refer to page 114, the Life Skills Manual.

Become a detective……Talk to at least 10 women you know. Make sure at least 3 are above 60. Ask them whether they went to school, what work each one of them does. Write a report comparing what the older women have to say with what girls of your age have to say. Do you feel that life is easier for women now than it was 50 years back?

10. The Changing World of Visual Arts

Individual contributing to preservation of our rich cultural heritage.

Preserving Heritage,

Awareness of commonalities rather than differences. Refer to page 94-95, of the Values Education Handbook.

Effective Communication: Refer to page 125, the Life Skills Manual.

Do a three minute nukad natak on the need to preserve our cultural heritage.

128

11. The Making of the National Movement 1870-1947.

An insight of Gandhi’s Satyagraha and Ahimsa.

Patriotism, Secularism, respecting cultural values of others. Refer to page 41, of the Values Education Handbook.

Creative Thinking: Refer to page 87 of the Life Skills Manual.

Preparing a scrapbook on India’s freedom struggle/Film-Making.

12. India After Independence

After independence: Problems and Solutions.

Universal love and tolerance, National Integration. Refer to page 41, of the Value Education Handbook.

Problem Solving: Refer to page 234 of the Life Skills Manual.

Watch the movie: Sardar Patel.

129

SOCIAL SCIENCE (GEOGRAPHY): GRADE–VI

THE EARTH OUR HABITAT

NCERT

S. No.


1. The Earth in the Solar System

Earth, our home planet, is the only planet in our solar system known to harbour life - life that is incredibly diverse.

The solar system is filled with amazing sights, including an avalanche beneath a Martian ice cap, the surface of Saturn’s big moon Titan, and Saturn‘s bright rings.

Learning from People, Events and Stories.


1. Split the class into small groups; each group researches one planet. Students in the group make a list showing the planet’s atmosphere, size, mass, distance from the Sun, geology and surface features, surface temperature, and moons.

2. They also write a sentence describing something unique or striking about their planet - an impression, interview each other to exchange information and impressions.

2. Globe : Latitudes and Longitudes

Latitude and longitude are angles that uniquely define points on a sphere. Together, the angles comprise a coordinate scheme that can locate or identify geographic positions on the surfaces of planets such as the earth.

Control over thoughts and actions. Values Education Handbook.

Critical Thinking: The Life Skills Manual.

Calculate the longitude of the position of a ship whose navigation officer observes that GMT is 17.15 hours when the local time is noon. Show your working.

3. Motions of If the Earth is the moving thing, its

Control over thoughts and actions. Values Education

Appropriate Decision Making: the Life Skills

Draw the diagram to show the position of the Earth on 21 June. Name the

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the Earth rotation and its revolution are allowed to be separate quantities, which could explain the vastly different timescales for days (the period of Earth’s rotation) and years (the period of Earth’s revolution).

Handbook. Manual. Equator, The Arctic Circle and Antarctic circle. Shade the area that will have 24 hours of darkness.

4. Maps This unit focuses on the introduction of maps and globes and why they are important.

The students will become familiar with what is represented on maps and globes, and how they are used. Students will explore using cardinal directions, locating

North and South Poles, Atlantic and Pacific Oceans and northern and southern hemispheres. knowledge.

Be Compassionate. Refer to Values Education Handbook.

Empathy: Refer to the Life Skills Manual.

Draw signs and symbols used to represent the following on Topographic maps:

1. Un metalled road

2. Tank and bund

3. Fort

4. Spring

5. Board gauge railway line single track with station

6. Lighthouse

7. Camping ground

8. Triangulation

5. Major Domains of the Earth

The surface of the earth is a complex zone in which three main components of the

Be Compassionate. Refer to Values Education Handbook.

Empathy: The Life Skills Manual.

1. Collect rocks when you go out on trips. Try to differentiate between the rocks you collect. Which is the main type of rock that you find in

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environment meet, overlap and interact. The Lithosphere, Atmosphere,

Hydrosphere. Biosphere is the narrow zone where we find land, water and air together, which contains all forms of life.

your neighbourhood?

2. Draw a sketch showing how four domains of earth interact with each other to make life possible.

6. Major Landforms of the Earth

The surface of the earth is not the same everywhere. The

Earth has an infinite variety of landforms. Some parts of the lithosphere may be rugged and some flat.

These landforms are a result of two processes.

Ability to access and utilize relevant information.

Values Education Handbook.

Problem Solving: Refer to Life Skills Manual.

Help save our planet. List the kind of things you can do to recycle paper, save water, electricity, gas, etc. Make the list individually and then share in a group of five or six and decide on five to six points.

7. Our Country – India

India is a country of vast geographical expanse. In the north, it is bound by the lofty Himalayas. The Arabian Sea in the west, the Bay of Bengal in the east and the Indian Ocean in the south, wash the shores of the Indian peninsula.


Managing Emotions: The Life Skills Manual.

1. On the outline map of India show five chief physical divisions of India and the three Himalayan range.

2. Make a collage to show global cooperation of India through UN and its agencies. You can draw or cut pictures and paste.

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8. India: Climate, Vegetation and Wildlife

The climate of India is described as Tropical Monsoon Climate. This classification is characteristic of this climatic unity of the country as there is otherwise great climatic variation.


Empathy: The Life Skills Manual

Watch CNN and BBC. Make pairs of places with one from North America and another from Europe which are influenced by the same factors of temperature and have similar climates.

Prepare a map of the region where you are living. Show wildlife sanctuaries, zoos and other measures taken for conservation of forest.

133

SOCIAL SCIENCE (GEOGRAPHY) GRADE–VII

OUR ENVIRONMENT

NCERT

S. No.


Life Skills/ Linkage Extended Activity

1. Environment The places, people, things and nature that surround any living organism is called environment.

Sensitize students towards other people and be compassionate and develop a feeling of empathy. Refer to Values Education Handbook.

Critical Thinking: The Life Skills Manual.

Find out the reasons why our environment is getting degraded with each passing day. Make a chart on how to protect the environment for our future generations.

2. 2 Inside Our Earth

The earth, our homeland is a dynamic planet. It is constantly undergoing changes inside and outside.

Together We Can. Values Education Handbook.

Problem Solving: Refer to the Life Skills Manual.

Find out which region in India was last hit by an earthquake. What were the causes of this earthquake.

3. Our Changing Earth

The lithosphere is broken into a number of plates known as the Lithospheric plates.

Caring, Respect for our planet. Refer to Value Cards (VI-VIII).


Trace the outlines of South Africa. Cut them out and push them together to see if they roughly fit.

4. Air All living beings on this earth depend on the atmosphere for their survival. It provides us the air we breathe and protects us from the harmful effects of the sun’s rays.

Ability to access and utilize relevant information. Refer to Values Education Handbook.

Critical Thinking: Refer to the Life Skills Manual.

Find out the names of the aircraft that fly in the stratosphere. Also find out the speed at which they fly.

134

5. Water The process by which water continually changes its form and circulates between oceans, atmosphere and land is known as the water cycle.

Positive Thinking and Calmness. Refer to Values Education Handbook.


1. Do a comparative study of the major oceans by writing their physical features such as total area, average depth, boundaries, etc in a tabular form.

2. Floods and droughts often happen simultaneously in different parts of India. Locate these areas and find out why the north- east is so flood prone and Rajasthan so drought- prone.

6. Natural Vegetation and Wild Life

With the change in height, the climate changes and that changes natural vegetation. The growth of vegetation depends on temperature and moisture.



Collect pictures of different types of vegetation cover and list the regions in India where each type is found. Choose any two regions and point out the differences in human activities found in those region.

7. Human environment- settlement, transport communication

The natural conditions for selection of an ideal site are-

1. Favourable climate

2. Availability of water

3. Suitable land

4. Fertile soil

Determination, Grit, attempt to survive against all odds. Refer to Values Education Handbook.


On an outline map of India mark the major administrative towns, defence towns, cultural towns, etc.

8. Human environment Interaction The tropical and the sub

Climate, forest, Rainforest, Life in the Ganga Brahmaputra basin.

Community Service. Refer to Values Education Handbook.


On the outline maps of South America and India, use your atlas to mark the tributaries of the Amazon and the Ganga respectively.

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tropical Region

9. Life in the Temperate Grasslands

Climate plays an important role in the formation of grasslands. It is generally used as a basis to divide the world’s grasslands into two broad categories: those that occur in the temperate region and those that occur in the tropical regions.

Sensitize students towards other people and be compassionate and develop a feeling of empathy. Refer Values Education Handbook.


Collect pictures of a farm in the praries and list the things that you see in them. How do you find these things different from that you see in an Indian Farm?

Make list.

10. Life in the Deserts

The desert areas of the world are characterised by low rainfall, scanty vegetation and extreme temperatures. Depending on the temperatures there can be hot deserts or cold deserts.

Community Service. Refer to Values Education Handbook.

Appropriate Decision Making: Refer to the Life Skills Manual.

Collect pictures of the Bedouins and the tribal people of the North east India and then list the similarities you see in their appearance, attire and weapons used for hunting.

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SOCIAL SCIENCE (GEOGRAPHY) GRADE–VIII

RESOURCES & DEVELOPMENT

NCERT

S. No.


1. Resources Resources are generally classified into natural, human made and human.

Resources that are drawn from Nature and used without much modification are called natural resources.

To sensitize students towards other people and be compassionate and develop a feeling of empathy. Values Education Handbook.


We find out the reasons why our environment is getting degraded with each passing day. Make a chart on how to protect the environment for our future generations.

2. Land, Soil, Water, Natural Vegetation and Wildlife Resources

Land is among the most important natural resources.

It covers only about thirty per cent of the total area of the earth’s surface and all parts of this small percentage are not habitable.



Choose three wildlife sanctuaries in India in three different states and give the names of the animals found there. Get pictures of these animals and attach them on map of India where the sanctuaries are located.

3. Mineral and Power Resources

Minerals are formed in different types of geological environments, under varying conditions. They are created by natural processes without any human interference.

Ability to access and utilize relevant information. Values Education Handbook.

Empathy: Refer to Activity on page the Life Skills Manual.

On the map of India, mark the main coal, iron and oil producing regions. Name them and give the names of the states they are located.

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4. Agriculture Agriculture is a primary activity. It includes growing crops, fruits, vegetables, flowers and rearing of livestock.

Together We Can. Refer to Values Education Handbook.


Collect pictures of different farming practices and list them under separate headings. List the differences you find in each of them.

5. Industries Industry refers to an economic activity that is concerned with production of goods, extraction of minerals or the provision of services.

Learning from People, Events and Stories. Refer to Values Education Handbook.

Interpersonal Relationships: Refer to the Life Skills Manual.

`Which industry do you find in your area? How has it helped the region? List five main advantages from this industry.

6. Human Resources

Human resource is the ultimate resource. Healthy, educated and motivated people develop resources as per their requirements.

Be Compassionate. Values Education Handbook.

Managing Emotions: Refer to the Life Skills Manual.

Find about the activities of the non-government organization (NGO’s) in you area which is doing useful community work for the people of the area. List all the work they are doing and give suggestions for what more would you like them to do to create better living conditions.

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SOCIAL SCIENCE (POLITICAL SCIENCE) GRADE–VI

SOCIAL & POLITICAL LIFE

NCERT

S. No.


1. Understanding Diversity

Learning Diversity from peers.

Learning from People, Events and Stories. Refer to page 156, Values Education Handbook.

Interpersonal Relationships: Refer to page 128 of the Life Skills Manual.

Make a chart showing examples of Unity in Diversity in India.

2. Diversity and Discrimination

Striving for equality Together We Can. Refer to page 160, Values Education Handbook.


Compose Poems on the topic “Equality to All”.

3. What is Government?

Democracy: A key to Success?

Cooperative Problem Solving. Refer to Page 154, Values Education Handbook.

Appropriate Decision Making: Refer to page 206, the Life Skills Manual.

For one day manage your home by taking up the role of your mother or father.

4. Key Elements of a Democratic Government

Need to Resolve Conflicts

Making Cohesive Community, Team work, cooperation. Refer to 143-4 of Values Education Handbook.


Prepare a play in class. The theme is Democracy. Include the following: Benefits of living in a democracy, problems during elections, issues of price rise, increasing gap between rich and poor etc.

5. Panchayati Raj Role of each individual in Society.

Social Responsibility. Refer to page 127, Values Education Handbook.

Appropriate Decision Making: Refer to page 206, the Life Skills Manual.

Write down a pledge stating that once you achieve voting age you would vote every time and encourage others to vote as well.

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6. Rural Administration

The role of police

Doing your Best. Refer to Value Education Cards (VI-VIII).


You are the inspector of your area. What would you do in case of a theft in your area?

7. Urban Administration

Individual Contribution to Cleanliness.

Social Responsibility. Refer to page 127, Values Education Handbook.

Empathy: Refer to page 187 of the Life Skills Manual.

On Sundays and other holidays help your parents in cleaning the house.

8. Rural Livelihoods

Story of Indian Peasants: The vicious cycle of debt, poverty and suicide.


Empathy: Refer to Activity on page 180 of the Life Skills Manual.

Watch the movie ‘Peepli Live’ and write a movie preview on it.

9. Urban Livelihoods

Coping with our busy lives.

Self Discovery. Refer to page 145 of Values Education Handbook.

Coping With Stress: Refer to page 161, the Life Skills Manual.

Visit an orphanage and spend some time with them. Share your old books and toys with them.

140

SOCIAL SCIENCE (POLITICAL SCIENCE) GRADE–VII


NCERT

S. No.


Life skills/Linkage Extended Activity

1. On Equality

Striving for equality

Together We Can. Refer to page 160 of the Values Education Handbook

EMPATHY. Refer to page 205 of the Life Skills Manual.

Equality is one of the pillars of a democratic set-up. This means that no one is superior or inferior to another. However, very often we come across bullies who tease and harass those who they think are weak. But one should remember that one is weak by choice, that is, the choice of not speaking up and facing the bully. Prepare small cards on ‘Say No to Bullying’.

2. Role of Government in Health

Being Healthy: Our primary concern.

Hygiene and Cleanliness. Refer to page 134, Values Education Handbook.

Problem Solving. Refer to page 235 of the Life Skills Manual.

Prepare a balanced diet plan and eat according to it. Go for morning walks frequently.

3. How the State Government works

Just like State we also have roles and responsibilities in society. How can we justify them?

Control over thoughts and actions.

Appropriate Decision Making. Refer to page 216 of the Life Skills Manual.

Running the state is a challenge. So is home. Become the Chief Minister of your home for a day and try running it. Write a diary entry sharing your experience.

4. Growing up as boys and girls

Women Empowerment

Respect. Refer to Value Education Cards (VI-VIII).

Empathy. Refer to page 187 of the Life Skills Manual.

Hold an intra-class debate on ‘When you educate a girl, you educate a nation’.

5. Women Change the World

Eminent Women and their key to success: An inspiration for us.

Think positive. Refer to page 161 of the Values Education Handbook.

Managing Emotions: Refer to page 164 of the Life Skills Manual.

Read about the life and achievements of eminent women in India - Kiran Bedi, Mother Teresa, P.T Usha and Lata Mangeshkar. Working individually, choose any one of the

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following women and focus on the challenges they might have faced because of their gender. Also interview your grandmother and mother regarding any discrimination they faced in their life being the fairer sex.

6. Understanding Media

Role of Media in Democracy

Social responsibility and accountability. Refer to page 127 of the Values Education Handbook.

Creative Thinking: Refer to page 107 of the Life Skills Manual.

Pen is mightier than the Sword. In the context of the above statement design a poster highlighting your understanding of the role of media in democracy.

7. Understanding Advertising

Advertising and our Role in it.

Social responsibility and accountability. Refer to page 127 of the Values Education Handbook.


Modern advertisements have made our life dependent on brands. We have forgotten those who cannot afford to advertise their products, for example Pottery. Think of ways of advertising them in your school.

8. Markets Around Us.

Relevance of Marketing

Accountability. Refer to page 127 of Values Education Handbook.


Do a PPT on Jago Grahak Jago.

9. A Shirt in the Market

Markets and self opportunity.

Self Discovery. Refer to page 145 of the Values Education Handbook.

Self Awareness: Refer to page 72 of the Life Skills Manual.

Debate: A market is not only an economic institution; it performs a social function also.

10. Struggles for Equality

Against Untouchability.

Together We Can. Refer to page 160 of the Values Education Handbook.


Identify and visit a slum in your area or close by. Under what conditions do they live there? Make a note of the following: does the area have a drainage or are there pockets of stagnant water and open drains, do the people have drinking water, electricity, what kind of houses do the people live in, how many people live in a single room, do the children attend school? What can each of you do to make things better? Write down a Newspaper Report highlighting your visit and the concerned issues.

142

SOCIAL SCIENCE (POLITICAL SCIENCE) GRADE–VIII


NCERT

S. No.


1. The Indian Constitution

Constitution and Us: Learning rules and Regulations.

Ability to access and utilize relevant information. Refer to page 127 of the Values Education Handbook.


Prepare your own class constitution.

2. Understanding Secularism

Diverse Religions and Us.

Together We Can. Refer to page 160, Values Education Handbook.


Make a scrap book. Collect and paste information and pictures pertaining to different religions and their festivals and cultures.

3. Why do we need a Parliament?

A forum of Discussion and Debate.

Positive Thinking and Calmness. Refer to page 161 of the Values Education Handbook.

Managing Emotions: Refer to page 166, the Life Skills Manual.

Organise a Mock Parliament on any of the debatable issues. Make sure that tranquility prevails in the Mock Parliament and each member is given the opportunity to speak.

4. Understanding Laws

Do we need laws?

Responsibility, Integrity. Refer to Value Education Cards (VI-VIII).

Decision Making: Refer to page 208 the Life Skills Manual.

Play the game of Cricket without applying any rules. Is it possible to play? Why?

5. Judiciary Justice delayed is justice denied.

Acceptance of others, good behavior in Human interaction. Refer to Value Education Cards (VI-VIII).

Effective Communication: Assertive Behaviour. Refer to page 129, the Life Skills Manual.

Watch the movie ‘Nobody killed Jessica’ and write a preview. Also include episodes from the actual Jessica Lal case.

6. Understanding our Criminal Justice System

Responsible and Informed Citizens of our country.

Building a nation. Refer to Value Education Cards (VI-VIII).


Write an interesting story of cops and criminals.

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7. Understanding Marginalization

Reaching out to the Marginalized.

Community Service. Refer to page 53 of Values Education Handbook.


Talk to the garbage collector, sweeper and night guard of your locality. Find out their names, ages, income and how they are treated by others. On the basis of the information prepare a report.

8. Confronting Marginalization in a Nation


To sensitize students towards other people and be compassionate and develop a feeling of empathy. Refer to page 159, Values Education Handbook.



9. Public Facilities Water: The lifeline of All.

Sensitivity to the environment, nurture the nature, sustainable development. Refer to Page 163 of Values Education Handbook

Problem Solving. Refer to page 236, the Life Skills Manual.

Prepare a model of Rain harvesting.

10. Law and Social Justice

Need to Resolve Conflicts

Making cohesive community, team work, cooperation. Refer to page 143-4 of the Values Education Handbook.

Effective communication. Refer to page 125 of the Life Skills Manual.

Role Play-Take out any conflict ridden situation from your daily life and depict it in a role play. Make sure that you find a solution also.

11. The Making of the National Movement 1870-1947.

An insight of Gandhi’s Satyagraha and Ahimsa.

Patriotism, Secularism, respecting cultural values of others. Refer to page 41, Values Education Handbook.

Creative Thinking. Refer to page 87of the Life Skills Manual.

Preparing a scrapbook on India’s freedom struggle/Film-Making.

12. India After Independence

After independence: Problems and Solutions.

Universal love and tolerance, National Integration. Refer to page 41, Values Education Handbook.

Problem Solving. Refer to page 234 of the Life Skills Manual.

Watch the movie: Sardar Patel.


Social Science

CENTRAL BOARD OF SECONDARY EDUCATIONShiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110301

Tel: 011-22527183 Fax: 011-22526580 E-mail: [email protected] Website: www.cbsevocational.in

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