vi – 3 · appreciation of the poem vocabulary and pronunciation ... (critical thinking) ... –...

VI – 3

Warm up exercise: Discussand write 5 class rules thatyou expect the students tofollow

Reading

Comprehend the text

Characterization

Vocabulary

Life Skill:Listening andSpeaking

Grammar: Subject andPredicate

– Use imperative sentences

– Promote appropriate behaviourpattern

– Read with proper pause andpronunciation

– Research on the origin of boardingschools

– State analytically the emotions feltby the students of boarding schools

– Compare boarding schools with dayschools

– Skim and scan the text to supportthe sketch of each character

– Initiate the use of dictionary to findout the meanings of new words

– Listen to the sentences and identifythem as greetings or goodbyes.

– Practise greetings and goodbyes.(Being Polite)

– Use the right tone while acting outthe given situations

– Identify Subject and Predicate

– Complete the sentences withsuitable subject or predicate

Brainstorm, Express

Reading, VoiceModulation

Research,summarize andreproduce

Recall, justify,analyze

Identify, apply

Identify, Construct,develop, create,express, voicemodulation

Apply, recall,demonstrate

TERM-IENGLISH

Content Learning Outcome Skill

Lesson : Life at Hawthorn School Pre Mid Term Month : April

VI – 4

Writing: Paragraph Writing

Warm up exercise

Appreciation of the poem

Vocabulary and Pronunciation

Life Skill:Paragraph Writing

Grammar: Nouns (Proper,Common, Collective, Abstract)

Warm up exercise:Think of afew positive quotes whichboost your confidence

Comprehend the text

– Write a paragraph on ‘The First Dayof New School’

– Write a paragraph expressing thevarious emotions they underwentwhen they slept alone in their roomfor the first time

– Recite with proper stress,expression and emotion

– Read the poem for enjoyment

– Evaluate the emotions surroundingdarkness

– Pick out the rhyming scheme

Decipher the meanings of new words

– Write a paragraph on how theywere able to overcome their fearof the dark (Problem Solving)

– Recall and demonstrate theknowledge of nouns

– Categorise nouns according to theirtype

– Design a bookmark and write onequote on self confidence

– Skim and scan the text for relevantinformation

– Substantially answer factual,inferential and reference to contextquestions with precision

Brainstorm, create,express, synthesize

Recall, Construct,develop, create,express

Research, summarizeand reproduce

Deduce, extrapolate

Brainstorm, express,synthesize

Identify, apply,demonstrate

Express, create

Analyze, express,comprehend,evaluate


Lesson : Anne is in Troble Pre Mid Term Month : July

Lesson : Don’t Be Afraid of the Dark Pre Mid Term Month : May

VI – 5

Characterisation

Vocabulary

Life Skill: Story Writing

Grammar: Phrasal Verbs

Adjectives

Listening

Warm up exercise:

Comprehend the poem

Poetic devices

Vocabulary

Life Skill: Poster Making(Critical Thinking)

– Skim and scan the text to supportthe sketch of the central character

– Brainstorm the meanings of newwords

– Write a short story on Anne’sfeelings and actions which inspiredthem to change their appearance(Self-Awareness)

– Match the phrasal verbs with theircorrect meanings

– Form adjectives by using suffixes

– Listen a description of Anne and tickthe true statements

– Make a collage using pictures andreports that depict the boon andbane of rainy season

– Recite with proper stress,expression and emotion


– Find out similarities betweenhuman beings and Nature

– Pick out the rhyming scheme andliterary devices (Simile, Onomatopoeia)

– Construct meaningful sentencesusing new words and identify thecontext in which they have beenused

– Design a poster on rain waterharvesting, sensitising peopletowards saving water

Connect, recall,analyse

Explore, deduce

Apply, construct,analyse

Infer, recognize,categorize, analyze

Comprehend, infer,apply

Select, relate,categorize, formulate

Explain, infer,express, analyse

Identify, analyse

Deduce, demonstrate,apply

Construct, develop,synthesize


Lesson : Rain in Summer Mid Term Month : July

VI – 6

Grammar: Punctuation

Jumbled words

Warm up exercise

Comprehend the text

Vocabulary

Life Skill: Talk Show(Decision making)

Grammar: Conjunctions

Listening

Writing: Letter to thePrincipal

Notice Writing

– Edit and punctuate the sentences

– Rearrange the jumbled words tomake meaningful sentences

– Find information about ShekharDattari


– Analytically answer factual,inferential and reference to contextquestions with precision

– Match the phrasal verbs with theirmeanings

– Present a Talk show on ‘The Needfor Conservation of Nature’ tocreate sensitivity towardsenvironment

– Recall the types of conjunctions

– Complete the sentences with thecorrect conjunctions

– Listen to the information about arainforest to label the given picture

– Write a letter to the Principalrequesting permission to form anature club in their school

– Draft a notice inviting students toorganize various activities as partof the school eco-club

Recall, apply,analyse, edit

Explore, apply,construct, evaluate

Infer, evaluate,critically analyze

Identify, analyze,relate

Organize, assemble,research, brainstorm

Recall, apply,analyse

Compile, analyse,evaluate

Construct, create,evaluate, appraise

Write, evaluate


Lesson : For the Love of Nature Mid Term Month : August

VI – 7

– Using paper and other wastematerials, create 2–d models of aparachute, a bird, a kite, a cloud andan aeroplane

– Recite with proper stress,expression, emotion and gestures


– Pick out the rhyming scheme andliterary devices (Personification)

– Explore the new terms used incontext (movement and soundwords)

– Research on wind mills in India– Write a page in their diary

expressing their fascination of windmills which they have witnessed ona recent tour to Jaisalmer

– Identify the nouns, verbs, adverbsand adjectives

– Create a grammar poem usingdifferent parts of speech

– Discuss and list a survival kit of theitems that they would need if ashipwreck lands them on anisolated island –Read about theTitanic

Create, construct,develop, analyse

Recite, evaluate,comprehend

Critically analyse

Research, compile,apply, create

Recognize, identify,brainstorm, create

Research, evaluate,infer, reproduce

Topic : The Wind Mid Term Month : August


Warm up exercise:

Appreciate the poem

Vocabulary

Writing: Diary Entry

Grammar: Parts of speech

Grammar poem

Warm up exercise:

Lesson : Shipwrecked TERM – II (ENGLISH) Month : OctoberPost Mid Term

VI – 8

Analyze, infer,express

Recall, evaluate, apply

(Organize, assemble,brainstorm, create,evaluate

Recall, recognise,apply, edit, infer,identify

Listeningcomprehension,infer, apply

Research,brainstorm, express,analyse





– Infer the meaning of new words anduse them in context

– Write a letter to a friend describingthe shipwreck and how they cameout of it (Problem Solving,displaying value of courage)

– Recall the concept of articles andinsert them in the correct places

– Identify the errors and edit them

– Replace the nouns with the properpronouns

– Match the phrasal verbs with theirmeanings

– Listen a few sentences about TheSwiss Family Robinson. Match thedetails correctly

– Collect information about Indiantigers and fill in the graphicorganizer using the information

– Recite with proper stress, expression,emotion and gestures

– Read the poem for enjoyment– Pick out the rhyming scheme and

literary devices

Comprehend the text

Vocabulary

Life Skill: Letter Writing

Grammar: Articles

Pronouns

Phrasal Verbs

Listening

Warm up exercise:

Comprehend the poem

Lesson : Tiger Shadows Post Mid Term Month : October

VI – 9


– Explore the new terms used in context

– Imagine themselves to be a tiger.

– Write an autobiography expressingtheir desires, feelings, fears, hopesand dreams as a tiger

– Understand the structure of Activeand Passive Voice

– Transform simple sent ences fromActive Voice to Passive Voice andvice-versa

– Collect information about Indianbirds and talk about



– Circle the sound, action andmovement words in the wordsearch

– Spell it right (identify the correctspellings)

– Talk to a friend and find outeverything about her. Write a penpicture focussing on the positivequalities (Effective Communication)

– Recall the concept of Adverbs– Identify the types of adverbs and

use them correctly in a sentence

Vocabulary

Writing: Autobiography

Grammar: Active andPassive Voice

Warm up exercise: Bird-watching-1

Comprehend the text

Vocabulary

Life Skill: Writing Pen Picture

Grammar: Adverbs

Deduce

Brainstorm,organize, create,analyze

Recognize, infer,apply, evaluate,analyse

Research, evaluate,infer, reproduce


Recall, apply,deduce

Communicate,organize, assemble,brainstorm, create,evaluate

Recall, infer, apply,evaluate, deduce

Lesson: The Parakeet Who Squawked in English–1 Post Mid Term Month: November

VI – 10


– Listen to the information andidentify the statements as True/False

– Recall the events of the 1st Part andorganize the information into a flowchart in sequential order


– Analytically answer factual, inferentialand reference to context questionswith precision

– Match the idioms with their correctmeanings

– Write a letter to the Editor of apopular newspaper expressing youropinion on why people should besensitised towards birds andanimals (Empathy)

– Write a newspaper report aboutJyoti’s rescue by the birds

– Use the prepositions appropriatelyin sentences

– Learn about prepositional phrasesand use them to make appropriatesentences

– Listen to some sentences and inferthe mood expressed

Listening

Warm up exercise:Recapitulation of Part 1

Comprehend the text

Vocabulary

Life Skill: Writing Letter tothe Editor (Empathy)

Newspaper Report

Grammar: Prepositions

Listening

Listeningcomprehension, infer,apply

Research, compile,organize, create,deduce, tabulate


Infer, apply, analyse

Compile, organize,evaluate, create,express

Recall, organize,analyse, construct

Listen, infer, deduce

Lesson: The Parakeet Who Squawked in English-2 Post Mid Term Month: November

VI – 11


Warm up exercise:

Appreciate the poem

Vocabulary

Writing: Paragraph Writing

Grammar: Gerunds andinfinitives

Warm up exercise:

Comprehend the text

– Collect information on thelivelihood of people living in thevicinity of seas and fill in thegraphic organizer using theinformation

– Recite with proper stress,expression, emotion and gestures


– Pick out the rhyming scheme andliterary devices (imagery)

– Work in pairs and make sentenceswith the new words

– Write a paragraph on ‘A Day At TheBeach’. Supply appropriate picturesto make it more attractive

– Recall the knowledge of verbs

– Use gerunds and infinitivesappropriately in a context

– Find out about King Ashoka and his‘new religion of peace’. –Create aweb chart of The Mauryan Empire


– Substantially answer factual,inferential and reference to contextquestions with precision

Research, brainstorm,express, analyse


Brainstorm, organize,apply, demonstrate

Brainstorm, compile,create, express

Recall, identify, apply,demonstrate, deduce

Reseach, express,create, analyse,organize

Analyze, express,comprehend,evaluate, organize

Lesson : Coromandel Fishers Final Term Month : December

Lesson : The Riddle of the Poem FINAL TERM Month : January

VI – 12


Characterisation

Role Play

Vocabulary

Life Skill: Writing -Summarization

Grammar: Present perfecttense

Listening and Speaking

– Complete the flowchart about themain events in the play

– Skim and scan the text to supportthe character sketch of Aditya andAshok

– Edit the dialogues and enact theplay

– Produce opposites of given wordsby adding the correct prefixes

– Write a short summary of the playmentioning how the riddle wassolved

– Appreciate presence of mind as animportant quality

– Recall the structure of tenses

– Rewrite the given sentences usingthe verbs in the present perfecttense

– Answer the questions in thepresent perfect tense

– Listen to the description of a riddleand identify the sentences as trueor false –Share a few riddles withthe class which would be solved bythe rest of the students

Connect, recall,analyse, compile

Enact, deduce, infer

Explore, deduce,apply

Critical thinking,construct, analyse

Infer, recognize,categorize, apply

Identify, infer,respond

VI – 13

fgUnh

iwoZ eè; l=k vizSy

fo"k; oLrq mís'; dkS'ky

* og fpfM+;k tks (dfork)

* laKk(Hkkookpd :i esa cnyuk)

* vifBr dkO;ka'k

* cpiu (laLej.k)

* fo'ks"k.k

* vukSipkfjd i=k (l[kh dks)

* ikj u”kj osQ (dgkuh)(iBu)

foKkiu fuekZ.k

* fpfM+;k&laj{k.k osQ fuokj.k osQ mik;crkus gsrq l{ke gks losaQxhA

* izo`Qfr osQ izfr #fp mRiUu gksxh ftllsi;kZoj.k osQ izfr lpsr gks dfork fy[klosaQxhA

* ikB ls 'kCnksa dks Nk¡Vdj mUgas HkkookpdlaKk esa :ikarfjr dj losaQxhA

* vifBr dkO;ka'k osQ cgqoSdfYid iz'uksaosQ mÙkj nsus esa leFkZ gks losaQxhA

* laLej.k fo/k ls ifjfpr gksaxh ftllsizHkko'kkyh Hkk"kk esa laLej.k ys[ku esal{ke gks loasQxhA

* ^^i;kZoj.k dks LoPN j[kus esa cPpksa osQ;ksxnku** fo"k; ij Hkk"k.k ns loasQxhA

* ^yM+osQ&yM+dh esa lekurk gS* Nk=kkvksadks bl rF; dk cks/ gksxk ftlls osbl fo"k; ij okn&fookn dj losaQxhA

* ^izfo'ks"k.k* rFkk ^loZuke ,oa lkoZukfedfo'ks"k.k* esa varj crk loasQxhA

* viuh l[kh dks i=k fy[kdj cpiudh fdlh ?kVuk dk o.kZu dj loasQxhA

* ^^cM+kasa osQ funsZ'kksa dk ikyu lgh ekxZfn[kykrk gS** bl Hkko dks tkudj viusvuqHko lquk losQxhA

* le;kuqlkj i`Foh ij gksus okys ifjorZuksals mRiUu gksus okyh leL;kvksa dkslqy>kus esa lgk;d vius lq>ko nsus esaleFkZ gks losaQxhA

* i;kZoj.k dks iznw"k.k eqDr cukus dhf'k{kk nsus okyk foKkiu cuk,¡xhA

* izo`Qfr izse

* lroZQrk] tkx:drk]l`tukRedrk

* Hkk"kk n{krk]leL;k lek/ku

* ckSf¼d Lrj* Lokè;k; izo`fÙk

* Loys[ku dh {kerk

* fopkj&fofue;

* vkRetkx:drk

* 'kCn HkaMkj] Hkk"kk n{krk

* Hkk"kk ij vf/dkj]vkRecks/

* fu.kZ;kRed {kerk

* leL;k lek/ku

* l``tukRedrk

VI – 14


* tkx:drk]dYiuk 'kfDr

* p;u izo`fÙk]vocks/u {kerk

* 'kCn iz;ksx dk dkS'ky

* tkx:drk]l`tukRedrk

* rkfydk fuekZ.k dyk

* Hkkf"kd Kku

* Loys[ku dh izo`fÙk]i'kq&i{kh izse

* tkx:drk]vfHkO;fDr {kerk

* i| k a ' k voc k s/u{kerk

* thou ewY;kas osQ izfr#fp] p;u izo`fÙk

* nwljs xzgksa osQ ckjs esa tkudkjh izkIr dju{k=k eaMy dh dykRed izLrqfr fjiksVZrS;kj dj losaQxhA

* vifBr x|ka'k osQ ekè;e ij cgqoSdfYid iz'uksa osQ mÙkj nsus dk vH;kldjsaxh] ftlls mudk uSfrd fodkl gkslosQxkA

* dkjd osQ Hksnksa dks tkudj mudk 'kq¼iz;ksx dj loasQxhA

* fe=krk osQ egÙo dks tkudj bfrgkl esaizfl¼ fe=kksa dh fe=krk ij vk/kfjrfHkfÙk fp=k cuk losaQxhA

* xehZ osQ ekSle esa vkus okys i;kZojf.kdifjorZu ,oa izHkkoksa dks crkrs gq, ,drkfydk cuk losaQxhA

* mPpkj.k LFkku ,oa vkxr èofu;ksa lsifjfpr gks mudk iz;ksx dj losaQxhA

* ^esjk fiz; fe=k* bl fo"k; ij vuqPNsnfy[k losaQxhA

* izo`Qfr osQ izfr tkx:d gks i;kZoj.k'kqf¼ gsrq ukjs fy[k losaQxhA

* uhfr l ac a/h vifBr i|k a' k o s QcgqoSdfYid iz'u&mÙkj dk vH;kl djloasQxhA

* vifBr x|ka'k

* dkjd

* uknku nksLr (dgkuh)

* o.kZ fopkj

* vuqPNsn ys[ku

* pk¡n ls FkksM+h lh xIisa (dfork)

* vifBr i|ka'k

ebZ

tqykbZ

VI – 15

* foykse 'kCn

* v{kjksa dk egÙo(laokn ys[ku)

* Hkk"kk] fyfi vkSj O;kdj.k

* vifBr x|ka'k

* lkFkh gkFk c<+kuk

* vifBr i|ka'k

* i;kZ;okph 'kCn

* foijhrkFkZd 'kCnksa osQ mfpr pquko esagksus okyh leL;k dk fuokj.k dj mudkfeyku dj losaQxhA

* v{kjks a dk egÙo crkrs gq, laoknfy[kdj vfHkO;fDr {kerk dks fodflrdj losaQxhA

* Hkk"kk vkSj cksyh osQ varj vfHkO;Drdj losaQxhA

* fofHkUu Hkk"kkvksa dh fyfi;ksa dks tkudjmUgas lwphc¼ dj losaQxhA

* Hkk"kk osQ fy, O;kdj.k esa egÙo ijij oqQN okD; fy[k loasQxhA

* x|ka'k osQ vk/kj ij fn, x, cgqoSdfYid iz'uksa osQ mÙkj nsus dk vH;kldjsaxhA

* ^dk;Z iw.kZ djus osQ iFk esa fyax&HksnegÙo ugha j[krk* bl rF; dks tkulg;ksx&Hkko ij dfork fy[k losaQxhA

* vusdrk ls tqM+h leL;kvksa dks lqy>krsgq, ,d ukfVdk izLrqr dj losaQxhA

* i;kZoj.k dh lqj{kk esa viuh HkkxhnkjhosQ fy, izsfjr gks vius }kjk fd, tkusokys dkeksa dh lwph cuk losaQxhA

* i|ka'k osQ cgqoSdfYid iz'uksa osQ mÙkjnsus esa leFkZ gks losaQxhA

* i;kZ;okph 'kCnksa osQ mfpr i;kZ; osQ'kCnkaas dk vH;kl dj loasQxhA ikB lsoqQN 'kCn Nk¡Vdj muosQ i;kZ;okph 'kCnfy[k losaQxhA

* leL;k fuokj.kHkkf"kd&tkx:drk

* Loys[ku dh izo`fÙklkfgfR;d Kku

* rqyukRedrk

* lwph&fuekZ.k dyk

* Hkk"kk n{krk

* vocks/u {kerk

* tkx:drk] dkO;ys[ku dyk

* vfHku; {kerk]HkkoukRedrk

* vkRefuHkZjrk]lwph fuekZ.k dyk

* ckSf¼d LrjLokè;k; dh izo`fÙk

* vH;kl dykfu.kZ;kRed {kerk

eè; l=k vxLr

VI – 16


* ,sls&,sls (,dkadh) (iBu)

* vifBr x|ka'k

* vkSipkfjd i=k (izkFkZuk i=k)

* fVdV vyce(dgkuh)

* vuqPNsn ys[ku

* fozQ;k (deZ osQ vk/kj ij)

* dky (Hkfo";r~~ dky vkSjorZeku dky ,oa mlosQmiHksn)

* iqujko`fÙk dk;Z

* O;kdjf.kd (vH;kl&i=k&1)

* uhfr iz/ku ukVd dk eapu dj loasQxhA* LoLFk jgus osQ fy, vuqowQy i;kZoj.k

dh vko';drk ,oa muosQ mik;ksa ijdksykt cuk losaQxhA

* ^cgkus cgkuk fyax&Hksn dk eksgrkt ugha*bl lp osQ izfr tkx:d gks okn&fookndj losaQxhA

* x|ka'k osQ vk/kj ij cgq oSdfYidiz'uksa osQ mÙkj nsus dk vH;kl djsaxhA

* vodk'k gsrq iz/kukpk;kZ th dks izkFkZuki=k fy[k losaQxhA

* Mkd rkj foHkkx ls gksus okyh lqxerkvksa,oa muls tqM+h leL;kvksa vkSj muosQlek/ku dks vius 'kCnksa esa fy[k losaQxhA

* bZ";kZ] izfr}af}rk tSls udkjkRed Hkkoksadk ifjR;kx dj mUgsa fu;af=kr djus esal{ke gks ^lPph fe=krk* fo"k; ijvuqPNsn fy[k losaQxhA

* deZ osQ vk/kj ij fozQ;k osQ Hksnksa lsifjfpr dks mudk 'kq¼ iz;ksx dj loasQxhA

* Hkfo"; ,oa orZeku dky osQ miHksnksadks tku dj mudk vH;kl dj loasQxhA

* iqujko`fÙk dk;Z

O;kdjf.kd (vH;kl&i=k&1)

(eè; l=k ijh{kk)

* vfHku; {kerk]pfj=k fuekZ.k]i;kZojf.kd tkx:drk

* vocks/u {kerk]ltxrk

* leL;k lek/ku {kerk]iBu izo`fÙk

* Loys[ku] i=k ys[kudyk

* leL;k lek/ku]vfHkO;fDr dyk

* Hkko la;e],sfrgkfld KkuvfHkO;fDr Lrj

* Hkk"kk n{krk

* O;kdjf.kd Kku

* iqujko`fÙk ,oa

* O;kdjf.kd(vH;kl&i=k&1)

flracj

VI – 17


mÙkj eè; l=k vDVwcj

* >k¡lh dh jkuh

* vifBr i|ka'k

* fojke fpg~u

* tks ns[kdj Hkh ugha ns[krs(fuca/)

* laokn ys[ku

* vifBr x|ka'k

* JqfrlefHkUukFkZd 'kCn

* foKkiu fuekZ.k

* ns'kHkDrksa osQ R;kx ,oa cfynku ls ifjfprgks muosQ ohjrk Hkjs thou dk ifjp;fy[k losaQxhA

* rRdkyhu le; esa L=kh oxZ dh egÙkkdks tkudj rFkk mudh lqj{kk osQ izfrmBk, x, mik;ksa dk o.kZu dj losaQxhA

* ^^L=kh iq#"k osQ leku gh ohj vkSj n`<+fu'p; gksrh gSA** bl rF; ls izsfjr gks

okn&fookn izLrqr dj losaQxhA

* vifBr i|ka'k osQ vk/kj ij cgqoSdfYid iz'uksa osQ mÙkj nsus esa l{ke

gks losaQxhA

* fojke fpg~uksa dk mfpr iz;ksx dj losaQxhA

* gsysu osQyj osQ thou ls izsfjr gks viaxyksxksa osQ izfr vius drZO;ksa dks crklosaQxhA

* ^drZO; ,oa vf/dkj fdlh ,d fyaxfo'ks"k dk vf/dkj ugha* bl fo"k; ijlaokn dj loasQxhA

* cszy fyfi dks tkudj viuk uke czsyfyfi esa fy[k losaQxhA

* vifBr x|ka'k osQ cgq oSdfYid iz'uksa

osQ mÙkj nsus esa leFkZ gks losaQxhA

* 'kCn izo`Qfr osQ lw{e varj dks le>

dj muls dksykt JqfrlefHkUukFkZd 'kCn

cuk losaQxhA

* us=kksa dh egÙkk crkrs gq, us=knku ijvk/kfjr foKkiu cuk,¡xhA

* ns'k osQ izfr Hkkoqdrk]

vkys[ku dyk

* vkRefo'okl dhHkkouk] o.kZu dyk

* tkx:drk

* p;u izo`fÙk]leL;k lek/ku

* Hkk"kk n{krk]Hkkf"kd tkx:drk

* vkRefo'okl]dÙkZO;ijk.k;rk]laosnu'khyrk

* vf/dkjks a osQ izfrltxrk] dÙkZO;fu"Bk]lkekftd tkx:drk

* ckSf¼d fodkl]ltxrk

* ckSf¼d Lrj]Lokè;k; dh izo`fÙk

* fu.kZ;kRed {kerk]dykRedrk

* l``tukRedrk

VI – 18


uoEcj

* lalkj ,d iqLrd gS (i=k)

* vuqPNsn ys[ku

* okD;

* eSa lcls NksVh gksmQ¡ (dfork)

* v'kq¼ okD;ksa dk 'kq¼hdj.k

* vukSipkfjd i=k (ek¡ osQ izfr)

* yksdxhr (fuca/)* eqgkojs

* vius pkfjf=kd fodkl gsrq mu xq.kksa

dk o.kZu dj losaQxh tks os usg: thosQ thou ls ysuk pkgrh gSaA

* thou esa izo`Qfr osQ egRo dks le>us

esa l{ke gks fdlh oLrq osQ fuekZ.k dh

izfozQ;k dks fy[k losaQxhA

* ^esjh fiz; iqLrd* fo"k; ij vuqPNsn

fy[k losaQxhA

* okD; ,oa mlosQ Hksnksa dks tku muosQiz;ksx okD;kas esa gksus okyh dfBukb;ksa

dks lqy>k losaQxhA

* ^^thou esa ek¡ osQ egÙo** ij dforkfy[kdj mldk dfork ikB djus esal{ke gks losaQxhA

* v'kq¼ okD;ksa dks 'kq¼ djus dk vH;kldj losaQxhA

* thou esa gj {k.k lg;ksx nsus osQ fy,o`QrKrk izdV djrs gq, viuh ekrkdks i=k fy[k losaQxhA

* yksd laxhr vkSj yksd u`R; dyk dhlaLo`Qfr ls ifjfpr gks vius {ks=k fo'ks"kosQ xhr vkSj u`R; ls mldk rqyukRedvè;;u izLrqr dj losaQxhA

* fganh lkfgR; osQ fofHkUu xhrdkjksa osQfo"k; esa tkudj vius {ks=k fo'ks"k osQxhrdkj dk ,d yksdxhr lquk losaQaxhA

* pkfjf=kd fodkl

* izo`Qfr izse] o.kZu'kfDr] izko`Qfrdtkx:drk

* Loys[ku]vkRekfHkO;fDr

* Hkk"kk ij vf/dkj]ckSf¼d Lrj]leL;k lek/ku izo`fÙk

* HkkoukRed fodkldkO; dkS'ky

* Hkk"kk dh 'kq¼rk]

Hkkf"kd tkx:drk* Loys[ku]

vkRekfHkO;fDr

* lkaLo`Qfrd Kku ,oarqyukRedrk

* lkfgfR;d ,oalkaLo`Qfrd tkx:drk

fnlacj

VI – 19


* izo`Qfr laca/h eqgkojksa dk iz;ksx dj]viuh dYiuk ls okD; fuekZ.k djlosaQxhA

* vifBr x|ka'k osQ cgqoSdfYid iz'uksaosQ mÙkj nsus esa leFkZ gks losaQxhA

* xk¡/h th osQ vkn'kks± ls izsfjr gks viukdke Lo;a djus osQ xq.k dks fodflrdj viuk vuqHko fy[k losaQxhA

* eksgYys esa liQkbZ gsrq LokLF; vf/dkjhdks i=k fy[k losaQxhA

* ^^vusd 'kCnksa osQ fy, ,d 'kCn** muosQokD;ksa esa rFkk iz;ksx dk vH;kl djlosaQxhA

* bdkbZ dks le> dj 'kCn HkaMkj esao`f¼ dj losaQxhA

* vkn'kZoknh jke osQ thou ,oa vkn'kks±ls ifjfpr gksdj vius thou esa ykusokys lq/kjksa dks crk losaQxhA

* oU; thoksa dh lqj{kk gsrq mik; [kkstdjd{kk esa izLrqr dj losaQxhA

* vifBr i|ka'k osQ cgqoSdfYid iz'uksaosQ mÙkj nsus esa leFkZ gks losaQxhA

* mRifÙk osQ vk/kj ij 'kCn Hksnksa lsifjfpr gks mudk vH;kl dj losaQxhA

* gLr dykvksa ls ifjfpr gks dj yqIrgksrh gLrdykvksa osQ laj{k.k gsrq lq>kons losaQxhA

* vifBr x|ka'k

* ukSdj

* vkSipkfjd i=k ys[ku

* vusd 'kCnkas osQ fy, ,d 'kCn

* ou osQ ekxZ esa (loS;k)

* vifBr i|ka'k

* 'kCn fopkj (mRifÙk osQvk/kj ij)

* lkal lkal esa ckal (fuca/)

* dYiuk 'kfDr]Hkk"kk n{krk

* ckSf¼d Lrj]Lokè;k; dh izo`fÙk

* pkfjf=kd fodkluSfrd ewY;]vfHkO;fDr {kerk

* Loys[kulkekftd ltxrk

* Hkk"kk n{krk]la{ksi.k dyk

* pkfjf=kd fodkl

* i'kq&i{kh izse]tkx:drk

* Hkk"kk n{krk

* Lokè;k; dh izo`fÙk

* lkaLo`Qfrd Kku

okf"kZd tuojh

VI – 20


* laokn ys[ku* vusdkFkZd 'kCn

* iqujko`fÙk* O;kdjf.kd (vH;kl&i=k&2)

* ckal osQ egRo dks tku mldh mi;ksfxrkdks of.kZr dj losaQxhA

* laokn ys[ku dk vH;kl dj losaQxhA* vusdkFkZd 'kCnksa dk vH;kl dj mudk

mi;ksx dj losaQxhA

* iqujko`fÙk ,oaO;kdjf.kd (vH;kl&i=k&2)ekpZ (okf"kZd ijh{kk)

* tkx:drk

* l`tukRedrk* Hkk"kk n{krk

* iqujko`fÙk ,oa* O;kdjf.kd

(vH;kl&i=k&2)

iQjojh

VI – 21

laLoQriwoZ eè; l=k

ikB~; fo"k; mís'; dkS'ky

* o.kZ fopkj ,oa o.kZ foPNsn

* dkjd ,oa foHkfDr

* 'kCn:i&(laKk&loZuke)

* /krq:i&(yV~] y`V~] yÄ~] yksV~]

ydkjksa esa)

* izR;; (DRok rqequ~)

* la[;kμ(û&üú)

(1) vdkjkUr&iqfYyax* /krq&:ikf.k&yV~ ydkjs]

iB~] fy[k~] Hkw] vl~] o`Q

• iqujkoyksdu

• vuqiz;ksx] ewY;kadu

• ltxrk] fl¼karcks/

tkx:drk

• fu.kZ;kRedrk] ckSf¼d

{kerk

• Hkkf"kd tkx:drk

• leL;klek/ku] le>

• cks/xE;rk

• laLo`Qfr cks/] oko~Q&dkS'ky

• leL;k&lek/ku]

tkx:drk• fyax lekurk dk cksèk]

oSpkfjdrk

vizSy

• Nk=kk,a o.kks± dh iqujko`fÙk dj o.kZ] foPNsndj losaQxhA

• dkjd fpUgksa ,oa foHkfDr;ksa ls ifjfprgksdj laLo`Qr esa iz;ksx dj losaQxhA

• iqfYyax ,oa L=khfyax 'kCnksa ,oa iz;ksx lsifjfpr gksa muosQ laLo`Qr 'kCn fy[klosaQxhA

• ijLijeSifn /krqvksa osQ ifjofrZr :iksadh rqyukRed vocks/u dj okD; esaiz;ksx dj losaQxhA

• izR;; dk okD; esa iz;ksx dj okD; cuklosaQxhA

• ,d ls chl rd dh la[;k osQ laLo`Qr:i dh dfBukbZ dks nwj dj LraHkfeykudj losaQxhA

• laLo`Qr esa fyax dk Kku ,oa opu dhfofo/rk ls ifjfpr gks losaQxhA

• laLo`Qr Hkk"kk iBu ,oa Hkkjrh; laLo`Qfrdh egÙkk ij ppkZ dj losaQxhA

• dkjd ,oa dkjd fpUgksa ls ifjfpr gksamudk 'kCn:iksa esa iz;ksx dj losaQxh

• iqfYyax ,oa L=khfyax 'kCnksa ,oa iz;ksx lsifjfpr gksa muosQ laLo`Qr 'kCn fy[klosaaQxhA

VI – 22


* 'kCn:i&ckyd] rn~

(2) vdkjkUrμL=khfyax

* vO;;

* 'kCn&:ikf.kμyrk] rn~]ckfydk] fde~

(3) vdkjkUrμuiqaldfyax%

* 'kCn:i&iqLrd] ,rr~

* /krq&:i&py~] xe~

(4) ØhMkLi/kZ

• l`tukRedrk ,oa

vuqiz;ksx

• cks/xE;rk

• foosd'khyrk

• ijLij laca/] leL;k

lek/ku

• oSpkfjd 'kfDr] oko~Q&dkS'ky

• fyax lekurk dk cksèk]

oSpkfjdrk

• fo'ys"k.k 'kfDr] ewY;kadu

• vuqiz;ksx] rF;vkèkkfjr Le`frcks/

• leL;k lek/ku] fopkj&

fofue;

• vkRetkx#drk] fopkj

fofu;e

• 'kCn:i ,oa /krq:i dk izkjafHkd Kkugksxk vkSj i;kZoj.k ls lacaf/r laLo`Qr'kCnksa dks tkudj laLo`Qr esa NksVs&NksVsokD; cukus esa l{ke gks losaQxhA

• Nk=kk,a i'kqtxr ls lacaf/r laKk ,oaloZuke 'kCnksa osQ iz;ksx dj losaQxhA

• vO;; 'kCnksa osQ laLo`Qr iz;ksx ls ifjfprgks okD; esa iz;ksx dj losaQxhA

• 'kCn:i osQ lkFk mfpr fØ;k iz;ksx dhleL;k dks lqy>k LraHk feyku dj losaQxhA

• laLo`Qr Hkk"kk osQ cgqopu iz;ksx esa laxBudh egÙkk ij ppkZ dj losaQxhA

• L=khfyax 'kCnksa osQ ekè;e ls fyaxHksn dkiz;ksx lh[k losaQxhA

• Nk=kk,a okD; fuekZ.k osQ ekè;e ls fyaxHksnosQ varj dks tku laLo`Qr Hkk"kk osQ 'kq¼O;kdjf.kd iz;ksx dks lh[k losaQxhA

• vdkjkUr uiqaldfyax osQ izFkek foHkfDrosQ ifjos'k ,oa i;kZoj.k ls lacaf/r 'kCniz;ksx dk dksykt cuk losaQxhA

• /krq:iksa osQ iz;ksx dh leL;k dk lekèkkudj LraHk feyku dj losaQxhA

• Nk=kk,a cgqopu iz;ksx osQ lkFk ikB esa of.kZrvuq'kklu osQ egÙo ij ppkZ dj losaQxhA

ebZ

tqykbZ

VI – 23


vO;;

* 'kCn:ikf.k&vLen~]

;q"en~] fde~

* /krq:i yVdkjs&[ksy~] Hkw

(5) o`{kk%

* 'kCn&:ikf.k&lk/q] Hkkuq

(6) leqnz rV%

* dj.k] laiznku dkjdiz;ksx

* v'kqf¼ 'kks/u

• ltukRedrk]

fparu'kfDr

• lVhdrk] fopkj'kfDr

• vkRecks/] oSpkfjdrk]

vuqiz;ksx

• fo'ys"k.k 'kfDr] leL;k

lek/ku

• vocks/u {kerk] Hkko&la;e] vuqiz;ksx

• fopkj&fofue;]

l`tukRdrk

• leL;k lek/ku]lfØ;rk

• vuqiz;ksx] la'ys"k.k

• leHkko dh egÙkk]leL;klek/ku

• vO;; 'kCnksa ,oa /krq:i iz;ksx dhdfBukb;ksa ls ifjfpr gks mudk lVhdiz;ksx lh[k losaQxhA

• Nk=kk,a f}rh;k foHkfDr iz;ksx osQ lkFk[ksy dh egÙkk ij ppkZ dj losaQxhA

• y`V~ ydkj dh fØ;k dk vH;kl djsaxhrFkk eè;e ,oa mÙkj iq#"k esa bu fØ;kvksadk iz;ksx dj losaQxhA

• ^^ftl ij fØ;k dk iQy iM+s og deZdkjd f}rh;k foHkfDr gksrh gS** ;gtku f}rh;k iz;ksx dh dfBukbZ dks lqy>kiz;ksx dj losaQxhaA

• Nk=kk,a ou dh jkspd tkudkjh osQ lkFkfo'ks"k.k 'kCnksa dk iz;ksx dj okD; cuklosaQxhA

• ou esa miyC/ phtksa osQ laLo`Qr :i ,oai;kZojf.kd 'kCnksa dk dksykt cuk losaQxhA

• Li"V mPpkj.k dh dfBurk dks nwj dj'kq¼ ekSf[kd mPpkj.k dj losaQxhA

• Nk=kk,a nsook.kh laLo`Qr Hkk"kk osQ 'kq¼iz;ksx] 'kq¼ okpu dks lh[k losaQxhA

• rrh;k] prqFkhZ foHkfDr osQ iz;ksx ls fyaxHksnosQ varj dks tku okpu ,oa ys[kulacaèkh =kqfV;ksa dks nwj djus esa leFkZ gkslosaQxhA

eè; l=k vxLr

VI – 24


• Le`fr vk/kfjr

oSpkfjd tkx:drk]l`tukRedrk

• fopkj&fofue;]

rkfoZQdrk

• l`tukRedrk]

dykRedrk

• rF;Kku] fu.kZ;kRedrk

• fopkj fofu;e]

vkRetkkx#drk

• thouewy;]

l`tukRedrk• vuqowQyu] okpu {kerk

• rFkKku] fu.kZ;kRedrk

• laLoQfr cks/] ewY;kadu

• l`tukRedrk] ltxrk

(7) cdL; izrhdkj%

* vO;;

* yaÄ~ydkjμHkw] xe~] [kkn~]

Hk{k~

iqujko``fÙk

(8) lwfDr Lrcd%

fo'ks"k.k&fo'ks";

* foi;kZ;k%&

(9) * vaxqyh;oaQ izkIre~~

flrEcj

vDrwcj

• dkjd ,oa miin foHkfDr iz;k sx^^vaxfodkj esa r`rh;k gksrh gS** tkusaxhrFkk izo`Qfr lacaf/r i;kZ;kokph 'kCnksa dkiz;ksx dj losaQxhA

• i'kqvksa osQ laLo`Qr ukeksa osQ dks'k esa o`f¼gksxhA bfrgkl esa of.kZr ijksidkjh ,oadrZO;fu"B i'kqvksa osQ fo"k; esa ppkZ djlosaQxhA

• laLo`Qr Hkk"kk esa vO;; dk iz;ksx djokD; fuekZ.k }kjk fp=ko.kZu dj losaQxhA

• fjDr&LFkku osQ ekè;e ls /krqvksa dkvH;kl dj losaQxhA

* iqujko`fÙk] eè; l=k ijh{kk

mÙkj eè; l=kh;

• Nk=kk,a lwfDr;ksa esa of.kZr uSfrd ewY;ksa,oa thou n'kZu ls lacaf/r xw<+ fo"k;ksaij ppkZ dj losaQxhA

• i{kh laca/h 'kCnksa dk dksykt cuk losaQxhA

• dfBu lwfDr;ksa osQ lLoj okpu esa fyaxHksn osQ varj dks feVk losaQxhA

• fo'ks"k.k] fo'ks"; ,oa i;kZ;k%&foi;Z; 'kCnksadk LraHkfeyku dj losaQxhA

• Nk=kk,a viknku dkjd osQ vyxko] rqyuk]Hk; osQ dkj.kksa dks tku losaQxhA

• ^jktegy laca/h* laLoQrHkk"kk dks'k fuekZ.kdj losaQxhA

VI – 25


• iapeh foHkfDr osQ fu;eksa osQ vk/kj ijdkjd dk foHkfDr osQ lkFk lE;d iz;ksxdj losaQxhA

• Nk=kk,a o`Q"kd osQ deZijd 'yksdksa osQekè;e ls drZO;fu"Bk osQ izfr tkx:dgks fyaxHksn osQ vuqfpr egÙo dk fojksèkdj losaQxhA

• Nk=kk,a vius i;kZoj.k esa deZfu"Bk osQHkko ij vkil esa laokn dj losaQxhA

• 'yksd osQ iBu ,oa ys[ku laca/h v'kqf¼;ksadks nwj dj LoLFk ppkZ dj losaQxhA

• Nk=kk,a "k"Bh&lIreh&foHkfDr osQ f}opuiz;ksx esa] :i dh lekurk rFkk vFkZ dhfofHkUurk dks lh[k okD; esa varj djlosaQxhA

• ikB esa of.kZr mRlo dh egÙkk ls ifjfprgks Nk=kk,a fnYyh osQ iq"i&mRlo ij

ppkZ dj losaQxhA

• Nk=kk,a fp=k osQ ekè;e ls laLo`Qr esala[;k iz;kksx dj losaQxhA

• Hkkjrh; ifjos'k esa la;qDr ifjokj dhegÙkk ,oa fyaxHksn ij ppkZ dj losaQxhA

• ,d ls chl rd dh la[;k osQ laLo`Qr:i dh dfBukbZ dks nwj dj LraHkfeykudj losaQxhA

iapeh foHkfDr dk iz;ksx

(10) o`Q"kdk% deZohjk%

(11) iq"iksRlo%

* vf/dj.k dkjd iz;ksx

(12) n'ke% Roe~ vfl

* 'kCn&:ikf.k&la[;k û&þ

* la[;kμû&üú* izR;;&DRok] rqequ~

• vuqiz;ksx] Hkkf"kd

fuiq.krk

• fu.kZ;kRedrk ,oa

pkfjf=kd xq.kksa dhxzg.k'kfDr

• lg;ksfxrk] ltxrk]fparu

• leL;k&lek/ku]

vuqowQyu

• oSpkfjd vkykspukRedrk]ltxrk

• izfrfØ;k vuqowQyu]

Hkkola;e

• vuqiz;ksx] ltukRedrk

• vkRetkx#drk]

izfrfØ;kcks/

• leL;klek/ku le>

uoacj

fnlacj

VI – 26


• Nk=kk,a ikB esa of.kZr 'yksdksa osQ ekè;els osn ,oa mifu"kn~ ls va'kr% ifjfprgks losaQxh*

• ^^p] ;Fkk] ,o] ek** tSls vO;; 'kCnksadk iz;ksx le> losaQxhA

• foijhrkFkZdksa dk LraHk feyku dj losaQxhA• yksV ydkj dk vH;kl dj losaQxhA

• Nk=kk,a vdcj&chjcy ln`'k ikB lsifjfpr gks losaQxhA

• Lo;a esa ^^cqf¼ pkrq;Z** tSls ekuoh; xq.kdk fodkl dj losaQxhA

• vO;; 'kCnksa dk okD;ksa esa iz;qDr vFkZtku losaQxhA

• Nk=kk,a laLo`Qr Hkk"kk esa xhr&fo/k lsifjfpr gks losaQxhA

• izo`Qfr esa fo|eku laxhkRedrk ij fopkj&fofue; dj losaQxhA

• ijLijeSifn /krqvksa osQ ifjofrZr :iksa osQrqyukRed vocks/u dj okD; esa iz;ksxdj losaQxhA

okf"kZd ijh{kk dh n`f"V ls laiw.kZ ikB~;Øedh iqujko`fÙk

okf"kZd ijh{kk

(13) yksdeaxye~μ* vO;;

* foijhrkFkZd

* yksV~~ ydkj

(14) vgg vk% p

* vO;;

(15) ykyuxhre~

* /krq:i&ip~] ik

* :i&o.kZu

iqujko`fÙk&liw.kZ ikB~;Øe

• ckSf¼d tkx#drk

• le>

• p;u dkS'ky

• O;kdj.k

• ltxrk] fl¼karcks/

• tkx:drk ,oaHkkola;e

• ckSf¼d{kerk

• thouewY; cks/]ltxrk] fl¼karcks/

• tkx#drk] laxhrkRedrk

,oa Hkkla;e

• fu.kZ;kRedrk] ckSf¼d

{kerk

Lokè;k; dh izo`fÙk

ekpZ

okf"kZd tuojh

VI – 27


flaU/hPre Mid Term Month : April

TERM-I

• o.kZekyk fy[k losaQxhA

• fla/h laLo`Qfr dh egÙkk ij ppkZ djfla/h iBu osQ mís' fy[k losaQxhA

• fla/h osQ uohu v{kjksa dks 'kCnksa esa iz;qDrdj mudk vFkZ tkudj fy[k losaQxhA

• fla/h osQ /krq 'kCnksa dh tkudkjh izkIrdj mUgsa igpku losaQxhA

• fla/h /krq 'kCnksa dks ve# ;k eLnfj osQ:i esa :ikarfjr dj ldus esa l{ke gksrkfydk cuk losaQxhA

• ikB osQ vk/kj ij fn, x, fo"k; ijfla/h Hkk"kk esa okrkZyki djus esa leFkZ gksaxhA

• ikB esa vk, gq, uohu 'kCnksa dk KkuizkIr djrs gq, vFkZ crkus esa leFkZ gksaxhA

• laKk 'kCnksa dks igpkurs gq, muosQ Hksnksadh tkudkjh izkIr djsaxh rFkk mudkiz;ksx djus esa leFkZ gksxhA

• L=kh&iqfYyax 'kCnksa ,oa opu osQ mfpriz;ksx esa l{ke gksaxhA

• 'kq¼ mPpkj.k osQ lkFk ikB i<+rs gq,vius ckjs esa fla/h esa fy[kus dk vH;kldjrs gq, fla/h Hkk"kk esa Loifjp; nsus esaleFkZ gksaxhA

• vkbZosVk

• fla/h] yÝ”k

• /krq (eLnfj)

• MkDVj ,s ejht ts fop esaxqÝrxw

• bLe

• vnn ,s f”kn

• eka

• Hkkf"kd Kku

• laLoQfr cks/] oSpkfjddkS'ky

• Le`fr fodkl• leL;k lek/ku

• Hkkf"kd dkS'ky

• vuqiz;ksx

• 'kq¼ mPpkj.k

• 'kCn Hk.Mkj le`f¼

• O;kdjf.kd Kku

• Hkkf"kd dkS'ky

• iBu dkS'ky

Month : May

VI – 28


• tqeyks

• [kh# (dfork)

vifBr dkO;

• tkuojksa osQ uke

vifBr x|ka'k

Hkft;wa

• ftUl

• ekm Makgaq [+krq

• [krq

• fla/h dh okD; lajpuk ls voxr gksokD; cuk losaQxhA

• lgh mPpkj.k rky o y; dk iz;ksx djdfork ikB djus esa l{ke gksaxhA

• ikB osQ vk/kj ij nw/ dh fo'ks"krkvksadk o.kZu djus esa l{ke gksaxhA

• vifBr dkO;ka'k dks i<+dj fn, x,iz'uksa osQ lgh mÙkj fy[kus esa l{kegksxhaA

• iwoZ Kku osQ vk/kj ij fla/h Hkk"kk esatkuojksa osQ ukeksa dk ekSf[kd ,oa fyf[krvH;kl djrs gq, muosQ ckjs esa tkudkjhnsus esa leFkZ gksaxhA

vifBr x|ka'k dks i<+dj fn, x, iz'uksaosQ mÙkj ns losaQxhA

• fla/h Hkk"kk esa lfCt;ksa osQ ukeksa dkekSf[kd ,oa fyf[kr vH;kl djrs gq,lfCt;ksa esa ik, tkus okys ikSf"Vd xq.kksadh tkudkjh nsus esa leFkZ gksaxhA

• fyax osQ ckjs esa le>rs gq, iqfYyax 'kCnksadks L=khfyax o L=khfyax 'kCnksa dks iqfYyaxesa cnyus esa l{ke gksaxhA

• ikB dk vkn'kZ okpu djrs gq, fla/hHkk"kk osQ 'kq¼ iz;ksx ,oa 'kq¼ okpu djusesa leFkZ gksaxhA

• vaxztksa dks lnSo vknj osQ lkFk lacks/udjsaxh rFkk Loys[ku dk vH;kl djrsgq, fla/h esa [kr fy[kus esa leFkZ gksaxhA

• Hkkf"kZd dkS'ky

• okpu dkS'ky

• O;kogkfjd Kku

• Hkk"kk n{krk

• Hkk"kk Kku

• Hkk"kk n{krk

• rRo Kku

• Hkk"kk n{krk

• 'kq¼ mPpkj.k

• vknj Hkko• Loys[ku

Topic : tkuoj tqykbZ

VI – 29


• xkSre cq¼ osQ xq.kksaa ls voxr gksrs gq,Hkkjr ns'k osQ fdUgha nks egkiq#"kksa osQlfp=k uke fy[krs gq, muosQ ckjs esacrkus esa leFkZ gksaxh rFkk uSfrd ewY;ksadks vuk,axh rFkk mudh thouh i<+us osQfy, izsfjr gksaxhA

• oSpkfjd 'kfDr dk fodkl gksxkA

• loZuke 'kCnksa esa ifjfpr gks mlosQ lghmi;ksx esa l{ke gks losaQxhA

• dgkuh dks HkyhHkkafr le>rs gq, fla/hesa cky dgkfu;ka i<+us dks :fp mRiUugksxh rRi'pkr mls oko~Q&dkS'ky osQ :iesa izLrqr djus esa leFkZ gksxhA

• fl;k.ks dkao esa nh xbZ f'k{kk ij veydjus dh dksf'k'k djrs gq, vko';drkiwjh djus osQ fy, ldkjkRed mik;lkspus esa leFkZ gksxhA

• dkjd dh lgk;rk ls okD; fuekZ.k djusesa l{ke gks losaQxhA

• tS;enkl nkSyrjke tSls vkn'kZ fla/hjktuhfrK ls ifjfpr gksaxh rFkk muosQvkn'kZ fopkjksa dh tkudkjh gkfly djrsgq, muosQ fd, gq, dk;ks± dk crkus esaleFkZ gksaxhA

• vkn'kZ usr`Ro dh Hkkouk fodflr gksaxhA

• leku vFkZ okys 'kCnksa dks tkudkj mUgsokD; esa iz;ksx dj losaQxhA

• cks/xE;rk• pfj=k fuekZ.k• fparu izo`fÙk• Lokè;k; izo`fÙk

• Hkk"kk n{krk

• leL;k lek/ku

• iBu vH;kl

• uSfrd xq.kksa dks viukuk• gy fudkyuk

• Hkk"kk cks/

• Kku dk foLrkj• vkn'kZ fopkj

• vkn'kZ usr`Ro

• tho txr Kku

xkSre cq¼

• ”kehj

• fl;k.kks oaQko

• dkjd

• tS;enkl nkSyrjke

• lkxhv ekuk okjk yÝ+t

iqujko``fÙk flrEcj

POST MID TERM vDrqcj

VI – 30


• iwoZ Kku osQ vk/kj ij fla/h Hkk"kk esa eksji{kh osQ ckjs esa tkusxh ,oa uohu 'kCnksadh tkudkjh gkfly djrs gq, okD;fuekZ.k esa leFkZ gksaxhA

• ^eksj lqanjrk osQ dkj.k Hkkjr dk jk"Vªh;i{kh gSA* bl vk/kj fdUgha nks ns'kksa osQjk"Vªh; if{k;ksa osQ lfp=k uke fy[kus esaleFkZ gksxhA

• vkRedFkk fy[kus dh 'kSyh ls ifjfprgksaxhA rFkk #i, osQ ckjs esa foLrr tkudkjhizkIr djrs g,q #i;ksa ls lacaf/r vycecukus esa leFkZ gksaxhA

• cpr djus dh vknr fodflr gksaxhA• uohu 'kCnksa dk Kku izkIr djrs gq,

okD; fuekZ.k esa leFkZ gksaxhA• ctV osQ vuqlkj gh O;; djus dh

vknr MkysaxhA• fla/h vaxksa dk ekSf[kd ,oa fyf[kr vH;kl

djrs gq, mUgsa fy[kus esa leFkZ gksaxhA

• 'kjhj osQ vaxksa osQ ukeksa dks fla/h Hkk"kk esatkurs gq, lfp=k ^bafnz;ksaosQ dk;Z* ljyfla/h Hkk"kk esa fy[kus esa leFkZ gksaxhA

• vaxksa dh liQkbZ dk fu;fer è;ku j[ksaxhA• ^^lw;Z dh fdj.kksa ls foVkfeu ^Mh* izkIr

gksrk gSA**A tks LokLF; osQ fy, d{kk esappkZ ifjp;kZ djus esa leFkZ gksaxhA

• dky ,oa mlosQ Hksn le>rs gq, okD;ksaosQ dky osQ vk/kj ij Hksn crk losaQxhA

• flU/h leqnk; osQ fdUgha rhu lar iq#"kksadh lfp=k tkudkjh nsus esa leFkZ gksaxsA

eks#

• iSjkxzkiQ

#i, th vkRedFkk

• flU/h vax (1&50)

• cnu tk eq[; m”ok

• ”kekuq

Hkxr oaQojjke

• 'kCn HkaMkj esa o`f¼

• tkx:drk

• Loys[ku• cks/xE;rk

• ferO;;h

• 'kCndks"k esa o`f¼

• la;fer LoHkko

• Hkk"kk Kku

• Hkk"kk Kku• Loys[ku dk vH;kl

• fnup;kZ dk ikyu

• rRoksa dk Kku

• O;kdj.k cks/

• laLo`Qfr Kku

Topic : cnu tk eq[; m”ok

uoacj

fnlacjTopic : nhoku fxnwey th

VI – 31


• lUr oaQoj jke osQ egku dk;ks± ls izsfjroko~Q dkS'ky osQ :i esa izLrqr djus esaleFkZ gksaxhA

• fla/h lUrksa osQ vkn'kZ xq.kksa osQ ckjs esacrkrs gq, l[kh dks i=k fy[k losaQxhA

• mfpr xfr ,oa fojke fpg~uksa osQ lkFki<+us esa leFkZ gksaxhA

• fla/h lekt lq/kjd ,oa f'k{kkfon~ nhokufxnwey th osQ ckjs esa tkudkjh izkIr

• fganh Hkk"kk esa fy[ks gq, okD;ksa dk flaèkhosQ vuqokn djus esa leFkZ gksaxhA

• fla/h laLo`Qfr] lH;rk ,oa lkfgR; dhtkudkjh izkIr djrs gq, ljy fla/hdfork,a ,oa dgkfu;ka fy[kus esa leFkZ gksaxhA

• yqIr gksrh ekr`Hkk"kk osQ laj{k.k gsrq vkilesa okrkZyki djus esa leFkZ gksaxhA

• eqgkojksa osQ vFkZ fy[krs gq, fla/h esaokD; cukus esa leFkZ gksaxhA

• fnYyh dks gjk Hkjk ,oa LoPN j[kus osQfy, tkx:drk ij vius ofpkj O;Drdjus esa leFkZ gksaxhA

• fnYyh osQ ,sfrgkfld LFkyksa dks ns[kusosQ fy, izsfjr gksaxh rFkk fdUgha nks osQckjs esa lfp=k o.kZu djus esa leFkZ gksaxhA

• ^^iznw"k.k dks nwj djuk ,oa ,sfrgkfldLFkkuksa osQ laj{k.k** ij fopkj O;Dr djusesa leFkZ gksaxhA

• fla/h esa iSjkxzkiQ fy[kus dk vH;kldjrs gq, Loys[ku esa leFkZ gksaxhA

iqujko`fÙk dk;Z

• [krq

• nhoku fxnwey th fl;k.ki(ekSf[kd)

• rtqZeks (vuqokn)

• fla/h cksyh

• eqgkojk

• fnYyh

• iSjkxzkiQ

• vkn'kZ O;ogkj

• ln~xq.kksa dks viukuk• Loys[ku• 'kq¼ mPpkj.k

• vkn'kZ O;ogkj

• Hkk"kk ij vf/dkj

• Hkk"kk Kku• l`tukRedrk

• leL;k dk lek/ku

• 'kq¼ Hkk"kk Kku

• LoPNrk

• tkx:drk

• fparu izo`fÙk

• l`tukRedrk

iQjojh

Topic : fla/h FINAL tuojh

Topic : fnYyh

VI – 32

MATHEMATICS

Topic : Knowing Our Numbers PRE-MID TERM April (1-15)


Comparing and orderingnumbers

Forming smallest andgreatest numbers

Place value and expandedform

International systemnumeration

Large numbers in practice

Natural numbers

Introducing Zero

Successor and predecessor

Whole number

Classify and order numbers inascending or descending order.

Identify smallest and greatestnumbers using the given digits

Recognise the place valueof given digit of a number and toexpress numbers in their expandednotation using place value chart

Correlate numbers andrepresentation in internationalsystem of numeration

Apply large numbers in real lifesituations and will be able tocompute and execute differentoperations on them

Retreive natural numbers

Assimilate properties of zero

Recognise and represent thesuccessor and predecessor of a givennumber

Recognize whole numbers anddistinguish them from others

Number sense,related concepts andbasic numbercompetency

Critical thinking,Analysis

ObservationAnalysis andRepresentation

Co-relate andassimilate

AnalyseEvaluateApplication of Mathe-matical Operations

Correlate,Critical thinking

Assimilate

Recognise,Represent

Disginguish,Recognize, Identify

Topic : Whole Numbers Month : April (16-30)

VI – 33


Assimilate and distinguish betweendifferent properties of whole numbersand apply them in various problems.

Recognize and form different patternson numbers

Investigate the factors of a numberand define its properties

Determine common factors of a givennumber and Master the method offinding highest common factor ofgiven numbers and solve problems

Investigate multiples of a number anddefine properties of multiples andDetermine common multiples ofgiven numbers

Master the method of finding lowestcommon multiple of given numbers

Perform and distinguish betweeneven and odd numbers

Perform and distinguish betweenprime and composite numbers

Observe patterns and rules ofdivisibility tests on different numbersand apply the rules on different largenumbers

Establish the method of factorizationof given numbers

Properties of whole numbers

Pattern in whole numbers

Factors

Highest common factors

Multiples and Commonmultiples

Lowest Common Multiples

Even and odd numbers

Prime and Compositenumbers

Tests of divisibility

Prime factorization

ApplicationAssimilation

Recognize, Avalyse,create

Identify, Assimilateand correlate factortree to family tree

DetermineSolve and formulate

Identify, Correlate,Observe andappreciate growth asmultiples throughfamily treeDetermine

Solve and formulate

Observe, Perform andDistinguish

Observe, Perform andIdentify

Observe, determineand Apply

Determine andSolve

Topic : Playing with Numbers Month : May (1-15)

VI – 34


Recognise, construct & comparebasic geometrical concepts & relateit with surrounding

Visualise different lines insurroundings and distinguish them

Represent, recognise and visualise

Identify figures and categorise themunder closed and open figures,distinguish them as curves.

Appreciate the reasons to classifydifferent polygons on the basis ofsides. Differentiate between curvesand polygons

Identify & classify according to rulesand measure using protractor

Relate, identify, draw, label andclassify different triangles

Recall, identify, draw, label andclassify different types ofquadrilaterals

Identify parts of a circle

• Point, Line, Line Segment,Ray

• Intersecting and parallellines

• Collinear & non Collinearpoints

• Concurrent Lines

• Open & Closed Figures• Curves

• Polygons

• Angles

• Triangles

• Quadrilaterals

• Circles

Differentiate andcompare

Define, create,identify anddistinguish

Represent, VisualiseConstruct

Define andIdentify

Define, identify,classify anddifferentiate

Identify, constructand measure

Identify, define,relate, draw, labeland classify

Identify, Define,Draw, label andclassify

Define, Draw, label,create and identify

Topic : Basic Geometrical Ideas MID TERM Month : July (1-15)

VI – 35


Assimilate and adapt the concept ofintegers and realise the need and usein real life situations

Represent integers on the numberline

Compare and order integers inascending or descending order

Compare and apply operations on thenumber line

Perceive properties of addition ofintegers and master to add integers

Perceive properties of substraction ofintegers and master to subtractintegers

Distinguish different fractions and co-relate to real life

Examine eqivalent fractions in givenexamples from daily life situations

Compare and order fractions inascending or descending order

Apply addition and subtractionoperations on fractions

Apply knowledge of fractions in reallife situations

• Integers

• Number line

• Ordering integers

• Comparing and add orsubtract integers onnumberline

• Addition & properties ofaddition

• Subtraction & properties ofsubtraction

• Fractions

• Equivalent fractions

• Comparing fractions

• Addition and subtraction offractions

• Application of fractions

Compare, distinguishand express positiveand negative aspectsin given context.Represent anddistinguish betweennumbers

Compare andarrange

Apply operations

Analyse, corelate andapply additionoperation

Analyse, co-relateand apply subtractionoperation

Co-relate and valuejoy of sharing andequal division

Critical thinking,Problem solving

Compare andarrange

Solve applyingaddition andsubtraction operation

Apply and solve

Topic : Fractions Month : August (1-15)

Topic : Integers Month : July (16-31)

VI – 36


Develop the concept of decimalnumbers and recognize the placevalue of each digit in a given number

Convert decimal number into fractionand vice versa

Distinguish and order decimalnumbers in ascending or descendingorder

Express money, length, weight andcapacity in terms of decimals

Apply addition & subtractionoperation and decimal numbers

Assimilate and draw different linesegments and compare them as longor short in length.

Identify and classify different types ofangles

Classify triangles on the basis ofsides and angles

Classify quadrilaterals on the basis ofsides and angles.

Visualize different three dimensionalshapes and identify similar types fromthe surrounding

Develop, recognizerepresent

Convert and calculate

Compare and arrange

Create senstivitytowards small thingsand ability to observeminutely naturalsurroundings.

Apply problem solving

Draw and compareclassify and identify

Identify and classify

Identify, describe

Appreciate stability oflaws in nature and life

Visualize, appreicateand identify

• Place value of decimalnumbers

• Conversion betweendecimals & fraction

• Comparing & orderingdecimals

• Use of decimals inexpressing money, length,weight & capacity

• Addition & subtraction ofdecimals

• Measuring & comparingline segments

• Kinds of angle

• Classification of Triangles

• Types of Quadrilaterals

• Three Dimensional shapes

Topic : Understanding Elementary Shapes Month : October (1-15)

POST-MID TERM

Topic : Decimals Month : August (16-30)

VI – 37


Co-relate and examine the need ofAlgebra

Discover and create patterns

Recognize the terms, variables andconstants in an expression

Evolve the term-an algebraicexpression and solve

Recollect and calculate solution of anequation and to explore a uniquesolution

Extend use of fractions as Ratio andco-relate in real life

Convert a ratio in its simplest form

Corelate equivalent ratios withequivalent fractions

Divide a whole number in the givenratio

Evolve the meaning and concept ofproportion

Recollect, calculate comprehendsolve and apply

Relate and visualize the concept

Foster logical thinking

Discover and create

Recognize, assimilate

Problem solving

Investigate, claculateandappreciate occu-rrence of linearity innature.

Co-relate, Extend

Convert and apply

Define and identifyCompare and deve-lop sensitivity towarddifferent gender

Formulate andassimilate

Evolve and solve

Apply and Solve

Relate and visualize

• Introduction

• Identifying patterns

• Variables and constant

• Algebraic expression

• Equations and• Solution of an equation

• Ratio

• Simplest form of ratio

• Equivalent andComparing ratios

• Dividing a whole numberin the given ratio

• Proportion

• Unitary method

• Perimeter

Topic : Algebra Month : October (16-30)

Topic : Ratio and Proportion Month : November

Topic : Mensuration FINAL TERM Month : December (1-15)

VI – 38


Apply the formula and solve problemsrelated to real life situations

Relate and visualize the concept

Apply the formula and solve problemsrelated to real life situations

Collect and organise information

Analyze and interpret pictographs

Construct a pictograph

Recognize bar graphs

Recognize bar graphs andInterpret bar graph

Construct bar graph

Construct a circle when radius ordiameter is given using ruler andcompass

Construct line segments when themeasure of a segment is given usingruler and compass

• Measurement of peri-meter using formula

• Area

• Measurement of areausing formula

• Collection and

organising data

• Pictograph-reading andinterpreting

• Construction of pictographs

• Bar Graph

• Interpretation of bargraphs

• Construction of bar graphs

• Circle

• Line Segments

Apply, create andsolve

Relate, visualise andapply

Apply, create andsolve

Collect and builtSensivity towards thenature differentprofessions likeCensus

Sort, categorize,correlate andorganise

Analyze, interpret,draw and influence

Construct and compare

Recognise, Relateand compare

Recognize, compareAnalyze and interpret

Construct, create

Construct andvisualise

Construct anddistinguish differentshapes

Topic : Data Handling Month : December (16-30)

Topic : Practical Geometry Month : January

VI – 39


• Perpendiculars

• Perpendicular bisectors• Angles

• Angle Bisectors

• Symmetry-meaning &definition

• Making symmetricalfigures by ink blots

• Making symmetricalfigures by paper foldingand cutting

• Figures with more thanone line of symmetry

• Reflection and symmetry

Construct and co-relate

Construct anddetermine

Construct andappreciate the needof constructionsConstruct

Create, develop andappreciate symmetryin nature

Create, developmotor skills

Design

Identify, draw andobserve

Assimilate andrelate to self awareness

Construct a perpendicular on a givenline using ruler and compass

Construct a perpendicular bisector ofa given line segment using ruler andcompass

Construct angles of given measureusing ruler and compass

Construct angle bisector of givenangle using ruler and compass

,Create the meaning and recognizethe concept of symmetry

Create symmetrical figures using inkblots

Design symmetrical figures usingpaper folding and cutting

Identify and draw the number of linesof symmetry

Assimilate the concept of reflectionusing symmetry

Topic : Symmetry Month : February

VI – 40


Pre Mid TermPHYSICS

Lesson : Motion and Measurement Month : April

Mode of transport

Measurement and standardunit of measurement

Correct measurement

Measurement of curved line

Motion

Types of motion

• To learn about various modesoftransport and evaluate which modeis suitable for far and near distance

• List advantages of public transportover private transport

• Recall the need and importance ofmeasurement

• Explain the need to choose S.I. unitand learn to convert bigger unit tosmaller unit and vice-versa

• To choose correct method andsuitable devices for makingvarious measurements

• Experimentally measure the lengthof a curved line using a thread

• Illustrate various situations todevlop the concept of state of restand motion and relative terms

• Identify the objects in rest andmotion, relate motion with speed

• Categorise various types of motionseen in day-to-day life

Comprehension,Analysis

Environmentalconcern

Knowledge,Comprehension,

Synthesis,Appliaction

AnalysisApplication

Application,Analyasis,synthesis

Comprehension,Application

Knowledge,Application

Analysis, Application

VI – 41


Sources of light

Shadow and Image

Pin hole camera

reflection of light

Electricity

Sources of electricity

Electric bulb

Electric circuit

Electric switch

• Distinguish between natural andartificial sources of lightTransparent, translucent andopaque objects

• Analyse the situations leading tothe formation of shadow andimage and to be able todistinguish between them

• Construct pin hole camera

• Appraise the concept of reflectionand its applications learn use ofsolar cooker to save energy by givingillustrations to reduce pollution

• List the problems of energy crisisand its solutions

• Justify the importance ofelectricity in our daily lives and itsenvironmental side-effects

• List various sources of electricity

• Identify the filament of a bulb andunderstand its functions

• Construct simple electric circuitand differentiate between openand closed circuit

• Appreciate the role of an electricswitch in an electric circuit


Analysis,Comprehension

Synthesis, Application


Environmental ,concern, EvaluationKnowledge

ComprehensionEnvironmentalconcern

Knowledge, Analysis


Synthesis,Comprehension

Analysis, Evaluation

Topic : Electricity and Circuits Month : OctoberPost Mid Term

Topic : Light, Shadow and Reflection Month : May

VI – 42


Electric conductors andinsulators

Uses of electricity

Magnets

Magnetic and non-magneticmaterials

Effect of magnets

Properties of magnets

Demagnetisation

Magnetic compass

Uses of magnets

• Identify the role of conductors andinsulators in an electric circuit

• Enumerate the usage of electricityfor various purposes.Transformation of electricity tovarious forms. (Energy Conversionand conservation)

• Explore historical background ofmagnets, their shapes anddistinguish between natural andartificial magnets.

• Identify and differentiate betweenmagnetic and non-magneticmaterials through activity

• To develop the concept ofmagnetic force

• Observe the attractive anddirective property of magnet.Design artificial magnet

• Experiment various methods bywhich magnets lose their property(hammering and dropping from acertain height)

• Deduce the use of magneticcompasss for finding direction.

• Illustrate various uses of magnets.To make children aware aboutseparation of e-waste fromgarbage and discuss itsenvironmental side-effects

Comprehension,knowledge

Problem solvingapproach, EvaluationAnalysisEnvironmentalconcern

Knowledge,Comprehension

Knowledge,Comprehension,Analysis

Application,Synthesis

Knowledge,ComprehensionSynthesis, Application

Synthesis, Application

Evaluation,Application

Knolwedge,Application,Environmentalconcern

Topic : Fun with Magnets FINAL Month : December & January

VI – 43


Pre Mid TermCHEMISTRY

TOPIC : Sorting Materials into Groups Month : April

Classification

Grouping & sorting materialsProperties of material

Classify material

Need of separation ofsubstances from a mixture

• Discuss & appreciate the reason toclassify materials.

• Classify materials on the basis ofsimilarities and disimilarities intheir properties.

• Analyze the information to identifymaterials on the basis of theirproperties & uses.Select & categorize materials onthe basis of properties of material-appearance, hardness, solubility orinsolubility, transparency, floating,combustibility, magnetic &conduction of heat.

• Integrate information to categorizematerial on the basis of propertiesof material.

• Demonstrate the activity to sortout the materials on the followingbasis:-• Magnetic & non-magnetic• Good & Poor conductors• Miscible & immiscible in water• Transparent, transluecent, opaque• Soluble & insoluble in water

• Appraise the importance ofgrouping and sorting material atwork place.

• List the method of separation andexplain them

Knowledge,EvaluationComprehension,Analysis


Synthesis, Analysis

Application,Comprehension


Knowledge

TOPIC : Separation of Substances Mid Term Month : July

VI – 44


• Different Methods ofseparation

• Hand-picking• Threshing• Winnowing• Sieving• Sedimentation• Decantation• Filtration• Evaporation• Condensation• Centrifugation• Distillation• Separation by separating

funnel

• Solution

• Solute

• Solvent

• Saturated and unsaturatedsolutionImportance of water as asolvent

Examples of changesaround us

• Reversible and irreversiblechanges

• Determine the terms involved invarious methods of separation.

• Differentiate between sedimen-tation and decantation

• Identify and apply combination oftechniques for separting mixtures.

• Integrate different concepts orinformation for decision making

• Identify apparatus required duringseparation techniques.

• Hypothesis formulation; design anexperiment showing any oneseparation technique

• Description of scientific terms.

• Differentiate between saturatedand unsaturated solution

• Appraise the importance of waterin our life

• Build sensitization on conservationof water

Identify the ways of Conservationof water

• Enlist the changes that take placeall around us.

• Explain and categorize differentchanges into

Evaluation



Synthesis

Knowledge,Evaluation, Application

Synthesis,Application



EnvironmentalconcernApplication,Evaluation

Knowledge


(CHEMISTRY)TOPIC : Changes around Us Mid Term Month : August

VI – 45


• Physical and chemicalchanges

• Slow and fast changes• Periodic and Non Periodic

changes• Desirable and Undesirable

changes

Examples of different typesof changes

Varietry of farbics

Sources of clothmaterials

Fibres and their types

Yarn to fabric (weaving andknitting)

History of clothing materia

• Fast and slow changes• Periodic and Non periodic changes• Reversible and Irreversible changes• Physical and chemical changes• Desirable and Undesirable changes

• The changes which occurs due toheating.

• Integrate different concepts foranalysing different changesoccuring in nature.

• Feel the texture of different typesof cloth materials and learn theirproperties.

• Categorize cloth materials on thebasis of their source (plant/animal).

• Encourage use of plant fibre inplace of animal fibre.

• Differentiate between natural fibreand synthetic fibre.

• Differentiate and correlate climateand type of soil required to grow juteand cotton fibres and explain theprocess of their formation.

• Explain the process to make fabric.

• Differentiate between knitting andweaving.

• Historical background of clothingmaterials.

Analysis, Synthesis



Sensitivity towardsanimals



Comprehension


Knowledge, Analysis

Topic : Fibre to Fabric Post Mid Term Month : November

VI – 46


• Discuss the amount of water usedfor various purposes and theirimportance in our daily life.

• Distinguish between groundwaterand surface water and learn abouttheir sources.

• Sequentially organize the eventsduring the process of water cycle.

• Able to know about the effects ofheavy/scarce rainfall, learn howone can be prepared to handle thestiuations like flood and drought.

• To develop the concept of rainwaterharvesting and realize theImportance of conservation of water

• Able to experience the presence ofair and study its composition andproperties

• Learn how oxygen become availableto living organisms

• Learn about the interdependence ofplants and animals

• Importance of air and its uses



Application, Analysis


Environmentalconcern, Application

Knowledge

Application

Comprehension

Knowledge

Water consumption

Sources of water

Water cycle

Flood and droughts

Conservation of water

Presence of air

Presence of O2 in soil and

water

Replacement of O2 in atmo-

sphere

Uses of air

Topic : Water FINAL Month : December

Lesson : Air around us Month : January

VI – 47


Pre Mid TermBIOLOGY

Topic : The Living Organisms and their surroundings Month : May

Terms

Diversity of habitat

Components of a habitatbiotic and abiotic

Features of a various habits• Aquatic habitat• Desert• Mountains• Grasslands

Characteristics of livingbeings

• Description of scientific term likehabitat, Adaptation, acclimati-sation, stimuli.

• Differentiate between adaptationand acclimatisation.

• Classify living organisms on thebasis of their habitat.

• List two components of a habitat.• Categorize different types of living

and non-living components ofhabitat.

• Analyze the information to identifythe component of habitat of livingbeings.

• Compare the features of thehabitat of different animals (lovefor animals)

• List the adaptive features of plantsand animals found in varioushabitats.

• Explain the function of adaptivefeatures in plants and animals.

• Integrate different concepts todiscuss the examples how animalsand plants adapt to their habitatand needs.

• Appraise the selfless role of natureand treasure its role in genderequity.

• List the differences between livingand non-living organisms.

Knowledge

Analysis

Comprehension,Application


Analysis

Comprehension,Evaluation

Knowledge

Evaluation,ComprehensionSynthesis

Analysis

Knowledge,Comprehension

VI – 48


Chapter 2 : Getting to know plants Mid Term Month : July

• Make up a neat diagram of plantand to label its different parts.

• Identify different parts of plants.

• Classify plants on the basis ofheight of shoot as :

Herbs, Shrubs and Trees

• Identify plants as creepers andclimbers and explain theircharacteristics.

• Categorise plants on the basis oftheir height and explain theirspecific characteristics.

• List the function of roots and theirmodification.

• Differentiate between differenttypes of roots (Tap and Fibrousroots).

• Make up the structure of differenttype of roots.

• Explain the function of stem.

• Make & identify and label differentparts of leaf.

• Analyze the information to identifyleaf on basis of venation asreticulate and parallel.

• Differentiate between parallel andreticulate venation.

• Correlate between root and typesof venation.

Synthesis

Knowledge, ApplicationComprehension,Analysis



Knowledge

Analysis

Synthesis,Knowledge

ComprehensionSynthesis,Knowledge

Analysis

AnalysisComprehension

Application

Parts of a plant

Classification of plants

Modification of roots

Stem

Leaf

VI – 49


• Explain the functions of leaf i.e.Photosynthesis, Transpiration,Respiration.

• Make up the diagram ofphotosynthesis.

• Separate out different parts offlower and label them.

• Discuss the function of a flower.• Make up a well labelled diagram of

a flower.• Appraise the selfless role of plants

in nature.

• Develop the definition for theterms-Food, Ingredients, Meal andMenu.

• Identify different food sources–Plants & Animals.

• Infer list of the ingredients used toprepare food items and theirsources.

• List out different parts of a plantand also explain the edible portion/parts of different plants.

• Classify Animals on the basis offood they eat-Herbivores,Carnivores and Omnivores.

• Explain the process of germinationwith the help of diagram.

Comprehension

Synthesis

Application

ComprehensionSynthesis

AnalysisEnvironmentalconcern

Application ,Synthesis

Knowledge

Comprehension,Evaluation

KnowledgeComprehension


Comprehension

Parts of a flower

Food Sources

Parts of Plant

Classification of animals

Germination

Chapter 2 : Food, Where does it come from ? Month : August

VI – 50


• Identify the reason to prefer to bevegetarian.

• Select the science facts andconcepts to define the termNutrients.

• To list different components offood and identify their sources.

• Discuss the functions andsignificance of different nutrients.

• Enumerate different nutrientspresent in common foods.

• Classify the foods on the basis ofits nutrients in common food itemsand develop healthy eating habits.

• Enlist the importance of vegetarianfood (compassion for animals)

• Demonstrate test for the presenceof particular nutrients likecarbohydrates, proteins and fats inthe food stuff.

• Discuss the role of Roughage andwater and develop healthy eatinghabits.

• List some deficiency diseases andtheir causes.

• Analyse your likes and dislikes infood and to be able to planbalanced and healthy diet.

• Explain the importance of abalanced diet for our fitness andhealth.

Knowledge

Synthesis,Application

Knowledge

Comprehension

Knowledge

Application,Analysis


Application

Comprehension

Knowledge

Analysis, Synthesis

Evaluation

Importance of Vegetarian

Components of foodCarbohydrates, Protein, FatsVitamins and Minerals

Different Nutrients-functions and sources

Classification of food

Testing of Nutrients

Dietary Fibre (Roughage) andWater

Deficiency Diseases

Balanced Diet

Topic : Components of Food Month : OctoberPost Mid Term

VI – 51


• Explain why eating fast foods inlarge quantities may be unhealthy.

• Apply the knowledge of balanceddiet in their dietary habits toprevent deficiency diseases.

• Recall the scientific terms likedecomposers, compost.

• Classify waste, based on thenature, as solid, liquid andgaseous waste

• Classify waste, on the basis ofability to get decomposed asbiodegradable and non-biodegradable waste.

• Determine ways in which wastecan be reduced and handled.

• Explain the methods of convertingbiodegradable waste into manureand management of non-biodegradable waste.

• Integrate information to explainthe steps to reduce generation ofwaste.

• Explain the different ways ofsaving the environment and itsimportance

• Apply concept of 3R’s in personallife and actively participate inconserving environment.

Introduction of new termsClassification of waste

Methods of wastemanagement

3R’s

Comprehension

Application

Knowledge

Comprehension,Application, Analysis

Comprehension,Application, Analysis

List Investigate,Evaluation, synthesis

Evaluation,Comprehension

Synthesis, Evaluation


Application

TOPIC : Garbage in, Garbage out Month : November

VI – 52


• Explain the process of recyclingpaper and its importance

• Discuss the harmful effects andthe problems caused by the use ofplastics

• Differentiate between movementsof living and non-living things onthe basis of sources of their energy.

• Distinguish between movementand locomotion.

• List out different parts of humanskeletal structure.

• Make a human skeletal structure.

• Describe the composition ofskeletal system.

• Appraise the role of movement ofdifferent body parts in human body.

• List different types of joints

• Integrate information to locatedifferent types of joints and theirimportance.

• Demonstrate working of a jointwith the help of an activity

• Describe the movement of musclesin human body.

• Differentiate between ligament &tendons bone and cartilage

• Discuss the importance of an X-rayimage.

Plastics

Movement of living and non-living things

The human Skeletal System

Joints-types and their role inbody movement

Muscles, Certilage

Evaluation




Knowledge

Synthesis

Comprehension

Analysis

Knowledge

Analsysis, Synthesis

Application

Comprehension

Comprehension

Comprehension

Topic : Body Movements Final Term Month : December

VI – 53


Body Movements • Explain locomotion in animals likeearthworm, snail, cockroach, birds,fish and snake.

• Build sensitization of being kind toanimals even when observing theirmotion.



VI – 54


PRE-MID TERMHISTORY

Students will be able to–(i) gather and discover information

our past-kings, queen, kinds ofclothes worn, hunters, tribals,etc.

(ii) Illustrate the sources used toreconstruct history

(iii) Clarify ideas about the placeswhere the early men preferred tolive

(iv) Make a drawing of a house withall the facilities one needs inmodern time

(v) find out about the past from theterms like manuscripts,inscriptions archeology,archaeologist, archaeologicalsites, etc.

(vi) Recognize different people andtheir several pasts

(vii) Appraise the importance of datesin our life

Students will be able to :(i) Highlight the development made

in each stage(ii) Identify different types of tools

used at different stage

– Analyse– Infer– Comprehend

– Illustrate

– Extrapolate

– Distinguish– Compare

– Infer– Conceptualize– Critical thinking– Define

– recognize, identify– compare– inquisitiveness– gender equality

– classify– compare– analyse

– Comprehend– Infer– assimilate– Distinguish– analyse– Identify

Sources of history

Habitation

Sources of history

People in early times

Important dates(value education)

• Paleolithic• Mesolithic• Neolithic

Topic : Ch. 1 What, Where, How and When Month : April

Topic : Ch.2 On the Trail of Earliest People Month : May

VI – 55


(iii) Focus and identify variousPaleolithic sites and what theytell us

(iv) Identify and list the uses of fire

(v) Analyse the rock painting seen inthe caves

The students will be able to–(i) Comprehend the importance of

agriculture(ii) Focus on the concept of

domestication of animals

(iii) Interpret on how man learnt togrow crops

(iv) Justify new techniques used forincreased production inagriculture

(v) recognise the customs andpractices followed in early times

(vi) gather information aboutMehrgarh and Daojali Hading

Students will be able to–(i) Learn new terms like civilization

and urban settlements

• Habitation• factory sites• discovery of fire

Hunters and gatherers

Farming and herding

Domestication

Agriculture-a new way of life

Customs and practices

A closer look-Mehrgarh andDaojaliHading

• civilization• urban settlements

– Identify, locate

– exploration, list– appraise

– Discover– Deduce

– Conceptualize– observation– Recognize– Identify,

inquisitiveness– Comprehend

– Discover– Deduce– List– Conceptualize

– recognise– Devotion– Analyse– Cultural values

– Infer– Inquisitiveness– Conceptualize

– Conceptual– Apply– Define

Topic : Ch. 3 From Gathering to Growing Food Mid Term Month : July

Topic : Ch. 4 In the Earliest Cities Month : August

VI – 56


(ii) Recognise the feature ofHarappan Civilization

(iii) Point out the importance ofpreserving important buildings /cities

(iv) Identify the crafts used by theHarappan people

(v) Designing a pot and makejewellery of Harappan People

(vi) Identify the factors which mighthave led to the end of HarappanCivilization

Students will be able to –(i) Outline a gemology of the caste

system using a flow chart

(ii) Infer information and knowledgeabout the deities of those times

(iii) Assimilate the life of theMegalithic people-their religion,sites, rituals.

• Harappan civilization

• Buildings of Harappancivilization

• Crafts of Harappancivilization

• Harappan civilization

Vedas

Different deities

Megalithic people

– Recognise– List– Conceptualize

– Appreciate, list– Cultural values– Conceptualize– Human values and

inquisitiveness

– Synthesis– Analyse– Creative– Social thinking– observation

– Classify, list– Compare, analyse– Emotional life

skills,conceptualize

– Critical thinking

– Identify– Infer– analyse– list– Gender Equality– Compare– Inquisitiveness

– Identify– Classify– Conceptualize

Topic : Ch.5 What Books and Burials Tell Us (Project) Month : May

VI – 57


(iv) Reinforce the skills ofarchaeological analysis of text

Students will be able to(i) Discover steps taken to choose a

ruler

(ii) Predict qualities needed tochoose a representative in alocality

(iii) Assimilate the differences indifferentiating between the fourVarnas system/categories

(iv) Focus on how terms gainknowledge about the variousterms such as kingdoms,republics, janapada,mahajanapada and ganasangha

(v) Identify the various methods ofcollecting taxes and their types

(vi) Gather information about thechanges in different types ofagriculture

(vii) Understand the concept of astate

Vedas

Rulers

Varnas system/categories

Kingdoms, republics,janapada, mahajanapadaand ganasangha

Taxes

Type of agriculture

Magadha

– Critical thinking– Decision making– Social life skills

– Identify– Assess– Infer– Identify– Critical thinking– Human values and

ethics

– Analyze– Differentiate– Contrast– Compare– Cultural values

– Infer– Analyze– Conceptualize– Define

– List, Identify– Compare

– Infer– Analyze– Deduce

– Analyze– Classify

Topic : Ch.6 Kingdoms, Kings and an Early Republic (Project) Month : August

VI – 58


(viii)Assimilate the term Ganasanghaand the importance of Buddha

Students will be able to–Infer about the life of Buddha and histeachings

Focus on the use of old text of ancienthistory

Gain awareness about the life ofMahavira & his teachings

– Define a sangha and a monastary– Locate them on a map

List different stages of life grouped inthe society

Students will be able to–understand the extent of Mauryanempire through maps

differentiate between an empire anda kingdom

Ganasangha

• Life of Budha

• Upanishads

• Jainism

• Sangha & Monastries

• System of Ashram (Stagesof Life)

• Ashoka and his dynasty

• Empire and kingdoms

– Knowledge– Understanding– Appreciation– devotion

– Infer– Conceptualize– Appreciate– List

– Discover– Deduce– Critical thinking

– Infer– inquisitiveness– assess– conceptualize

– Locate– Discover

– List– Compare– Contrast

– Map pointing– Classify– Observation

– Comparison– Contrast– Classify

Topic : Ch.7 New Questions and Ideas Post Mid Term Month : October

Topic : Ch. 8 Ashoka, the Emperor who gave up war Month : November

*Revision September

VI – 59


Gather information about the Mauryanempire and Ashoka

Differentiate between tribute & taxes

Realize Ashoka’s frame of mind afterthe Kalinga war

Appreciate Ashoka as a unique ruler

Identify Ashoka’s Dhamma andhis teachings

recognize the importance andrelevance of Ashoka’s message

Interpret Ashoka’s way of life

Infer the genology of rulers

• Ruling empire

• Tributes

• Ashoka’s war in Kalinga

• Ashoka-a unique ruler

• Ashoka’s Dhamma

• Ashoka’s message

• Relevance of Ashoka’smessage in today’s world

• Genealogies in prashastis

– knowledge– Identify– Appreciate– Classify– Human values

and ethics

– Comparison– Contrast– Categorize

– Evaluate– Identify– Recognize– Introspection

– Describe– Human values

and ethics

– Outline– Social thinking

– Recognition– Describe– Cultural values

– Extrapolate– Interpret– Propose– observation

– Appreciate– Outline– Critical thinking– Cultural values

VI – 60


• Iron tools and agriculture

• Increasing production-irrigation

• Sangam literature• Occupation

• Craft and craft persons• Rules of spinning and

weaving

• A closer look Arikamedu,

• Location on map

• Trade and traders

Students will be able to(i) Highlight the importance of iron

(ii) Gain knowledge about thevarious agricultural practices

(iii) gather information about thevillages and people in thevillages

(iv) gain knowledge about the tradepractices of this period

(v) To become aware of the famoushandicrafts of India

(vi) Do a case study on ArikameduMathura

(vii) Identify them on a map.

Students will be able to(i) understand the importance of

trade practices of earlier times

– Identify– Contrast– Appreciate

– Knowledge– Conceptualize– Select

– Knowledge– Recognize– Extract– Human values

and ethics– Social thinking

– Conceptualize– Identify– List– Select– Cultural values– Decision making

– Analyze– Knowledge– Compare– Contrast– observation– Map pointing

– Categorize– Compare– Contrast– Appreciate

Topic : Ch.9 Vital Villages, Thriving Towns Final Term Month : December

Topic : Ch. 10 Traders, Kings and Pilgrims (Project) Month : November

VI – 61


• Black gold of South India

• New kingdoms along thecoast

• Muvendar

• Prashasti-it ’s meaningand relevance

• Samudragupta’s reign andpolicies

• Important cities andkingdoms

(ii) realize the importance of blackgold in south India

(iii) appreciate the use of spices inour daily home cooking

(iv) gain knowledge about thekingdoms along the coast

(v) learn about the Cholas, Chelasand Pandays

Students will be able to

(i) Describe how Prashastis andCharitas were used to reconstructthe political history (Samudra-gupta)

(ii) Write prashastis of people ofones family

(iii) Interpret the documents relatePrashasti & rulers

(iv) Explain the development ofdifferent administration system(Samudragupta)

(v) List the important cities/kingdoms and mark them on amap

– Appreciation– Recognize– Conceptualize– Self-awareness

– Identify– Compare– Contrast– Cultural values

– Classify– Identify– Conceptualize– Social skills– Human values and

ethics– Gender equality

– Identify– Describe– Appreciate– Deduce– Corelate

– Account– Analzye– Conceptualize– exploration

– Identify– Classify– Select– Map pointing

Topic : Ch. 11 New Empires and Kingdoms Month : January

VI – 62


Old Buildings of India

Painting on walls of themonument

Epic of India

Value Education Importanceof books

Students will be able to :(i) Infer about the structure and

material used in the buildings

(ii) Discover new places on the map

(iii) Appreciate style of Art used 2000years ago

(iv) List various epics of India & theirimportance

(v) Know about the name andrelevance of books in our life

– Comprehend– Infer

– Explore– Map painting

– Appraise– Discover– Deduce

– Identify– Appreciate

– Self Awareness– Appreciate

Topic : Ch. 12 Building Paintings & Books (Project) Month : January

Revision February.

VI – 63


Students will be able to :(i) highlight certain aspect of self

(ii) Compare the differencesbetween Samir Ek and Samir Do

(iii) Discover how diversity couldhave emerged in the world

(iv) Differentiate between life of thepeople in Ladakh and Kerala

(v) appreciate that living in Indiawith its rich heritage of diversityadds to our life

(vi) understand various forms ofdiversity in India

(vii) comprehend and infer howprejudice can lead todiscrimination

(viii)appreciate that despite ofdiversity in different fields, thereis a fundamental unity of India,under lying this diversityJawahar Lal Nehru’s thought ondiversity

Specific information aboutself

Comparison of two people astaken in the book

Diversity

Diversity in caste, religionand lanaguages

Case study – Diversity inIndia

Prejudice and discrimination

Unity in diversity(Value education)

– Identify– Evaluate– Compare

– Differentiation– Compare– Contrast

– Discover– Conceptualize– Critical thinking– Problem solving

– Investigation– Compare– Contrast

– Appreciation ofcultural diversity

– Inquisitiveness– Human values and

ethics

– Infer, assess– predict gender

equality

– Synthesize, infer– Appreciation of

culture

– Infer,– thought of

Jawahar Lal Nehru– Appreciate

Pre Mid TermCIVICS

Topics : Ch. 1 Understanding Diversity Month : April

VI – 64


– Differentiation– Compare– Contrast

– Recognise– Assessment– Critical thinking– Problem solving– Infer

– Identify– Recognition– Self awareness

– Analyze– Discussion,– Critical evaluation

– Appreciation fordiversity

– Cultural values– Gender equality

– Assimilate– Assess, infer– critical thinking– decision making– Define

– Effective, assesscommuniction

Diversity and inequality

Prejudice, discrimination

Recognition of the multipleidentities within ourselves

Importance of Equality

ConstitutionRespect for diversity –among rich & poor, men &women

Need for government

Universal adult franchise

Students will be able to :(i) Differentiate between diversity

and inequality

(ii) Recognize the after effects ofprejudice and discrimination

(iii) Infer how prejudice can lead todiscrimination

(iv) Outline the multiple identitieswithin ourselves

(v) To analyze that because ofpromotion of education, justice,formation of legislation,preservation of love and unity wecan help reduce prejudice anddiscrimination

(vi) assimilate that the constitutionmakes it obligatory for us torespect diversity

(vii) Appreciate the constitution ofIndia

Students will be able to :(i) assimilate – why a government is

required ?

(ii) define universal adult Franchise

(iii) recognize the need for universaladult franchise

Topics : Ch. 3 What is Government ? Month : May

Topics : Ch. 2 Diversity and Discrimination (Project) Month : April

VI – 65


– Compare andconstrast

– Critical thinking

– List, compare– Differentiate– Conceptualize

– Appreciate,– Identify

– Identify– Classify– Appraise

– Infer– Compare,– Demonstrate– Empowerment of

people

– Analyze– Decision making– Critical thinking– Political skills

– Recognize– Analyse– Assess– Rationalize– Human values and ethics

– Recognise– Assess– Conceptualize

– Define– Interpret– Analyse– Appreciation

Types of government

Levels of Government in India

Value Education: Awarenesstowards rights

ParticipationAccountability

Other ways of participatingin Government process :Dharna, rallies, Elections

Need to resolve a conflict

Concerns for equality andjustice As two importantelements of democraticgovernment

Need and importance oflocal self government

Panchayati Raj

(iv) distinguish between differenttypes of government-democracymonarchy, dictatorship

(iv) Classify government at differentlevels-local, state and nationalDifferentiate between threelevels of government

(v) Identify their rights

Students will be able to :(i) Identify the key element that

influences the functioning of ademocracy

(ii) recognize that besidesparticipation there are otherways of participating in theprocess of government

(iii) Justify that government throughits judicial wings plays thepivotal role in removing conflicts

(iv) analyze that in a democraticcountry things should be donekeeping in mind the publicinterest

Students will be able to :(i) Critically analyse the need of a

local level of government

(ii) Define Panchayati Raj(iii) assimilate the working of the

Panchayati Raj,(iv) appreciate its importance

Topics : Ch. 5 Panchayati Raj Month : August

Topics : Ch. 4 Key Element of Democratic Government Mid Term Month : July

VI – 66


– Identify– Classify– Examine

– Appreciation– Compare– Contrast

– Identify– Classify

– Analyse– Synthesise


– Investigate– Infer

– Interpret– Differentiate– Analyse– Infer– Deduce

– Comprehension– conceptual– Deduce

– Interpret– Differentiate– Analyse– Infer

(v) Classify sources of income forthe Panchayat

(vi) Appreciate the role of the GramSabha

(vii) Identify the three tier system ofPanchyati Raj

Students will be able to :(i) analyse the cause of land dispute

(ii) Find out duties of local police withday to day experience

(iii) Interpret role of patwari in themaintenace of land records

(iv) Discuss the importance of theinheritance law which givesdaughter along with sons equalright in land and property of thefather

Students will be able to :(i) comprehend the meaning of

Municipal Corporation

(ii) Assimilate the election processand structure of Municipalcorporation

Topics : Ch. 6 Rural Administration Month : October

Post Mid Term

Topics : Ch. 7 Urban Administration Month : November

Sources of funds

Role of Gram Sabha

Three levels of PanchayatiRaj system

• Land disputes in villages

• Role of the local police

• Role of Patwari

• New inheritance law(2005)

• Municipal Corporation

• Municipal corporation-election process andstructure

*Revision September

VI – 67


– Identify– Knowledge– Interpret– Infer

– Recognise– Deduce– Appraise

– Extract

– List– Discuss– Deduce

– Infer– assess– conceptualise

– Analyse– Synthesis

– Visualise– Problem solving– Conclude

– Identify– List– Infer– Deduce

(iii) appreciate importance of equalityin election process

(iv) Interpret and list various functionand sources of income ofMunicipal Corporation

(v) Recognise the role of theMunicipal Councilor

write a letter to the ward councilor

Students will be able to :(i) List the different types of

livelihood in village

(ii) infer the dependence of villageson agriculture

(iii) Highlight causes of farmerscaught in debt

(iv) find a way or solution for thefarmers caught in a debt

Students will be able to :(i) identify various types of

occupations of people in towns &cities

• Functions and sources ofincome of Municipalcorporation

• Municipal Councilor

• Letter writing

Various types of livelihoodprevalent in the villages

• Agricultural labourers andfarmers

• Being in debt

• Solution

• description of varioustypes of livelihoodincluding vegetablesvendor, domestic servant,permanent worker andbank employee

Topics : Ch. 8 Rural Livelihood Final Term Month : December

Topics : Ch. 9 Urban Livelihood Month : January

VI – 68


• Problems of a city dweller

• Difference betweenpermanent and temporaryemployees

• the interlinking betweenrural and urban livesthrough a discussion onmirgation

• interlinking between ruraland urban lives(Project)

• Value Education Dignity ofLabour

(ii) Focus on the problems of citydwellers

(iii) Compare the conditions thatunderline the impact of lifestrategies of various groups ofpeople.

(iv) Justify that conditions andopportunities for making a livingare not equally available to all

(v) Analyse cause of migration fromvillage to cities

(vi) Women get equal respect inoccupation

(vii) Undertake and investigativeproject

(viii) Respect and appreciate eachtype of work

– Recognise– Represent– Visualise

– Compare– Contrast– Appreciate

– Identify– Recognize– Discover– Deduce– Gender equality

– Creative thinking– Problem solving– Decision making– empowerment of

people

– Appreciate– Recognize

*Revision February.

VI – 69


Pre Mid TermGEOGRAPHY

Chapter-1 : The Earth in the Solar System Month : April

Students will be able to :(i) Define different terms like

celestial bodies, planets, andsatellites

(ii) Appreciate Earth as a uniqueplanet

(iii) make comparison betweenplanets and stars

(iv) Understand that Moon is Earth’scompanion

(v) Explain the composition of theSolar System and planet, Sun andsatellites

(vi) Write a paragraph on what earthwould be like in 2030

Students will be able to :(i) recognise the shape of the Earth

(ii) Develop awareness that theEquator divides the Earth intotwo equal halves

• celestial bodies• planets• Satellites

Earth as a planet

Planets and stars

Moon-a satellite

Solar System

Globe-a model of the earth

Equator

– Define– Speculate– Observation,– Visualise– Critical thinking– Examine

– Conceptualize– Appreciate– Recognize

– Compare– Analyse


– Deduce– Conceptualize– Infer

– Creative thinking– Exploration– Inquisitiveness

– Recognize– Identify– Self awareness

– Conceptualize

– Awareness

Topics : Ch. 2 Globe-Longitudes and Latitudes Month : May

VI – 70


– Appreciate– Deduce– Political/physical

environment

– Identify– Interpret– Exploration

– Identify– Establishing a link

between politicaland socialenvironment

– Appreciate

– Evaluate– Extrapolate– Social thinking– Exploration– Inquisitiveness

– Evaluate– Appreciate– Problem solving– Decision making

– Problem solving– Exploration– Observation

– Identify– Analyze– Inquisitiveness– Exploration

– Differentiate

(iii) List the importance of lines oflatitudes

(iv) Interpret the use of latitudes indetermining the climate indifferent parts of the world

(v) identify the usefulness ofmeridian line of longitude on theglobe

(vi) Relate that it is the PrimeGreenwich Meridian from wherethe time in other parts of theworld is calculated

(vii) Appreciate that having astandard time helps a country tofunction efficiently

(viii)Calculate time of a particularplace when it’s longitude isknown

Students will be able to :(i) Identify the two motions of the

Earth-rotation and revolution

(ii) Differentiate between rotationand revolution

Lines of latitudes

Climate

Lines of Longitudes

Prime Greenwich Meridian

Standard time

Time calculationRotation and revolution

Rotation and revolution

Rotation and revolution

Topics : Ch. 3 Motions of the Earth Mid Term Month : July

VI – 71


– Appreciate

– Assess– Recognize,– Discover– Decision making– Problem solving

– Conceptualize– Self awareness– Exploration

– Classify– Compare– Apreciate the

variety of physicalenvironment

– Conceptualize– Critical thinking– Extrapolate

– Appreciation– Inquisitiveness

– Conceptualize– Assess– Observation

– Differentiate– Classify– Recognise– Deduce

(ii) Appreciate the importance ofthese two motions

(iii) become familiar with thepositions of the Earth anddirection of inclination on certaindates

(iv) correlate the concept ofrevolution and the cycle ofseasons

(v) explain what leads to theoccurance of summer and wintersolstice and also the equinox

(vi) Differentiate between summerand winter solstice

(vii) Appreciate the physical diversityof ‘Mother Earth’

Students will be able to :(i) comprehend that maps provide a

variety of information about aplace

(ii) recognise the diferent types ofmaps and distinguish betweenphysical and political map

Earth

Seasons

• summer and wintersolstice

• equinox

• Value education care fornature

Maps

Different types of maps– Physical and Political

Topics : Ch. 4 Maps Month : August

VI – 72


– Knowledge– Application– Observation– Decision making

– Appreciation– Identify– Classification– Observation

– Compare– Differentiate– Critical thiking– Problem solving

– Decision making– Identify

– Recognition– Differentiate– Observation– Inquisitiveness

– Comparison– Contrast, sensitize

for Physicalenvironment

– Identify– Classification– Infer

– List– Extract– Social thinking– Exploration– Locate– Map pointing

(iii) Assess that the components of amap are essential in reading themap

(iv) identify the use of certaincolours in maps

(v) Differnentiate between a map,sketch and a plan

(vi) Make a plan / sketch when asequence of events are given

Students will be able to :(i) Classify and differentiate the two

processes inside and outside theEarth’s surface that lead to theformation of various land forms

(ii) Differentiate between amountain and plateau

(iii) infer about the different types ofmountains

(iv) List the usefulness of mountains

(v) Pin point major mountains of theworld on the world map.

Components of a map

Use of certain colours inmaps

A map, sketch and a plan

Plan, Sketch

Internal and external process

Mountain and plateau

The different types ofmountains

– Block, volcanic, young

The usefulness of mountains

Mountains of the world

Topics : Ch. 5 Major Domains of the Earth Post Mid Term Month : October

VI – 73


– Analyse– Conceptualise– Problem solving

– Conceptualize– Extrapolate– Critical thinmking– Knowledge– Discussion– Analyze– Synthesis– Identify– Human values and

ethics– Social thinking

– Knowledge– Deduce– Discussion– Synthesis– Observation– Human values and

ethics

– Appreciate– Deduce– Recognize

– Observation ICR– Identify– Conceptualize– Inquisitiveness– Exploration

– Exploration– Classify– Recognize

(v) learn the importance of plateaus

(vi) assimilate how plains areformed

(vii) Appreciate the importance ofprotecting the environment andhow it helps in maintaining thebalance of gases

(viii)List methods of saving ourenvironment

(ix) Summarize the importance ofbiosphere and the need toconserve and protect it

(x) Deduce and recognize theimportance ofwater

Students will be able to :recollect that the two processesinside and outside the Earth’ssurface lead to the formation ofdifferent land forms

Infer about the different types ofmountains-fold, block and volcanicmountains

Importance of plateaus

Plains

Environment

Biosphere

Value Education Importanceof water

• Internal and externalprocess of the Earth’ssuface

• Different types ofmountains

Topics : Ch. 6 Major Landforms of the Earth Month : November

*Revision of the First Term September

VI – 74


– Clarify– Deduce– Social thinking– Problem solving– Observation

– Identify– Differentiate– Compare– Contrast– Exploration

– Identify– Observation– Exploration– Locate– Conceptualize

– Analyse– Inquisitiveness– Critical thinking

– Identify– Conceptualize– Deduce– Inquisitiveness

– Decision making– Critical thinking– Observation

– Infer– Social thinking– Inquisitiveness– Conceptualize– Recognize

• Benefits of mountains

• Differences betweenmountains and plateaus

• Plateaus

• Plains

• Different ways of living ondifferent landforms

• Living on a particularlandform

• Vast geographical extentof India

Appreciate that mountains are usefulas a storehouse of water and thevariety of flora and fauna are foundon them

differentiate between mountains andplateaus

Identify the location of plateaus andstudy about the soil found in plateausand it’s richness in minerals

understand how plains are formed bythe action of rivers and fertility of thesoil

Describe how landforms influencethe way of living

Imagine yourself staying in aparticular type of landform

Students will be able to–Observe that India is the 7th largestcountry in the world spread overalmost over 30 degrees of latitudeand longitude

Topics : Ch. 7 Our Country India Final Term Month : December

VI – 75


– List– Identify– Describe– Observation– Exploration– Problem solving– Map pointing– Deduce– Recognize– Categorize– Discuss

– Interpersonalrelationship

– Effectivecommunication

– Creative writing

– Recognize– Compare– Contrast– Appreciate

– Conceptual– identify– Synthesise

– Explore– Describe

– Problem solving– Critical thinking

– Appreciate– Discuss– Human values and

ethics– Social thinking– Describe– Appreciate– Human values

Assess that India is surrounded byseven countries with only India beinglarger than them

Mark the neighbouring countries on amap

assimilate about the physicaldivisions of India—the Himalayas, theNorthern Plains, Thar Desert, coastalpains and the two groups of islands

Share views about India with friendsstaying abroad

Students will be able to -Identify four seasons in India and theircharacteristics

List the factors affecting India’sclimate location of a place, itsaltitude, distance from the sea and itsrelief features

Classify different kinds of vegetation/forest found in India

Put forward one’s views aboutvegetation asked in question

realize how forest are important inour day to day life

Appreciate the importance of trees

• Neighbouring countries ofIndia

• Physical division of India

• Personal view point

• Four seasons in India

• Factors affecting India’sclimate

• Natural vegetation

• Importance of forests

• Value Education conser-vation of trees

Topics : Ch. 8 India-Climate and Vegetation Month : January

VI – 76


– Critical thinking– Describe– Problem solving– Clarify

– Discuss

– Appreciate– Recommend– Critical thinking

– Identify– List– Extract– Extrapolate– Discuss– Deduce– Inquisitiveness

Students will be able to -Critically analyse the wildlife in India

List the steps taken to preservewildlife

• Identify tiger reserves in India andmap them

• raise their concern about thewildlife reserves and national parks

• Wildlife in India

• Prevention of wildlife

• Tiger reserves

Map pointing

February– Revision

Topics : Ch. 8 India-Wildlife (continued) Month : January

* Revision February.

VI – 77

TERM-IFRENCH

Lesson 0 : Vous Connaissez la France ? Pre Mid Term Month : April


The students will be able to :

Compare French culture with IndianCulture

Read correctly with the purpose ofacquiring correct pronounciation,knowledge of punctuation and wordstress

Reveal meanings of unfamiliar wordsand make sentences with newvocabulary learnt

Answer analytically extra questions

Comments convincingly on the diff. inIndian & French culture

Identify words and list the differencesbetween greeting people to fosterrespect towards the old

Read with proper word stress &correct prounciation

Explore analytically meanings ofunfamiliar words and make sentenceswith new vocabulary learnt

Construct effective dialogues on thegiven situations in groups or in two’s,

Appreciate, dicuss,opine, comment

Read, Pronouncecorrectly, understand,voice modulation

Think critically infer,demonstrate,construct

Infer, intrapolate,summarize

Comment, opine,speak,summarize,infer

Explore, Appreciate,identify, locate,demonstrate

Read, understand,voice modulationpronounce correctlyExplore, critical thinking,infer, analyse, &demonstrate

Construct, create,collect, demonstrate

Lesson 1 : Les salutations Pre Mid Term Month : April

Warm up exercise

Reading the lesson

Vocabulary

Q & A related to text

Comprehension

Class discussion

Warm up exercise

Reading aloud

Vocabulary

Compose dialogues

VI – 78


The students will be able to :

Bring out the difference betweenEnglish and French alphabets andtheir pronounciation

Pronounce the cardinal numbers withproper words stress & intonation


Relate phrase (phrasal verbs) to theirmeanings

Correctly spell the nouns

Compare English and French articles(definite and indefinite)

Read correctly with the purpose ofacquiring correct pronounciation &word stress

Find meanings of unfamiliar wordsand make sentences with newvocabulary learnt

Conjugate the verb

“être” (to be), & create sentencesusing les articles indefinis (indefinitearticle), les pronouns sujets (subjectpronouns), less pluriel des noms(plurals of nouns)

Explore, compare,

differentiate, apply

Read, pronounce,

understand, voicemodulation

Guess, inferdemonstrate,construct

Infer, relate

Recall, spell

Explore, Compare,differentiate, apply

Read, pronouncecorrectly, understandvoice modulation

Guess, infer &demonstrate, apply

Recall, conjugate,create, construct,practice

Recall, practice,create

Lesson 2 : Comptons ensemble Pre Mid Term Month : May

Lesson 3 : Les Copains Mid Term Month : July

Warm up exercise

Reading aloud

Vocabulary

Grammar

Parts of speech-Noun

Warm up exercise

Reading aloud

Vocabulary

Grammar

VI – 79


Compare analytically articles used inEnglish and French (definite)

Read with the purpose of acquiringcorrect pronounciation


Relate professions with the givenpicture also name them in French

Conjugate the verb “avoir” and createshort dialogues to enhance usage of‘avoir’ in expression

Compare the methods to describe aperson using adjectives & professions

Explore meanings of unfamiliar wordsand make sentences with newvocabulary learnt

Conjugate the verb ‘‘avoir’’ in makesentences with adjectivesaccording to the subject pronouns

Explore the differences of usage ofnationalities in English and French

Explore, Compare,differentiate,analysis

Read, understand,pronounce correctlyVoice modulation

Voice modulation,Think critically, infer &construct, demonstrate

Recall, name,develop, Recall,practice

Recall, practicecreate

Compare,differentiateRead, understandintonate

Explore, infer &demonstrate

Recall, conjugate,apply, construct

Explore, compare,differentiate,appreciate

Less-4 : Les parents de Manuel Mid Term Month : August

Lesson-5 : Dans La Classe Mid Term Month : August

Lesson-6 : Les amis de Caroline TERM II Post Mid Term Month : October

Warm up exercise

Reading aloud

Vocabulary

Grammar

Conjugation of verbs

Warm up exercise

Vocabulary

Grammar

Conjugation of verbs

Warm up exercise

VI – 80


Pronounce the word correctly


Construct effective sentences usingthe articles definite les nationalites,transform singular words to plurals,Masculine to feminine and vice versain sentences

Relate to identify of the week bymeans of a poem “Le Weekend”

Read with the purpose of acquiringcorrect pronounciation


Conjugate the verb ‘‘aller”–to go”create effective dialogues using theverb“aller” & “days of the week”

Demonstrate in writing the routine ofthe week using “les jours de lasemaine”

Explore & comment on relationshipwith various family membersExplore meanings of unfamiliar wordsand make sentences with newvocabulary learntConjugate the verbs “parler”,“habiter”, “aimer”, “regarder” insentences

Read, understand, intonatepronounce correctly

Think critically, infer& demonstrate

Recall, compare,preparetransform, construct

Appreciate, Relate,Identify

Read, pronouncecorrectly, understand,Voice modulation

Think critically, inferdemonstrate, construct

Think CriticallyRecall, PracticeConstruct

Recall, relate,demonstrate,describe

Compare, explore,internalise

Think critically,explore, infer &demonstrateRecall, conjugate,apply, construct,practice

Lesson-7 : Quel jour sommes nous ? Post Mid Term Month : November

Lesson-8 : La famille de Manuel Post Mid Term Month : November

Reading aloud

Vocabulary

Grammar

Warm up exercise

Reading aloud

Vocabulary

Grammar

Conjugation of the verb

Objective Communication

Warm up exercise

Vocabulary


VI – 81


Use adjectives thoughtfully indescribing the family members

Compare English and French holidaysand vacations

Read with the purpose of acquiringcorrect pronounction & knowledge ofword stress


Conjugate the verbs “etre”, “avoir”,“parler”, “habiter”, “aimer”, “regrder”to construct small sentencesName the months of the year, thefestivals and holidays of each monthin France and India

Use adjectives thouthfully do describevacations in general

Identify the flags of various countries


Construct effective sentences usingthe adjectives of coloursChange the masculine to feminineand singular to plurals of colours

Apply colour adjectives to describe athing

Think critically,Collect, recall, discussspeak, practice

Compare, analyse

Read, pronouncecorrectly, understandintonate

Think critically, infer& create,demonstrate

Recall, conjugate,Frame

Identify, name, relate

Think critically, explore,apply, describe

Explore, Identify,differentiate

Explore, infer &demonstrate

Recall, construct,create, practice

Recall, apply, relate,analyse, describeCollect, recall

Lesson-9 : Les Vacances Final Term Month : December

Lesson-10 : Le drapeau de mon pays Month : December

February-Revision

Parts of speech-Adjectives

Warm up exercise

Reading aloud

Vocabulary


Parts of speech - Adjectives

Warm up exercise

Vocabulary

Grammar

Parts of speech-Adjectives

WHY LEARNING OUTCOMES

A course is more than a set of its learning outcomes. The learning

outcomes specify not only knowledge but also attitude and skills to

be acquired by the students. Through learning outcomes we wish them

to contemplate certain changes in their thinking.

Learning outcomes lay the groundwork for students to know what they

are supposed to be learning. They make it easier for the students to

know where to direct their attention. Learning outcomes reduce the

uncertainty that causes unnecessary anxiety.

Learning outcomes have been made to lay emphasis on the quality of

education. It further includes desirable characteristics of learners,

learning processes, facilities, learning materials, contents, governance

and management. It envisages that all children learn the basics and

have opportunities to acquire the transferable skills needed to become

global citizens. This demands setting goals that are clear and

measurable.

Learning outcomes enable monitoring of quality through assessments

at regional, national, and international level. The learning outcomes

for each class not only help the teachers to direct their teaching-

learning in the desired manner but make all stakeholders responsible

and alert towards their role for ensuring quality education.

vi – 3 · appreciation of the poem vocabulary and pronunciation ... (critical thinking) ... –...

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