COMPENDIUM OF LESSON DESIGNS Class 6 to Class 10
Connecting Classrooms is a global education programme for schools, designed to help young people to develop the knowledge, skills and values to live and work in a globalised economy, and contribute responsibly both locally and globally. It aims to build the capacity of teachers to integrate a range of core skills into the curriculum, therefore improving learning outcomes for young people and enabling them to become more globally aware and globally competitive. The programme, running from 2015-2018, will build the capacity of 45,000 teachers and 12,000 school leaders worldwide to support them to integrate a range of core skills into the curriculum, with a focus on: Digital Literacy, Critical Thinking and Problem Solving, Creativity and Imagination, Student Leadership and Personal Development, Communication and Collaboration, and Citizenship.
Š 2016 British Council. The United Kingdom’s international organisation for education opportunities and cultural relations. We are registered in England as a charity.
www.britishcouncil.in
Foreword Teachers, head teachers and education policy makers are at the heart of our work in India. By developing connections between educators in the UK and India, our programmes give access to new thinking, aid teachers’ professional development and raise teaching standards. We believe this work gives young people in both countries a window into another culture and helps prepare them for living in a globally connected world. Over the last 10 years, through programmes like the International School Award, our Core Skills training and our partnerships with State Governments to improve the teaching of English we have worked with over 1 million teachers and reached more than 35 million learners. Today, through our network of 600 colleagues in 9 centres across India, we offer hundreds of thousands of young people access to trusted UK qualifications, information about studying in the UK. In addition, this year we are offering almost 200 scholarships from 40 UK universities in subjects ranging from art and design to engineering, law and management. We do all this because we believe in the role of education and culture to build long-lasting connections between people in Britain and India - something we’ve been doing here for almost 70 years. We also believe that schools have a central role to play in equipping young people for challenges they will face, the societies they will shape and the complex and connected world they will live in. Education systems all over the world are looking for the best ways to help students be more resilient, innovative, creative and analyse different data sources and information to a decision. Students will need to be able to understand difference and diversity alongside being able to negotiate and resolve conflicts to solve 21st century problems. In short we believe they will need Core Skills to navigate many aspects of their lives. This publication is a collection of lessons created by talented teachers in India who have participated in our Connecting Classroom Core Skills Workshops. We hope you’ll be inspired by this collection and develop your own ideas for lessons that support the development of the capable, confident and compassionate young people needed for a sustainable future.
Alan Gemmell OBE Director, British Council India
Content Introduction
4
Core Skills in India
6
About This Publication
7
How to Read This Handbook
8
Teaching for Success
9
List of Validated Trainers
12
List of Contributors
13
Lesson Designs—Class 6
17
Impact Stories Ahlcon International School, Delhi Amatir Kanya Gurukul, Kurukshetra
28 29
Lesson Designs—Class 7
31
Impact Stories Mount Litera Zee Schools, West India Sushila Birla Girls’ School, Kolkata
42 43
Lesson Designs—Class 8
59
Impact Stories New Rainbow Public School, Ghaziabad Podar Group of International Schools, Maharashtra
56 57
Lesson Designs—Class 9
59
Impact Stories Meridian School, Madhapur, Hyderabad Indirapuram Group of Institutions, Ghaziabad and Patna
70 71
Lesson Designs—Class 10
73
Contact us
84
Introduction We are living in a time of unequalled global collaboration. New technologies make it possible for individuals to work together and share ideas and insights in ways which were unimaginable a decade ago. The potential to solve problems, to create innovative new solutions, and to facilitate constructive relationships between diverse groups of people is endless. However, to realise this potential our education systems have to support young people to develop the knowledge, skills and values they need to live and work in a globalised economy and to contribute responsibly both locally and globally. Our education systems, and the young people within them, are facing some significant challenges. Firstly, education to employability reports over the last few years, from a variety of political persuasions, have highlighted the paradox of large scale youth unemployment and employers struggling to fill entry level vacancies. The most often cited reason is that whilst employers still require and value subject knowledge, they are placing a much greater premium on the need for soft skills to sit alongside that subject knowledge than they have in the past. It is these soft skills that students are struggling to demonstrate because very few education systems are focused on giving students the opportunity to develop them. Secondly whilst we have much to gain from our increased connectivity, we are also faced with the reality of increasing inequalities. Our young people need not only to be globally competitive but also globally competent – able to analyse and understand intercultural issues and with the social, emotional and leadership skills to contribute to the world’s challenges. This is what a relevant education in 2016 needs to offer1.
Whilst qualifications and knowledge remain important, they are no longer enough to secure a successful future. Rather, young people need and deserve the opportunity to grow into well-rounded, creative and critical citizens, ready to engage with labour markets and shape the future for themselves and future generations. We know there is not one answer – no single template for success – but we believe that developing young people’s core skills will enable them to engage critically with the world around them and this is worthy of our investment. And that’s why, at the British Council, we are supporting practitioners to develop young people with the following core skills:
Critical thinking and problem solving Creativity and imagination Student leadership and personal development Collaboration and communication Digital literacy Citizenship
Our suite of professional development courses based around the core skills support teachers to develop their pedagogy. These courses are based on what we know about really effective professional development and are focused on practical classroom implementation. They encourage teachers to work together, to reflect on, improve and sustain their learning – John Hattie’s “collective efficacy” – across subjects, year groups, schools and indeed nations and to date; we’ve trained 15,000 teachers and 5,800 leaders across 30 countries. We have reached more than 5,000 schools in the process with 12% of Connecting Classrooms schools located in India.
And finally, as the UN’s Sustainable Development Goals stress “high quality and equitable quality education” needs to be achieved across the world. The Global Monitoring Report in 2014 shows that although many more children are in school, many are not learning the basics and, in addition, many others are intellectually disengaged from that schooling because the education that they are receiving does not appear to be relevant to the context in which they operating nor providing the skills they need to thrive. As educators, our responsibility is to prepare every young person for their future in the best possible way. 1 https://www.brookings.edu/blog/education-plus-development/2015/06/18/what-will-the-sustainable-development-goals-really-mean-foreducation-part-i/
4
According to the annual impact report conducted by Ecorys for the programme, 56% of the unique schools reported that they support the development of core skills and 67% reported improvements to core skills teaching practice. Also 61% of the unique schools engaged in this programme reported enhanced teaching of core skills in the curriculum and ethos of the school. The impact on teachers has also been high with 70% of teachers confirming their professional teaching practice has been enhanced by the core skills professional development opportunities. After attending the core skills workshop, 65% of teachers feel confident in developing their students’ core skills while 81% of teachers have used core skills in their teaching since the training.
Percentage of unique schools engaged through the programme reporting that they support the development of core skills
Percentage of unique schools engaged through the programme reporting improvements to core skills teaching practice
Percentage of unique schools engaged through the programme that have enhanced teaching of core skills in the curriculum and ethos of the school
Overall, there has been a high level of satisfaction regarding the usefulness of the core skills training. Teachers scored each courses an average rating of between 8.8 out 10 and 9.2 out of 10. The courses which scored most highly were the introductory course, communication and collaboration, and creativity and imagination.
5
Core Skills in India In India, British Council has supported the development of Core Skills teaching of 3,000 teachers and 1,500 leaders across 20 cities. The first ever core skills workshop was delivered in Delhi in October 2015 and subsequently in Kolkata, Mumbai, Bengaluru, Chennai, Chandigarh, Bhubaneshwar, Pune, Ahmedabad and Hyderabad.
Maharashtra was the first state government to embrace core skills and 900 educators covering 10 districts of the state received training on core skills pedagogy. In Telangana, core skills training was delivered to 1,000 educators on the core skill of critical thinking and problem solving. Chhattisgarh is the latest state to join the programme and train 100 teachers from 50 schools as a pilot.
20 CITIES 1,500
3,000
CHANDIGARH DELHI
JAIPUR
VARANASI PATNA
AHMEDABAD INDORE
RAIGARH JAMSHEDPUR KOLKATA RAIPUR
NANDED
MUMBAI
BHUBANESWAR
PUNE HYDERABAD
BENGALURU
CHENNAI
MADURAI
THIRUVANANTHAPURAM 6
About This Publication The Compendium of Lesson Designs: Core Skills in
Sustainable Development Goals
Action has been compiled from submission by the teachers who participated in core skills training courses. It comprises learning activities of different age groups and mapped to the core skills as and where applicable. Lesson designs of generic topics have been chosen so that they can be replicated in schools affiliated to a range of boards. The learning activities are also linked with one or two themes of the sustainable development goals and with the international dimension learning outcomes that are required for collaborative work with another school in a different country. The activities are cross-curricular and usually cover two to three subjects. The learning activities are presented to demonstrate that core skills can easily be embedded into the daily teaching and learning process and do not need to be restricted to specific projects. The Compendium also has impact stories from schools whose teachers have participated in the core skills workshops and have successfully implemented the learning in the classrooms. The purpose of this publication is to inspire many other teachers to create and deliver lessons that foster skills in the classroom.
International Dimension Outcomes
7
How to Read This Handbook
Class and age group appropriate for the lesson Subjects covered Learning Objectives of the lesson Plan of the lesson
Stages of the execution of the lessons
Assessment for learning done by the teachers Student work to be reviewed in order to conduct the assessment Tips for teachers to contextualise the lesson design
International Dimension Outcome mapped with this lesson
8
Sustainable Development Goal mapped with this lesson
Teaching for Success Teaching for Success is a part of the British Councils’ response to the UN Sustainable Development Goals. In particular, it contributes international expertise and an integrated approach to achieving goal 4c:
“By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states.” As part of the Teaching for Success programme, the British Council has developed a continuing professional development (CPD) framework for teachers which describe the skills and knowledge that teachers require and the stages of their development of these skills and knowledge. The British Council’s core skills programme is part of its Teaching for Success programme. Teaching for Success is an integrated approach that helps teachers and teacher educators improve their performance and achieve better results from their learners.
The framework details four levels of skill development alongside 12 professional practices of which “promoting 21st century skills” (core skills) is one
Stages of development 1. Awareness You have hear of this professional practice.
Pre-course work
2. Understanding
Attending and completing course
You know what the professional practice means and why it is important
3. Engagement You demonstrate competency in this professional practice at work.
Integrating core skills into curriculum
4. Integration You demonstrate a high level of competency in this professional practice and this consistently informs what you do at work.
Sharing expertise with others
9
Overall Conceptualisation and Planning Arijit Ghosh Head – School Programmes
Introduction Susan Douglas Senior School Advisor, British Council
Editing and Designing Anindita Buragohain Senior Project Manager Schools–Digital Debalina Mitra Chanda Independent Consultant Supriti Chauhan Principal Raghav Global School, Noida
List of Validated Trainers Name
School
City
1 Aditya Rajan
Independent Consultant
Mumbai
2 Aditya Sharma
Syna International School Jabalpur
3 Arijit Ghosh
British Council
4 Arti Jha
Indirapuram Public School Patna
5 Arunabh Singh
Nehru World School
Ghaziabad
6 Chandeep Marwah
Independent Consultant
New Delhi
7 Charu Bajaj
Independent Consultant
New Delhi
8 Debalina Mitra Chanda Independent Consultant
Kalimpong
9 Deblina Saha
Mount Litera Zee School
Kolkata
45 Sapna Sukul
Presiduim Senior Secondary School
New Delhi
10 Deepa Bhanushali
Independent Consultant
Mumbai
11 Deivanai V
Independent Consultant
Chennai
The Teacher App Foundation
New Delhi
12 Farha Javed
N.H.Goel World School
Raipur
47 Satwant Palekar
Mount Litera Zee School
Mumbai
13 Fauzia Ansari
Anjuman I Islam’s Begum Sharifa Kalsekar Girls’ English School
48 Seema Lader
JR Dani Government Girls Higher Secondary School Raipur
Mumbai
49 Shefali Kulkarni
British Council
14 Hemant Samant
Independent Consultant
Mumbai
50 Shila Ravindran
15 Jani Reddy
Government DIET, Vikarabad
Foster Billabong International High School Hyderabad
Hyderabad
51 Sonal Shah
16 Jayanthi Sheshadri
Loyola School
Jamshedpur
Kadvibai Virani Kanya Vidyalaya
Rajkot
17 Jayshree Inbaraj
Smt. Kapila Khandvala College of Education
52 Suman Chawla
Independent Consultant
New Delhi
Mumbai
53 Sunil Sriwastava
Government Higher Secondary School
Kids Kingdom Public School
Nanded
Shivpuri
54 Supriti Chauhan
Presidium Indirapuram
Ghaziabad
19 K Keshava Rao
Government DIET
Hyderabad
55 Upasana Kinra
Titiksha Public School
New Delhi
20 K V Rayalu
Government IASE, Masabtani
Hyderabad
56 Usha Mani
Nand Vidya Niketan
Jamnagar
21 Kavita Sanghvi
MET Rishikul Vidyalaya
Mumbai
57 Vandana Lulla
Podar Education Network Mumbai
22 Leena Pimpley
Pawar Public School
Mumbai
23 Madhu Ceasarina Prodhan
Independent Consultant
Hyderabad
Government Higher Secondary, Bairagarh
Chichli
25 Manjula Raman
Army Public School
Bangalore
26 Meena Sridharan
Independent Consultant
Mumbai
27 Meenal Paranjape
Independent Consultant
Mumbai
28 Moushumi Banerjee
Adamas World School
Kolkata
29 Nalini Sharma
Government Higher Secondary School, Risali
Bhilai
Rashtriya Madhyamik Shikshan Abhiyan
Hyderabad
Narbheram Hansraj High School
Jamshedpur
18 Joseph J.
24 Madhvi Malhotra
30 P Srinivas Reddy 31 Paramita Roy Chaudhury
New Delhi
32 Paramjeet Kaur Dhillon Kamla Nehru Public School Phagwara 33 Pradeep Gohatre
Government Higher Secondary School
Banabakoda
34 Pradnya Gokhale
Independent Consultant
Pune
35 Priti Ojha
Amatir Kanya Gurukul
Kurukshetra
36 Pushpa Gopal
Yatra School
Chennai
37 Rajni Gopal
Chrysalis High Group of Schools
Bangalore
Parivartan School
Ghaziabad
38 Rajni Jauhari
12
Name
School
City
39 Rajshree Shendge
Government High School, Naysamand Bhopal
40 Rekha Pandey
Udayachal High School
Mumbai
41 Renu Nargunde
Independent Consultant
Mumbai
42 Sandesh Digambar Kadam
Bhavans College, Andheri West
Mumbai
43 Sangeeta Gole
Independent Consultant
Mumbai
44 Sangeeta Saxena
Government High School, Dhamarra Bhopal
46 Sarita Sharma
Chennai
List of Contributors Name 1 Achint Kaur
School
City
City Vocational Public School
Meerut
Name
School
City
35 Binati Misra
SAI International School
Bhubaneswar
36 Bindu Chona
Nand Vidya Niketan
Jamnagar
37 Bipasha Biswas
The Newtown School
Kolkata
38 Bishakha Sen
Loreto Day School, Sealdah
Kolkata
2 Aditi Basu
Bunts Sangha’s SM Shetty International School and Junior College Mumbai
3 Aditya Rajan
Independent Consultant
Mumbai
4 Alka Singh
Presidium
Gurgaon
39 Caroline Mercy
The Vikasa School
Tuticorin
5 Ambika Chauhan
The Newtown School
Kolkata
40 Chandrima Banerjee
Goenka International School
Kolkata
6 Amrita Gaigole
Shashvat Concept School
Amravati
7 Ananya Chatterjee
Goenka International School
Kolkata
41 Charu Arora
Ramjas School, R K Puram Delhi
42 Debanjali Choudhury
Mount Litera Zee School, Maheshtala
Kolkata
8 Anita Matthew
St. Vincents High Technical School Asansol
43 Debarati Ghosh
Bal Bharati Public School
Bilaspur
9 Anita Mishra
Birla Balika Vidyapeeth
Pilani
44 Debjit Pal
De Nobili School
Dhanbad
Delhi Public School, Bangalore South
45 Deepa Bhanushali
Independent Consultant
Mumbai
Bangalore
46 Dhira Madan
Mount Litera Zee School, South Bangalore
Bluebells School International
New Delhi
Bangalore
47 Dimple Keswani
12 Anjana Murthy
Gitanjali Devshala
Hyderabad
Sri Venkateshwar International School, Dwarka
New Delhi
13 Annapoorni Krishnan
Independent consultant
Coimbatore
48 Dimple Puri
14 Anuradha Kacker
New Era Senior Secondary School
Ahlcon International School
New Delhi
Vadodara
10 Anitha Bijesh 11 Anitha Shankar
49 Dipika Gadura
School of India
Bangalore
15 Aparna Das
Bunts Sangha’s SM Shetty International School and Junior College Mumbai
50 Divya Nair
DBMS English School
Jamshedpur
51 Divya Pal Das
Cambridge School
Noida
16 Aparna Mukherjee
Mongrace Montessori House
Kolkata
52 Durga Bhuvaneswari
17 Aparajita Sood
Ramjas Public School
New Delhi
Padma Seshadri Bala Bhavan Senior Secondary School
Chennai
18 Archana
Delhi Public School, Electronic City
53 Elizabeth George
Rajagiri Public School
Kochi
Bangalore
54 Elizabeth Lina Vinod
Rajagiri Public School
Kochi
19 Archana Singh
Nehru World School
Ghaziabad
55 Elizabeth Prasad
Independent consultant
Vizag
20 Arpita Mishra
Delhi Public School
Bhilai
56 Geeta Gangwani
Bal Bharati Public School
Rohini
21 Arundhoti Roy Choudhury
Tulipdale High School
Kolkata
57 Geeta Jaychandran
Yuvabharathi Public School
Coimbatore
22 Asha Dcosta
Udayachal High School
Mumbai
23 Ashlesha Dethe
Dnyansampada School
Ahmednagar
Meridian School, Madhapur
Hyderabad
24 Ashok Shankar
Sri Sankara Vidyalaya
Karur
59 Heena Sharma
The Gurukul
Zirakpur
25 Atul Agarwal
New Rainbow Public School
60 Himani Tyagi
DLF Public School
Ghaziabad
Ghaziabad
61 Indrani Banerjee
Birla High School
Kolkata
26 Ayyapparaj M
Independent consultant
Salem
62 Ira Bhattacharya
The Heritage School
Kolkata
27 Babita Gupta
Ramjas School, Pusa Road
New Delhi
63 Jani Reddy
Government DIET, Vikarabad
Hyderabad
28 Beena Anil
Little Flower School
Kolkata
64 Jessica Patnaik
SAI International School
Bhubaneswar
29 Bhalwinder Kaur
The British Co-Ed High School
Patiala
65 Jyothi Pradeep
Bhavan’s Vidya Mandir, Girinagar
Kochi
Children’s Academy, Malad
Mumbai
30 Bharani
Mahatma Montessori Matriculation Higher Secondry School
Madurai
31 Bhavna
Delhi Public School
Etawah
32 Bhavna Bharucha
VIBGYOR High
Vadodara
33 Bhumit Kansara
Fountainhead School
Surat
34 Bhuvana Barshikar
Kids Kingdom Public School
Nanded
58 Gowri Sarkar
66 Jyoti Mecwan 67 K V Heama
Padma Seshadri Bala Bhavan Senior Secondary School Chennai
68 Kalpana Dogra
MKES English School
Mumbai
69 Kanchan Churiwala
La Martiniere for Girls
Kolkata
70 Kavita Jain
Subodh Public School
Jaipur
13
List of Contributors Name
School
71 Laxmi Prakash
Independent Consultant
New Delhi
72 Linata Andrade
New Era Senior Secondary School
Vadodara
73 Madhu Bhargava
GD Goenka World School
Sohna
74 Malathy Santhanam
Independent Consultant
Chennai
75 Manjula Chatterjee
Independent Consultant
Kolkata
76 Meena Rana
New Era Senior Secondary School
Vadodara
77 Megha Ahuja
Mount Litera Zee School
Mumbai
78 Monali Biwas
Mahadevi Birla World Academy Indraprastha International School
79 Monika Arora
80 Monika Malik Sabharwal Bal Bharati Public School 81 Mrinalini Anant
Name
School
City
106 Puja Garg
The Palace School
Jaipur
107 Rachna Sharma
Mother's Global School
Delhi
108 Raja Sharma
Mayoor School
Ajmer
109 Rajarshee Biswas
Garden High School
Kolkata
110 Rajni Rikhye
Mount Litera Zee School, Electronic City
Bangalore
111 Raminder Mac
Choithram School
Indore
112 Ravneet Khurana
Shri Shikshayatan School
Kolkata
113 Rekha Lalla
TERI Prakriti School
Gurgaon
Kolkata
114 Renuka Chander
Sri Venkateshwar International School
New Delhi
New Delhi
115 Ritika Kunda
Modern High School for Girls
Kolkata
116 Ritu Mathur
Hill Top School
Jamshedpur
Delhi
Meerut Public School for Girls, Shastri Nagar
Meerut
117 Ritu Rawat
Sarala Birla Academy
Bangalore
82 Mukta Mishra
Kaushalya World School
Greater Noida
118 Rohini Kanugo
Army Public School, Shankar Vihar
New Delhi
83 N Ruth
Anand Niketan
Lamtaput
119 Roshan Dangwar
Xavier School
Gamharia
84 Nandita S
Delhi Public School, Nacharam
Secunderabad
120 Ruchi Joshi
Lotus Valley International School
Noida
85 Narayani Ambi
Independent Consultant
Madurai
86 Naziya Rahaman
Foster Billabong High International School
New Era Senior Secondary School
Vadodara
Hyderabad
Meridien School, Madhapur
Shri BS Mootha Girls Senior Secondary School
Chennai
Hyderabad
123 Sabiha Pathan
Nand Vidya Niketan
Jamnagar
88 Neeru Sethi
Independent Consultant
New Delhi
124 Samita Sinha
89 Neeta Bhandary
Mahindra World School
Chengalpet
Surendranath Centenary School
Ranchi
90 Neetha Shetty
Bunts Sangha’s SM Shetty International School and Junior College Mumbai
Mahadevi Birla World Academy
Kolkata
87 Neerja Mony
91 Nidhi Rampal Malik
VIG English School
Jamshedpur
92 Nidhi Singh
Nehru World School
Ghaziabad
93 Nipa Tanna
Anand Niketan International
Ahmedabad
121 Rupa Mehta 122 S Sujatha
125 Sangeeta Ghosh 126 Sanjay Raghav
Seth Anandram Jaipuria School
Ghaziabad
127 Sapna Bakshi
Suncity School
Gurgaon
128 Sarita Badhwar
The Daly College
Indore
129 Sarmishtha ChakrabortyMongrace Montessori House
Kolkata
New Delhi
130 Savita Rao
Little Flower School
Kolkata
Independent consultant
Mumbai
131 Savita Venkat
Bombay Cambridge School
Mumbai
96 P S Sudha
Nalanda Vidya Niketan
Vijayawada
132 Sawmya Raghubir
Delhi Public School
Raipur
97 Pallavi Chandra
NLK Public School, Vishnupuri
Kanpur
133 Sayantanee Mishra
Gyanshree School
Noida
98 Parimal Paul
Independent consultant
Cochin
134 Seema Pandey
Ramjas School, Pusa Road
New Delhi
99 Poonam Gairola
Nehru World School
Ghaziabad
100 Praveen Roy
Samsara The World Academy
Greater Noida
Delhi Public School, Bangalore South
Bangalore
Shemrock Senior Secondary School
Chandigarh
Udayachal Primary School
Mumbai
104 Priya Peri
Delhi Public School
Bhilai
105 Priya. A
Sri Seshaas International Public School
Salem
94 Nita Arora
Sri Venkateshwar International School, Dwarka
95 Otillia Dsouza
101 Preethiradha 102 Prineet Sohal 103 Priya Nair
14
City
135 Seema Shaikh
Pragnya Bodhini High School
Mumbai
136 Sharad Jain
Presidium, Indirapuram
Ghaziabad
137 Shashi Shekhar Tripathi Delhi Public School
Etawah
138 Shikha Mittal
Mount Litera Zee School
Dehradun
139 Shrabani Banerjee
Narayana Vidyalayam
Chandrapur
140 Shraddha Jain
Sushila Brila Girls’ School
Kolkata
141 Shraddha Singh
Indirapuram Public School, Pratap Vihar
Ghaziabad
Birla High School
Kolkata
142 Soma Nandy
List of Contributors Name
School
City
School
City
Seth Anandram Jaipuria School
Ghaziabad
156 Swati Rana
Delhi Public School
Ghaziabad
Ramjas Public School, RK Puram
157 Sweety Dhingra
Summer Fields School
New Delhi
New Delhi
158 Tania Mukhopadhyay
St. Agnes School
Kharagpur
145 Srishti Raheja
Nehru World School
Ghaziabad
159 Tanusree Ghosh
Shri Shikshayatan School
Kolkata
146 Srivalli Nadiger
BGS National Public School
160 Tina Halder
Loyola School
Jamshedpur
Bangalore
161 Tripti Sabarwal
Mount Litera Zee School
Karnal
147 Suganthi Medasani
Mahindra World School
Chengalpet
162 Uma Bhalerao
148 Sukhdeep Kaur
Army Public School, Shankar Vihar
MKH Sancheti High School & Junior College
Mumbai
New Delhi
Mongrace Montessori House
OPR Government Higher Secondary School
Trivandrum
Kolkata
164 Veena Arya
Subodh Public School
Jaipur
150 Sumathi Venugopalan
Centre Point School
Nagpur
165 Veni R
151 Sunita Rajiv
Ahlcon International School
Mount Litera Zee School, South Bangalore
Bangalore
New Delhi
166 Vijay Singh
Young Scholars Academy
Bangalore
Delhi Public School, Nacharam
Secunderabad
167 Vinita Arora
DLF Public School
Sahibabad
153 Suruchi Jain
Mount Litera Zee School
Haridwar
168 Vrinda Malse
Sanjivani International School
Mumbai
154 Susan Thomas
The Foundation School
New Delhi
155 Swasti Das
Mount Litera Zee School, Electronic City
Kerala Samajam Model School
Jamshedpur
Bangalore
The Daly College
Indore
143 Sonal Srivastav 144 Sonia Varghese
149 Suman Sood
152 Sunita Rao
Name
163 V Lazer Ramesh
169 Vrinda Suresh 170 Yogeshwar Shukla
15
CLASS 6
Food for Thought and Action Class: 6 | Age group: 11–12 years
CRITICAL THINKING AND PROBLEM SOLVING
Science
English
Balanced diet
Creative writing
CITIZENSHIP
Lesson Learning Planning Objectives Students will be able to explore options and solutions to minimise food wastage
Students will be able to relate to the relationship between food habits, balanced diet, health and happiness index through various tools and techniques
Students will be able to compare and contrast about the food habits of different nations
Lesson Planning
1
Different food menus will be distributed to student groups. They will be asked to think critically and classify them as healthy or unhealthy. This will be followed by a discussion on what makes them to perceive the green menus as healthy or unhealthy. The teacher will explain and elaborate about balanced diet with the use of a slide show/PowerPoint and/or a documentary. Worksheets will be shared with students which have questions on what food items, minerals, supplements constitute a balanced diet for various age groups.
2
be allotted one country. They have to identify the nation's food habits and geographical conditions that determine the same. Each group will then make a presentation about it to the others in forms of charts, pictures, infographs etc. The teacher can discuss the SDG on ‘Zero Hunger’ and explore how the discussed countries are dealing with the issue.
3
Students will be divided into six groups. Each group of students will
The teacher will show students a documentary or pictures on malnutrition and food wastage. He/she will ask students to identify occasions and situations when we end up contributing to food wastage and will seek suggestions to minimise it. Students will be asked to write a story or a
composition after watching the documentary or pictures.
4
Students will be asked to read about the SDG on Good Health and Wellbeing and then design posters/slogans around it. Students will be asked to design a balanced diet menu for their family for a week keeping into consideration requirements at different ages for different family members and also considering minimal food wastage. At the end of the week they will be asked to update these menus adding the nutrients consumed and matching them to their daily requirement.
Assessment ŸWere the students able to relate to the food habits of different nations? ŸWere the students able to realize/comprehend the need and importance of avoiding food wastage
with reference to the Sustainable Development Goals? ŸWere the students able to grasp the value of a balanced diet and review their food habits.
Review Class discussion, Worksheets, Group presentations, Story, Posters/slogans, Menu charts.
Tips for Lesson Preparation ŸThe teacher can make the students read about international bodies working towards issues like ‘Project Hunger’.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals End hunger, achieve food security and improved nutrition and promote sustainable agriculture
18
Ensure healthy lives and promote well-being for all at all ages
Think, Act and Save Class: 6 | Age group: 11–12 years
CREATIVITY AND IMAGINATION
Science
Social Science
Planet Earth in the Solar System
Natural resources – Waste management
CRITICAL THINKING AND PROBLEM SOLVING
CITIZENSHIP
Lesson Learning Planning Objectives Students will be sensitized to the need of conservation of natural resources
Students will be able to reflect and assess the need and importance of waste management
Lesson Planning
1
2
Students will be asked to work in pairs and compare Earth with other planets in our solar system and state what makes it habitable and what should be done to keep it so. Students will be given a map of flora, fauna and physical features of India. They will have to mark out how and where man has been exploiting nature and then put together all of these in the form of mind maps. These maps will then be displayed in the classroom.
3
Students will be asked to research on waste management in cities in the developed nations and their own city and enlist a critical comparison. These comparisons will then be presented in the form of PowerPoint presentations.
4
The teacher will discuss, with the students, different methods of waste disposal and recycling. Thereafter, the students will be shown pictures of different objects and asked how best each of these objects could be disposed off or recycled. Students will be divided into groups and each group will be asked to create something useworthy by recycling and reusing papers and other bio degradable objects.
responsibility of overseeing that every class at every level is practicing the ‘Green Plan’ to ensure a greener environment in the school.
5
Students will be asked to prepare and present their plan for a ‘Green School’. The best practices from different plans will then be put together and are used as the ‘Green Plan’ throughout the school. The students will be given the
The students will be encouraged to partner with a school from a different country and have regular Skype sessions to discuss the ‘Green Plan’. The will be further encouraged to expand the plan to have a clean local council and write to the concerned authorities about the same.
Assessment ŸWere the students able to comprehend the impact of irresponsible human activities on natural
resources? ŸWere the students able to apply their imagination while designing and creating things from waste? ŸWere the students able to willingly exercise up the responsibility and leadership in implementing the
‘Green Plan’ in their school?
Review Mind Maps, PowerPoint presentations, things designed and created by students, green plans designed.
ŸWere the students able to work collaboratively with the partner school and improve on the initial plan?
Tips for Lesson Preparation ŸA speaker from a local environment upkeep NGO or organisation can be invited to speak to students about the benefits of recycling.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Make cities and human settlements inclusive, safe, resilient and sustainable
Take urgent action to combat climate change and its impacts
19
Panchayat Raj Class: 6 | Age group: 11–12 years
CRITICAL THINKING AND PROBLEM SOLVING
Social Studies
English
Panchayat system in a democracy
Interview, questionnaire
CITIZENSHIP
Lesson Learning Planning Objectives Students will be able to explain how Gram Panchayats work in a democracy
Students will be able to interview people with appropriate questions
Students will be able to create relevant questionnaires
Lesson Planning
1
2
The students will be introduced to the system of Gram Panchayats and how they work in India. They will be asked to research on the various systems of Gram Panchayat that are prevalent in India and also find out relevant laws. This research will then be represented in the form of charts to be used as visual aids for brainstorming and discussion.
differences taking any one country with a similar governance system.
3
The students will be asked to research on the existence of similar systems in other countries of the world. Students (in groups) will prepare PowerPoint presentations whilst analysing the similarities and
The students will be asked to design questionnaires based on their research done and will be taken to a nearby village panchayat. These questionnaires will then be distributed amongst the panchayat members and also local villagers. The students will also interview the Panch and members of the panchayat and villagers. The questions will be based on workings of the panchayat, its advantages and benefits, its limitations, etc. The students will also try and
understand the typical problems which villagers face and the role of the panchayat in resolving the same.
4
The students will recreate these recorded interviews and using the collected data from the gram panchayat and villagers prepare their interview report.
Assessment ŸWere the students able to relate to the benefits and requirement of Gram Panchayat in India? ŸWere the students able to infer data from their research work? ŸDid the students apply their creativity while designing the questionnaire and also interview report? ŸWere the students able to critically compare the system to similar systems in other countries?
Review Charts, PowerPoint presentations, Questionnaires, Interview reports, Skype discussion, Research data collected.
Tips for Lesson Preparation ŸThe teacher can show the students various techniques of interviewing people and different interview reports as samples. ŸThe activity could also be done by a partner school in a country where a Panchayat like system exists. The questionnaires and
reports prepared could be exchanged between students through email or over a Skype discussion.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
20
Light up the World Class: 6 | Age group: 11–12 years
CRITICAL THINKING AND PROBLEM SOLVING
CREATIVITY AND IMAGINATION
CITIZENSHIP
English Role play
Lesson Learning Planning Objectives Students will be able draw inferences from observations, and appreciate the importance of evidence
Students will attempt to develop a practical light source based on the principles of Physics
Students will become sensitive to the needs of the weaker sections and take steps to reduce inequality
Lesson Planning
1
As a pre-leaning task, students will be asked to take a ‘light and dark’ walk in their neighbourhoods / homes and observe how light from the moon, streetlamps, cars etc affect objects and areas around those objects. In class, students will discuss their experiences by focusing on various thought provoking questions and will draw up a list of rules about how light moves.
experiments in the lab/darkened room. They will be asked to record where the light travels after hitting the objects. Students will learn about reflection and refraction in the process. To check for understanding, students will be put in pairs and asked to explain these concepts to each other.
3
In the lab, students will conduct various experiments to check if their rules or hypotheses were correct. PowerPoint and videos are shown to the students to corroborate their findings.
2
Students will explore what happens to light when it shines on different kinds of objects through
(www.literoflight.org). Students will try out the experiment themselves, converting simple discarded PET bottles to sources of light. Students will be put in groups and will be asked to use the principles of light and reflection to improve upon this idea.
4
Students will be sensitized to the challenges faced by sections of society who cannot afford electricity and/or where the power supply (wattage) is weak eg slums, low roofed thatched huts, narrow alleys etc. Students will asked to brainstorm about what could be done to provide light into their homes at a low cost.
In association with a local NGO, the students will be encouraged to approach a neighbouring slum area to execute the Liter of Light project. The Students will also create street plays, posters, slogans etc. to spread awareness about the campaign.
The students will be told about the Liter of Light project
Assessment ŸWere the students able to understand the principles of light through their observations? ŸWere the students able to suggest innovative solutions based on the principles? ŸDid they appreciate the need for working for the betterment of the weaker sections of the
society?
Review Class discussions, Experiments, Awareness campaign, Hands-on work with NGOs.
Tips for Lesson Preparation ŸTeacher has to allow for adequate time for all students to conduct experiments in order to ensure equity. ŸIn case NGO assistance is not available to physically extend the Liter of Light project to neighbourhood areas, dimly lit areas of
the school, or own homes e.g. garages, store rooms, washrooms can be explored to install the PET bulbs.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Ensure access to affordable, reliable, sustainable and modern energy for all
Make cities and human settlements inclusive, safe, resilient and sustainable
21
Food and Nutrition Class: 6 | Age group: 11–12 years
CRITICAL THINKING AND PROBLEM SOLVING
Science
Social Science
Food and nutrition
Major food crops of India
CITIZENSHIP
Lesson Learning Planning Objectives Students will be able to test the presence of nutrients in food items
Students will be able to describe deficiency diseases, malnutrition, food scarcity
Lesson Planning
1
2
Students will brainstorm and find out about various sources of food (e.g. plants, animals). Types of nutrients in various food items will be discussed. Students will study about functions of these nutrients in our body. Rich sources of protein, carbohydrates, fats, vitamins and minerals will be discussed. The sources of food will then be cross referenced with dominant nutrients in each type of food and a Piktochart or a mind map will be made by the students representing the same.
solution, copper sulphate, tissue paper). They will collect wrappers of some food items (e.g. cookies / biscuits) to study nutritional value or amount of nutrients present. Based on all this information they will prepare a chart on their daily intake of nutrition and match it with the required amount. This activity can be done in collaboration with the partner school. Both the schools can collect and share above mentioned information.
3
Students will take samples of food items from their tiffin boxes. They will test the presence of nutrients in these samples in science lab with the help of chemicals (iodine
happen if there is no food left due to crop failure/drought? Ways to combat food scarcity, alternative sources of food (e.g. sea algae, fleshy roots of desert trees).
4
A circle time, situational talk or creative writing session will be organized to answer some open ended questions. E.g. Importance of food, Why do living organisms need food? How can you stop wastage of food at a birthday party? What will
Students will discuss about diseases (night blindness, rickets, beri beri, scurvy etc.) that are caused due to deficiency of nutrients in diet, their symptoms and the treatment. Effects of healthy and junk food on be discussed. Students will share their views on importance of balanced diet (as group presentation) with the rest of the class.
Assessment ŸWere the students able to relate to the fact that in spite of consuming different foods the final
nutritional value intake needs to remain the same? ŸWere the students able to critically analyse the questions raised on deficiency diseases? ŸWere the students able to assess the harmful effects of junk food?
Review Digital tools prepared, Charts prepared, Points raised during discussion with partner school, answers to open ended questions.
Tips for Lesson Preparation ŸThe teacher can collect articles on balanced diet and healthy food habits and share them with the students. The teacher can discuss
how organic food production is gaining momentum and its benefits.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals End hunger, achieve food security and improved nutrition and promote sustainable agriculture
22
Ensure healthy lives and promote well-being for all at all ages
Unearthing Past Mysteries Class: 6 | Age group: 11–12 years Social Science
CRITICAL THINKING AND PROBLEM SOLVING
CREATIVITY AND IMAGINATION
English
Creative writing
Introducing history
Lesson Learning Planning Objectives Explain how historians identify and use archaeological sources
Compare and contrast evidences from the past and use their imagination to write a creative piece
Lesson Planning
1
2
Students will be shown images of objects like a smart phone, an old transistor, football, a hiking boot, a piece of jewellery, a cooking utensil, a steel glass, a shirt etc are asked to guess whom did the object belong to age, gender, socio-economic status, occupation etc. Then the students will be shown images to whom the object belonged to. Based on this, students reflect on how our opinions are based on assumptions vis-à-vis evidence.
3
Students will learn about the artifacts found in the Mohenjodaro and Harrapan civilisation. Students will be given links to sites/printouts of information about other ancient civilisations like Egyptian, Mesopotamian, Aztec, Mayan, Greek. Students will be divided into groups and they will be allocated one ancient civilisation each. As groups, they will research and compile relic information and with the help of a PowerPoint presentation they would share their work with the rest of the groups.
A brainstorming session will be held to highlight the importance of studying history and how historians have contributed in unearthing the mysteries of the past. Students will learn how archaeologists use various methods to identify and classify excavated objects from historical sites.
Student groups will then analyse the findings from all the presentations and draw up similarities and differences in them.
4
The Students will be taken to a local museum and artifacts preserved therein will be studied. As a critical thinking activity, students will be encouraged to frame questions on the artifacts seen. Upon return, they will be given the task to write a report on the visit highlighting 3 most interesting artifacts with reason.
5
To relate to the role of the historians and / or Museum Curator; students will be asked to write a short essay / article on the following topicImagine you a Historian or a Museum Curator and you have just discovered an ancient relic, describe your reaction, and what would you be with it.
Assessment ŸWere the students able to understand how artifacts hold clues to the past? ŸWere the students able to research and compile relevant information? ŸCould they come to a common consensus in a democratic manner in their discussions? ŸWere they able to build on their knowledge and use their imagination to write a short essay/article?
Review Class discussions, PowerPoint presentations, Autobiography.
Ÿ Were the students able to write visit reports highlighting 3 most interesting artifacts?
Tips for Lesson Preparation ŸTeacher may collect images/objects from a wide cross section of people to enable students to explore multiple perspectives.
Images/write ups of artifacts from various civilisations can be easily downloaded from the internet. The time capsule activity could be done with a partner school to appreciate diversity and multiple perspectives.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
23
Plants in My School Garden Class: 6 | Age group: 11–12 years
CRITICAL THINKING AND PROBLEM SOLVING
Science
Social Science
Flora fauna
Topography
CREATIVITY AND IMAGINATION
Lesson Learning Planning Objectives Students will be able to identify, classify and differentiate types of plants
Students will be able to interpret how topography affects the growth of plants in different areas
Lesson Planning
1
2
The students will be divided into groups and will be taken to the school garden in order to identify about various plants–herbs, shrubs, trees, climbers and creepers. Their distinguished features will be explained. Each group will be given a part of garden to survey. They will find out the number of herbs, shrubs, trees, present in the designated part and represent in the form of charts (group wise).
3
Using fallen leaves/plant parts in the garden students will make compost/vermicompost, to make herbarium file, or discuss their uses as medicines, food etc. They will make a PowerPoint presentation/ scrap book, based on their findings.
4
Students will research on the flora in their region of the country and then compare it with another region based on climate, location, etc. This activity can be done with a partner school in another country. They will then highlight the plants found prominently in their region and critically analyse the topographical reasons for this. They can also be asked to suggest how the growth of other types of plants can be cultivated in their region.
Each group will be given a task to find the functions of different parts of a plant. These functions will be explained by the teacher with the help of diagrams. Each group will be encouraged to ask questions about functions of plant part with the help of role play activity- ‘Who am I’.
5
As part of a pre-informed activity with the partner school, all students together will find out and collaboratively compile atleast of atleast eight common plants found in their vicinity and exchange the same with a similar activity with their partner school students. Both sides would discuss the identifying features, pictures of the compiled list of plants, flowers. The activity would culminate with both sides comparing and contrasting their respective country national flowers, historical, social and religious aspect.
Assessment ŸWere the students able to explain the anatomy of plants? ŸDid the students give unique answers to questions raised during discussions on less cultivated
plants in their region? ŸDid the students use their creativity and innovation during the role play and also during
discussing usage of plant parts and leaves?
Review Charts, Role play, Scrapbook, PowerPoint presentation, Discussions with partner school, Suggestions given by students.
Tips for Lesson Preparation ŸThe teacher can show a video on medicinal value and use of various parts of a plant. The teacher can also discuss how global
warming is affecting flora and fauna.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
24
Universal Brotherhood Class: 6 | Age group: 11–12 years
CRITICAL THINKING AND PROBLEM SOLVING
Social Studies
English
Diversity and interdependence
Interview, letter writing
CITIZENSHIP
Lesson Learning Planning Objectives Students will be able relate to policies which can promote universal brotherhood
Students will develop a compassionate and pacifist mindset
Students will be able to associate and use appropriate language for asking and answering questions
Lesson Planning
1
2
Students will learn about Akbar and his policy of Din-i-Ilahi through PowerPoint and videos. Students will critically analyse the policy through brain storming sessions and structured group discussions and draw conclusions about what were its main principles, viz. promote harmony among the different sections of the society. Students will be given different scenarios from real life where there is conflict between sections of the society. Working in groups, they will apply the principles stated in Din-i-Ilahi to suggest solutions to those conflicts. Students will reflect on whether the same principles of
Akbar’s court can be applied to modern day scenarios successfully.
3
4
be asked by a journalist to any historical character in certain contexts. These contexts may be provided by the teacher or the students themselves. In pairs, students take turns to interview each other–one as a journalist and the other as any historical character who has promoted harmony.
Students will be asked to write a letter as Akbar to any other country head asking them to take actionable steps based on Din-i-illahi to solve the problems of terrorism/communal disharmony/ racial discord by following his policies. Students will be encouraged to provide their own creative suggestions as well.
5
Students will be given question starters, graded as per the Bloom’s Taxonomy. Using these questions starters, the entire class will brainstorm on questions that could
The students will be encouraged to analyse leadership skills of some other Kings/leader and compare with Akbar. They will be encouraged to critically analyse and talk about various leadership styles.
Assessment Review Class discussions, Question bank, Letters, Interviews, Role Play.
Tips for Lesson Preparation ŸStudents could also make posters to promote and spread awareness about universal brotherhood. The activity can also be done
in exchange with a partner school, where different policies may be studied and multiple perspectives explored.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Make cities and human settlements inclusive, safe, resilient and sustainable
Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
25
Garbage In, Garbage Out Class: 6 | Age group: 11–12 years Science
CRITICAL THINKING AND PROBLEM SOLVING
CITIZENSHIP
Social Studies Earth
Garbage in, garbage out
Lesson Learning Planning Objectives Students will be able relate to the need for and importance of waste management
Students will be able to explain the effects of pollution on the planet and suggest ways to combat it
Lesson Planning
1
2
The teacher will initiate a discussion on ways to deal with garbage disposal. Differences between “Biodegradable” and “Non-biodegradable” will be established and definitions will be discussed in detail. The students will be asked to prepare a chart showing the different types of biodegradable and nonbiodegradable waste.
3
The students will be shown the different processes of recycling paper and its uses. They will then be divided into groups and each group will use their creativity to recycle paper and design something that can be used for practical purposes.
4
The teacher will explain the students about the harmful effects of non-biodegradable waste and how we as citizens can help limit the creation of these wastes. A class discussion will take place on the alternative sources that can be used in order to avoid creation of these wastes, example avoid usage of plastic, etc. Students collaboratively will create an informative leaflet on raising community awareness for the same.
The teacher will explain biodegradable waste management. She/he will also show a video on the working of a modern landfill. Students will be asked to research on how non-biodegradable waste can be managed and given suggestions. These will be represented by groups of students using learning tools like Mind map, Prezi, Photostory etc. (two day talk)
5
6
A Skype classroom will be held with a school in another country. Students will discuss about how waste management and disposal takes place in their respective countries. Questioning and seeking information by students of both schools will be encouraged. Students will take up a cleanliness drive as part of their Social Science project on Save Mother Earth, in their school’s neighbourhood creating awareness about pollution created by wastes and the steps that can be taken to avoid or prevent these. The leaflets, created by students can be distributed in the neighbourhood as part of the awareness drive.
Assessment ŸWere the students able to relate to the ill-effects of pollution and how can it be prevented? ŸWere the students able to understand their responsibility as responsible citizens of tomorrow? ŸWere the students able to display their potential leadership skills?
Review Charts, Presentations, Objects created using recycled paper, Group discussions, Photographs of cleanliness drives.
Tips for Lesson Preparation ŸThe teacher can show a video on how waste management is done in different countries of the world. The teacher can also discuss ill
effects on health due to pollution caused by ineffective or improper ways of waste disposal.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Ensure availability and sustainable management of water and sanitation for all
26
Make cities and human settlements inclusive, safe, resilient and sustainable
Notices from Then and Now Class: 6 | Age group: 11–12 years
CRITICAL THINKING AND PROBLEM SOLVING
English
Social Science
Notice writing
The Mughals
CREATIVITY AND IMAGINATION
Lesson Learning Planning Objectives Students will be able to write a notice on any given topic
Students will be able to look at any event though multiple perspectives
Lesson Planning
1
2
The teacher will introduce the topic of notice writing. The students will research and collect different kinds of notices from the newspapers, magazines, school diaries, notice boards and the internet. They will critically examine the notices and try to find similarities and differences.
3
Students will be encouraged to approach other teachers throughout the school and offer to write out notices for any announcement that might be required.
4
In their Social Science class, the students will be asked to re-create a ‘farmaan’ into a ‘notice’ based on the topic / idea given by the teacher. The topics essentially would be on promoting law and order, peace, harmony and tolerance for other religions and cultures as promoted by emperor Akbar or any other ruler/leader from history. The ‘notices’ should reflect the same.
The teacher will demonstrate the format and technicalities of writing a notice to the students. The students will correlate their previous deductions about the format with the one given by the teacher. The students will debate which of the format is better and why. Students practice writing out various types of notices.
Assessment ŸWere the students able to write out various kinds of notices related to different events?
Review
ŸWere they able to think critically and make appropriate connections to identify similarities and
Class discussions, Class work – Notice writing, Research work, Report.
differences in the different kinds of notices? ŸWere they able look at the life and times of Akbar through multiple perspectives, while writing
notices from the given chapter content?
Tips for Lesson Preparation ŸTeacher can bring examples of notices from magazines, newspapers and the internet in case the students do not have access to
these materials
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
27
Ahlcon International School Delhi Ashok Pandey Principal
The 21st century classrooms bring new insights into teaching, learning and pedagogy. Challenges that we face today are teacher preparedness, differential teaching-learning strategies, creating engaging content and promoting self-directed learning. According to the Partnership for 21st Century Skills (P21), a Washington DC-based think tank, “in addition to the academic skills, students must also learn the essential skills for success in today's world such as critical thinking, communication, problemsolving and collaboration.” But to develop these competencies in the students, teachers need to learn these skills themselves. Selfevidently, 19th century pedagogies and classroom practices won’t succeed in developing 21st century learning skills in the new generation of students.
28
The primary task of transforming our classrooms lies in value streaming and meaning creation to respond to the learning expectations of each learner. No useful remedies to educational problems can be presented without a good peep into our classrooms. The British Council took the lead in championing the need for equipping teachers and the students in the core competencies. In all, eight of my colleagues have participated in the programme in developing skills in ‘Creativity and Imagination’, ‘Digital Literacy’ and ‘Critical Thinking and Problem Solving’. I find them now more reflective of their work. Their classes have become more engaging, and the content they present is richer than before. They appear enjoying their autonomy while experimenting exploring and being themselves. Kavita Shah, an enthusiastic science teacher, who developed her creative and imaginative skills, engaged her students in making aeroplanes, paper boats and various gadgets. Her classroom activity travelled straight to the homes of her students involving parents and siblings. For Dimple Puri and Anju Gupta, it was a self-discovery of their potential, while they shared the skills learned with their colleagues; engaging them for hours in criticalthinking and problem-solving skills. Group work conducted in the classes has encouraged inclusion, promoting participation by the students who were, otherwise, left out.
The new zeal, introspection, and creative lesson planning have helped the faculty to share their practices. It hasn’t taken long for the experience of these teachers to cascade to others, steadily building a culture of innovation. Our classrooms are transforming into learning hubs. Class five students were encouraged to teach class four students, nudging them to research, collaborate and share. While teachers chose to put aside time for students to connect with their peers, the young learners became teachers, putting themselves in the shoes of their mentors. The entire exercise resulted in bringing, empathy back to our children’s value system and they gained a better appreciation of the classroom problems. “How much our teachers can do for us, with all the responsibilities they shoulder,” commented a child. We hope core skills get into the heart of our pedagogy, preparing our children for college, life and citizenship. It is gratifying that the British Council has recognised deeplearning skills as a pathway to achieve that educational goal.
“Critical thinking is thinking about your thinking while you are thinking in order to make your thinking better.” – Richard Paul
Amatir Kanya Gurukul Kurukshetra
Priti Ojha Principal and Director
Teaching a topic in a classroom is not the agenda but to enhance a skill during that limited time is critical. When I joined Amatir Kanya Gurukul, Kurukshetra, I felt that the school required skillbuilding among students. Looking into the classroom size, syllabus, first generation learners, language barrier, we discovered that we need to follow a planned structured. Engaging a student with a purpose was important. For doing this we required teachers to understand the “why” behind it and make sure that the students get the knack of it. British Council announced the Critical Thinking and Problem Solving skill workshop for teachers. It was a boon while we were planning to engage our teachers to understand the need of various types of skills required to inculcate in students. The school motivated the staff members for grabbing this opportunity and unlearn to relearn teaching methods. Six teachers sponsored themselves for the workshop and made a beginning for this amazing journey. The teachers returned with lots of questions and reflection on their present planning. They took time to prepare an action plan and
started using in the class. Changed methodology invoked thinking, creativity, problem solving, language comprehension and most importantly fun in the classrooms. We now see children getting lots of resources from home, team up to understand a concept, use technology to present their work, different subjects are interrelated in a topic which helps them to have different perspective of various concepts. This has also helped them to understand the practical implementation of their learning in their real life. Most of the students are first generation learners; we need to make sure that learning of the child is practically observed in a student’s daily routine. Core skills started helping us to convince our parents that are happening in the class through our students, communication, questions, resources created and note book work. Progression in their thinking is evident if we compare the last year students’ performance assessments.
“After attending the workshop, I have started giving chances to my students for enhancing their creativity. I have started designing my lesson plans in such a way that students can give their own ideas. A drastic change is witnessed in students’ responses as they have developed different perspectives.” Sharanjeet Kaur Grade 1 teacher “The training has influenced the way I approach teaching and has made an impact on my students and classroom. By introducing more openended questions within the classroom the students have now become more creative in their responses.” Sakshi Chaudhary Grade 2 teacher
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CLASS 7
Game of Thrones Class: 7 | Age group: 12–13 years English Text-based reading
CRITICAL THINKING AND PROBLEM SOLVING
CITIZENSHIP
DIGITAL LITERACY
Social Science Types of rulers–monarchs, dictators, autocratic, democratic
Lesson Learning Planning Objectives Students will be able to comprehend tragic elements in a character
Students will learn about the different types of rulers and types of governance that have existed or exist currently
Students will be able to distinguish between the various forms of governance and formulate their opinions about them, based on evidence
Lesson Planning
1
2
The lesson will be introduced with a discussion on the historical background of Scotland—the concept of Monarchy and Heredity in the Elizabethan Age. Special emphasis will be given here on the plot of Macbeth. Other tragedies of Shakespeare will be highlighted briefly—Hamlet, King Lear, Othello. Different episodes of history in different parts and times will be highlighted to emphasise the different types of rulers and their styles of leadership. In groups, the students will be asked to research on the characteristics and concepts of different types of governance. These points will then be presented
in the form of PowerPoint presentations. Each group would undertake one ruler and one type of governance.
3
4
Students will find out about the types of governance that exist in the current world and give examples. They will have group discussions to explore multiple perspectives on the topic, and reflect on the ideal form of governance with reasons.
Example: Enact the scene of Macbeth and Banquo meeting the witches. Imagine you are Banquo. What would you have done to save your friend from believing in their prophecies? The role plays will be video recorded for peer review.
5
Students will be divided into groups and specific scenes from Macbeth will be role played. Students will be asked to perform scenes according to their own interpretations.
Thereafter, students will work in groups to put together the role play recording in the form of a documentary highlighting monarchy and its descent over the ages. They will use Movie Maker to edit those videos and use voiceovers to create the effect of a documentary.
Assessment ŸWere the students able to understand the political and social structures of different countries which
have had different types of governance? ŸWere they able to compare and contrast them and form opinions on the ideal type of governance for
their context? ŸDid the students relate to tragic elements in Macbeth’s character—his moral decline and the victory of
good over evil? ŸDid the students acknowledge and empathize with the plot of Macbeth and how it is still relevant in
Review PowerPoint presentation, role play, documentary, class discussions.
present times? ŸWere the students able to collaborate with their peers to give constructive feedback and to create the
documentary?
Tips for Lesson Preparation ŸThe teacher can pull out similar stories from literature and history highlighting other styles of governance other than Monarchy. ŸThe students can be shown a documentary on Scotland in the Elizabethan era to give them an idea on the technicalities involved.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
32
The Amazing Amazon and Enchanting Ganga CRITICAL THINKING AND PROBLEM SOLVING
Class: 7 | Age group: 12–13 years Social Science Life in the Amazon and Ganga basin
CITIZENSHIP
Science Water as a precious resource
Lesson Learning Planning Objectives Students will be able to compare and contrast the different climatic regions
Students will be sensitized towards the need to use water judicially
Lesson Planning
1
Students will revise their prior knowledge on latitudes and longitudes by filling in KWL charts (Know – Want to know – have Learnt). Any gaps in this revision task is filled in though peer discussion and by the teacher. They will be shown short videos on the Amazon and the Ganga. Students will be divided into groups to research the characteristics of life in any one region each. Groups present their findings on the inhabitants along the river Amazon and river Ganga referring to their origin, history, vegetation, climate, pollution, diversity of wildlife, myths etc. Students analyse the information from the research work and do a comparative analysis of
the climatic conditions due to the geographical location of the two regions. They will summarize their research and analysis and present a PowerPoint presentation for the other groups.
2
Students will then be required to find out about other tropical and subtropical regions and locations across the world and study their similarities, differences and identifiable characteristics (in comparison to the Amazon and Ganga).
3
Students will reflect upon the issue of water as a precious and scarce resource and enlist that steps can be taken in order to ensure that
cleanliness is maintained and water is used responsibly. (This can be taken up with a partner school where students together brainstorm on ways to save and maintain clean water).
4
The students can undertake an awareness drive around their locality or neighbourhood stressing on how it is our responsibility to save water for the future generations and how we need to ensure every person should have access to clean and healthy water and be responsible towards local rivers and water bodies.
Assessment Review PowerPoint presentation, ŸWere the students able to understand the diversity in lifestyle and local vegetation due to changes research work, role play, in geographical location and climate? discussions on SDG 6, ŸWere the students able to understand that they are accountable for how they use natural resources? cleanliness drive. ŸWere the students able to grasp the concept of latitudes and longitudes?
Tips for Lesson Preparation ŸThe teacher can narrate stories about the mythological aspect of Ganga and the myths linked with Amazon so that an interest is
created for further learning. ŸResearch can be done by students on local bodies and organisations who work for water preservation and cleanliness.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Ensure availability and sustainable management of water and sanitation for all
33
Mock Parliament Class: 7 | Age group: 12–13 years
CREATIVITY AND IMAGINATION
English Situational talk
COMMUNICATION AND COLLABORATION
Social Science Parliament proceedings
Lesson Learning Planning Objectives Students will be able to express in reported and direct speech
Students will be able to infer the functioning of the Parliament of India
Lesson Planning
1
2
Students will be introduced to the workings of the Indian Parliamentary System though videos, infographics and PowerPoints. Post viewing, students will discuss about the two houses, number of members, selection of members, inner workings of the Parliament etc. to clarify concepts.
similarities. This research can also be exchanged with a partner school having a different system of parliament and ideas and views can be exchanged.
3
The students will research on the Parliamentary systems of other countries of the world – examples can be taken of different countries with different political structures like multi-party system, bipartite system, democracy, capitalist, communist country. A comparative chart is prepared by the students to highlight the differences and
4
Students will put together a mock parliamentary session. The students will create the points of discussion in direct speech; emphasis will be on usage of correct and appropriate vocabulary and tenses. A group of students and the teacher would act as record keepers to document the entire session (especially with respect to the usage of direct/reported speech during mock parliament session).
The class will yet again be divided into two groups. One group would take up the task as an ‘editorial board’ and the other group essays the role of ‘news anchors’. The work compiled by the ‘record keeper’ on mock parliament would be reassessed by the ‘editorial board’, to be presented as ‘News of the Day’ (by the news anchors).
Assessment ŸWere the students able to identify and analyse the differences in usage of direct and reported
speech? ŸWere the students able to express, document and present the mock parliament scenario? ŸWere the students able to understand how different countries work under different parliamentary
setups?
Review Charts, research discussion with partner school, speeches during mock parliament, news report.
Tips for Lesson Preparation ŸThe students can be asked to view the national Rajya Sabha telecast. ŸThe teacher can also show samples of news reports which use a combination of direct and reported speech.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
34
Energy Class: 7 | Age group: 12–13 years Science Energy – motion, electric current
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
Social Science Energy resources
Lesson Learning Planning Objectives Students will develop an attitude of conserving energy and recognises the need for alternative/sustainable sources of energy
Students will be able to apply and practice energy conservation tips/ideas at home and school
Students will be able to use scientific enquiry to understand concepts of energy/electricity
Lesson Planning
1
Various images will be shown to the students (e.g. stationery and moving vehicles; boiling water and cold water; lit and unlit lanterns etc). Students will be asked leading questions such that they may categorise them into stationery and moving states.
2
Various activities, both in the classroom and outside, will be organized to emphasize the use of energy to the change of motion/ matter. E.g. 1. Tug of war during PE class 2. Switching on and off all lights in the classroom etc. Students will brainstorm and analyse how energy is used/produced in these activities.
3
Students will learn about the different types of energy and its distribution
throughout the world through videos, presentations and interactive worksheets.
4
Students will learn about the application of energy, especially electrical energy, in their daily lives. Various lab experiments are conducted using circuits, LED bulbs, switches and batteries etc to learn about circuits and switches. Students will bring the electricity bills from their homes and analyse the consumption pattern, number of units, monthly costs etc. A discussion will be conducted on the need to save electricity and the means to do so. A comparative study of electricity consumption habits will be done with the partner school from another country. Students of both schools will
collaborate and make a list of Do’s and Don’ts for the conservation of electricity in the schools and homes. Posters will be made and displayed around the school.
5
Students will learn about renewable and non-renewable energy – the sources and the merits and demerits of each. Students will conduct a multiactivity project on the conservation of energy. Some of the activities could be: - Role play on conservation of energy - Poster/slogan on optimum use of renewable energy - Enlist ten tips/ideas you would adopt to conserve energy at school and at home. - Debate on the pros and cons of alternative sources of energy
Assessment ŸWere the students able to understand the concept of energy and how it is produced? ŸWere the students able to build circuits and understand the application of electrical energy in their daily
lives? ŸWere the students able to analyse their electricity bills and make deductions about consumption patterns? ŸCould they suggest ways of conserving energy?
Review Class discussions, activities, worksheets, presentations, lab experiments, posters, models, debates, role play.
Tips for Lesson Preparation ŸVarious forms of motion and flow of electric current may be shown as a short animated film. ŸThe energy crisis or the struggle to control energy sources by various countries could be discussed with the students. ŸThe teacher can initiate a discussion on the COP22 – United Nations Climate Change Conference (at Marrakesh) and ask the students
to gather more information on the same via UN website or their Twitter handle – @COP22
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Ensure access to affordable, reliable, sustainable and modern energy for all
35
Architecture Class: 7 | Age group: 12–13 years Mathematics Ratios, scale and area
CRITICAL THINKING AND PROBLEM SOLVING
CREATIVITY AND IMAGINATION
Social Science Rulers and their architecture
Lesson Learning Planning Objectives Students will learn the importance of mathematics in architectural drawings
Students will be able to measure accurately, drive the corresponding scale and ratio
Students will be able to make deductions about monuments based on observations
Lesson Planning
1
2
Students will learn about scale and ratio, examples of where they are found and what they measure. Students will be given critical thinking problems where if given the measurements of a square/ rectangle, they would draw another one which is half its size. Students will revise the concept of perimeter, area and floor plan. Students will use ratio to make a scale drawing of the classroom floor plan. Students will be divided into groups and each will measure surface areas of desks, free floor space, tables, cupboards/racks etc. Students will fill in a recording sheet documenting the objects measured, the measurements and the scaled measurement. Students will
exchange all data with each other and agree upon an appropriate scale to draw the floor plan. All the plans will be displayed in the class.
3
4
Students will be given a project where they will create a plan for a new township which would be inclusive as well as sustainable. Students will work in groups to plan different aspects/areas of the township and present a combined plan. Students reflect on the role of mathematics to create architectural drawings. Students will be shown pictures of famous monuments from various periods and styles e.g. Taj Mahal, Red Fort, Sanchi Stupa, rock cut temples of Mahabalipuram etc.
Students will be asked to make observations about the building – uses, materials, period etc. Students will be divided into groups and asked to research about one monument from different architectural periods and share this information through peer teaching.
5
Students will be provided with scale drawings of these buildings and a worksheet with problems related to the actual measurements and proportions of the monuments. This is to assess their understanding of measurements, scale, ratio and proportion. Students will reflect on the fact that they have completed work which architects do every day – scale a drawing.
Assessment ŸWere the students able to solve the mathematical problems given? ŸWere the students able to work collaboratively on the project? ŸWere the students able to incorporate inclusive and sustainability elements into their plan for the township? ŸWere the students able to identify the architectural style, period, materials etc of the buildings, on the basis
Review Class discussions, measurements and worksheets, project, research work.
of their observations?
Tips for Lesson Preparation ŸField trips to the monuments mentioned could be organized. ŸA comparative study of architectural styles of monuments of another country could be done with the partner school. ŸThe concept of Fibonacci in Nature can be introduced to the students to generate curiosity in them.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Make cities and human settlements inclusive, safe, resilient and sustainable
36
What’s in My Water? Class: 7 | Age group: 12–13 years Sceince Waste water management
CITIZENSHIP
CRITICAL THINKING AND PROBLEM SOLVING
Social Science Hydrosphere
Lesson Learning Planning Objectives Students will learn how health, hygiene and sanitation are dependent on the sewage system
Students will be able to establish cause and effect of water quality on their lives
Lesson Planning
1
Students will brainstorm about the various sources of waste water (e.g. kitchen, bathrooms, rainwater runoff, gardening runoff, washing etc) and its end. Students will then watch videos/read the text in order to understand the sewage system with the teacher’s guidance.
2
Students will collect information and pictures of sewage system from their locality and share with rest of the class. Information of water logging during the monsoons/heavy showers will also be discussed. They will be asked to make deductions about the sewage system of the city on the basis of the evidence they have collected. A small group discussion will be conducted on the problems that occur as a result of an ineffective/inadequate sewage
system. Students will be asked to make a mind map following their discussions, and present it to the rest of the class. Each group will now be assigned one problem area (health hazards, traffic safety, infrastructure damage etc) and asked to conduct a research on it. Students will present their reports through PowerPoint presentations.
3
fertilizers, chemical effluents from factories, sewage contamination, dead and decaying plant/fish matter in the water body etc. Students will learn about the ways in which these factors need to be controlled/ managed.
4
Students will collect water sample from any local water body (pond, lake, river, tube well for groundwater etc) and in the lab, test the water for the pH content. They will learn about the water quality and the factors like nitrates, ammonia, pH, hardness, and alkalinity affect it. Students will learn why they may be present in the water in inappropriate levels e.g
Students will be divided into two groups – each group would create a poster each with tips to use water judiciously and various ways to recycle water at home, in societies and at school. They would then promote these (posters) in an ‘Awareness Drive’ in the neighbourhood. They would undertake a signature drive to reaffirm the awareness drive in the community members.
Assessment ŸWere the students able to understand the importance of an effective sewage system? ŸWere the students able to collect information about the sewage system in their localities? ŸWere the students able to understand the cause and effect of water quality on their lives?
Review Class discussions, presentations, home assignment research work, lab experiments.
Tips for Lesson Preparation ŸStudents may be shown videos/short films that highlight the adverse effect of water misuse / water borne diseases and epidemics. ŸThe teacher should present (video/PowerPoint) to show how waster water management can be a way of life. ŸStudents can write a letter to the Chairperson of the Municipal Corporation or the Councillor requesting for improvement in the
sewage system on the basis of the problems discussed by them in class.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Ensure availability and sustainable management of water and sanitation for all
Conserve and sustainably use the oceans, seas and marine resources for sustainable development
37
Health and Nutrition Class: 7 | Age group: 12–13 years Science Nutritional value of vegetables
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
English Factual reading
Lesson Learning Planning Objectives Cite situational examples where health is totally dependent on nutrition
Learn the nutritional values of vegetables
Read or verbally express or present their research work, to an audience (speech fluency)
Lesson Planning
1
2
Students will brainstorm a list of vegetables they like/dislike and the vegetables that are cooked at home. In groups, they will be asked to categorise it using their own logic. Some categories could be: green vs other colours, locally grown vs imported from other regions/ countries, cost, seasonal availability etc. Students will conduct a simple survey within the school about which are the most preferred vegetables and why. The report will be represented graphically and orally.
information and present it to the rest of the class as part of the Reading Club with guided expression, voice modulation and intonation.
3
Students will research about the importance and nutritional values of various vegetables. They will create charts/presentations with their
region. The videos will be exchanged and a comparative study of the ingredients, techniques, nutritional values will be ascertained.
Working in groups, students will research about the traditional soups of the country/region e.g. rasams and shorbas. Every group will chooses any one recipe they would like to try out and arrange to collect the ingredients for it. In the Home Science and Nutrition lab, students will prepare their chosen soup, under guidance and supervision of the teacher. This activity will be video recorded. Students from the partner school will do a similar exercise with soups from their
4
Based on their knowledge of nutritional values and costs of the vegetables, as well as the recipes they have tried out so far, students will be asked to come up with a recipe for the most nutritious yet low cost soup. The recipes may be tried out in school, if possible.
5
As a whole class or whole school project, the students will pledge to sponsor one soup meal per day for the inhabitants of a destitute home.
Assessment Review Flowcharts, class discussions, survey ŸDid the students appreciate the multiple points of view while categorizing the vegetables? questionnaire and ŸWere the students able to work together as a team while researching, presenting and creating the recipes? interpretation of data, ŸDid they realize their citizenship duties for ensuring food security to the marginalized sections of the presentations, research work, cooking lab activity. society? ŸWere the students able to present the collated information in their own expression (verbally)?
Tips for Lesson Preparation Ÿ A pictograph or a PowerPoint presentation on various vegetables and their nutritional deficiencies should be shared with the
students.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals End hunger, achieve food security and improved nutrition and promote sustainable agriculture
38
Set up of Mughal Kingdom Class: 7 | Age group: 12–13 years Social Science
CRITICAL THINKING AND PROBLEM SOLVING
CITIZENSHIP
English Creative writing
Mughal empire in India
Lesson Learning Planning Objectives Students will read and discuss about the advent and history of the Mughal empire in India
Students will learn about the geographical extent of the Mughal empire and how it changed under each ruler
Students will be able to assess how the erstwhile Mughal empire was formed and reformed into different regions and spread across the countries of the world
Lesson Planning
1
2
Students will be divided into four groups and will be asked to research about the administrative set up, religious policies and contributions of any four rulers of the Mughal dynasty. The data and information collected will then be represented on charts, Piktocharts, MindMup or PowerPoint presentations. The same groups will be asked to draw a timeline related to the birth, important geographical conquests and achievement dates in the already created presentations. They will then correlate each others’ data emphasising on and discussing how the geographical extent and area and names of regions changed with each ruler over the period of time.
3
4
The teacher will point out one main contribution (mostly architectural) of the specific Mughal kings. Students will then be required to research on the important aspects of how the monument was built. Following this, students will be introduced to the work and requirement of the Archaeological Survey of India. The students will find out information on the kind of work done by the organisation and what is being done to uplift and maintain heritage and historical monuments.
creation will be undertaken where students will come up with solutions on how citizens can be sensitized or made aware about protecting these monuments. They will be encouraged to write blogs and carry out campaigns in their own neighbourhood.
5
Students will then debate and discuss on how citizens are harming and destroying these monuments and heritage properties. A poster making activity or comic strip
The teacher will work with the students to map the geographical area of the Mughal dynasty over different periods of time and how it has changed with time. Students will recreate maps of the Mughal dynasty over different periods while keeping the names and the country borders of the current geographical breakdown as they are in the present day.
Assessment ŸWere the students able to analyse and point out the changes in the administrative set up, religious
policy and literary / cultural contributions of Mughal rulers? ŸWere the students able to provide suggestions on how administrative and social practices of these
rulers could be applied in today’s times? ŸWere the students able to understand the geographical extent and reach of the Mughal empire?
Review Presentations, area maps created, research work done, timelines designed, posters and comic strips designed, blogs.
Tips for Lesson Preparation ŸThe teacher can prepare a role play between Akbar and Birbal to discuss various fictitious or witty incidents. ŸA visit to any monument related to or relevant of the Mughal era can be planned and students can be divided into 3 teams: content
writers, photo journalists and editorial team to write a 500 word article on their visit for the school magazine/blog or the local newspaper.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Make cities and human settlements inclusive, safe, resilient and sustainable
39
Our Natural Reserves Class: 7 | Age group: 12–13 years Science Forests
CRITICAL THINKING AND PROBLEM SOLVING
CREATIVITY AND IMAGINATION
Social Sciene Tribes, nomads and settled communities
Lesson Learning Planning Objectives Students will learn about cause and effect, natural reserves, forest management and its importance in our lives
Students will be able to generate various ideas to protect our natural reserves and be judicious in their usage of the same
Lesson Planning
1
2
Students will brainstorm the meaning of key terms and vocabulary related to the topic and the natural resources that are associated with forests – trees and plants, soil, water, wildlife, unique landscapes and people who live in/make a living from the forest. Students reflect on the need to manage the forest resources in an equitable and sustainable manner. They learn about the various forest management techniques.
discuss how each of the groups of people might perceive management of the forest resources differently. Videos/clippings of articles of interviews of the different stake holders are shared with the students. Students will complete a worksheet based on these teaching materials, to check for understanding.
3
Students will be asked to brainstorm a list of people who make their living from forestry (landowners, wood gatherers, poachers, environmentalists etc). Students will
groups, students will conduct an online research on their socioeconomic conditions, which of these traditional livelihoods have a legal status and what, if any, are their alternate means of livelihood. Students will present their findings with the help of PowerPoint/Prezi.
4
Students will learn about the various tribes and castes that are originally forest dwellers and/or make their living from the forest e.g. hunting, trapping, shifting agriculture, nomads, pastoralists, wood gatherers etc though videos and PowerPoint presentations. In
The students will list out various ways/ideas that help in supporting our natural resources. They will create a campaign and slogans on the theme and present them in their neighbourhoods and also during parent-teacher meetings or other school events.
Assessment ŸWere the students able to understand the key concepts through reflection and peer teaching? ŸWere the students able to understand the need to sustainably conserve our forest resources through
proper management? ŸWere the students able to understand and appreciate the different perspectives of different stakeholders?
Review Class discussions, peer teaching, worksheets, presentations, research work.
Tips for Lesson Preparation ŸA comparative study may be organized with a partner school to learn how forest resources are managed in another country. ŸIdeas/brainstorming session to re-habilitate various tribes and nomads (dependent of the forests) may be undertaken in the
classroom.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
40
Climate Change Summit Class: 7 | Age group: 12–13 years Social Science Global warming and climate change
COMMUNICATION AND COLLABORATION
CRITICAL THINKING AND PROBLEM SOLVING
CITIZENSHIP
English Creative writing, situational talk
Lesson Learning Planning Objectives Students will read and know about the impact of global warming
Students will be able to correlate the impact of the industrial revolution to pollution
Students will explore and suggest ideas for sustained and balanced development
Lesson Planning
1
2
Students will be shown the movie – The Inconvenient Truth by Al Gore. Students will be asked deep learning questions to assess their level of understanding. Small group class discussions will be conducted to discuss the cause and effect of industrialization, development, pollution etc on the environment. Working in groups, students will consolidate their learning on PowerPoints, Prezis, charts, mind maps etc. Students will be divided into two groups. One group will be asked to research on the demography, quality of life, industrialization etc of Europe prior to the Industrial Revolution. The other group will
conduct a similar research on Post – industrial Revolution. Students will prepare graphs, charts, presentations etc. to present their findings to the class.
will put forward their point of view. A policy to combat climate change will be democratically drafted by all the groups.
5
3
Students will think critically and compile all evidences on the correlation between the industrial revolution and increasing pollution levels; population growth and improvement in the quality of life.
4
Groups of students will be asked to represent different countries. They will be asked to research the carbon footprint of those countries as well their stand on climate change. A mock Climate Change Summit will be conducted where each country
A report on the deliberations of the mock Climate Change Summit will be written by the students. The research work and findings of all the groups and the suggestions following their enquiry will be burnt on CDs/DVDs and archived in the school/class library to be used a resource for a new set of students. Students will reflect on the need to document and archive research work, share knowledge and build upon old knowledge to add value to the learning process.
Assessment ŸWere the students able to understand the cause and effect of industrialization? ŸWere the students able to work together during research, presentation and the Mock Summit? ŸWere the students able to suggest solutions to combat climate change? ŸCould they appreciate the benefits of archiving and building on past knowledge/work?
Review Class discussions, presentations, research work, climate change summit simulation.
Tips for Lesson Preparation ŸVideos on global warming and its adverse effect on climate may be shown to the students to set the topic rolling. ŸVideos on various (past two years) Climate Change Summit may be viewed before the Mock Summit session. ŸStudents may be asked to follow the Twitter handle @COP22 to get latest updates on what is trending in climate change news.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
Take urgent action to combat climate change and its impacts
41
Mount Litera Zee Schools West India
Satwant Palekar Regional School Director
What is the need for our teachers to get trained as they have the mandatory degrees of BEd and DEd along with overtly priced experience? However, the irony is that 67% of the people (including teachers) lacks core skills and it is alarming as our teachers are directly involved in shaping the future of the Gen Z. After we were introduced to the core skills workshops conducted by the British Council, we realised the dire need of it in our classrooms. We concluded that individual teachers need to be trained on core skills which would augment the teaching-learning process in the classrooms. As a leader with four schools under my aegis, we have successfully got our teachers and principals trained for the core skills. The cohort of teachers have made the teaching-learning process more joyful with hands-on experience and enhanced
42
Each time a discussion takes place for continuous professional development programs for teachers a natural question crops up from the management, principals and teachers – WHY? creativity to teach ‘dry’ theoretical concepts in classrooms. Post the training my staff have sketched digital literacy, critical thinking and problem solving, student leadership and creativity into the curriculum and in blended learning designs akin to lesson plans, the planned set of learning objectives were achievable and measurable to a large extent. Teachers infused the above core skills in the formative assessments too and also developed emotional skills especially while practising student leadership at school. It is said that students learn best when they are interested and engaged; hence our teachers trained under core skills designed the lessons to leverage interest of students in the classrooms. My teachers have further integrated influx of technology in the classrooms as one of their teaching resource which further impacted the teachinglearning process of the 21st century learner with a great zest.
My teachers and principals have become more confident and now have become imperative to integrate information literacy and technology skills into regular curriculum. Teachers have infused critical thinking and problem solving by giving our students problems based on daily life to solve and then asked them to support the solution with a critical / logical thinking so that our Gen Z could develop a plan to solve the problems in any way. One of my teachers stated “Skill building has become an integral part of the 21st century learner and as teachers we shall be ensuring that we train our students”. With reference to this statement a teacher has to often undergo a professional development programme and core skills training have filled in the gap effectively. Core skills have definitely metamorphosed my schools, teachers, principals and students from a teachertransmitted to student-centric teaching, thereby making learning meaningful, joyous and grooming a learner with core skills needed for sustainable development and growth.
Sushila Birla Girls’ School For the teachers at Sushila Birla Girls’ School, Kolkata, the journey of core skills has been a team effort and a collaborative ongoing project.
The awareness and understanding of the core skills was spread through two workshops conducted separately for the junior and senior school teachers, following which, conscious effort has been made by the teachers to develop core skills among the students. An extra effort has been laid to begin the core skills journey while the students are still young. The teachers from nursery to grade12 have shown a great amount of zeal in designing lessons and pedagogies with core skills development at its nucleus. The open-ended questioning has received good response from all classes, as the students felt they could express their views and opinions with there being no one correct answer. Openended questions have also been included in the assessments. This has further led to the students and teachers considering different perspectives for a given topic and situation. Feedback is another area where there has been thoughtful implementation of core skills. The teachers now focus on giving more precise and structured feedback to the students which are based on researched data.
Developing core skills through non-routine problem approach has been an integral part of the curriculum in Sushila Birla Girls' School. A fest for the special children called Smayan, is organized completely by the senior school students, where they interact with special kids over two days through events. We also have the Daan Utsav in which several activities ranging from mobilising gifts, resources, tying up with NGOs to blood donation camps are organised. Given the fact that all our students are nondonors, we still had more than 300 people donating blood at the camp. These non-routine activities enhance the problem solving and critical thinking skills in our students as they work on different aspects of management like organising, directing, motivating, leadership, communication and finance.
Kolkata
Sharmila Bose Principal
“I teach representation of arithmetic progression by using paper cutting group activity. It ensures better learning as the students actively participate.” Belormi Mukhopadhyay Mathematics teacher Grade 6, 7 and 9 “Teaching motivation in business studies by giving examples of artists was a lot of fun. The students pitched in and talked about different people being motivated differently.” Vidisha Panja Accountancy and Business Studies teacher Grade 11 and 12
We as the team of teachers understand that core skills cannot be developed overnight and is a continuous process. Through interdisciplinary approach, use of technology, debates, group activities, field trips we are taking small steps towards building a generation of students to whom the problem solving and critical thinking skills will be innate. 43
CLASS 8
Ctrl + Alt + Del <Bullying> Class: 8 | Age group: 13–14 years English Creative writing, situational talk
STUDENT LEADERSHIP AND PERSONAL DEVELOPMENT
DIGITAL LITERACY
Mathematics Data handling
Lesson Planning Students will know about cyber crimes and exercise cyber safety practices
Students will be sensitised to the evils of bullying
They will be able to identify the different kinds of bullying and frame guidelines to tackle it
Lesson Planning
1
2
Students will be shown various images/videos related to bullying in the school, in the playground and at home. Students will be asked various open-ended and deep thinking questions to identify the various aspects of bullying. Concept check questions will be asked to bring out differences between bullying and teasing. Students will participate in a whole group discussion on the values underlying bullying, where each of them will be encouraged to put forward their own personal views. Concept of cyber bullying will be explained through videos and documentaries available on the internet. Students will be asked to reflect on their social media habits and discuss in smaller groups what they think are instances of cyber
bullying. Students will create a survey questionnaire which they will administer amongst the school students and collect and collate data on instances of any kind of bullying, reporting channels available, cases reported etc.
3
Students will create bar graphs and pie charts from the data and analyse the trends critically. On the basis of their findings, they will brainstorm ways to be safe from cyber bullying and a whole group discussion will be organised to get an idea of various viewpoints. Any gaps in the students’ knowledge on safety norms to be followed, will be filled in by the teacher.
4
Students will learn how to create posters, brochures, flyers and handouts using online software or
ICT tools. They will create their own anti-bullying posters incorporating information from the activities on the topic so far. These posters will be displayed across the school. Students will also collectively design vows and take an oath during the assembly to create mass awareness. This group of students will also be the peer educators to disseminate their learning to the rest of the school students, and provide a peer point of contact, in case anyone needs to report any case of bullying.
Assessment ŸWere the students able to express their views on bullying and its negative effects? ŸWere they able to create an awareness campaign and establish a support system within the school
to tackle instances of bullying?
Review Group discussions, Posters, Slogans, Questionnaire, Research work.
Tips for Lesson Preparation ŸThe activity can be done in tandem with a partner school to compare and contrast situations in the two countries and learn from
each other.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
46
Save the Girl Child Class: 8 | Age group: 13–14 years Social Science
CRITICAL THINKING AND PROBLEM SOLVING
CREATIVITY AND IMAGINATION
CITIZENSHIP
Science Reproduction
Media and advertising
Lesson Learning Planning Objectives The students will be able to differentiate between media propaganda and public awareness through critical thinking
The students will appreciate the importance of maintaining a balanced sex ratio
Lesson Planning
1
2
Students will brainstorm general perceptions and assumptions about the differences in status of girls and boys in their social circles. They will watch various documentaries and videos showing how boys and girls are treated differently – with respect to happiness of family members during the birth of the baby, for education, lifestyle, marriage, life after marriage etc. Based on this they will make assumptions for the causes of such discrimination and the validity of such behaviour.
3
Students will learn about sex determination during reproduction in animals and humans, where the gender of the unborn baby is determined though the paternal Y chromosome.
Students will create a questionnaire with which they will carry out a survey involving the family, people in the neighbourhood, or even peers and gather data on actual perceptions in their own social context. They will collate this data and represent it in graphical form for ease of analysis. Students will be divided into groups and, on the basis of their analysis, each group will be asked to create a media campaign focusing on different aspects to save the girl child: Evils of female foeticide Sex determination depends on the paternal Y chromosome Equal opportunities for girls in education and in the work place Encouraging girls to aim for a productive career – not only marriage etc. Each of these campaigns will be
presented to the rest of the class, and will be peer assessed as per a pre decided rubric.
4
Students will critically reflect on the role of media in influencing public opinion. They will be encouraged to explore different scenarios where the media has ‘set an agenda’ – both positively or negatively eg. Media helped to focus public opinion on the plight of the drought affected farmers of Maharashtra which helped galvanise the governmental action in a positive way vs the Arushi Talwar murder case where the jury/judiciary were directly or indirectly influenced by the high level of publicity in the media. A whole group discussion will be organised where the students will explore multiple perspectives on the issue of ‘Trial by Media’.
Assessment ŸWere the students sensitised to the differential treatment between boys and girls? ŸDid they understand the need to spread awareness of this social evil amongst the general public? ŸDid they understand that media can influence public opinion both positively and negatively? Could
Review Class discussions, Questionnaire, Research work, Media campaign.
they appreciate the need to base their own beliefs on facts and not on popular opinion?
Tips for Lesson Preparation ŸA partner school can do a similar activity following which any similarities or differences in the status of the girl child or status of
women in their society as well as the role of the media can be discussed and analysed, in order to give an international dimension.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Achieve gender equality and empower all women and girls
47
Run Your Own Business Class: 8 | Age group: 13–14 years
CRITICAL THINKING AND PROBLEM SOLVING
Mathematics
Social Science
Calculating profit and loss
Entrepreneurship / Social enterprise
COMMUNICATION AND COLLABORATION
Lesson Learning Planning Objectives Students will be able to learn the methods and functions of calculating profit and loss
Students will be able to learn the concepts of business and social enterprise
Lesson Planning
1
2
The teacher will introduce the students to the concepts of profit and loss and explain it to them using the formulas. The teacher will distribute worksheets to students and asks them to solve the sums using the formulas. The students will be introduced to the concepts of business and entrepreneurship. The teacher will divide the students into different groups and give them a business case. Each group will then be required to highlight the USPs of the business and its drawbacks; they will be asked to critically evaluate what might have been done differently if they were in charge of the business. This will be done through a PowerPoint presentation.
3
4
The students will work on the Schools Online Social Enterprise Resource Pack and connect with their partner school. They will discuss with their partner school the hows and whys of differences in business approach and undertaking in their respective countries.
excluding overheads and recurring costs.
5
Students will share this experience with their partner school through a video blog and also upload it on their school website for feedback and review.
Students will be asked to devise a business plan as part of their endeavour for the school exhibition. They will be assigned tasks of dividing themselves into different teams – Finance team, Marketing Team, Product Team, etc. They will be asked to run this business during their school exhibition. At the end of the exhibition students will be asked to calculate their profit/loss from the business that they run after
Assessment ŸWere the students able to understand how profit and loss affect the business model? ŸWere the students able to analyse how business can be done in different ways? ŸWere the students able to understand how the collaboration between different teams of the same
organisation can affect its productivity?
Review Worksheets, PowerPoint Presentation, discussions with partner school, business plan, video blog.
Tips for Lesson Preparation ŸTeacher can discuss how start-ups have taken over the Indian economy and highlight its positives and negatives. ŸVarious offbeat business or entrepreneurial ideas may be compiled and shown to the students (video format) for inspiration.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
48
Bhopal Gas Tragedy Class: 8 | Age group: 13–14 years
CRITICAL THINKING AND PROBLEM SOLVING
Science
Social Science
Pollution
Social justice
CITIZENSHIP
Lesson Learning Planning Objectives Students will relate to the cause and effect of pollution and the environment
Students will learn to assess varying perspectives and base their opinions on facts
Lesson Planning
1
2
Students will brainstorm the types of pollution and their causes. Students will be divided into groups, and each group has to make a mindmap about the causes of one type of pollution each. The will students will then present their mindmaps to the whole class, including a critical analysis of the effects of that pollution on the environment and our health. Students will learn about the role of the Government in making laws which uphold social justice in a country. Students will also learn about the pre-liberalisation era of the Indian economy and compare it to the post liberalisation era. Students will research various
examples from both the eras to gather their knowledge. They will be encouraged to critically analyse that knowledge and make points in favour of or against liberalisation. They will write an open letter to the Prime Minister requesting him to allow further liberalisation or to bring back the earlier Licence Raj, as per their personal perspective.
3
Students will watch the BBC documentary – One Night in Bhopal (54 mins) In small groups the students will analyse the reasons for the mammoth disaster. Points to be considered could include lax safety rules, non-existent inspections, apathetic officials, a foreign company focused solely on profits,
uneducated and unaware workforce etc. They will reflect about the far reaching and long term effects of the gas leak on human lives as well as the environment of that region. In groups, students will be asked to draw up a list of rules that any factory has to adhere to before they are permitted to commence operations. The lists will be shared so that differing perspectives may be discussed and appreciated, and a rational list of rules may be drawn up.
Assessment ŸWere the students able to infer effects of pollution from their findings? ŸWere they able to express their points of view articulately and logically? ŸCould they suggest solutions which might avert such disasters in the future and also allow
industrialisation to take place?
Review Class discussion, Mindmap internet research, Videos / documentaries, Safety rules (industrial).
Tips for Lesson Preparation ŸThe BBC documentary is available for free on the internet. The movie – Erin Brokovich could also be shown to the students which
deals with a lawyer crusading against an industry major.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
Make cities and human settlements inclusive, safe, resilient and sustainable
49
Earthquakes Class: 8 | Age group: 13–14 years
STUDENT LEADERSHIP AND PERSONAL DEVELOPMENT
Science
Mathematics
Natural phenomenon
Data handling
Lesson Learning Planning Objectives Students will know the causes and effects of earthquakes and ways to deal with this calamity
Students will be able to learn representation of data in graphical forms
Students will be able to assess the effects of natural calamities on human life
Lesson Planning
1
2
Students will be asked to research on worst earthquake affected countries of the world in the last ten years and find out any geographical similarities amongst them if any. They will be asked to collect these data on which countries of a particular continent are most hit by earthquake, what has been the Richter scale reading the maximum magnitude of destruction over a decade in a particular continent etc.
learning tools including MindMup, Prezi or infographics using Piktochart.
3
4
Students will practice to represent data through graphs and bars and other mathematical representative tools. The students will then be supposed to critically analyse this data and recreate it through digital
A video will be shown to the students to give them an idea of the global nature of this natural phenomenon. The teacher will then take up a discussion on how earthquake affects human life.
will be performed where students think and solve non-routine issues, enacting different scenarios of an earthquake and what precautionary measures need to be taken to prevent/minimise damage and destruction to life and property.
5
The teacher will initiate a discussion on SDG Goal 13 on Climate Action and how global warming is changing the environment and climate of the world. This will be followed by a briefing on what precautions need to be taken before/at the time of/ and after an earthquake. A role play
A Skype discussion with a partner school in a country which has recently been affected by earthquakes will be organised to understand their experience and share their thoughts. E.g. Nepal.
Assessment ŸWere the students able to understand how we as future citizens can prevent and protect damage
during natural calamities? ŸWere the students able to understand the use of mathematical bars and graphs in accurately representing day–to–day data? ŸWere the students able to empathise with the fellow students of their partner school who have been victims of earthquakes?
Review Data collection and representation, class discussion and role play, discussion over Skype with partner school.
Tips for Lesson Preparation ŸThe teacher can collect newspaper or online articles on earthquake occurrences in the country and also globally. The teacher can
also show the students videos of how numbers and data are put together in digital charts, infographics.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Take urgent action to combat climate change and its impacts
50
Be a Farmer Class: 8 | Age group: 13–14 years
CRITICAL THINKING AND PROBLEM SOLVING
Social Science
Science
English
Agriculture
Natural resources
Interviews, report writing
DIGITAL LITERACY
Lesson Learning Planning Objectives Students will explore various processes and resources required by farmers for food production
Students will be able to value the natural resources like land, water, air in ensuring good farming
Lesson Planning
1
2
The teacher will explain the process of crop production. The students will be asked to differentiate between different types of crops, example-cash crops, annual crops, etc. They will also be asked to collect data and statistics of the different types of crops produced in the country and represent them according to the regions they are produced using digital learning tools like Prezi, MindMap, Piktochart, etc. The teacher will ask the students to research on and collect data on different types of crops produced by different countries and the rate of their export and import and
consumption. This data will then be represented in the form of charts and graphs.
3
4
presented in the form of a report with data and numbers collected from these farmers.
The students will be asked to research on the various obstacles faced by farmers in India. This will be followed by a presentation using PowerPoint where these problems are represented and also students are encouraged to think critically and come up with solutions to these.
5
The students will be taken to a local nursery or organic farm where they will interview the farmers on various issues. These interviews will be recorded by the students and
The students will be asked to link together various natural resources and their affects and uses in farming and agriculture. The teacher will ask students to write a blog about this using notes from their previous work on this topic and the interviews with the farmers. The best blogs will then be shared on the school website / blogging platform.
Assessment ŸWere the students able to comprehend how their daily supply of food is dependent on agriculture
and farming? ŸWere the students able to evaluate the use of technology and digital knowledge in carrying out day–to–day tasks in today’s world? ŸWere the students able to explain the human effort and hard work that goes into food production?
Review Representation of data using digital tools, excel sheets, interview reports and blogs, PowerPoint presentations.
Tips for Lesson Preparation ŸThe teacher can show the students videos explaining farming and agricultural techniques. The students can be given a hands-on-
experience of farming either in their school premises or a local nursery, etc. Unit may also be linked to food production vs food availability.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals End hunger, achieve food security and improved nutrition and promote sustainable agriculture
Ensure sustainable consumption and production patterns
51
Let’s Make Assemblies Better Class: 8 | Age group: 13–14 years English
Public speaking, narrative writing, message writing
CRITICAL THINKING AND PROBLEM SOLVING
CREATIVITY AND IMAGINATION
STUDENT LEADERSHIP AND PERSONAL DEVELOPMENT
Social Science Rights and duties
Lesson Learning Planning Objectives Students will be able to understand and appreciate the need of school assemblies and the cultural differences of school assemblies across the world
Students will be able to take ownership of content to be delivered at the assemblies and participate with more vigour and interest
Lesson Planning
1
2
Students will be asked to reflect on the purpose of school assemblies. The teacher will facilitate a group discussion on the same. Students will create a simple survey form which will be exchanged with the partner school to find out how assemblies are undertaken in schools of other countries. The students will analyse and list down the similarities and variations of the same. Students will brainstorm ways of improving their own assemblies, by building on their research findings. Students will be given responsibilities in groups to take charge of school assemblies for next fortnight or any other suitable
timeline. The students will list down assembly topics and prepare the narrative content of the assembly. Students will be encouraged to think of innovative yet meaningful strategies to make assemblies more engaging, interesting, and participatory. Students may choose value-based topics or global issues and provide a thought at the end of the assembly. They may also compose original hymns or musical pieces for the assembly. Students can also improvise on any idea which they have liked from their partner school.
3
the change in the assembly process before and after their intervention or change. Students will prepare a SWOT analysis of the new format or idea of assembly conduct and share with their teacher.
4
Students will conduct assemblies as per the prepared content. They will be encouraged to critically analyse
After each assembly, students will prepare a message chart on the content covered and put up on the notice board. They may also be encouraged to take a survey and prepare a questionnaire likewise to understand the impact the changed assembly process is making on other students. The content can be modified after incorporating the feedback.
Assessment ŸDid the students reflect and analyse the assembly sessions and get valuable information from
partner schools? ŸWere the students creative and innovative in designing assembly content? ŸDid the students take ownership of their own created content and deliver them with confidence? ŸWere students able to analyse the change in assembly procedures correctly? ŸDid the students design proper questionnaire and positive in accepting feedback and change accordingly?
Review Assembly content, message charts, feedback questionnaire.
Tips for Lesson Preparation ŸTeacher can guide students on values that are in best interest to all students attending the assembly and also on global issues
that might be covered during the assembly sessions. Online survey forms like www.surveymoney.com may be used for creating and analyzing the surveys
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
52
Hydrogen – The Hidden Power Class: 8 | Age group: 13–14 years
CRITICAL THINKING AND PROBLEM SOLVING
Science
Mathematics
Preparation and properties of hydrogen
Percentage
CITIZENSHIP
Lesson Learning Planning Objectives Students will be able to collect, collate and present information in a logical manner
Students will be able to connect chemistry with mathematics and find the percentage of hydrogen in water, plants, soil and other matter
Students will be able to examine and evaluate evidences before reaching conclusions
Lesson Planning
1
2
Students will be asked to find the various gases in the atmosphere and also give reason for the absence of hydrogen in the atmosphere. They will be told about the combustible nature of hydrogen and then they will be asked what will happen if hydrogen is present in large quantity in air. Students will be informed about the fusion reaction taking place in the sun’s atmosphere due to which earth gets its heat. They will be taught about the various methods to prepare hydrogen. They will then be asked to put all these information into a Piktochart or a MindMap.
discovery and preparation of hydrogen. The presentation made by the students will be used as a teaching aid.
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4
Students will be asked to research and then prepare a PowerPoint presentation on scientists who have made relevant contribution to the
of hydrogen in various matter. They will calculate the percentage of hydrogen present in their body, small things which are present around them.
Students will be asked to collect information regarding the leading manufacturers of hydrogen in the world and the techniques that are being used to create artificial hydrogen. They then need to prepare charts comparing 2-3 different processes used by different manufacturers.
5
The concept of percentage will be introduced in the class by the teacher. The formula to calculate the percentage will be taught to the students. As a practical approach to the topic, they will be asked to work on the data regarding the presence
The students will be required to critically debate on the topic of “Is hydrogen bomb testing justifiable?” on the basis of the evidences collected by them so far. Students will discuss the pros and cons of the testing and the impact of the same on other countries and societies. They can also discuss how these can be done in different ways so as to avoid negative impacts.
Assessment ŸWere the students able to assess and understand the various uses, requirements and characteristics
of hydrogen as an atmospheric and natural element? ŸWere the students able to solve sums based on percentage? ŸWere the student able to understand the impact of misuse of hydrogen (use of hydrogen as a bomb)? ŸWere the students able to come up with ideas for constructive use of hydrogen gas?
Review Mind maps, Piktocharts, PowerPoint presentations, Charts, Sums solved based on percentage, Points of discussion during debate.
Tips for Lesson Preparation ŸTeachers can use aids like newspaper clippings and articles related to hydrogen bomb testing, news related to the solar energy,
documentary related to the work of famous scientists, Use of Ted-Ed (videos) to enhance the teaching learning process.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
53
Gulliver’s Travels Class: 8 | Age group: 13–14 years
CRITICAL THINKING AND PROBLEM SOLVING
English
Social Science
Group discussion and role play
Human evolution and races
CITIZENSHIP
Lesson Learning Planning Objectives Students will be able to participate in a group discussion
Students will reflect on the socio-economic status of the various tribes and their relevance in the modern world
Students will be able to understand the evolution of races
Lesson Planning
1
2
The students will be asked to carry out a group discussion on their last travel adventure. They will be encouraged to discuss the new things that they experienced. Students will be asked to share how they felt during their travel adventure and commonalities are drawn out of those. Special emphasis will be given on the new people met during the travels and how their lifestyle, features, society is different from the students’. The teacher will divide the class into different groups. Each group will then be given a different scene for the story and they will be asked to do a role play where students will play the roles of Lilliputians and Giants. They will have to do their own dialogues and rewrite the script for that particular scene.
3
4
The teacher will ask the students to research about the different types of tribes and races that have evolved since the inception of mankind. They will be asked to highlight the key features and characteristics of the Arians, Caucasians, Mongoloids etc. They will then be asked to divide and highlight the regions in India where these four major human races are dominantly present. These researches will then be presented in the form of a Piktochart.
food habits, social customs etc. All these data will presented in the form of a PowerPoint presentation.
5
The students will then be divided into groups. Each group will be given one region of India – North, South, East, West. They will then be asked to research on the different tribes that exist in these regions. They will need to collect and study data about their physical features,
The students will be introduced to the concept of Fundamental Rights as per the constitution. They will be taught about the system of reservations prevalent in India, and how different tribes and castes studies by them are segregated under Scheduled Castes and Scheduled Tribes. They will also be taught about the different privileges and rights available to people under the Reserved Category As per our constitution. This will be followed by talking point debates on the relevance of reservation based on caste, recategorisation of backward societies etc to explore multiple perspectives on the issue.
Assessment ŸWere the students able to develop a perspective about how people differ from place to place? ŸWere the students able to critically evaluate how four basic human races are now spread out across
the world and have segregated into different tribes, races, castes?
Review Group discussions, role plays, Piktocharts, PowerPoint presentation, debates
ŸDid the students become aware of their fundamental rights and duties?
Tips for Lesson Preparation ŸThe teacher can show the students a movie on Gulliver’s Travels.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
54
Fun Foods Class: 8 | Age group: 13–14 years
CREATIVITY AND IMAGINATION
Science
Social Science
Food production
Food habits
COMMUNICATION AND COLLABORATION
Lesson Learning Planning Objectives Students will know about food habits of adolescents across the world
Students will explore how climate and geographical locations affect the food habits of people around the world
Students will be able to use the mathematical tools in representing data
Lesson Planning
1
2
The teacher will discuss how food production takes place across the world. The students will find out how different countries produce different food based on their geographical location, climate, lifestyle, etc, through peer teaching and teacher’s interventions. Students will then be asked to collect information on food production globally and represent this data in the form of MindMaps, Prezi, Piktochart, PowerPoint, etc.
analysed and represented in the form of charts and infographics designed by students.
Students will have a Skype session with students of same class in a partner school and gather data about their food preferences and food habits. This data will then be
3
The students will learn about the chemical compositions and biological names of regular foods and fruits and vegetables that they consume on a daily basis. Based on the biological names students will then be required to group together different fruits and vegetables belonging to the same group.
4
The students will be divided into six groups and each group will be asked to choose a dish or food item from another country. They will then be required to prepare a video of
them making the dish. At each stage of the process they will be required to list down benefits of each food item and/or mention the scientific names of the raw materials used. They will also be given the option of using their creativity and bringing an Indian twist to the dish created by them.
Assessment ŸWere the students able to research effectively and gather relevant data? ŸWere the students able to understand how different people of the same age living in different
countries have varied food habits? ŸWere the students able to understand how every food item is actually a composition or combination
of different chemicals and substances?
Review Data representation by students, charts and infographics created, dishes created by the students, videos put together.
ŸWere the students able to become interested in the process of cooking and food production?
Tips for Lesson Preparation ŸThe teacher can actually bring samples of food items to classroom. The teacher can show a video of food production done in
different countries and the processes used.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Ensure healthy lives and promote well-being for all at all ages
55
New Rainbow Public School Ghaziabad
Atul Agarwal Director
We are already living in a digital world and classroom paradigms have shifted and so is the mind-set of young learners. All our teachers and students made full use of technology by making use of applications like Google Earth, Google Maps, YouTube, iStorybooks, Little Alchemy and various other applications to enhance their learning. Impact of core skills and digital literacy in particular was felt by the entire school as we, at New Rainbow Public School, implemented the action plan. After having been trained by the School Director and School Principal on digital literacy, each subject teacher presented their thoroughly researched action plan for their classroom and presented the idea in teacher forum which was officially flagged off.
Core Skills is not merely a training program being offered by the British Council. It has touched lives of my students through innovative teaching practices and is making them future-ready. The attribute of each lesson plan was that teachers integrated their current lesson plans with teaching of core skills which helped run their curriculum smoothly along with nice blend of technology. Such approach made lessons more fun to learn and inculcated a sense of collaboration amongst students. One of the positive highlight of this entire exercise included parent engagement as various assignments included using gadgets available at home under parental guidance viz. accessing mobile phones and computers to complete their digital homework. Some sample work included: 1. Students going through iStorkBooks mobile application to read and listen to a story on mobile phone and sharing the same in the classroom 2. Students locating their own house using google maps and understanding longitude and latitude. 3. Senior students preparing their board practical project presentation using Prezi.
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4. Middle classes attempting their online test using online assessment tool Yellow Cursor which has now become an integral part of assessment at school. 5. Students improving their communication skills by going through e-lessons from eVidhyarthi and YouTube. Parents voted in favour of digital literacy by using school ERP with vast majority, favouring this innovative method of teaching. Lack of internet connectivity for few parents was the only obstacle. After the success of digital literacy in the first phase, it has now become a regular feature at school and has been integrated with the curriculum with the next phase already in progress. We are proud to share that digital literacy now touches every life at New Rainbow Public School; be it teachers, students or parents. The school has also launched mobile application on app stores on both android and iPhone to realize the digital dream. We would like to thank British Council and its team for having opened a new window of opportunity for all of us at New Rainbow Public School. Thank you!
“If there was one life skill everyone on the planet needed, it was the ability to think with critical objectivity.” – Josh Lanyon Critical thinking is the ability to think intellectually without any bias, wherein one relies on reason rather than emotion to help analyse information. Therefore for me, critical thinking is developing a sense of discipline. In a world that is becoming more competitive, prejudiced, and more egocentric, we need people to develop skills to think critically and solve issues and problems. Schools need to take responsibility to train students to analyse, evaluate and synthesise information for a more peaceful and resourcerich world. My training with British Council equipped me with tools to better empower my teachers to develop this skill among students through the curriculum. Let’s start with the younger ones. I always tell my teachers if you see the little one looking for a lost crayon don't immediately give him one; respond by telling him or her, “let’s see if we can think of ways to finding it.”
debate. There is no perfect question but good questions can lead an inquiry to another level, provoking students to become critical thinkers. Another area that promotes and develops critical thinking is observation. As quoted by Jose B. Casper, “Observation is education.” Let me support this with an example of my grade 2 students who were inquiring into solids, liquids and gases. The students were conducting an experiment on what happens when a variety of substances like sugar, salt, oil, etc. are mixed together with substances such as water, juice, milk, etc. The conclusions students drew were that salt and sugar would dissolve but not oil since it floats on water. Another area or strategy that one could use is to compare and contrast. Students when they analyse data through comparison are better able to come up with concrete solutions like my grade 9 students who had to analyse whether the price charged by McDonalds on
Podar Group of International Schools Maharashtra Vandana Lulla Director
their veg or non-veg burgers were more economical when compared to other such chains. It was amazing to see a trans-disciplinary inquiry involved in this task; they had to use mathematics to calculate, statistics to check the brand interest, social studies to understand the impact of advertisement to finally come up with an answer. Making connections to real-life situations to their learning was a great practice to critical thinking. Group settings are the perfect way for kids to think. When children work collaboratively they are exposed to how their peers think. When such skills are imparted within the school, students will be capable of having complex thoughts and become better problem solvers when presented with different situations in real life.
Another area that would help the kids think critically is to ask questions. Consider the power of a good guiding question. The first question that I asked the students in grade 6 on a topic in multiculturalism was, “Whose India is this?” This led to a heated inquiry and 57
CLASS 9
Soapy Tales Class: 9 | Age group: 14–15 years
CRITICAL THINKING AND PROBLEM SOLVING
Science
English
Soaps and detergents
Speaking and presentation skills
CREATIVITY AND IMAGINATION
DIGITAL LITERACY
Lesson Learning Planning Objectives Students will know how chemical substances are used in everyday life
Students will be able to collaborate and work in teams
Students will be able to explore the concept of marketing and product promotions
Lesson Planning
1
2
The students will be taken to chemistry lab and explained the various substances like bases and indicators. They will be shown the various bases available for saponification and the indicators used to identify a base. The teacher will then give examples of various substances and ask them to differentiate between fat containing bases and indicators and fat bases and fat indicators. The students will be shown a video explaining the process of soap saponification. Post this video, questions will be taken from the students and their queries will be answered. Once this is done the
students will then be asked to present the process in a flowchart.
3
The teacher will divide the students in groups of six — each group will perform the process of saponification, while videographing the whole process and then finally putting together this video with subtitles converting it into a movie (using video cutter and joiner).
4
The teacher will ask the students to design a 30-second digital advertisement for the soap created by them. They will have to highlight the unique selling proposition (USP) of their soap in this.
5
Students will research on globally prominent brands of soaps. They will study their composition and USPs and do a comparative analysis of these. They will need to highlight if there are any differences in these brands with reasons. The data collected through research will be presented in the form of charts designed by the students.
6
Students will research about the traditional soaps used in earlier times and do an analysis on the environmental hazards of the chemical-based soaps. Students will create a poster campaign creating awareness on the issue.
Assessment ŸWere the students able to differentiate between different substances and identify bases and
indicators? ŸWere students able to use their creativity and digital literacy skills to create the video which
explained the entire process of soap saponification and design the advertisements?
Review Flowchart, video, digital advertisement, charts, research work.
ŸWere students able to understand that the basic chemical composition of various substances
across the world is mostly similar?
Tips for Lesson Preparation ŸThe teacher can bring real-life examples of bases and indicators to class for students to experience. ŸAlternative organic material used as soap or cleaning agent can be explored and researched upon. (e.g. reetha, shikakai etc.)
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Take urgent action to combat climate change and its impacts
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Change Your Attitude Class: 9 | Age group: 14–15 years
CRITICAL THINKING STUDENT LEADERSHIP AND AND PROBLEM SOLVING PERSONAL DEVELOPMENT
Social Studie
English
History
Creative writing, speaking skills
Lesson Learning Planning Objectives Students will be able to learn about the lives of great leaders with a special emphasis on their attitude towards intolerance
Students will reflect on the relevance and importance of tolerance in today’s world
Lesson Planning
1
Students will be introduced to the lives of great leaders who had a very positive attitude and outlook towards tolerance. E.g. Martin Luther King, Mahatma Gandhi etc. They will be asked to research on what were the steps and actions taken by these leaders in the face of violence and atrocities while following the ethos of tolerance and nonviolence. Students will map the similarities in their attitudes, behaviours and characteristics. Students discuss which of these qualities hold the most relevance in the current global scenario. In small groups, students will reflect on
some of these qualities that they would like to develop in themselves and why.
2
The teacher will show the students a video on attitudes and perceptions (YouTube). After this students are asked to write an essay on how their attitudes as individuals are shaped by the world around them and how they can take steps to change a negative attitude.
3
Students will be divided into groups. Each group is then given a particular situation highlighting different attitudes and they are
asked to do a role play on that. This will then be followed by a round of group discussion where open ended questioning amongst the students is encouraged. They will also be asked non-routine questions by the teacher on how they would deal with such a situation.
Assessment ŸWere the students able to understand how attitude changes the way a person looks at or does
things in life? ŸDid the students give reasonable and out-of-the-box answers to the questions raised? ŸWere the students able to express themselves using imagination and their creative writing skills?
Review Mapping done by students, essays written, role play, points of discussion.
Tips for Lesson Preparation ŸThe teacher can show the students a video of a speech by a world leader talking about tolerance and attitude. The students can be
asked to observe their home and the environment that they live in and record instances of intolerance and how it can be prevented.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
61
The Olympic Games Class: 9 | Age group: 14–15 years Social Science
CRITICAL THINKING AND PROBLEM SOLVING
Maths
English
Ratio and proportion, measurements
Greek civilisation
COMMUNICATION AND COLLABORATION
Reading skills–comprehension
Lesson Learning Planning Objectives Students will be able to read and analyse text and summarise and present it articulately and accurately
Students will become sensitive to the needs of differentlyabled people
Lesson Planning
1
Students will brainstorm the various popular sports events around the world. Students will read about the role of the Greek civilisation in the origin of the Olympic Games. Different groups of students will be given printed passages/links to articles about different aspects of the Olympics and present them to the rest of the class. The topics would include (a) the games which were part of the ancient games and the ones that have been added in the modern games (b) Winter Olympics vs Summer Olympics (c) the more popular sports and the causes their popularity etc. Students will critically assess the information and make a presentation to the rest of the class through PowerPoints, Prezis or MindMups etc.
2
Students will brainstorm the causes of the advent of the Paralympic. They will have a group discussion on why the Paralympic get less publicity than the main event. They will critically debate if both can be/should be equally popular. They will reflect on the challenges differently-abled people face. They will conduct a survey of their school and public places in the neighbourhood to find out if they are planned in a differently-abled friendly manner.
3
Students will explore the measurements of different sports fields eg cricket, football, lawn tennis court, table tennis, basketball, track and field events, etc.
4
Students will compare and contrast the different ratio and proportion of the different sports fields. Students will have a small group discussion on the space requirements for different sports played in the Olympics. They will research the sports facilities available in their city/region and have a discussion on how much of urban planning caters for area for the development of sports.
5
Students will do a Six Thinking Hats activity to reflect upon a given situation – “What if India were to host the next Olympics?”
Assessment ŸWere the students able to make inferences from the passages given to them and present their arguments
in a logical and rational manner? ŸWere they sensitive to the requirements of differently-abled people and suggest solutions to make our public spaces differently-abled friendly? ŸDid they understand the need for space allocation in urban planning though the concept of ratio and proportion? ŸDid they appreciate the need for long term planning in conducting any major event?
Review Research work, Class discussions, Class presentations, Six Thinking Hats activity.
Tips for Lesson Preparation ŸComprehension passages may be downloaded from the internet. Information of the Paralympic/Winter Games/Summer Games may have to be made available to the students as prior knowledge. A partner school in another country may give inputs on importance of Paralympic and/or availability of sports areas in their urban spaces for a comparative analysis. ŸSimilar activity can be planned by the teacher using Commonwealth Games.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Ensure healthy lives and promote well-being for all at all ages
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Make cities and human settlements inclusive, safe, resilient and sustainable
Freedom Movement and Gandhi Class: 9 | Age group: 14–15 years
CRITICAL THINKING AND PROBLEM SOLVING
Social Science
English
Indian independence
Role play, creative writing
COMMUNICATION AND COLLABORATION
Lesson Learning Planning Objectives Students will learn about the Indian freedom movement with a special emphasis on Gandhi
Students will reflect on the Gandhian values and their relevance in today’s world
Students will be able to use their creativity to recreate scenes from the freedom movement
Lesson Planning
1
2
Students will be shown clips from various biographical films on Gandhi e.g. Gandhi (Attenborough), Making of Gandhi (Shyam Benegal), Gandhi my Father (Anil Kapoor) etc. picking episodes from his life and the freedom struggle. The students will learn about the events of the freedom struggle, explore and discuss their opinions about it through various talking points .
these values in today’s society. Students may be shown clips from the Hindi movie ‘Munnabhai MBBS’ for a contemporary relevance of Gandhi.
3
The students will research on the life and values of Mahatma Gandhi and then present the work and data collected in the form of a picture story or a Prezi. A discussion will then follow on the relevance of
4
The students will have a Skype discussion with a partner school (preferably from South Africa) and exchange views and opinions about a national hero from their country. Similarities between the two leaders’ lives and attitudes will then represented through charts which can then be exchanged via emails with the partner school and vice versa.
The teacher will divide the class into groups and each group will be given a particular episode of the freedom struggle where Gandhi was involved. The groups will be required to write a play on that situation following the techniques of play writing using scenes, acts and dialogues. The plays written by the students will be performed in the school on the occasion of Independence Day or maybe Mahatma Gandhi’s birthday.
Assessment ŸWere the students able to understand the struggle for India’s independence and the contributions
of Mahatma Gandhi? ŸCould they understand the different shades of Gandhi’s personality and the ones which enabled him to be a true leader? ŸDid the students understand the technique of converting a simple scene or situation into a play? ŸWere the students able to collaborate and jointly create biographies of their respective leaders? ŸWere the students able to use their creativity and imagination in the writing and dramatization of their play?
Review Points of discussion, picture stories, Prezi, charts, plays written, Biographies.
Tips for Lesson Preparation ŸThe teacher can undertake a comparative study between Gandhi and another leader like Nelson Mandela, etc. ŸIndian independence struggle’s story can be discussed through a movie or a documentary based on the topic.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
63
Natural Vegetation of the Ganges Class: 9 | Age group: 14–15 years
CRITICAL THINKING AND PROBLEM SOLVING
Social Science
Science
Ganges and the climatic conditions of the northern hills
Plants and climate
CITIZENSHIP
Lesson Learning Planning Objectives Students will be able to critically analyse how the vegetation of the Ganges is affected by the climate of that area
Students will be able to explore how the biological health and growth of plants and vegetation is dependent on the climate where they grow
Students will explore and think of the ways of conservation of water and terrestrial ecosystems
Lesson Planning
1
2
The students will be given a set of jumbled key words pertaining to the different species of trees in forests found around the Ganges. Using these words, the students will then research on the characteristics of the different species and then represent all of that in the form of a PowerPoint presentation or a Piktochart. In their presentation they will specifically highlight how the characteristics of these species will be affected by the climatic conditions. The students will be divided into groups and each group will be given a set of ‘why’ questions. E.g. Why do plants shed their leaves in the dry season? Why do sundari trees have breathing roots?, etc. Students will
discuss amongst themselves to get the answers. These answers will then be compiled in a question book.
3
4
erosion, river bed sinking can be discussed here. They will also discuss how these can be protected and prevented. Here a discussion with a partner school will be initiated where ideas between the students can be exchanged on what is being done in their respective countries to prevent river bed erosion and such other issues.
Students will read about the biological differences between the same species of trees growing in different areas. Aspects like difference in blooming time, colour and size of leaves and fruits can be discussed. The students will also be asked to research on the vegetation in and around different riverine areas of the country using the same points as reference.
5
The students will be asked to research and discuss how uprooting of these vegetations have affected the river bed and has impacted life around these areas. Topics like soil
In order to drive home the points of awareness about these issues, a poster making and slogan writing competition will be undertaken where students will create posters and slogans on the themes of climatic action and protection of life on land. These will be uploaded on blogs and students will be encouraged to tweet on the same.
Assessment ŸWere the students able to state the characteristics of plant species? ŸDid the students provide any solutions for the problems faced by the Ganga? ŸWere the students able to understand how climate effects the growth and health of plants just like human
beings? ŸWere the students able to understand their responsibility in protecting the environment as future citizens?
Review PowerPoint presentations, charts, research work, discussion with partner school, posters and slogans.
Tips for Lesson Preparation ŸThe teacher can use newspaper reports and incidents to highlight the problems and solutions for the ever rising problem of soil
erosion and deforestation around the Ganges river bed. The teacher can actually try and show samples of different varieties of the same tree which is the result of affect of climatic conditions.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Take urgent action to combat climate change and its impacts
64
Conserve and sustainably use the oceans, seas and marine resources for sustainable development
Impressionism Class: 9 | Age group: 14–15 years
CRITICAL THINKING AND PROBLEM SOLVING
Social Science
English
Art history during 19th Century
Creative writing
CREATIVITY AND IMAGINATION
Lesson Learning Planning Objectives Students will be able to relate to social conditions during the impressionist era
Students will be able to critically review an artist’s work as per their understanding
Students will be able to use creativity to recreate and design influences from their favourite artist’s work
Lesson Planning
1
2
The teacher introduces the life and works of various impressionist artists like Monet, Degas, etc. The students will be asked to do research on their life and works and create presentations using digital learning tools like Piktochart, Photo story, etc The students will be asked to research on society and other historical aspects of that era and compare it with the Indian society during that time. They will then be asked to represent these differences or similarities in the form of charts highlighting key features like lifestyle, education, etc. Special emphasis will be given on
the life of artists during this era. Emphasis will be laid on how many of the artists were patronized by the royalty or elite members for the society in order to pursue their creative interests. Whole group discussion will be organized where students will reflect on society’s role in promoting education and fine arts. Students will make suggestions on what could be done to promote quality education in all fields and ensure lifelong learning in the society.
3
The students will be asked to choose any one painting from any of the artists of this era who influenced them. They will then
research on how one artist’s work is critically reviewed and then do a critical analysis of that painting in their own words.
4
The students will be taken to a local museum; emphasis would be given on one which houses art by different artists from different eras and places. Based on this experience and taking inspiration from these, students will be asked to create their own work of art in any style that they have studied so far under this topic. The best work would be used as the cover of the school annual book.
Assessment Ÿ Were the students able to understand how art was influenced by the society and the lives of people
of a particular time? Ÿ Were the students able to understand the intricacies and nuances of different works of art and the
different styles used? Ÿ Were the students able to understand how a critical analysis involves thinking not just from one’s
Review Presentations made using digital tools, charts, critical reviews, paintings, art works.
own perspective but a third person’s perspective?
Tips for Lesson Preparation ŸThe teacher can show the students a video that talks about different styles of art over time. The works of the students can also be
displayed at a school exhibition.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
65
Renaissance Class: 9 | Age group: 14–15 years
CREATIVITY AND IMAGINATION
Social Science
English
Renaissance
Role play
STUDENT LEADERSHIP AND PERSONAL DEVELOPMENT
CITIZENSHIP
Lesson Learning Planning Objectives Students will be able to explore history and rise of Renaissance and the influence of the arts especially theatre during those times
Students will be able to develop the nuances of theatre and styles
Students will be able to reflect on how art and culture can influence society in positive ways, even in the modern times
Lesson Planning
1
2
The teacher will introduce the students to the concept of Renaissance and will ask the students to research on the evolution and rise of the Renaissance. They will then be asked to identify famous writers and dramatists during that time and will be asked to study their lives. They will then write an essay on the effect of drama and art on the society during those times. The students will research about the evolution of theatre and learn about the different styles and intricacies of theatre. They will then be divided into groups and each group will then be allotted a screenplay from
Shakespeare’s collection. They will be asked to review and critically analyse it and then do a presentation based on it. This can be done through Piktocharts.
3
4
The teacher will ask the students to develop their own script of any of the story plots they have studied and enact it. Students will be in charge of designing the stage, costumes, acts and also write their own dialogues. They will be encouraged to participate in Mix The Play — a fun way of creating a scene from a Shakespeare classic.
(e.g. conflict, economic instability, natural calamities etc) and the effect it has on art and culture. Students will reflect on the need for a modern Renaissance and predict how it might be able to influence and minimize the negative trends in societies. Students will make suggestions on who might be able to bring about such a Renaissance and how. They will also reflect on their roles in this cultural revolution as future global citizens and brainstorm collaboratively on ideas to bring about a change.
Students will brainstorm on the challenges faced in the world today
Assessment ŸWere the students able to learn about different plays of Shakespeare? ŸWere the students able to use their perspective to understand life during the time of Renaissance? ŸDid the students enhance their collaborative skills when putting together the play?
Review Piktocharts, plays, essays, research, class discussions.
ŸDid they understand the need for a modern Renaissance and their roles in such a cultural revolution?
Tips for Lesson Preparation ŸThe teacher can also integrate this with art and craft and concentrate on artists during the Renaissance period. ŸStudents may review current Bollywood movies and fiction in order to draw conclusions on how art and culture influences society.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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Our Precious World Class: 9 | Age group: 14–15 years
STUDENT LEADERSHIP AND PERSONAL DEVELOPMENT
Science
Social Science
Our environment
India and the contemporary world
CITIZENSHIP
DIGITAL LITERACY
Lesson Learning Planning Objectives Students will be able to explore and explain the causes, affects and suggest preventive measures for environmental hazards
Students will be sensitized towards the environment – they will be able to generate ideas for sustainability
Lesson Planning
1
2
Students will be introduced to the topic of Environmental Hazards and how it is affecting the country and the world. Each student will be asked to think critically on how these could be avoided and also the steps that could be taken to minimise their effects. This will then be followed by a group discussion with different groups talking about different types of hazards and their affects.
like Prezi, Photostory, PowerPoint or they could also design infographics using Piktochart.
3
Students will research on how India has been affected in the last 5 years by environmental hazards using various online search tools. They will be asked to record statistics of which zone/ region in India has been the most affected by hazards and what are the main similarities between these affected areas. They will be asked to prepare a presentation based on this work using any digital learning tool
The teacher will explore with the students how different countries of the world are affected by different environmental hazards based on their geographical locations-proximity to the sea, location in high seismic zone etc. Students will be asked to prepare a chart on the top five countries which have been most affected by environmental hazards of any kind in the past five years. The chart prepared should have some information on the year/month when the country was affected, the regions which were hit worst and the number of people that were affected and what measures were taken to provide relief and support.
4
The students will research about the various global organizations which provide relief and support during such calamities and design posters on the data collected.
5
The students can collaborate with a partner school in a country which has recently been affected by an environmental hazard and take the opinions with the students from the partner school. They could discuss how they dealt with the situation and what the relief that was provided to them was and how it helped. This could be done by way of a Skype call.
6
The students would undertake and organize a relief campaign collecting money or clothes from their neighbourhoods. This would then be donated to any one of the global relief organisations or to a local NGO located in their city/town.
Assessment ŸWere the students able to understand how environmental hazards affect their country? ŸWere the students able to identify and explain that every country in the world faces these
hazards and each country deals with them in a different way? ŸWere the students able to collate information and present it in a definitive way for everyone
else to relate to?
Review Group discussions of students, internet research done by students, representation of statistics through presentation, charts prepared by students.
Tips for Lesson Preparation ŸTeacher can show the students videos of natural calamities and environmental hazards which have happened in their country. ŸStudents can be encouraged to prepare pie charts, Venn diagrams, bar graphs based on the statistics they have collected on
factors effecting the environment (in the past five years).
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Take urgent action to combat climate change and its impacts
Conserve and sustainably use the oceans, seas and marine resources for sustainable development
67
Model United Nations Class: 9 | Age group: 14–15 years
CRITICAL THINKING STUDENT LEADERSHIP AND AND PROBLEM SOLVING PERSONAL DEVELOPMENT
Social Science
English
UN agencies – structure and functions
Public speaking, presentation and speaking skills
Lesson Learning Planning Objectives Students will be able to identify, understand and appreciate the contribution of UN agencies towards solving social, economic, and humanitarian issues in the world
Students will be able to learn data collection and use of data in researches
Students will be able to enhance their public speaking and presentation skills
Lesson Planning
1
The students will be divided into groups. They will then be asked to research on the structure, formation of United Nations which they will present in the form of a PowerPoint, Sway or Prezi.
2
Students will be asked to read about the Sustainable Development Goals (SDGs) and then research on the history and inception of SDGs. They will be asked to highlight the success data of the implementation of SDGs and compare it between India and the rest of the world. This data will then be represented in the form of MindMaps, Piktocharts, etc.
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The teacher will put together a MUN (Mock UN) Assembly where students will become a delegate of a given country. Independently, every delegate would present a ‘Research Paper’ on any one issue for his/her allocated country. They will then represent their country’s issues and concerns and invites solutions/ resolutions for them from the assembly.
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The students will be encouraged to partner with schools of same countries which are allocated in MUN and take discussion forward. The students will be encourage to
collaborate with the partner school and create a charter to address the issue highlighted. The recommendations should then be sent to concerned authorities.
Assessment ŸWere the students able to understand the workings of UN and its purpose? ŸWere the students able to use their critical thinking to analyse data on SDGs and do a comparative
analysis? ŸWere the students able to speak well as aware citizens highlighting global issues and concerns as
Review PowerPoint presentation, MindMaps, Picktocharts, MUN Assembly notes.
delegates of that country?
Tips for Lesson Preparation ŸThe teacher can take the students through a documentary of the history and formation of UN. ŸA short workshop on presenting a ‘Research Paper’ and country research may be undertaken by the teacher, to train the students. ŸThe teacher can use ICT techniques to help the students create graphs and pie charts of the data collected using MS Excel.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
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Strengthen the means of implementation and revitalize the global partnership for sustainable development
Why Do We Fall Ill? Class: 9 | Age group: 14–15 years Science
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
English Speaking skills – radio show / interview
Immunity and diseases
Lesson Learning Planning Objectives Students will be able to explore and explain the causes and effects related to our immunity, health and disease management
Students will absorb and disseminate information regarding various lifestyle choices related to health and disease prevention
Lesson Planning
1
Students will brainstorm the reasons for falling ill and the various diseases that humans suffer from (grouped into bacterial, fungal, protozoan and non-communicable) and fill in a KWL (Know-Want to Learn–have Learnt) Chart. Students will be shown videos/documentaries about the topic and are asked to fill in the gaps on their KWL charts.
research on the causes and methods of prevention for that disease. They will present their findings with the help of a chart/PowerPoint/Prezi or Mind Map depending on the resources available. This presentation will be shared with a partner school in another country or region – especially if each has worked on disease which are more local in nature or have assumed an epidemic nature e.g. dengue, chikungunya or diabetes in India vs ebola in Central Africa vs cancer in Denmark or USA.
Students will collaborate and work in small groups to make a mindmap of factors affecting our health, types of diseases and symptoms using their individual KWL charts. These Mindmaps will be shared with all the students with the help of digital technology viz One Note, Whatsaap, Jpeg images mailed to their individual mail ids or uploaded on the class intranet/school website.
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Students will then do a comparative analysis of the factors affecting health and prevalence of these diseases and correlate these findings to their previous knowledge.
Students will be divided into groups and allocated one disease each to collaborate and work on. They will
Students will work in groups to prepare a survey questionnaire to assess awareness on any disease of their choice. They will administer the survey in 10 households of their neighbourhood. The data will be collated and represented in a graph form so that the students can analyse the data and find trends or patterns in the overall class data. An awareness campaign will be planned by the students for lifestyle management and disease prevention. Activities will include a Radio Show. Students will also enact Mock Interviews. Slogans, posters and a word-of-mouth campaign will be planned by the students and exhibited in the school and in the neighbourhood, if possible.
Assessment ŸWere the students able to organise their learnings about lifestyle choices, diseases and their
prevention in a systematic and logical manner? ŸCould they critically analyse the data from different countries/regions and make connections with their learnings? ŸWere they able to plan an effective awareness campaign based on their research?
Review Mindmaps, Presentations, Class discussions, Survey questionnaires, Radio show, Posters, Research work
Tips for Lesson Preparation ŸThe awareness campaign can be organised in the community in partnerships with local NGOs like Rotary etc. ŸIf a partner school is not available, the students can themselves research diseases from different parts of the world.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Ensure healthy lives and promote well-being for all at all ages
Make cities and human settlements inclusive, safe, resilient and sustainable
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Meridian School Madhapur, Hyderabad
Neerja Mony Global Partnerships Head
We realized that while learning is important, critically assimilating our learning is imperative! To convert learning into understanding we connected one Sustainable Development Goal (SDG) to each grade and brought in the core skill of critical thinking and problem solving. The results were amazing! While addressing the SDG Zero Hunger, a basic explanation was given through classroom presentations, statistics and videos. This was the start of connecting the curricular lessons from science (environment and its resources), social studies (poverty and human rights) with basic integration of mathematics (statistical data) and languages to the SDG goal. The key link between the subjects and the SDG was the core skill of critical thinking and problem solving. The portal given to explore and infer was simple. Understanding the simple principle, that while it is good to accumulate knowledge of our planet and its inhabitants in a scientific or social context; until and unless this knowledge is converted into information and used to infer and evaluate further, it is wasted. That became exciting 70
At our school, there is never any dearth of ideas, and a continuous thirst for learning. But after the core skills came into the storyboard of our lives, the key question we started asking as a school was, how can we bring a connect between classroom learning and real-world application? for the children when the onus of learning, deducing, evaluating and coming to a consensus fell upon their shoulders. The essential step of forging a connection between learning and reality slowly emerged. Inferences were drawn via self-research, and looking at the larger picture of hunger and its implications. What are the causes of disparity? Is poverty the sole cause of hunger? What are the other causes? Evaluation happened next via comparative studies between countries like USA, Africa, and India and where each of them stands in the context of hunger. That brought in a key point that every change, whether small or big, starts within oneâ&#x20AC;&#x2122;s self. It also was an eye opener for the children seeing countries like Somalia reel under utter lack of food. Suddenly taking an oath to â&#x20AC;&#x2DC;Never Waste Foodâ&#x20AC;&#x2122; became really easy to do. Hence selfregulation practices were introduced. No wastage of food in mess, awareness of NGOs that collect excess food and utilise it correctly, the existence of government agencies that also work towards providing meals to the poor, not celebrating lavish
birthdays or celebrating them in an orphanage with children unknown yet bound by humanity and so forth. Finally, based on the analysis that when we work together we can help a lot of people; the seed of wanting to make a difference towards eliminating hunger, was firmly planted. There was a large food drive organized in school for the DESIRE society that helps children affected by AIDS to stay in hygienic conditions and get good wholesome food. The value of food, its growth, its production, its sharing, its economic implications, the politics of it, everything was imprinted in their hearts and minds for life. This achieved the complete circle of critical thinking and problem solving in the school, embedding the learning mindfully and deeply within each child.
Indirapuram Group of Institutions “If a child cannot learn in the way we teach, may be we should teach the way they learn”. – Ignacio Estrada Learning for the 21st century needs the development of a well thought out set of skills; to include critical thinking, creativity, innovation, digital literacy, communication and collaboration amongst others. The journey during the entire training for core skills has been one great experience for our teachers, giving them the advantage of honing their skills in handling students as well as classroom learning. Employability today in a global society does not flow from rote learning in classrooms but rather from certain skills and an ability to link various seemingly disparate subjects. This requires the ability to explore varied issues holistically and not in isolation. The programme gave firsthand experience in dealing with issues holistically. The training had modules of activities that involved the teachers in lesson planning and delved into crosscurricular linkage. During their involvement in the core skills sessions conducted by the British Council, our teachers were exposed to the understanding and development of these skills as part of the teaching-learning process. The intention to bring digital literacy to our school inspired our teachers.
A total of 35 teachers are already trained on digital literacy and critical thinking and problem solving modules through the British Council. Our teachers have started integrating what they gained from the sessions into their classroom teaching and are happy with the outcomes. With innovative practices, the students aren’t complaining either. It’s heartening to see PowerPoints being replaced by Prezi, mind maps finding daily presence in the classrooms, movie makers and photo story being used in sessions as well as in the presentations by students. The general environment has become conducive to learning. Core skills are thus the foundation for empowering educators and learners; setting them on the path to an effective teaching-learning journey. This will virtually unlock the world of potential of children and lead to an overall improvement in the quality of education.
Ghaziabad and Patna Rita Singh Director
Critical thinking and problem solving is one of the most important 21st century core skill as it helps an individual in better decision making. Some strategies like ‘classify and categorise’, ‘compare and contrast’, ‘make connections’ were used in classrooms. These helped develop a positive attitude in students towards mathematics and led them to enjoy the subject. Sudha Sivadas Headmistress Indirapuram Public School Crossings Republik, Ghaziabad The workshop instilled the realisation that each child is unique and has a different learning style and pace. Each child is capable of learning as well as succeeding, provided we step in as a facilitator in that teaching-learning experience; modifying the method adapted to the child’s requirement. Col. Prem Prakash Principal Indirapuram Public School Patna
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CLASS 10
Sound of Music Class: 10 | Age group: 15–16 years
CREATIVITY AND IMAGINATION
Science
Mathematics
Sound
Data handling and graphical representation
COMMUNICATION AND COLLABORATION
Lesson Learning Planning Objectives Students will be able to use scientific enquiry to understand all the principles of sound
Students will collaborate to organize a joint production across countries/schools
Students will realize the cause and effect of sound pollution and suggest steps to mitigate the problems
Lesson Planning
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The concept of sound will be introduced with the help of experiments using tuning fork, experiments, presentations and videos. Students will conduct desk research on the sub topics like pitch, amplitude, quality of wave forms, speed of sound in air/liquid/ solids and solve numerical on the same. Students will be asked to peer teach micro lessons to check for understanding and clarity of thought. Students will be exposed to various kinds of musical instruments and they will explore the similarities and differences between wind, percussion, wood-wind, string and brass instruments. Students will be asked to conduct individual research as their home assignment, in which they will need to determine any musical piece/instrument which they like and give reasons for their choice.
These short essays will be displayed in the class and the students can comment on each other’s perspectives.
same piece in real time via Skype, playing the same piece on different instruments, learning to play instruments/musical pieces from each other’s countries.
Students will administer a simple questionnaire to students of another junior class to assess how many students learn/know how to play any musical instrument. Through the questionnaire they will find out reasons for popularity of certain instruments. A similar research will be undertaken with the partner school in another country. The reports will be compared and a joint paper will be published on the school websites/magazines.
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The students from both the schools will work to organize a virtual concert between the two schools. Students will explore various collaboration techniques like playing parts of the
Students will undertake a survey to ascertain the awareness levels of the school students/community at large about sound pollution. Based on the findings of this research, they will create an awareness campaign (posters, slogans, leaflets, street plays etc.) to spread the message about the ills of noise pollution and what needs to be done to reduce it. This campaign will be exhibited throughout the school, locality of the school and in the neighbourhoods of the students themselves if possible. After two months of the campaign, students will again undertake another survey to assess the efficacy of their campaign.
Assessment ŸWere the students able to understand the scientific principles of sound? ŸWere they able to collaborate with other students/schools in the various activities? ŸDid they participate whole-heartedly in the volunteer work with the underprivileged students? ŸCould they measure and present the efficacy of their awareness campaigns appropriately?
Review Research work, peer teaching, essays, survey questionnaires, data handling and interpretation, collaborative planning, volunteer work, awareness campaign.
Tips for Lesson Preparation ŸThe ‘United Pianos’ project can be watched for ideas on musical collaboration across countries. ŸSpicMacay programmes can be organized in the school for a greater awareness of music and arts.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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Reduce inequality within and among countries
The Homeless – Refugees and Migrants CRITICAL THINKING AND PROBLEM SOLVING
Class: 10 | Age group: 15–16 years Social Science
English
Refugee crisis
Creative writing, news reporting
STUDENT LEADERSHIP AND PERSONAL DEVELOPMENT
CITIZENSHIP
Lesson Learning Planning Objectives Students will be able to explore the concept and responsibility of citizenship
Students will know about the refugee crisis and its effect on the country and society
Students will be able to enhance their creative writing skills and persuasive writing
Lesson Planning
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Students will discuss the meaning of citizenship and what it means to them. Discussions will take place in groups and one representative will put up the points. The class will culminate by elucidating points on the white board from the group discussion as to what significance Citizenship has on the class in the form of a MindMup, PowerPoint presentation.
discussion can take place on how migrant population can change the economic and social structure of a country.
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Students will watch a video on the refugee crisis faced by Europe due to the Syrian crisis. A discussion will be initiated on the topic of refugees and migrants and the views and opinions of the students on this topic are discussed. They will discuss how refugee crises affects various aspects of a country-social, political, economic. Alternately a
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their country and citizenship. This topic will cover both humanitarian as well as political aspects. They will highlight the example of Indian migrants and refugees in India keeping both perspectives in consideration.
The students will get into the shoes of journalists and the work that they do for the news to reach us, by doing an activity on news reporting on the above news. There will be three groups and will report from the view of economy, politics and social conditions. A mock press conference with all the journalists will be organised where they will answer all the questions and queries that they will be asked by students of other sections.
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Students will research on various organisations which work on the issues of refugee and migrant crisis. They will then present the work done by these organisations in the form of Piktocharts.
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Students will volunteer with any such organisation discussed above and go out on the fields to work with the migrants or refugees.
Students will be asked to write essays on how migrants and refugees are affected by loss of
Assessment ŸWere the students able to understand how refugee or migrant crisis affects a country? ŸWere the students able to understand the other perspective-the refugee’s side of the story? ŸWere the students able to develop their vocabulary and usage of language while writing
essays and new reports?
Review MindMup, PowerPoint presentation, discussion, mock press conference, essays, news report, Piktocharts.
Tips for Lesson Preparation ŸThe teacher may use news articles about refugee crisis as references. The teacher can show a documentary on how the migrant
populations some time take over the economy of a country.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Reduce inequality within and among countries
Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
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Creative Awakening Class: 10 | Age group: 10–11 years
CRITICAL THINKING AND PROBLEM SOLVING
English
Science
Vocabulary building
Sense organs
CREATIVITY AND IMAGINATION
Lesson Learning Planning Objectives Students will be able to express their thoughts and feelings by exploring new vocabulary
Students will be able to make connections between words and the sense organs
Students will become sensitive to the needs of differently-abled people
Lesson Planning
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Students will listen to some music played by the teacher and individually write down words which they can associate the music with. In small groups, students will discuss their word list and explain to each other why they chose a particular word, in order to get an understanding of multiple perspectives.
drumbeats>hearing etc. The students make word webs with each word, by brainstorming other words related to other senses which they can connect with each word. E.g. slimy (touch) > cool (touch)> blue/green (sight)> stale (taste)> rancid(taste)> stink(smell). The students will exchange each other’s word webs and then working individually will weave a story with the words they have written in the word web. The word webs can be exchanged with partner schools, if possible. This will help to give the students an opportunity to work with very different perspectives from another part of the world. Students may use skype / email / whatsapp to communicate with the partner schools for any clarification or understanding of each other’s points of views. Students from both
Students will brainstorm all previous knowledge of the sense organs and fill in KWL charts (Know-Want to know-has Learnt). Any gaps in knowledge are filled in by the teacher with the help of peerteaching, videos, PowerPoints etc. Students will be asked to work in small groups and associate the words they had written to the different sense organs. E.g. bright >sight, slimy>touch,
schools, then grade the stories according to a pre-decided rubric and select the best ones for publishing in their school magazines/websites.
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Students will discuss how many of the words they had on their lists may not be comprehended by people who might have impaired sense organs. They will discuss and try to understand the challenges they face. Students will watch various documentaries, film clips, books etc which deal with challenges faced and overcome by people with physical impairments.
Assessment ŸWere the students able to use their imagination to make connections between music and words? ŸCould they associate the words to the various sense organs? ŸCould they appreciate multiple perspectives and create stories to express those aspects? ŸDid they reflect on the challenges that differently abled people face?
Review Word webs, Class discussions, Stories
Tips for lesson preparation ŸWord association exercises can also be done with the various parts of speech.
International dimension outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
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Accountability of a Democracy Class: 10 | Age group: 15–16 years
COMMUNICATION AND COLLABORATION
Social Science
English
Democracy and diversity
Situational talk, verbal expression
CITIZENSHIP
Lesson Learning Planning Objectives Students will be able to explore and assess ‘accountability’ in their own lives as well as in the democratic governance
Students will be able to evaluate and examine evidence before reaching conclusions
Students will be able to respectfully disagree
Lesson Planning
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Students will be asked to define accountability and what does it mean in their personal lives. The students will be asked to critically reflect on accountability and describe the same in a phrase in less than 20 words. All responses will be noted down and the students will collaborate to draft a single unique definition using the key words of ‘accountability’. Students will be asked to reflect on various open-ended questions in the class e.g. How does “accountability” look like in your life? All possible answers like “I am accountable for class misbehaviour in teacher’s absence (from the class monitor)”, “I am accountable for on-time publication of school newsletter and magazine
(from the school literary captain)”, etc. will be noted.
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The concept of democracy will be explained to the students taking India as an example. The topic of ‘accountability’ will be further developed by initiating a group discussion on “how does being accountable affect the functioning of a democracy?” This will help the students in understanding and respecting different perspectives. The teacher will ask students to do a desk research using the Internet to study about the different democracies in the world. The class will be divided into groups of 5-6 students each. The teacher will ask students to critically analyse
the various democracies of the world and list down the positive features of world’s best democracies. The students will be asked to do a short presentation using digital tools like Prezi , Piktochart, etc.
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The class will be divided in groups of 5-6 students each. The teacher will ask the groups to examine thoroughly if the visit of Indian Prime Minister, Mr Narendra Modi’s visit to Lahore was an act of responsibility. The students will be encouraged to assess evidence and come to a commonly acceptable conclusion. They will also be taught to respect different perspectives of individuals and also learn to disagree respectfully.
Assessment ŸWere the students able to define accountability and link it to their personal lives? ŸWere the students able to link accountability to the smooth functioning of a democracy? ŸWere the students able to use digital tools effectively to do research on world’s best democracies
and also prepare the presentation?
Review Individual responses, group discussions, presentations.
Tips for Lesson Preparation ŸThe teacher can provide newspaper articles or links to reports of the PM’s visit to Lahore. Any other controversial and relevant topic
may also be chosen in its place. The teacher can also arrange for a debate or a mock interview to evaluate different perspectives. ŸThe teacher can also ask the students to prepare charts on the best democracies in the world. Students can also be encouraged to
take part in Model United Nations (MUN) and discuss about accountability and democratic issues faced by countries and citizens.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
77
Human Excretory System Class: 10 | Age group: 15–16 years
CRITICAL THINKING AND PROBLEM SOLVING
Science
English
Excretory system and Waste Management
Debate , group discussion
STUDENT LEADERSHIP AND PERSONAL DEVELOPMENT
CITIZENSHIP
Lesson Learning Planning Objectives Students will be able to explain the functioning of the excretory system
Students will be able to research and compile information to learn the debate for group discussion
Lesson Planning
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The students will watch a video on the excretory system. Based on the information given, they will present their understanding of the human excretory system through a chart. They will be asked to explain the process and highlight the importance and need of each body organ-lungs, kidney, etc. Any gaps in knowledge will be filled in by peer tutoring under the guidance of the teacher.
then will discuss with students how healthy food and living habits can help us maintain a healthy body.
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Students may be asked to get routine blood and urine tests. These reports can be critically studied in class, which will help students plot their own health vis-à-vis their lifestyles and eating habits.
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The students will be asked to research on the status of organ donation and organ harvesting in India and compare it with the status in countries like the US and the UK. Students will be asked to write a detailed report on this comparison with statistical facts and figures picked up from their research.
In order to understand the differences between a healthy body and an unhealthy body, students will compare urine and blood reports of a healthy person, a person suffering from diabetes and a person suffering from jaundice. The teacher
Richard Titmuss ‘The Gift Relationship’, 1971, seminal work. A class debate will be initiated where few students have to be FOR and few have to be AGAINST the motion. The topic can be the relevance or legality of Organ Donation in India and what should be done to make it more popular. Students will prepare an awareness campaign, encouraging people to sign up as organ donors. Posters, radio shows, interviews, group discussions etc may be organized in both Hindi and English. This may be watched by the parents as well as the entire school.
Assessment ŸWere the students able to understand the excretory system of humans and how a healthy lifestyle
can keep one away from many diseases? ŸWere the students able to collate facts and put together study reports bringing their perspective to
the topic?
Review Charts, group discussions, reports, debate.
ŸWere the students able to articulate and express valid points during the debate?
Tips for Lesson Preparation ŸStudents will read newspaper reports in India about illegal Organ Donation for two purposes-to know about the prevalent status and
to observe the style of report writing. ŸThis activity may also be done in tandem with a partner school, who can present information about organ donation in that country.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Ensure healthy lives and promote well-being for all at all ages
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What is Your Carbon Footprint? Class: 10 | Age group: 15–16 years
CRITICAL THINKING AND PROBLEM SOLVING
Science
Social Science
English
Environment, carbon footprint
Natural resources
Report writing
CITIZENSHIP
Lesson Learning Planning Objectives Students will know what carbon footprint, carbon neutral /negative countries means
Students will know the consequences of human activities on the environment
Students will be able to suggest and advocate solutions to promote sustainable development.
Lesson Planning
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The students will conduct a research on the internet/school library about the carbon footprint. They will explore their own as well as their family’s carbon footprint by using various free online carbon footprint calculators. They will create a ready reckoner chart to calculate an individual’s carbon footprint from some common daily activities. They will distribute this within the school, and in the neighbourhood to promote awareness. Students will be divided into two groups. One group will be tasked to study about carbon positive South Asian countries. The other group will be tasked to research on carbon
neutral/negative countries. Flipping the classroom, the groups will present their research to each other. Students will be encouraged to listen actively and ask questions to clarify their doubts.
comparative analysis between the three countries. Their research will be presented to the rest of the class through PowerPoints/Prezis or charts, using graphs, pie charts etc. Students will write individual reports based on this data analysis.
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Students will watch videos on carbon footprint, to extend their learning. Post viewing, they will participate in a class discussion on ways to cut down carbon emissions, with special reference to India, Bhutan and China.
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Students will be provided with data on forest cover, CO2 emissions, population, geographical conditions, natural resources etc. Working in groups, students will do a
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Students will be asked to reflect on their learnings and draft an environment policy for the school. Students can meet the Principal or members of the Management Committee and present their draft in person, advocating the urgency of putting such a policy in place.
Assessment ŸWere the students able to conduct and present their research appropriately using ICT? ŸWere they able to find patterns in the comparative study between the three countries and provide
ways to cut down carbon emissions? ŸCould they suggest solutions to the problem at hand through the draft policy?
Review Research work, data handling and interpretation, presentation, flip classroom, class discussion.
Tips for Lesson Preparation ŸA Ted Talk video on Bhutanese PM Tshering Tobgay may be screened for the students for inspiration on how a small country is
determined to stay carbon neutral. ŸA comparative study of the carbon footprint and measures taken to reduce it between India and the partner school can be done.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Ensure sustainable consumption and production patterns
Take urgent action to combat climate change and its impacts
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Proactive Citizens Class: 10 | Age group: 15–16 years
CRITICAL THINKING AND PROBLEM SOLVING
Social Science
English
Disaster management
Report writing, event reports
COMMUNICATION AND COLLABORATION
STUDENT LEADERSHIP AND PERSONAL DEVELOPMENT
Lesson Learning Planning Objectives Students will be able to write reports for events
Students will be able to know the importance of disaster management
Students will learn a few basic tips and techniques of disaster management
Lesson Planning
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The students will be asked to read reports on various topics in the print media and critically analyse its content on accuracy of language used, relevance and importance to present times, objectivity and bias. A large group discussion will be conducted. Teacher will elaborate on what constitutes quality reporting.
activity will be organised where students will display and discuss their mind maps. The teacher will help students to learn to separate thoughts and feelings in order to be objective and sensitive in writing reports.
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Students will be asked to research on the reporting of disasters that have occurred around the world in recent times. They will have to identify and present their thoughts, and feelings about it along with what preventive actions are needed in the form of a mind map. A group
opportunity and challenges in the plan. The best of all points will be collated and a final Disaster Management Plan will be made and shared with everyone in the school.
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Disaster reports from around the world will be discussed with focus on preventive and corrective actions that are necessary. Students will be asked to prepare an action plan to ensure safety and security in the school with respect to different disasters and calamities that might occur. Each group will present their plan with the other groups pointing out the strengths, weakness,
Based on the Disaster Management Plan made by students a mock evacuation drill will be planned for different dates and the entire activity timeline is planned and managed by the students. A local disaster management body will be invited to supervise and help with the mock drill. After the drill is done the students will write reports on it which will be published on the school blog, newsletter, etc.
Assessment ŸWere the students able to understand the need to prevent and deal with disasters? ŸWere the students exhibiting leadership skills when leading the entire school in the mock drills? ŸWere the students able to learn about the nuances and styles of report writing?
Review Discussion notes, student researches, mind maps, disaster management plans, blog reports, newsletter articles.
Tips for Lesson Preparation ŸThe various ‘dos and donts’ for disaster management may be shared with students as per the government websites. ŸThe teacher can invite a local journalist or reporter to speak to the students on styles and techniques of writing on and
reporting events.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Make cities and human settlements inclusive, safe, resilient and sustainable
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Polythene Bag Menace Class: 10 | Age group: 15–16 years
CRITICAL THINKING AND PROBLEM SOLVING
Science
English
Recycling
Writing skills, web content and blog writing
CITIZENSHIP
DIGITAL LITERACY
Lesson Learning Planning Objectives Students will be able to relate to consequences/cause and effect of using polythene bags and suggest alternatives to polythene bag usage
They will be able to create a plan for reducing pollution
Lesson Planning
1
2
To introduce the topic of pollution due to the use of polythene bags, various videos will be shown to the students. Students will learn about the sources and production of polythene, as well as the problems associated with its rampant use and non degradability. Students will communicate with their partner school through Skype sessions, emails and video calls to discuss and share what is being done in each other’s countries to curb the plastic menace. Small group discussions will be initiated within the class to generate ideas for curbing this menace and spreading awareness. The groups will present their ideas to the rest of the class using PowerPoint/Prezi
etc. The best ideas will be selected and a comprehensive plan is worked out for implementation.
3
4
Students will research on the web for the cheapest and easiest ways to manufacture alternatives to plastic bags. The focus will be on recycling/upcycling products in keeping with the theme. Students will follow YouTube video instructions to create e-bags from old t-shirts. This can be taken over as a whole school project to produce these bags in large enough numbers. Students will be encouraged to create a webpage or a blog that allows for these e-bags to be sold/ delivered. This could be linked to the school website, in the form of a
CSR initiative. Alternatively, the school could also tie-up with a local NGO. Students will create an instructional video using videomaker or i-movie software to give instructions to their partner school on how to make the e-bags.
5
Students will create an awareness campaign (posters, slogans, i-movie, leaflets, street plays etc) to spread the message to the community. Students will be encouraged to write a letter to the head of the local Municipal Corporation, requesting for the enforcement of a stringent ban on use of polythene bags to reach the goal of becoming a smart city.
Assessment ŸWere the students able to understand the impact of using polythene on the environment? ŸWere they able to propose solutions to reducing the hazards? ŸWere they able to use various ICT skills and tools (PowerPoint, internet use and
navigation, web page and blog creation)?
Review Class discussions, Skype sessions, emails, video calls, PowerPoint presentations, internet research, web page creation, video, e-bags, awareness campaign, letter.
Tips for Lesson Preparation ŸStudents may meet the head of the Municipal Corporation to hand over the letter personally, if possible, and present a handmade
e-bag. A proposal to implement the initiative in all schools of the city may also be floated.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals
Make cities and human settlements inclusive, safe, resilient and sustainable
Take urgent action to combat climate change and its impacts
81
Gender Division in India Class: 10 | Age group: 15–16 years Social Science Gender
STUDENT LEADERSHIP AND PERSONAL DEVELOPMENT
CITIZENSHIP
English Speaking and presentation
Lesson Learning Planning Objectives Students will be able to ascertain gender gaps in education, industry, politics and society
Students will be able to evaluate the grave consequences of letting the sex ratio decline
Students will be exposed to the progressive and equal opportunities provided to women in more developed countries of the world
Lesson Planning
1
The teacher will ask the students to work in groups of four to prepare their points in support of the following conflicting statements. 1. India produces the largest number of female engineering graduates in the world, girls outperform boys in board exams. However, literacy rate among women is only 54% compared with 76% among men.
The teacher will allow the students to consult their text book, while preparing their discussion points. Each group will be given three minutes to present their points in the larger group.
2
2. In spite of the fact that India has the largest number of women IT professionals, female employees’ remuneration is 29% less than their male counterparts. 3. Sex ratio in India has declined to below 850 in some districts. What will happen if this trend continues?
3
4. What would happen if the men – women ratio in Lok Sabha got reversed, that is it was 90% women and 10% men?
Students will be asked to do a rolereversal play where the identify problems are faced by the opposite sex at workplaces and come up with solutions to work on these problems. The teacher may ask each group to take notes in turn on the points made and later present them in the form of a PowerPoint.
achieve this equality. The teacher will ask the students to make a collage of newspaper articles, online reports of the specific countries achievements on gender equality in different fields. They can exchange this with the partner school of those specific countries and take the views of their counterparts
4
Students will be divided in six groups and each group is then asked to research on a country where the gender divide is less than in India and how the country has managed to
The teacher will initiate a group discussion in class and discuss the importance and value of SDG Goal 5 on Gender Equality. The students will be asked to give suggestions and express their thoughts on how they feel India is lacking in achieving this equality and what steps can be taken to cope with this situation. They will create posters on the points raised in this discussion and these could be put up around the school campus.
Assessment ŸWere the students able to understand how gender divide affects the productivity and development of a
country? ŸWere the students able to become aware of their responsibility as future citizens of the country to
strive to achieve this gender parity?
Review Class discussion, role play, collage, posters.
ŸWere the students able to critically analyse the non-routine problems provided to them and give valid
recommendations?
Tips for Lesson Preparation ŸTeacher can show YouTube videos reporting issues of gender disparity in India. Teacher can highlight regions around the globe where
gender divide is striking and discuss the possible reasons for these. ŸThe teacher can refer to resources under The World’s Largest Lesson 2016.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Achieve gender equality and empower all women and girls
82
Saving Electricity Class: 10 | Age group: 15–16 years
CRITICAL THINKING AND PROBLEM SOLVING
Science
English
Production and conservation of electricity
Letter writing and notice writing
CREATIVITY AND IMAGINATION
CITIZENSHIP
Lesson Learning Planning Objectives Students will be able to explore and explain the concept of electric – circuits, transmissions etc.
The students will be able to state the consequences of various kinds of energy generation and make appropriate suggestions for sustainability
Lesson Planning
1
To introduce the topic of electricity and as an awareness exercise, students will be provided with a copy of the latest electricity bill of the school. They will be asked to calculate the consumption per class in terms of units and the cost thereof.
2
The concept of production of electricity will be introduced through critical thinking questions about how electricity is supplied to homes, schools, factories etc. The mode of transmission from a power plant to the end consumer will be introduced with the help of models, videos and PowerPoint presentations.
3
Students will participate in a debate on the merits and demerits of a Thermal Power plant and a Hydel Power plant. To expose students to multiple points of views, documentaries/video
clips/sound bites of officials pushing for construction of these plants as well as of conservationists opposing such construction will be shown to the students. Students will work in groups to consolidate their thoughts, post the debate and make mind maps, listing both merits and demerits.
4
A discussion on the need for alternate sources of energy to meet the evergrowing demands of electricity will be conducted. Students brainstorm the various non-conventional sources of energy and categorise them under various heads. Students will be encouraged to research on the internet, the of merits and demerits of each source and make small PowerPoint presentations.
5
In groups, students will work on a project to design a Green Building
suggesting various measures and technologies to reduce electricity consumption, especially from nonrenewable sources. Students will also make a paper presentation on methods to reduce the monthly consumption of electricity at home/school.
6
Students will draft a letter with the recommendations to adopt nonconventional sources of electricity (e.g. solar power) to the school management. Students will draft a notice for the rest of the school on adopting best practice for conservation of electricity. Students will be encouraged to take a pledge to conserve energy and adopt renewable sources, wherever possible. Rules to be followed by students in this context would be charted and displayed on bulletin boards.
Assessment ŸWere the students able to understand the scientific principles of electricity? ŸWere they able to critically assess the merits and demerits of the non-conventional sources of energy? ŸDid the appreciate the need for conserving electricity and adopting the alternate sources of energy? Ÿ Were they able to suggest recommendations to adopt alternative source of electricity?
Review Class discussions,debate, internet research, project work, letters, notices, energy audit.
Tips for Lesson Preparation ŸA comparative study of sources of energy in a partner school’s country, their norms and regulations etc can be organized for a
global perspective. ŸThe various views of countries participating in the Climate Change Summit can be discussed, with special focus on India’s stand. ŸThe teacher can discuss on the role of state in producing electricity and compare with countries like Nigeria where generation
and distribution of electricity is very poor.
International Dimension Outcomes Learn from, with and about the world
Make right choices for sustainability
Predict consequence, cause and effect globally
Acknowledge different viewpoints of different cultures
Aware of global issues
Engage with local and global issues
Appreciate diversity across borders
Plan collaboration beyond their own country
Suggest and advocate solutions globally
Acknowledge interdependence/ interconnectedness around the world
Sustainable Development Goals Ensure access to affordable, reliable, sustainable and modern energy for all
83
Contacts National
South India
Arjun Bahadur Assistant Director – Schools Email: arjun.bahadur@britishcouncil.org Phone: +91 (0)11 4149 7108
Sajana Devasi Project Manager Programmes – South India Email: sajanadevasi.pk@britishcouncil.org Phone: +91 (0)44 42050665
Arijit Ghosh Head – School Programmes Email: arijit.ghosh@britishcouncil.org Phone: +91 (0)11 41497376
Merlyn Lazarus Senior Project Manager Schools – Operations and Partnerships Email: merlyn.lazarus@britishcouncil.org Phone: +91 (0)44 42050629
Girish Ingle Head – Research and Development Email: girish.ingle@britishcouncil.org Phone: +91 (0)22 67486778 North India Deepthy Panicker Project Manager – Programmes Email: Deepthy.Panicker@britishcouncil.org Phone: +91 (0)11 41497320 Shanoo Arora Programme Manager-North Email: shanoo.arora@brtishcouncil.org Phone: +91 (0) 11 41497250 Anindita Buragohain Senior Project Manager Schools – Digital Email: anindita.buragohain@britishcouncil.org Phone: +91 (0)11 41497188
East India Judith Hembrom Programme Manager – East Email: judith.hembrom@britishcouncil.org Phone: +91 (0)33 40074348 Mrigank Mouli Mukherjee Senior Project Manager Schools – ISA and Product Development Email: mrigankmouli.mukherjee@britishcouncil.org Phone: +91 (0)33 40074342 West India Ivy Cabral Programme Manager – West Email: ivy.cabral@britishcouncil.org Phone: +91 (0)22 67486762 Sharon Sequeira Senior Project Manager Schools – Teacher Development Email: sharon.sequeira@britishcouncil.org Phone: +91 (0)22 67486751
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COMPENDIUM OF LESSON DESIGNS Class 6 to Class 10
Connecting Classrooms is a global education programme for schools, designed to help young people to develop the knowledge, skills and values to live and work in a globalised economy, and contribute responsibly both locally and globally. It aims to build the capacity of teachers to integrate a range of core skills into the curriculum, therefore improving learning outcomes for young people and enabling them to become more globally aware and globally competitive. The programme, running from 2015-2018, will build the capacity of 45,000 teachers and 12,000 school leaders worldwide to support them to integrate a range of core skills into the curriculum, with a focus on: Digital Literacy, Critical Thinking and Problem Solving, Creativity and Imagination, Student Leadership and Personal Development, Communication and Collaboration, and Citizenship.
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