ZIET Chandigarh E - Book

केंद्रीय विद्यालय संगठन, शिक्षा एिं प्रशिक्षण का
आंचशलक संस्थान, चंडीगढ़

KVS, ZONAL INSTITUTE OF EDUCATION AND
TRAINING, CHANDIGARH
अद्वितीय िैक्षणणक अभ्यास

UNIQUE PEDAGOGICAL
PRACTICES
E-mail- [email protected]
KVS ZIET, SECTOR 33C,
CHANDIGARH
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INDEX
Sl.no.- Subject Page number
1 Primary 4-23
Secondary & Sr. Secondary

2 English 24-70
3 Hindi 71-101
4 Sanskrit 101-102
5 Science 103-119
6 Social Science 120-123
7 Maths 124-136
8 Biology 137-157
9 Chemistry 158-179
10 Physics 180-191
11 Computer Science 192-197
12 Commerce 198-207
13 Economics 208-232
14 Geography 233-245
15 History 246-250
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NAME OF THE TEACHER : Mrs. Rinky Negi DESIGNATION: PRT
NAME OF THE KV : KV SURANUSSI REGION : Chandigarh
Class : 1 Sub: English
Topic : Phonic Sounds
1. Introduction:
Reading is an important competency and the first requirement to acquire this
competency is understanding of phonics. To achieve this, students need to have the
ability to convert the alphabetinto sound; sound into the alphabet. Through this
activity students will learn phonics by Play Way Method.
2. Objectives
Students will be learning the correct pronunciation of the words through these
phonic sounds.
Students will be able to recognize words through its sound.
3. Target Group
• Grade one students.

4. Methodologies
• Play Way Method

• Activity based teaching
• Child center approach
5. Assessment Strategies:
• Individual participation.
• Through oral questions.
• Work done in notebook.
6. Learning Outcomes
• Students will recognize the sounds.

• Students will identify the sounds ofalphabets.
• Students will recognize the alphabets.
7. Video Link
https://youtu.be/M2_-bMGE6RA
8. Classroom Photographs
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NAME OF THE TEACHER : Mrs. Rinky Negi DESIGNATION: PRT
Class : 2 Sub: Maths
TOPIC: COUNTING IN TENS

INTRODUCTION:
The topic will be introduced to students through a story. The story is about a girl whose name is
Vrinda. The animated story was prepared and narrated in the class by the teacher to make the
lesson interesting and simpler.
In the story, Vrinda helps her mother in counting the chickens on her farm by counting them in
groups of tens.
OBJECTIVE:
• Students will be able to write the numbers in tens and ones.
• Students will be able to tell the place value of digits of a 2 digit number (up to 99).
TARGET GROUP:
All the students of Class 2.
PEDAGOGY/ METHODOLOGY:
Activity based learning- Learning by doing.
The concept of counting in tens and ones will be given through various activities like:
• Poem to introduce the concept of tens i.e. 2 tens = 20, 3 tens = 30 and so on.
Plucking apples from a tree and keeping them in baskets in groups of 10. Counting the number of apples
collected.
• Making malas using beads – 10 beads for each mala.
• Thumb print activity to make bunch of 10 balloons according to the number given.
ASSESSMENT STRATEGY:
Various hands on activities were conducted in the class to check their understanding of the concept.
• Use of ice-cream sticks in groups of tens and ones according to the number given on the card.
• Arranging flowers(made by students on Funday) in bunches of 10 and counting total number of
flowers.
• Counting of pebbles and marbles by making groups of tens was done by the students.
• Worksheets made on the topic.
LEARNING OUTCOME:
All the students were able to read and write numbers up to 99 in the places of tens and ones.
Video Link: https://youtu.be/4EXmK7B0vK0
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NAME OF THE TEACHER : Mrs. Sudha Soi DESIGNATION: PRT
Class : 3 Sub: English
TOPIC: Adjectives
INTRODUCTION:
As the children already know about noun so the lesson is introduced by using display board.
Teacher asks various questions related to board for example- Shapes, different colours, size and
children respond to those questions. As a result of sum up of the sponses, teacher introduces the
topic ‘Adjectives’.
OBJECTIVES:
To impart knowledge of adjectives among children of class III.
TARGET GROUPS
8 – 9 Years children.
PEDAGOGY / TEACHING MEHTODOLOGY
ACTIVITY 1
Teacher uses Magic paper bag containing wrapped things. Children come one by one to
take out their pack, unwrap it, tell the name of the object and share words to describe
about the thing. Activity is repeated to take out more describing words from the children
using wrapped objects in the bag. Students repeat after teacher with the words which are
used as Adjectives.
ACTIVITY 2
To make it more enjoyable and easier to know about adjectives- Recitation of poem
related to the adjectives.
ACTIVITY 3
Teacher uses the body actions, gestures, and other things to make it more clear in the
mind of children about Adjectives.
ACTIVITY 4
Children are taken to the garden where they observe trees, plants, flowers and tell how
they look/ feel etc.
eg. – Students describe about the size, texture, colour, shape etc. about the objects seen
there. This enhances/ built the concept of adjectives clearer to them.
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ASSESSMENT STRATEGY
1. Assessment by active participation of each individual during class room activity.

2. Worksheet – 1. Circling the adjective from the box.
2. Underline the adjectives from the given sentences.
At the end of the lesson, students are able to-
1. Identify the adjectives.

2. Use words as adjectives to make sentences in their daily life.
Video Link: https://www.youtube.com/watch?v=Njn1B3MOL7Q
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NAME OF THE TEACHER : Mrs.Anchal Parashar DESIGNATION: PRT
NAME OF THE KV : KV ONGC DEHRADUN REGION : Dehradun
Class : 2 Sub: EVS
TOPIC: Animals
INTRODUCTION
Teacher will ask question to know about the previous knowledge of children and for this teacher
planned rhymes on animals which will be sung by the students individually (quiz method) and
then classification and identification part will be done.
OBJECTIVE
Students will be able to

(a) Identify animals
(b) Classify different type of animals on basis of their living area.
(c) To connect the topic to immediate surrounding
TARGET GROUP
Grade 2 students
PEDAGOGY/METHODOLOGY
Teacher provided opportunity in group/individually.
ASSESSMENT STRATEGY
Group/individual assessment by asking simple questions
About character identification
Repetition of rhymes
LEARNING OUTCOME
Students are able to identify/classify Wild/pet/domestic animals.
Video Link: Unique pedagogical practice KV ONGC DEHRADUN.mp4 - Google Drive
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NAME OF THE TEACHER : Mrs CHANDRAWATI MAHARA DESIGNATION: PRT
NAME OF THE KV : केंद्रीय विद्यालय हल्दद्िानी (द्वितीय पाली) REGION : Dehradun
Class : 2 Sub: हहंदी
TOPIC: अधिक बलिान कौन ?

प्रस्तािना-
नई शिक्षा नीतत २०२० के आिार पर
"कक्षा का वातावरण अधिगम समग्र धिकट एवं आनंददायी होना िाहहए बुननयादी तौर पर बच्िों के
भाषायी कौशल के ववकास में गनतववधिया अत्यंत सकारात्मक भमू मका ननभाती है । प्राथममक स्तर पर यह
अत्यंत आवश्यक हो जाता है कक हम अपनी शुरुआती कक्षाओं में बच्िों के स्तर और रूधि को ध्यान में
रखते हुए कुछ ऐसी आनंददायक गनतववधियों का ननमााण एवं प्रयोग कर सकते हैं, जजससे बच्िों के मलए
भाषा सीखना मसखाना आसान हो सके। गनतववधि छात्रों की रुधि अनस ु ार हो तो कक्षा जीवंत प्रभावी
रुधिकर सग्र
ु ाहय, सुगम्य एवं आनंददायी हो जाता है । यह अनभ
ु व ककया गया कक पत्र हहंदी की
पाठ्यपुस्तक जब उनके हाथ में आती है सबसे पहले हदन उसे पूरी पलट कर दे खते है तो दो तरह की
पाठ्य सामग्री को गौर से दे खते हैं, और पढ़कर समझने का प्रयास करते हैं।
1.वह सामग्री या पाठ जो लयात्मक हो।
2. वह सामग्री या पाठ जजसमे रं ग-बबरं गे धित्र हो ।
नई मशक्षा नीनत के उद्दे श्यों को ध्यान में रखते हुए प्राथममक करताओं में भाषायी कौशल के ववकास में
अनेक गनतववधियो के माध्यम से मशक्षण काया ककया गया जजसका सक्षक्षप्त उल्लेख ननम्नवत है -
उद्दे श्य
1- संप्रेषण कौशल
2-वातीलाप करना और समझना
3- रिनात्मकता एवं सज
ृ नात्मकता का ववकास
4- लयात्मक अमभरुधि
5- ज्ञान का ववकास
6-मात्राओं का ज्ञान
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7- पररवेशीय जागरुकता
8- अमभनयात्मक पठन
लजययत समूह व्यजततगत एवं सामूहहक
अध्यापन पद्िनत-
कला समन्वयन कला समन्वयन के अंतगात ननम्न गनतववधियां सजम्ममलत की गई जजसके

अभूतपूवा परर हदखाई हदए और बालकों ने रुधि पूवक
ा पाठ को खेल-खेल में समझ मलया।
नवािार गनतववधियां-
1 वजान और काव्यात्मक गायन
2 बहुभाषीय गनतववधि का समावेश
3-गीन ववद्यत्मक प्रदशान
3 खेल और खखलौने आिाररत गनतववधि
4 सीखने में अमभभावको की महत्वपूणा भूममका
5 काव्यात्मक वजान और काव्यात्मक गायन
वजान और काव्यात्मक गायन
हहंदी पाठ्यपुस्तक की कहानी को काव्य में बदलकर छात्रों के सम्मुख गा गा कर रखा गया
जजसके पररणाम स्वरूप पाठ जीवन्त प्रभावी, रुधिकर एवं सुग्राहय हो गया। छात्रों की उस में रुधि
दग
ु नी हो गई। काव्यात्मक मशक्षण का एक महत्वपूणा पहलू यह है कक काव्य में रिना स्थर के
मन पर शीघ्र प्रभाव डालती है तयोंकक वह एक बार लयात्मक ढं ग से जजसे पढ़ लेता है या सुन
लेता है उसे वह बबना ककसी के कहे ही गुनगुनाने लगता है । इसके मलए उसे ककसी जस्थनत
पररवेश की आवश्यकता नहीं होती और अधिगम प्रकिया ननरं तर स्वतः िलती रहती है कववता
आनन्दानुभूनत का ववषय है । प्रभावशाली काव्य पाठ पर मन में अमभरुधि जागून करता है । काव्य
द्वारा मशक्षण अधिगम की यह प्रकिया अनुभवात्मक प्रकिया के अंतगात आती है । कहाननयों के
काव्यात्मक वजान में (कक्षा दववतीय ररमखझम 2) पस्
ु तक की एक कहानी-अधिक बलवान कौन' का
काव्र्जन प्रस्तुत है ।
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एक बार नछड़ गई बहस यह, हवा और सूरज में ,
कौन अधिक बलशाली है , मुझ में और तुझ में ।
बोली हवा मेरी ताकत का, तुम्हें नहीं अंदाजा सूरज बोला तुमसे ज्यादा,
मुझ में बल है आजा । राहगीर को दे ख हवा को, उजतत समझ में आई,
कोट उतरवाने की दोनों ने, आपस में शता लगाई।

लगी हवा जोरों से बहने, राही अब घबराया,
टोपी उड़कर दरू जा धगरी, उसको समझ में आया।
अगले ही पल राहगीर ने अपना कोट संभाला,
जकड़े रहा उसे जोरों से, अपना होश संभाला।
थक कर हवा िूर हो गई, कोट उत्तर ना पाई,
सूरज बोला अब दे खो तुम, मेरी बारी आई।
तेज िूप से हुआ पसीना, राही हुआ ननढाल,
टोपी फेंकी कोट उतारा, गमी से बेहाल।
सूरज बोला हवा बहन अब, मान भी जाओ हार,
शता तुम्हारी पूरी कर दी ना करना इंकार,

िल दी अपनी राह हवा, सूरज को करके नमस्कार।
मलंक: https://youtu.be/5TpNgaGMpk
छात्रो द्वारा रुधि पूणा कववता का श्रवण वािन एवं अमभनय ककया गया | पाठ आनंददायी एवं
रुधिकर हो गया सुगम्यता बढ़ गई, यहां तक की एक दक्षक्षण भारतीय मूल का छात्र जो हहंदी
पहली बार पढ़ रहा था, उसने भी मुझे "अधिक बलवान कौन" पाठ का अमभनय करके हदखाया
मैंने पाया कक सीखने की प्रकिया काव्यात्मक हो तो छात्र को अनुभव को संगहठत कर उपलब्ि
सूिनाओं के पार जाने का मौका ममल जाता है । सीखने के मलए एक सकारात्मक माहौल का
ननमााण होना आवश्यक है । यह काव्यात्मक हो तो अधिगम प्रकिया तीव्र हो जाती है और समझ
बढ़ जाती है ।
२- पाठ्य पस्
ु तक की कववता का लयात्मक गायन-
दस
ू रा काया पाठ की कववता का लयात्मक गायन करवाया, छात्रों को कववता से संबंधित धित्र
मास्क और
कठपत
ु मलयां दे कर अमभनय के साथ छात्रों ने कववताओं का आनंद रुधिपण
ू ा और सरल ढं ग से
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गायन ककया और
अधिगम प्रनतकिया में उछाल आया।
मै इस ननष्कषा पर पहुंिी कक जजस तरह भोजन शरीरपोषण के मलए आवश्यक है , उसी प्रकार मन
और आत्मा का पोषण काव्ययात्मक अमभव्यजतत से भाव संवेदना जगाने की क्षमता है । भाव
स्थापन का काया मा के प्रसव
से शुरू हो जाता है । इसीमलए प्रसव अवस्था में माता को पुसवन संस्कार के माध्यम से संस्कृत
श्लोको वैहदक आिारमशला को मजबूत बनाने में सहायक मसद्ि होता है , यह बाल मनो की पहुंि
का सरल और सुगम्य मागा है , जजसका प्रयोग छात्र के समग्र ववकास में ककया जा रहा है , तथा
सामग्री से ममलने वाली नैनतक मशक्षा को भी छात्रों को हर पाठ के साथ-साथ बताया जाता है ।
2-रं गीन धित्रात्मक प्रदशान-मनोवैज्ञाननक तथ्य है कक छात्रों को रं गीन कागजों से ककया गया काया
बहुत रुधिकर लगता है । उनसे वे खेल-खेल में सीख जाते हैं, नवािार के अंतगात ननम्न काया
रं गीन कागजों से ककए गए।
१- हहंदी भाषा में व्याकरण को समझाने का काया धित्रात्मक प्रदशान दवारा ककया गया।
मलंक https://youtu.be/Zt_qYd2i8gll
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NAME OF THE TEACHER : Rakhi Dayma DESIGNATION: PRT
NAME OF THE KV : K V NO.1 B.E.G &C ROORKEE REGION : Dehradun
Class :1 & 2 Sub: EVS
TOPIC: INTEGRATION OF OTHER SUBJECTS WITH EVS
INTRODUCTION:
EVS is a constructive & integrated approach to the learning of the environment in totality without
being burdened by any disciplinary consideration. For exploring critical and creative thinking
with competency-based learning, it is necessary to integrate the subjects with each other.
• Integration of subjects explores the ideas of students by which teaching does not
become monotonous for all the classes, so we have taken it as a project in our school
so that all the students should be the beneficiaries AND THEY MAY LEARN ALL
SUBJECTS WITHOUT BURDEN. As per the new education policy and foundation
in literacy and numeracy it is necessary to be clear about the basics of every subject
but sometimes students may vary interest in different subjects. Studies may become
interested and awakened if teaching is done in integrated way. As we know in
classes 1 &2 EVS is taught by taking topics from English as per competency based
learning, this clearly shows that one subject is related with other subjects but do you
know that in classes 3,4,5 also EVS can be taught in integrated manner with other
subjects by which EVS concepts may be clear to all children by which they may
have clear concepts in secondary classes or indirectly you can say that students may
develop interest in scientific attitude.
• So every topic of other subjects are connected with EVS themes after which
competency-based learning is inculcated through which the target of FLN and
NIPUN BHARAT can be achieved step by step.
OBJECTIVE:
CCT- Creative and Critical Thinking is to be inculcate in students so by co- relating EVS
with other subjects, CCT can be inculcate in students.
• Competencies of different subjects are co-related to each other which will make
students competent with good skills.
• Making teaching-learning process interesting.
• Exploration of knowledge in students.
• Developing scientific attitude in students.
• Developing a friendly classroom with healthy competitive thinking in students.
TARGET GROUP:
This project is good in all primary classes, especially for classes
1 & 2 where EVS is taught through English, Maths, or Hindi book but without any particular EVS
book. That’s why our project is to teach EVS by integrating EVS with other subjects in all
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classes, especially for classes 1 & 2.
• PEDAGOGY: PEDAGOGY OF THIS UNIQUE PRACTICE REQUIRES:

A) PROPER EACH DAY LESSON PLAN:
There are many benefits of a proper and an organized lesson plan to reach the learning outcomes
of EVS teaching-learning process.
Children at primary stage are expected to know about their immediate environment through lived
experiences related to the themes so always keep them in mind while integrating any subject with
EVS or vice versa.
B) EXECUTION OF THE PROJECT:
WE MUST KNOW ABOUT THE THEMES OF EVS
1. Family and friends (including animals, plants, relationships with work and play)
2. Food 3. Water 4.Shelter 5.Travel
6.Things we make and do.
• The application of project in the integration of EVS with different subjects EVS topics
may be taken directly or indirectly from themes of particular chapters in NCERT book. From any
topic, Themes have to be derived yourself and that can be integrated with other subjects. With
each topic the images of Teaching learning material is also attached.
• All are activity-based learning material.
• LESSON----(as an example) Class-2 Curly Locks and the Three Bears Themes chosen in
EVS with their lesson plan links
• PLANTS-FOREST
https://docs.google.com/document/d/1x0zy1GMysEbLJ_gERA7ur6UKtRbkGco
c/edit?usp=sharing&ouid=104755391408702377037&rtpof=true&sd=true
• ANIMALS-FOREST
https://docs.google.com/document/d/1p7oa1Af5AHQFBdCxIKeuLSa_jc4qcK84
/edit?usp=sharing&ouid=104755391408702377037&rtpof=true&sd=true
• RELATIONSHIPS-BEARFAMILY, CURLY HAIR(GENETIC)
• https://docs.google.com/document/d/1E0zdBJzsjt9k0utrHEYqimzKr74bXrQ1/
edit?usp=sharing&ouid=104755391408702377037&rtpof=true&sd=true
• FOOD-PORRIDGE-HOT/NORMAL/COLD
https://docs.google.com/document/d/12E3Bxh_a9pRSZxTSQg50rFo22S0lP-
s8/edit?usp=sharing&ouid=104755391408702377037&rtpof=true&sd=true
• SHELTER-HOUSE AND ITS ROOMS

https://docs.google.com/document/d/11lYVSbIXmPHqpziR_tte5spw280AcIw5
/edit?usp=sharing&ouid=104755391408702377037&rtpof=true&sd=true INTEGRATION WITH
DIFFERENT SUBJECTS
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ACTIVITIES TO INTEGRATE WITH ENGLISH:
ARRANGING PICTURE CARDS IN PROPER SEQUENCE (picture composition)
• ACTIVITIES TO INTEGRATE WITH ENGLISH GRAMMAR- SOFT/HARD

THINGS,HOT/COLDTHINGS (adjectives):
• ACTIVITIES TO INTEGRATE WITH MATH,ENGLISH SMALL/BIG(BEAR

FAMILY), TALL/SHORT PLANTS IN THE FOREST) TRAITS WE GET FROM OUR
PARENTS
16
ASSESSMENT STRATEGIES:
• QUESTIONING FROM EACH LINE OF THE CHAPTER CLICKS IDEAS IN
STUDENTS MIND THAT FOR WHAT TOPIC THEY ARE LEARNING FROM THOSE
PARTICULAR LINES.
• READING WITH UNDERSTANDING GIVES DIFFERENT SUBJECT’S IDEAS TO
INTEGRATE WITH .
• PROJECT ON PARTICULAR TOPICS DERIVED FROM LESSON.
• QUIZZES FRAMED ON IDEAS CLICKED BY READING THE CHAPTER.
LEARNING OUTCOME:
• TEACHING ANY LESSON WITH INTEGRATION TO OTHER SUBJECTS
FOCUSES ON CULTURAL DIVERSITY ,READING AND TEACHING THEME BASED
CORE CONTENT.CREATING INTEREST IN STUDIES ESPECIALLY WHEN THERE IS NO
PARTICULAR BOOK .(FOR CLASS 1&2) THIS IS THE BASIC PROBLEM FOR
TEACHING EVS SO THIS IDEA OF INTEGRATION HAS WORKED WITH
OUTSTANDING PERFORMANCE.
• IT IS NOT EASY TO CREATE INTEREST AMONG CHILDREN IN SCIENCE
ALTHOUGH THEY LIVE IN THAT ENVIRONMENT BUT WHEN CONCEPTS ARE
INTEGRATED WITH OTHER SUBJECTS FOR EVS/SCIENCE IT IS FOUND INTERESTING
TO TEACH AND LEARNING BY THE STUDENTS WITH THEIR PARENTS IN ONLINE
CLASSES,SPECIALLY IN CORONA TIME PERIOD.
• MULTIDISCIPLINARY APPROACH IS THE PART OF INTEGRATING SUBJECTS.
BY THIS PROJECT FOUNDATION IN LITERACY AND NUMERACY ALSO BECOMES
STRONG IN TINY TOTS.THE PARENTS ALSO GAVE POSITIVE FEEDBACK WHILE
TEACHING EVS THEMES FROM ENGLISH / MATH BOOK .
• WE TOOK THE THEMES OF EVS AND FOUND TOPICS FROM EVERY CHAPTER
OF DIFFERENT BOOKS (ENGLISH) AND TAUGHT STUDENTS BY WHICH THE
PURPOSE OF A PARTICULAR BOOK AS WELL AS STUDY MATERIAL GOT
FULFILLED.ALSO THE CONCEPTS OF SCIENCE AND ENVIRONMENT KEEP ON MIND
FOR A LONG TIME.IF THIS PROJECT IS FOLLOWED BY EDUCATORS ALSO THAN
VOCATIONAL EDUCATION MAY ALSO BE GIVEN.INTEGRATION TAKES THE
STUDENTS AT THE LEVEL OF CRITICAL AND CREATIVE THINKING BY WHICH
STUDENTS REACH TO THE LEVEL OF REALITY OTHERWISE THEY REMAIN AT THE
BOOKISH KNOWLEDGE ONLY. INTEGRATION WITH SUBJECTS GIVES THE
KNOWLEDGE OF DIFFERENT SUBJECTS LIKE SOCIAL
STUDIES,MATH,HINDI,ARTS,MUSIC,SPORTS AS WELL AS BHARAT SCOUT & GUIDE.
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NAME OF THE TEACHER: Ms. Rekha DESIGNATION: PRT
NAME OF THE KV: KV NALETI REGION: Gurugram
कक्षा – दूसरी विषय – व िंदी
उपविषय – अधिक बलिान कौन?

1. उद्दे श्य : छात्र समथथ हैं –
- पाठ को समझने में
- पाठ को भावसहहत प्रस्तुत करने में
- शब्दों के खेल द्वारा नये शब्द बनाने में
- पाठ में रूधि लेने में
- पाठ पर आिाररत प्रश्नों के उत्तर दे ने में
2. लक्षक्षत समह
ू : कक्षा दस
ू री के विद्याथी
3. अध्यापन पद्ितत : नाटक द्िारा
छात्रों को पाठ से सम्बंधित पात्र हदए गए। छात्रों ने अपने-अपने पात्र का अमभनय ककया व पाठ को नाटक
के माध्यम से अन्य छात्रों के समक्ष प्रस्तत
ु ककया। इसके बाद छात्रों से पाठ से सम्बंधित प्रश्न पछ
ू े गये
जजनके सभी छात्रों द्वारा उत्तर हदए गए व शब्दों का खेल गनतववधि के माध्यम से छात्रों से हदए गए शब्द
से नए शब्द बनवाये गये।
4. मल्द
ू यांकन विधि :
छात्रों से पाठ पर आिाररत प्रश्न पछ
ू े गए। जैसे-
- ककस-ककस में बहस नछड़ गई?
- हवा ने सरू ज से तया कहा?
- सरू ज ने हवा से तया कहा?
- पाठ के आिार पर कौन अधिक बलवान है ?
इसके बाद छात्रों से फ़्लैश काडा के माध्यम से हदए गए शब्द से नए शब्द बनवाये गये।
5. सीखने के प्रततफल :
- छात्रों ने नाटक के माध्यम से पाठ समझने में रूधि ली।
- छात्रों ने पाठ को समझा व पाठ पर आिाररत प्रश्नों के उत्तर हदए।
- छात्रों ने वातयों को भावसहहत प्रस्तत
ु करना सीखा।
- छात्रों ने हदए गए शब्द से नए अनेक शब्द बनाना सीखा।
- जैसे – ताजमहल – ताज, महल, जल, मल, हल, जम, लता
- कमलककड़ी – कमल, ककड़ी, मल, कल, लकड़ी, मकड़ी, लड़ी, कड़ी, कम, कलम
6.ववडडयो मलंक
18
https://drive.google.com/file/d/1k3p_VRotGjj5AJ20JF3HJB8TudbVgn1x/view?usp=drivesdk
NAME OF THE TEACHER: Mr. Sachin DESIGNATION: PRT
NAME OF THE KV: KV BADOPAL, FATEHABAD REGION: Gurugram
Chapter: Experiments with Water Class: V Sub: EVS

Key concepts: Floating and sinking; solubility and insolubility.
Introduction: It guides students in identifying the objects that float and sink in the water and the
objects that are soluble and insoluble in water.
Objectives:
• Classify materials on the basis of their properties of floating or sinking, solubility or
insolubility
• Give simple reasons for floating or sinking.
• Explain processes or phenomena (for example, how conditions of floating or sinking
change in salty water etc.)
• Conduct simple experiments to find out what objects dissolve in water (sugar, salt
dissolve in water and chalk remains un dissolved)
Target Group:
Involve children with special needs in the ongoing activity.
Pedagogical Practices:
Activity 1: Identification and classification (Learning by doing)
Objective: Classify materials on the basis of their properties of floating or sinking.
Materials Required: objects that float and sink.
Procedure:
Teacher will put a big pot filled with water on a table and the things listed below –
Empty bowl, empty plastic bottle, filled glass bottle, iron nail, matchstick, a lemon, a pencil, a
piece of stone, soap cake, soap cake on plastic plate, aluminum foil- open and spread out and
press tightly in a ball.
After that the teacher will put one or two things in water and tell them whether it floats or sinks
then the teacher will ask students to drop each object in the water and fill their observation in the
given table:
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Things to be put in water Mark [✓] for the things that float. Mark [✕] for those that sink.
Empty bowl (katori)

Iron nail or pin
Matchstick
(a) Empty plastic bottle with its lid closed
(b) bottle full of water
Aluminum foil
(a) open and spread out
(b) pressed tightly into a ball
(a) Soap cake

(b) Soap cake on a small plastic plate
A piece of stone
A Lemon
A Pencil
Note: After performing the activity the teacher will explain the concept of Sinking and Floating
with the help of a cot in the class.
Assessment:
On the basis of their performance in the activity.
Activity 2: Things float in the salty Water
Objectives: Record observation of salty water that make things float.
Materials required: lemon, salt, a glass of water
Procedure:
Take some water in a glass. Put a lemon in it. Now keep on putting salt little by little in the water
such as half a spoon at a time and observe whether the lemon floats. The Teacher will also explain
about the DEAD SEA.
Assessment:
Tr: why do you think things float in salty water?
St: Water becomes thick and heavier than the objects when salty.
Activity 3: Things are soluble and insoluble
Objectives: Group materials which dissolve in water and which remains undissolved
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Materials required: Salt, Sugar, chalk powder, oil, Soil, 5 glasses of water
Procedure: Take a teaspoon of salt and sugar, chalk powder, Soil, one spoon of mustard oil and
five glasses with some amount of water in them. Students will dissolve one thing in one glass.
Observe what happens and note down in the following table:
Things Did it dissolve or not?
1. salt
2. Soil
3. Chalk powder
4. Sugar
5. Oil
Learning Outcomes:
After performing the activities children will be able to-
• Classify materials on the basis of their properties of floating or sinking, solubility or
insolubility
• Give simple reasons for floating or sinking.
• Explain processes or phenomena (for example, how conditions of floating or sinking
change in salty water etc.)
• Conduct simple experiments to find out what objects dissolve in water (sugar, salt
dissolve in water and chalk remains un dissolved)
Homework:
Fill in the Blanks given on Page no. 62 of your EVS Textbook- Looking Around.
YouTube link: https://youtu.be/Jtajia5PuOM
21
NAME OF THE TEACHER: Ms. Ekta DESIGNATION: PRT
NAME OF THE KV: KV MIRAN SAHIB, JAMMU REGION: Jammu
Chapter: A Happy Child (Poem) Class: I Sub: English
1. INTRODUCTION- First give the knowledge of happy and sad emotion by showing emojis.
And give different examples related to that. Students share their own experiences also, when they
become happy and sad.
2. OBJECTIVE - Able to develop the speaking and listening skills.
Develop the pronunciation skill among students
TARGET GROUP- Students of class 1. All the students are involved in the teaching learning
process.
3. PEDAGOGY/METHODOLOGY - Demonstration method, Activity method. Teacher read the
poem and recite the same with actions. Same was done by students. And it was joyful teaching
learning process.
4. ASSESSMENT STRATEGY - Assess the students by asking different questions.
1.What is the colour of child house?
2. What is the colour of Sun 🌞?
3 What is colour of tree 🌲?
4. How tree helps the happy child 😊?
5. Do you like to play?
5. LEARNING OUTCOME -
Students read the poem.
Students recite the poem.
Students the picture of words in poem.
Video Link: https://youtu.be/yqyUcAYTxHo

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NAME OF THE TEACHER: Mr. Vikram DESIGNATION: PRT
NAME OF THE KV: KV NHPC, URI REGION: Jammu
Chapter: How Much Can You Carry Class: II Sub: Maths
Introduction
Knowledge about heavier and lighter things
The objects having more weight are called heavy objects, and the objects having less weight are
called light objects.
Use of Balance and see-saw to know about weight.
Objectives
Know about the concept of weight
Categorize objects based on whether they are heavy and light
Target Group
Teacher will divide the class into 4 groups and a balance will be given to each group and the
children will be asked to make a list which object is heavy and which object is light.
Teacher will demonstrate how a combination of weights can be used to measure an unknown
weight. Like a packet of biscuit, salt.
Pedagogy/ Methodology:
Activity based, play way method & Demonstration method will be applied to understand concept
of Heavy and light.
Assessment Strategy:
Worksheets
Individual task
Group task
Learning Outcome:
Heavy and light things.
Weight by looking at size.
Understands the concept of heavy and light.
Learns to weigh things with Balance and Weights.
Compares the weights of objects.
Video Link: https://www.youtube.com/watch?v=eMTmnc4tZX0
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UNIQUE PEDAGOGICAL PRACTICE-1
Name of Teacher: Sadhna Gupta Designation TGT Eng

Name of School K.V. No.1 Patiala Cantt. Region Chandigarh
CLASS VI SUBJECT ENGLISH
CHAPTER/TOPIC : VOCATION By R.N. TAGORE
SKILLS FOCUSSED: Listening, Recitation, Comprehension, Creative Writing

TLO: At Primary Level
(i) To enable the students to recite the poem with proper rhythm and intonation.
(ii) To enable the students to enjoy the recitation and melody of the poem.
(iii) To train the emotions, feelings and imagination of the students.
(iv) To develop love for poetry reading and writing.
(v) To enable them to understand the thought and imagination contained in the poem
Teaching Aids to be used

S.No. NAME /DETAIL OF THE TEACHING AID USED
1. Power point Presentation
2. Audio of the poem
STEP 1:Previous Knowledge Testing or Introduction (5mts)
1. The teacher may guide the children to tell about the people they see in the morning while
coming to school.
2. Children to share who their helpers are in running errands or in day to day life.
3. Children to tell what they want to become when they grow up and why.
4. About RabindraNath Tagore
5. Talking about People and professions. E.g.
1.A person who mends shoes is called……,
2. A person who stitches dresses is called…… etc.
It can be correlated with Multiple Intelligences ( Chapter 6 ) also.
STEP 2: Teaching-Learning Activities{Pedagogical Component}
Activity 1.Role play:- The teacher will call students one by one to say a few sentences about
the profession they like. They will be motivated to play the role of that professional.
Activity 2.Listening to the audio of the poem.
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Activity 3.Recitation of the poem by the learners after model recitation by the teacher.
The students may be encouraged to sing it individually or in pairs or groups.
Activity 4.Watching the Powerpoint presentation of the poem followed by an interactive

discussion of the same.
Activity 5.Group activity:- The students to frame instructions for their elders and read them
aloud in the class.
Activity 6.Dumb Charade:-1. The students will put a slip about their favourite profession and
other children will be asked to enact it for the Guess Game.
Activity 7.Fancy Dress Activity:- students to come in different professional costumes.
Activity 8. Students will be divided into small groups and guided to have a talk with
the various people working in the school such as Gardener, cleaners, Group D, canteen
vendors, Security guard etc. to acquire first hand information about their professions.
STEP 3: (2-3 Minutes)
Activity 1. MCQ / Quiz to test Comprehension and understanding of the basic theme or concept of the poem.
Activity2. Children may be guided to speak a few sentences about their parents’ profession
Activity3. Different Professions may by given in Jumbled words e.g. bbclore( Cobbler),
efhc ( Chef) Nsaom ( Mason)
Activity 4. Children to compose a verse on the topic “ My Aim in Life”.
STEP 4: Focusing Bright/Slow
HOTS:-1. The students may be guided to collect more information/ poems by Sh. R. N. Tagore
2. Students to write a paragraph about the steps involved for achieving his/her aim in life.
3. To interview a person ( At home, school or wherever they like) .
4. Preparing a quiz on the poem .
MLL:1. Different professions learnt by the students in the poem and their job profile.
2. Fill ups about people and professions.
3. Teacher may motivate the children to talk about their dream jobs.
STEP 5 : Learning Reflections
The students become worldly wise about different professions and dignity of labour.
25
They learn the lesson
that all professions are important and dignified.
They acquire the basic language skills i.e. LSRW.
Relating the theme with real life and other subjects such as Art, music, drawing and Sociology.
Acknowledging the role of parents and their hard work in shaping the career of their children.
STEP 6: Home Assignment
To click pictures of 5 people working in their vicinity and write a few sentences about their profession.
Write a paragraph about “What I Want to be” and make a video of your own describing it
ACTIVITY SHEET
New words:
 Vocation- a type of profession which demands special commitment and gives a person
happiness and fulfillment
 Gong - a circular heavy bell that makes loud sound when hit
 Hawker - a vendor who moves from street to street
 Crystal - glass
 Spade - a digging tool
 Soils - makes dirty
 Takes him to task - gets angry with him
 Baked - parched / roasted / very hot
 Giant - monster
 Swings - moves / waves
 Shadow - shade
 Chasing - following / going after
ACTIVITY -WORD SEARCH

Search the different kinds of vocations in the grid
E S L D R I V E R S
G O W O Z B E N M V
D L Q C S I N G E R
R D R T O V D I D H
P I L O T R O N L L
A E Y R E U R E A D
F R I L A J E E W A
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M S A N C H O R Y M
E G S J H O K O E Y
O K K H E P J V R G
A C T O R F H G Q S
ACTIVITY (JUMBLED WORDS)

Rearrange the following jumbled words to form the meaningful sentences:
1. meets/a/seller/bangle/he
2. Bangle/hurry/seller/is/not/all/in/at
3.goes/from/he/one /place /to /other
4.like/I/to/bangle/be/seller/a
ACTIVITY - THEME BASED EXERCISE
What does the child want to say?
What does the child want to become? Why?
ACTIVITY-SENTENCE FORMATION
Frame the sentences from the given words
Hawker
Crystal
Vocation
Bangle
ASSIGNMENT
LEVEL-I Q1) Who does the child meet everyday in the lane?
Q2) When does the child go to bed?
LEVEL-II Q1) What does he see through the open window?

Q2) How does the street lamp stand?
Q3) Who gives company to the watchman?
27
LEVEL-III Q1) What wishes does the child in the poem make? Why does the child want to be hawker, a
gardener, or a watchman?
GOOGLE DRIVE LINK:

https://drive.google.com/drive/folders/1DnM2nzJjFAFKjZxJTQgaG-G4E4fF7OW8?usp=share_link
28
Name of Teacher: Poonam Negi Designation: TGT English
Name of School : K.V Sector 47 Chandigarh Region: Chandigarh
CLASS VI SUBJECT ENGLISH
Chapter/ Poem : A House, A Home Poet Lorraine M Halli
TLO: - 1. To enhance the vocabulary of the students.

2. Interpret the message of the poem.
3. Distinguish between a house and a home.
4. Understand the text and be able to answer questions on it.
5. To develop their imagination.
Teaching Aids to be used: -
1. Chalk Duster , Blackboard

2. Flash Cards
3. Power point Presentation
4. Worksheet
STEP 1: Previous Knowledge Testing or Introduction
1. What are the things or objects come to your mind when you think of your house? You can
Draw.
2. What are the things you like the most in your house?
3. What do you understand by the word "Homesick"?
STEP 2 : Teaching-Learning Activities (Pedagogical Component) :-
Activity 1. Worksheet - Fill in the blank with the words associated with a house.
a) We wash and Blush our teeth in a ________.
b) We look outside through a _________.
c) We eat our meals in a_________.
d) We go up the ________to get the second floor.
e) We close a __________ to stop other people and animals from coming into the garden.
Activity 2. Listening to the audio of the poem.
Activity 3. Recitation of the poem by the learners after model recitation .

29
Student may be encouraged to sing it individually or in pairs or groups.
Activity 4. Watching the PowerPoint presentation of the poem followed by an interactive discussion of the
same.
Activity 5. Think Pair Share
Students will think about a Problem, discuss it with their group members and then share their thoughts in
the class.
Group-1 Importance and value of a family.
Group -2 Message of the poem.
Group -3 No place like home.
Group -4 Charity starts at home.
Group -5 Difference between a house and a home.
Activity 6. Draw a house and a home in your notebooks.
STEP 3: Assessment Strategies (2-3 Min)
Activity 1. Short Question / Answers
Q.1) What kind of floor does the poet talk about?
Q.2) How should we behave with our family members?
Q.3) What do we need to show our loved ones?
Activity 2. Use of flash Cards to enhance the Vocabulary of the students from the poem.
Activity 3. MCQ /Quiz to test Comprehension and understanding of the basic theme/concept of the poem.
Activity 4. Worksheet will be given to the students.
STEP 4 : Focusing Bright/slow
HOTS :- One Minute Activity
1.The Students can be asked to deliver a one minute speech on “Favorite Room in my house” and to
provide reasons for their choice. What can they do to make their favorite room better?
2. Earth is also our habitat and our dear home. But do we treat it as our home or our house? Reflect on it
and suggest ways to make earth a beautiful home for all.
MLL :-
1. What is a house made of?
2. What are the floors made of?

30
3. Name different kinds of houses.
STEP 5: Leaning Reflections:-
1. They acquire the basic language skill i.e LSRW.

2. Message of the poem.
3. The students will be able to differentiate between a house and a home.
4. Vocabulary enrichment.
5. Art Intregrated learning.
STEP 6: Homework Assessment:
1. Write a short paragraph describing the house of your Grand parents.

2. My favourite room in my house.
GOOGLE DRIVE LINK:
https://drive.google.com/drive/folders/1DnM2nzJjFAFKjZxJTQgaG-G4E4fF7OW8?usp=share_link
31
Name of Teacher- Viraj Yadav Designation - TGT English
Name of School - KV FRI, Dehradun Region- Dehradun
CLASS VII SUBJECT ENGLISH
CHAPTER/TOPIC - THREE QUESTIONS
TLO: 1.Classify sentences according to their uses.
2.Construct declarative, interrogative, imperative, and exclamatory sentences.
3.Read sentences correctly and clearly with expressions.
4. Show teamwork and cooperation through participating in a group activity
Teaching Aids to be used:

1. Overhead Projector
2. Hand outs.
3. Textbook for class 7- Honey Comb.
STEP 1: Pervious Knowledge Testing or Introduction (5mts)
‘Being Human’ For classroom discussion: Students will be given a picture and asked to find out the
answers of the questions given below:
1. What, do you think, the child is doing? 2. Why, do you think, he/she is doing it? 3. What do you think,
they must have felt: a) the child b) the old lady.
STEP 2: Teaching-Learning Activities {Pedagogical Component}
1. Reading- model,loud followed by silent reading of some parts.
2. Framing questions based on the silent reading by the students.
3. Short and random questions for better understanding.
32
4. Group discussion on - “ LOVE AND KINDNESS ARE NEVER WASTED”.
STEP 3:
Assessment Strategies -
Agree or Disagree
1.The most important person is the person in front of you.
2.As we sow, so we reap.
3.Today is more important than yesterday or tomorrow.
4.The council, and not the hermit, should have helped the king in getting answers to his questions.
5.The king found the answers to his questions because he helped the hermit.
6.The king was satisfied with the hermit's answers.
Food for Thought :
1.The king had to go to the hermit, because…

2.Hermits live alone and far from the cities, because...
3.If I could ask any three important questions, they would be...
4.I think this story tries to teach us...
5.This story made me think seriously about...
6.If given a chance, the part of the story I would like to change is...
1.What were the hermit’s answers to the three questions? Write each answer separately. Which answer
do you like the most, and why?
2.Share your experiences of helping others with your class.

1.Use your imagination and write a very short story that shows the importance of time.
2.Make a timetable which shows how you spend your time. Are you using your time cleverly? Discuss
with your friends.
GOOGLE DRIVE LINK: https://drive.google.com/drive/folders/1gYpizXOhpaHFPrmaPJK7q5p-
uZk0TPVP?usp=share_link
33
Name of Teacher- Kamna Negi Designation - TGT English
Name of School - KV OLF, Raipur, Region- Dehradun
CLASS VII SUBJECT ENGLISH
CHAPTER/TOPIC – The Rebel
SKILLS FOCUSSED: Listening Speaking, Reading, Writing (Social and Life Skills)
TLO: 1. To enable the students to understand the difficult words from the poem and use them in the
sentences of their own.
2. To enhance the vocabulary of the students.
3. Students will be able to think out of box.
4. Students will be able to express new ideas.
5. Students will be able to develop the habit of fighting against injustice.
6. Students will be able to list the contradictory activities of rebel.
7. Students will be able to recognise the value of individual freedom and learn to accept it in the society.
1. Overhead Projector
2. Hand outs.
3. Textbook for class 7- Honey Comb.
4. Chalk and Duster
5. Worksheets
STEP 1: Pervious Knowledge Testing or Introduction (5mts)
INTRODUCTORY QUESTIONS
The teacher will ask the following questions:
Do you know anyone who always disagrees with you?

Do you like people who always do opposite things?
What do you call such people?
34
The teacher then introduces the poem to the students .
1. Model Reading by the teacher with correct pronunciation and intonation.
2. Pronunciation drill, imitation reading, exposition of difficult words.
3. Loud Reading by the students.
4. Silent Reading by the students.
5. Discussion method
6. Explanation method.
7. Opposites ( from the poem)
a) Long - short
b) Grow - cut
c) Quietness - disturbance
d) Sober - fantastic
e) Lost - found
8. Word Meanings
a) Rebel - a person who rises in opposition.

35
b) Short hair - close cropped
c) Uniform - prescribed dress
d) Soberly - in a simple manner.
9. Poetic Device
a) Alliteration - rebel remark, rebel regrets
10. Recapitulation of comprehension based question/ answers.
STEP 3: Revision of Step 2 by any technique with the objective to reinforce the learnt concept
in step 2 above.
Assessment Strategies -
Worksheet ( Literature)
Food for Thought :
1. Describe a rebel that you might know of. Do you think s/ he leads an easy or an adventurous life?
2. What makes a person a rebel? How does he feel in the company of others?
3. How do the things described in the poem signify the title of the poem?
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4. Why do rebels always contradict the others?
STEP 5: Learning Reflections:

Empathy, acceptance,courage, embracing contradictions, innovative thinking.
Why does the society not accept and approve rebels?

Would you like to praise the rebel's ways of life?
STEP 6: Home Assignment:
Try and write a poem using as many pairs of opposites as possible.

Write in your words what lesson you have learned from the poem.
Make sentences on all the difficult words given in the poem.
GOOGLE DRIVE LINK:
https://drive.google.com/drive/folders/1gYpizXOhpaHFPrmaPJK7q5p-uZk0TPVP?usp=share_link
37
Name of Teacher- Solomon Raj Designation - TGT English
Name of School - KV Baramulla Region- Jammu
CLASS VIII SUBJECT ENGLISH
CHAPTER/TOPIC - This is Jody’s Fawn
SKILLS FOCUSSED:
● Reading
● Writing
● Comprehension
● Analytical Skills
Teaching Learning Outcome:
At the end of the class, to enable the students to:
● Develop the four basic skills of language.

● Discuss the central idea of the chapter.
● Highlight the values like compassion and justice, care and concern for human and animal life.
● Make them aware about the various home remedies or first aid for the different health problems.
● Suggest the various measures to check the decreasing population of animals.
● Bring out the essence of a mother's love for the babies.
● Discuss the interdependence of human beings and animals.
● A video to be watched at home before coming to school

● A Set of questions based on the video to be answered
STEP 1: Pervious Knowledge Testing or Introduction:

● The teacher will introduce the lesson by asking some questions which help them to draw out their previous
knowledge. For instance: What is the meaning of home remedies or first aid? Which animal do you keep for
pet? How do you look after it?
● After the introductory questions, she will note down the title of the lesson on the board. She will co-relate
their responses with the chapter. Then she will paraphrase the chapter thoroughly followed by
comprehension check activity. She will then use various methods to carry on the chapter. Sometimes she will
use silent reading to develop reading skill. She will emphasize on the interdependency of human beings and
animals.
Flipped classroom method:

● A flipped classroom is a type of blended learning where students are introduced to content at home and
practice working through it at school. This is the reverse of the more common practice of introducing new
content at school, then assigning homework and projects to be completed by the students independently at
home.
● The teacher will give students a short movie named “Sama-bhava” at home a day prior to coming to school.
● https://www.youtube.com/watch?v=bZzPFK7hTGY
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STEP 3: Revision of Step 2 by any technique with the objective to reinforce the learnt concept in step 2
above.
Assessment Strategies
The students will answer the following questions on the video they watched:
● How many main characters are there in the story?
● What is the dog suffering from?
● What is the attitude of the passersby towards the dog?
● What did the man in the end of the story do to the dog?
● What was the man himself suffering from?
● What qualities are being presented in the movie?
STEP 4:
● To make the class more participatory, she will divide the class into groups and assign a paragraph to discuss
with the class.
● After the peer reading activity, she will ask the questions for evaluation. She will discuss the exercises after
the completion of chapter.
● She will introduce the meanings of the new words through illustration.
STEP 5: Learning Reflections

● Students will attempt the questions and there will be various responses.
● They will try to bring out the connection between their responses and the chapter.
● They will share their ideas on the interdependency of humans, animals and nature.
● They will learn to be compassionate towards animals and nature.

● Working with the textual questions given at the end of the chapter
● Working with language questions
GOOGLE DRIVE LINK:
https://drive.google.com/drive/folders/1uUpaFy80T2RYogTjrbe_YsHgcIAikgE1?usp=share_link
39
Name of Teacher- Manish Shokeen Designation - TGT English
Name of School - KV Aminoo, Kulgam Region- Jammu
CLASS VIII SUBJECT ENGLISH
TOPIC - INTEGRATED GRAMMAR PRACTICE
SKILLS FOCUSSED:
Integrated skills
TLO:
Use the past continuous to talk about actions in progress at a point of time in the past.
Teaching Aids to be used: Worksheets
STEP 1: Pervious Knowledge Testing or Introduction (10 mts)

The lesson will begin by asking students what they know about yoga and asanas. Inform students
that asanas are named after animals and plants.
The words ‘Cobra’, ‘Frog’, ‘Lion’, ‘Lotus’, and ‘Tree’ to the learners will be assigned to the
learners.
Learners will be made to form groups using alternate alphabets.
Divide the groups across the room. Ask groups to figure out
what the asana associated with their group name might look
like. Demonstrate a simple pose.
Students will be asked to show their poses. Teach them the actual
asana and ask them to practice.
Call attention and challenge groups to stay in their yoga posefor one minute without moving.
Call time and praise everyone for doing well.
(Here teacher shall write in short the activities to be done as discussed in the workshop or frame his/her
own) (5 minutes)
Next, the teacher will ask the learners what they were doing at 02:00 PM. To elicit ‘We were doing
yoga’.
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STEP 3: Assessment Strategies (2-3 Minutes)
Concept questions to be asked to ensure concept clarity.

Uses of was/were to be negotiated with the learners.
Negative and interrogative forms to be negotiated.

Teacher may assign a task to the whole class-say͚ reading͛, ͚peer–discussion͛, solving questions etc, may
focus on slow/bright students. She/he may talk to them individually to know their learning difficulties
and efforts to be made to solve their difficulties. Bright students may be given challenging tasks.
(3-5mts)
1. Learners will be put in pairs. Worksheet to be distributed with a clock and will be
asked to discover what their partner was doing yesterday at the times shown and make
notes.
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2. Learners will be put in new pairs and will repeat the task.
3. Teacher will monitor and correct the progress.
STEP 5: Learning Reflections
1. The learners followed the

instructions carefully.
2. Graded instructions and
yes/no questions were asked for a clear understanding of the instructions.
3. Students could
successfully use the newly acquired terminology and the base sentence structures.
Go home and prepare an activity log what you were doing at:
1. 3 PM
2. 4 PM
3. 6 PM
4. 8 PM
5. 10PM
6. 01 AM
GOOGLE DRIVE LINK:
https://drive.google.com/drive/folders/1uUpaFy80T2RYogTjrbe_YsHgcIAikgE1?usp=share_link
42
Name of Teacher- Anita Kumari Saxena Designation - TGT English
Name of School - KV No.2 Faridabad Region- Gurugram
CLASS IX SUBJECT ENGLISH
TOPIC – THE LITTLE GIRL
SKILLS: Thinking critically and creatively, listening, speaking , enhancing communication and
writing.
TLO: After completing this lesson students will be able to:

Describe the kind of relationship between Kezia and her parents
Comment on Kezia’s father’s attitude towards her and analyze its impact on her personality
Analyze your own relationship with your parents in terms of mutual communication and
expectations
Suggest ways to promote a healthy relationship between parents and children.
Write short and consistent paragraphs;
Identify verb forms of past tense and use them correctly in their expression.
Improve their vocabulary.
Comprehend the emotions of the main character in the story while expressing their
experiences
1. ICT based devices .
ppt file:///C:/Users/User/Downloads/The%20little%20girl.pdf
2.Video link for listening a activity and the animation of the story
The Little G: https://youtu.be/nirDKSYpuWE
3.Video link for experiencial learning:
https://www.youtube.com/watch?v=9zgTFLQMzJg
STEP 1: Pervious Knowledge Testing or Introduction(5mts)
Students will be asked :
Who is the head of your family ?

What do you feel about your father.
Do you miss your father when he is out of station for official work or you enjoy his absence?
Put in a few words your relationship with your father.
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STEP 2: Teaching-Learning Activities {Pedagogical Component}: (8 minutes )
1. EXPERIENTIAL LEARNING ACTIVITY : The students wi;ll be shown a video on how a father
works hard to make his daughter happy (5 MINUTES)
LINK: https://www.youtube.com/watch?v=9zgTFLQMzJg
After watching the video the students will answer the following questions :
I) What type of job does father do to earn money?
II) Why do you think the daughter repeats the word ‘lies’?
III) How does father come to know that his daughter knows the reality?
IV) Why do you think she writes ‘I like my daddy’ in the letter?
V) Comment something that is liked by you about your father and also relate what students is not
liked by you or if you also know that your father akso hides something from you.
2. CURIOSITY ,CREATIVE AND EXPERIENCE BASED QUESTION: (5 minutes)
a) Did you ever discover that your fatheres/mother were not really what they tried to show to
make you feel happy?
b) How does your parents take care for you
3. To give the learners visual impact of the story ,the animation video will be shown the link. ( 8
minutes) https://youtu.be/nirDKSYpuWE
4. While reading the text students will be proposed to answer some comprehension questions: (10
minutes) (oral comprehension)
I. Why Kezia feels a sense of relief when her father left home?
II. What is the basic reason of Kezia’s stuttering?
III. Pick out phrases and words according to Kezia to describe her father?
IV. What gift did she make for her father ?
V. How did her father punish her ?
VI. What was the reaction of Kezia’s father when he came to know that his important papers
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was torn off ?
VII. Comment on Grand mothers’s efforts to bring Kezia close to her father.
(Here teacher shall write in short the activities to be done as discussed in the workshop or frame his/her
own) (18-20 mts)
STEP 3: Assessment Strategies (2-3 Minutes)
The students will be given this worksheet to understand the character traits . (8 to 10 minutes) LINK
OF WORK SHEET https://www.liveworksheets.com/eq874530py
i) They will be involved in pair work to do the matching of synonyms and antonyms (pair and share
work)
ii) 2nd activity will be performed in groups and will be shared by one of the member of the group( complete
the sentences with words in the box . maximum correct usage will be given 5 stars then 4 stars and
so on .
iii) Choosing the correct option to mark answers (collaborative work)
Teacher may assign a task to the whole class-say͚ reading͛, ͚peer–discussion͛, solving questions etc, may
focus on slow/bright students. She/he may talk to them individually to know their learning difficulties
and efforts to be made to solve their difficulties. Bright students may be given challenging tasks.
(3-5mts) For Bright Students :
(i) Kezia’s parents never encouraged her to have an open conversation with them give an
example from he text.
(ii) Why do you think kezia was more attached to er grand mother than to her mother?
For Slow Learners : State True /False or Not Sure against each statement.
i) Kezia was scared Kezia was scared of her father
ii) Her father did not like her
iii) Her father did not love her.
iv)Her grand mother never showed interest in her’
v) Kezia’s mother was careless about her daughter.

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STEP 5: Home Assignment:
(i) Kezia decides that there are “different kinds of fathers”what kind of father was Mr Mcdonald, and
how was he different from Kezia’s father? Discuss in detail
(ii) Write a detailed description of your childhoodwhere you felt dominated or scared of your parents and
made a perception about them.How did that perception change over a period of time.
GOOGLE DRIVE LINK:
https://drive.google.com/drive/folders/1d5W0q74K_HllAFih5xbhiOqEE88BqWjC?usp=share_link
46
Name of Teacher- Mukta Arora Minglani Designation - TGT English
Name of School - KV Nahara Region- Gurugram
CLASS IX SUBJECT ENGLISH
TOPIC – TRANSFORMATION OF SENTENCES
SKILLS FOCUSSED: Writing, Analytical, Understanding and Application
TLO: To enable the students to:

• Apply their knowledge as to where and how to use reported speech.
• Express and communicateeffectively
• Write grammatically correct sentences

1. Blackboard
2. Handouts (Slips) for the group activity.
3. Worksheets.
STEP 1:Pervious Knowledge Testing or Introduction (5minutes)

Engaging the students in a timed pair-share activity(Warm up Activity)Three students will be picked
from the class and named as Interrogative/Imperative/Statement
Rest of the students have to pick one slip each from the box, read the sentence given on their respective slip
and pair up with the named student(Interrogative/Imperative/Statement) as per their understanding.
Two minutes allotted to share their understanding of the sentence with the rest of the paired students and
allow them to change the group if they feel so.
Now the teacher helps the students to stand in their respective groups.
Hence the concept of their previous knowledge of identification of sentences is tested and revised.
The teacher can now introduce the grammatical rules of transforming statements/interrogative
sentences/imperative sentences individually into indirect. (18-20 mts)
STEP 3: Assessment Strategies. (2-3 Minutes)
Flipped classroom activity to be taken up wherein teacher assigns the sentences(Worksheet) and let the
students transform the sentences on their own.
The teacher then discusses the correct sentences and let the students judge their mistakes.
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The teacher will conduct a small Quiz/MCQ based questions/Agree-Disagree etc. to assess the
understanding of the taught concept.

Teacher will assign another worksheet (dialogues)to the whole class-say͚ peer–discussion͛, solving
questions etc, focussing on slow/bright students.
She/he will talk to them individually to know their learning difficulties and efforts to be made to solve
their difficulties. Bright students may be given challenging tasks.
STEP 5 :Learning Reflections
Students will analyze their understanding of the concept of Reported Speech, its uses and application in the
practical world.

Teacher can assign dialogues/conversation/interview etc. and ask the students to change them into indirect.
GOOGLE DRIVE LINK:
https://drive.google.com/drive/folders/1d5W0q74K_HllAFih5xbhiOqEE88BqWjC?usp=share_link
48
Name of Teacher- Rubi Yadav Designation - TGT English
Name of School - KV Gole Market,2nd Shift Region- Delhi
CLASS X SUBJECT ENGLISH
TOPIC – FOOTPRINTS WITHOUT FEET
SKILLS FOCUSSED:
• Critical thinking skills

• Communication skills
• Writing skills
TLO:
• To create interest in the students to studyEnglish stories.

• To develop the four skills of thelanguage.
• To develop positive attitude towards thelanguage.
• To enable them to discriminate the goodfrom the evil.
• To develop moral values in the students.
• Chalk
• Blackboard
• Worksheet
• Quiz (HOME WORK APP)
• Projector
• Youtube
STEP 1:Pervious Knowledge Testing or Introduction (5mts)

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i) Brainstorming
ii) Questioning
iii) Do you have seen a movie called Mr. India in which a man becomes invisible? What will happen if a
thief becomes invisible and start looting people?
i) Chapter will be discussed through audio visual technique (smartboard)
https://www.youtube.com/watch?v=z5OCiXPUVxM)
ii)Practice exercises will be given.
• Home work app

• Live work sheet
• Quizzes app
iii) Role Play
STEP 3: Assessment Strategies(2-3 Minutes)
i) Worksheet will be given
https://www.liveworksheets.com/ep2751009tf
ii) Test Series through HomeWork (including MCQ, Very Short Answers, Short Question Answers,
Value Based Question Answer, Competency Based Question Answer)

Peer–discussion͛, solving questions etc.
The teacher will talk to them individually to know their learning difficulties and efforts to be made to
solve their difficulties.
(3-5mts)
STEP 5 : Learning Reflections
• encourages Students to
take charge of their own learning.
• builds stronger
connections between learning experiences
• Feedback can be taken
from the students as to which activity they liked the most.also their doubts can be dealt with as a
follow up activity.
• Q. How would you assess

Griffin as a scientist?
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• Q. "Griffin was rather a
lawless person." Comment.
• Q. What other
extraordinary things happen at the inn?
• Q. Why does Mrs. Hall
find the scientist eccentric?
• Q. How did the invisible
man first become invisible?
GOOGLE DRVE LINK:
https://drive.google.com/drive/folders/1MN4S7VOpUyceteiYQeYdwWMx8a3TY0An?usp=share_link
51
Name of Teacher- Rubi Yadav Designation - TGT English
Name of School - KV Gole Market,2nd Shift Region- Delhi
CLASS X SUBJECT ENGLISH
TOPIC – A LETTER TO GOD
TLO
● Recognise the various emotions portrayed in the chapter.
● Apply the knowledge of text to answer various questions set to it.
● Vocabulary enrichment teaching aids to be used.
● To puzzle out the meaning of some unfamiliar words in the story.
Teaching aids Links
PPT https://docs.google.com/presentation/d/1kJbEwW
bMbQg3l7zvGWSYmseKXudbgc8D/edit?usp=sh
aring&ouid=114866901175794236556&rtpof=tru
e&sd=true
Worksheets https://drive.google.com/file/d/1F2XFCgQHxIlb
mZUAgVXslsRKVg9kp3wJ/view?usp=sharing
Flash Cards https://www.wonderslate.com/resources/displayFl

ashCards?resId=234502&name=A%20Letter%20
to%20God
YouTube https://youtu.be/6MU4TEWt3
https://youtu.be/bh-A8FJfTa0
https://youtu.be/VHhkNhzVGFM
https://youtu.be/1DyzikmGHZQ
https://youtu.be/dAe8JEB0uZM
STEP 1: Pervious Knowledge Testing or Introduction
Teacher’s Activities
To introduce the lesson, the teacher will ask the following questions.
What things did people use in ancient times to send a message?

52
Do you write letters to your elders?
If you write a letter to God, how will we send it?
Step 2:
Announcement of the topic:
After getting the expected responses the teacher will announce the topic and write it on the blackboard.
Presentation of the Topic:
Teacher’s Activities: The teacher will read the paragraph briefly questions will ask frequently to test their
understanding of the lesson to assesses the students learning the teacher will ask the following
Questions
Who is Lencho?
Why did Lencho want to write a letter to God?
Enhance the vocabulary of the student by discussing synonyms and antonyms
Heartily Meaning: enthusiastically Sentence: He heartily agreed to my proposal
Step 4
Slow Learner:
Very short type questions:
Who was Lencho?
Where was the House of Lencho situated?
What crop was farmed by Lencho?
Bright learner:
Divide the students into groups of three or four explain the students that they have to prepare a chart on the
topic:
Importance of faith in a student’s life
Agree /Disagree activity : Does God exist?
Step 5: Learning Reflections
To understand the importance of faith. To believe that faith can move mountains.
To puzzle out the meaning of some unfamiliar words in the story.
To become aware of the theme and emotions.

53
To understand the plot and character of the story.
Step 6 Home Assignment
How is the faith in God reflected in the story? Explain. (5 Marks)
GOOGLE DRIVE LINK:
https://drive.google.com/drive/folders/1MN4S7VOpUyceteiYQeYdwWMx8a3TY0An?usp=share_link
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Name of Teacher- Meena Nagial Designation - PGT English
Name of School - KV Bhanu Region- Gurugram
CLASS XI SUBJECT ENGLISH
TOPIC – THE PORTRAIT OF A LADY
COMPETENCY FOCUSED:
Language learning competencies -LSRW, creative writing and analytical thinking.
LEARNING OUTCOMES:
The students will be able to
1.know about the author and appreciate the autobiographical elements in the story.
2. identify the main and sub ideas
3. learn the usage of past perfect tense
4. gain insight into the loneliness of the elderly in the family and society in general.
5. understand that ageing is a natural phenomenon and one can age gracefully by learning to adapt to
change patiently.
6. imbibe values of empathy and compassion for fellow creatures of the earth.
7. write memoirs or anecdot
1. Images/Videos of Khushwant Singh

2. PPT/ YouTube video
3. Worksheet/Paper slip
STEP 1: UPP: Visualisation

The teacher will ask students to close their eyes for 1 minute and imagine their favourite memories with
their grandparents or any elderly family member.
.* Jot down at least 5 points in phrases about what they saw.
* Will ask a few of them to read what they wrote
*discuss about our relationship with grandparents
*Does that bonding with the elderly family member undergo any change over the passing years?
* Discussion about Henry James’ novel "Portrait of a Lady" and the Hollywood movie of the same title
starring Nicole Kidman. (image of the novel and scene from movie)
STEP 2: Teaching-Learning Activities (Pedagogical Component)

Introduction of the author
Reading of the Chapter
Exploration of new words, phrases and expressions.
-Mind Mapping… ( make 2 columns showing Grandmother’s life in village and in the city)
-Discussion- grandmother's beauty …beauty is skin deep
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-Discussion: Generation Gap…
Grandmother's opinion about music lessons…prejudices we have about people and things.
-Discussion on Brain Drain …Increasing craze of immigration to foreign lands…leaving behind old
parents to fend for themselves
- Discussion on her nurturing of dogs and birds and how these creatures reciprocate her love
STEP 3:
YouTube video https://youtu.be/_WDrkWg645Ilink
-Sequencing the events in the story chronologically
(Written on BB or on a worksheet)
-Three Phases of Narrator’s relationship with his grandmother
Mind Mapping
https://sketch.tiiny.site
STEAL…Present a pen portrait of the grandmother.
(How she would never have been pretty but was very beautiful)
Students will represent the story with graphic organisers… Mind Map
VSAQs to test comprehension
Pair Activity - Important events/characters of the story are written on slips and placed in a bowl. Students
are paired randomly keeping in mind slow and bright. One of the pair comes and picks the slip. They are
given 10 mins. to reflect and discuss their topic on slip, jot down points on paper and then one( motivating
the one who is generally hesitant) comes and presents views on the given slip for atleast 1 minute.
STEP 4: Focusing Bright/Slow Learners

A peer discussion on “Alienation of the Elderly" The class will be divided into different
groups. They will discuss the present scenario, its causes, and what the repercussions will be.
Each group should have bright students as well as late bloomers. The bright students will
write the key points for this discussion, and the late bloomers will read out and share their
views with the help of the key points provided to them.
Slow Bloomers- MCQs/Obj. Type

Write briefly about the three phases of author's relationship with his grandmother.
Bright Learners- Creative writing - write a memoir or compose a poem on any of your
grandparents.
STEP 5 : Learning Reflections- Q. What do grandparents expect from their family?

Q. What are the reasons for the loneliness of the elderly?
Q. How can man be more compassionate and empathetic towards fellow creatures of the
earth?
https://youtu.be/x7q6cDBryUI
(Besides the textual questions)

Q. Write a pen picture of your grandparents describing their qualities you admire the most.
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Q. Write a letter to your grandparents telling them all that you wanted to say but have never said.
Group Specific…
*Prepare a compilation of pics and videos of your grandparents especially with you.( Love photography)
*Prepare a PPT on the chapter(IT experts)
*Create a collection of folk songs of your mother tongue about home coming ( love music)
* Debate- Joint family is better than a nuclear family.
GOOGLE DRIVE LINK :
https://drive.google.com/drive/folders/1hjJcm3GnfHVHTlIpCmiAtZ9skPwsdRKM?usp=share_link
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Name of Teacher- Ritu Chauhan Designation - PGT English
Name of School - KV Rohtak Region- Gurugram
CLASS XI SUBJECT ENGLISH
TOPIC – THE LABURNUM TOP
COMPETENCY FOCUSSED:To enable the students to

1. know about the poet and his contribution
2. know the rhyme scheme and poetic devices
3. understand various sound words mentioned in the poem
4. enjoy and appreciate different genre of English writings
5. inculcate the value of admiring nature
LEARNING OUTCOMES: The students will be able to
1.know about the poet and his contribution
2.imbibe the values like care & concern to save the environment
3.understand the process of sustainable development
4. realize the importance of saving natural resources
5. understand the theme, content & rhyme scheme of the poem
6. identify figures of speech used in the poem.
S. No.
1. Power point presentation
2. You tube video
STEP 1: Pervious Knowledge Testing or Introduction

The teacher will :
-show flowers of different plants & ask the students to name them.
-discuss about different birds and their habitats.
- talk about different seasons & the changes that take place in nature.
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-Art integrated approach- Observe a tall tree and document your thoughts on it in the form of a diary
entry/ Make a sketch of a park.
-Communicative approach
-Venn diagram
STEP 3:
-Paraphrasing the poem in a cloze exercise, MCQs
-Recapitulating the poem with the help of flow chart.
-Conduct of quiz to assess the knowledge of figures of speech used in the poem.
- Students will represent the poem through graphic organizer.
STEP 4: Focusing Bright/Slow Learners
A peer discussion on “Interdependence among different
elements of nature”. The class will be divided into different groups.
Each group to have bright students as well as late bloomers. The bright
students will write the key points for this discussion & the late bloomers
will share their views with the help of key points provided to them.
STEP 5 : Learning Reflections-
-The students will write about the most interesting part (according to them) of the poem.
-The students will air their views about interdependence among different elements of nature.
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Q1. What do you notice about the beginning and the end of the poem?
Q2. To what is the bird’s movement compared? What is the basis of the comparison?
Q3. Why is the image of the engine evoked by the poet?
Q4. What does the phrase “her barred face identify mask” indicate?
Q5. What does the tree look like in September?
GOOGLE DRIVE LINK :
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Name of Teacher- Mohini Nag Designation - PGT English
Name of School - KV Sector-47,Chandigarh Region- Chandigarh
CLASS XII SUBJECT ENGLISH
TOPIC – POETS AND PANCAKES
COMPETENCY FOCUSSED:
Comprehension, Analysis, Interpretation, Appreciation of Style
SPECIFIC LEARNING OUTCOMES:
To organize ideas effectively
To understand and appreciate humour and satire in Literature.
The students will be able to appreciate and understand the various areas of film –making like direction,
script writing, music, editing, acting etc
Methodology:
The lesson will be divided into three broad categories using unique pedagogic practice - PRE-READING ,
WHILE READING AND POST READING
PRE READING TASK

LISTENING SKILLS’ TASK INTEGRATION
Objective—Acquainting the learner with films and the concept of pancake.
(1) Pre-listening
Observe the given photographs and speak any one of them for 1 minute.
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Step 2: Now listen to a woman share some information about the cosmetic history with reference to films
and theatre and fill in the blanks.
The use of makeup on camera became highly used in the 1930s, known as “pancake makeup” created by
Max and Frank Factor. This makeup is heavy and compact to be obvious on the skin, it was important to
actors and filmmakers so that the emotion and the look of the makeup was bold enough to tell the story.
This type of compact pancake makeup lasted all day, in turn there were less touch ups to be done on set
and more time to film scenes.
Prosthetic makeup started in 1902 in the French film ‘Le Voyage dans la Lune’. Though it was around, it
was not majorly used until the late 1920’s when Lon Chney started using prosthetic makeup for monster
movies such as ‘The Hunchback of Notre Dame’ and ‘Phantom of the Opera’. Prosthetic makeup is very
powerful in a film as it can be used for the whole body to change or reshape any feature. The use of this
allows actors to fully be in character by changing or adding anything such as wounds, beauty marks, and
even extra limbs.
1. “pancake makeup” is created by ___________.
2. Prosthetic makeup started in the year__________
3. Prosthetic makeup can be used for the whole body to _______________.
4. People preferred pancake makeup because it lasted _____________.
5. Use of Pancake makeup allows actors to fully be in character by _______________ anything such
as wounds, beauty marks, and even extra limbs.
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(WHILE - READING)
Activity 1–Skim Sequencing / Titling
Put into sequence the below keywords according to the progress of the chapter.
story department political ideology make-up

Gemini Studio department
narrator The God that office boy

failed
mysterious MRA
visitor KothamanglamSub
bu
The Encounter
Response—make-up dept., office-boy, narrator, KothamangalamSubbu, story dept., political ideology,

MRA, mysterious visitor, The Encounter, The God that failed
Activity 2 – T or F
a) Asokamitran takes a dig at Robert Clive in his writing. (__)
b) National integration was an important requirement in the make-up department. (__)

c) Pancake would have made someone look uglier in real life but acceptable in the movies. (__)
d) The office boy felt dissatisfied at being stuck amidst ‘barbers’. (__)
e) The writer’s job amounted to nothing for others at the studio. (__)
f) Subbu was an office boy earlier. (__)
g) Subbu was definitely a flatterer. (__)
h) The legal advisor marred the career of a talented actress. (__)

i) The writer discovered that Stephen Spender wrote stories for ‘The Hindu’. (__)
j) Stephen Spender’s address at the Gemini studios was a grand success. (__)
k) The title refers to two types of people- poets and pancakes. (__)
Response—T,F,T, T, T, F, F, T, F, F, T ( poets & members of make-up department as ‘pancakes’)

Activity – Recapitulation Rumble (POST LEARNING)
63
• Create groups of 10 learners / group.
• Ask for Team leaders (TL) from each group and invite them to the teacher’s table
• Give an envelope of 10 recap. tickets to each TL and instruct the TL to allot one ticket each to the
group members. (If a group has more/ a smaller number of learners, repeat tickets/ allot more than 1 ticket
to members, respectively)
• Allow 15 mins to learners to make their notes based on the allotted recap. tickets
• Group all recap.ticket (1) members together and follow suit by grouping all (2) , (3) …..(10) in
separate groups ---ask them to discuss their notes with other members of same recap.tickets. They
can edit their notes if they like. Allot 10 mins.
• Instruct All group members to go back to the TL groups and begin making their 1 min presentations
within the group in chronological order---(1) ... (2) … ( ) … (10). Allot 15 mins.
• Teacher to monitor and observe as all TL groups do this simultaneously
• Instruct each group to fair out the notes and share with you. Compile these notes in one sheet and
share as resource with the learners, the next day.
(Recap. Tickets given below)
(1)
History Pancakes
Make up
department
Description Hierarchy
64
(2)
Description Aspirations
Office boy
job
(3)
Work vs. office boy
Narrator
Treatment by others
(4)
Description Work
Kothamangalam
Subbu
Skills
-problem solver
-poetry
-acting
65
(5)
Story
department
the people an episode @lawyer
(6)
Political ideology
Gemini Studio
Gandhi communism
(7)
MRA
What? @Gemini Studios

effects on
-members?
-tamil plays?
66
8)
mysterious visitor
What was known? Effect?

What did he do?
(9)
The Encounter
How did the writer discovery? get to

know about it? Where did he find copies?
The God that failed
What? Result for writer?

includes?
67
Name of Teacher- Shailendra Kumar Designation - PGT English
Name of School - KV No.3 Delhi Cantt Region- Delhi
CLASS XII SUBJECT ENGLISH
TOPIC – LOST SPRING
JUNG
LEARNING OUT COMES
1) Students will be able to comprehend the lesson.

2) They will be able to analyze the problem reflected in the chapter ,
3) They will be sensitized to the issue of child labor.
4) They will be able to answer the expected questions of board examinations.
5) Improvement in the core competencies of the language LSRW.
TEACHING AIDS TO BE USED
a)Short films
b) Work sheets
c) Pictures
STEP 1
❖ Showing students short films on children involve in the work of rag picking.
68
https://youtu.be/g5ufHT6vFRk
❖ Showing them a short film on bangle making.

Child Labor In firozabad (international video).flv
❖ They are asked to identify the common threads between rag pickers and bangle makers.
Step Two
Showing beautiful pictures of Spring
Now ask them to compare spring with something beautiful and live like spring
Spring is as beautiful as ------------------------
Spring is as colorful as------------------
Spring is as lively as-----------------------
69
Spring is as mesmerizing as------------------------
Spring is as short as----------------------------------
Step 3
Now the class will be divided in five groups.
❖ First group will be asked to understand the character of Saheb- e- Alam and then one child will tell the
do the role play of story of Saheb- e -Alam.
(Role Play of Sahab –e-Alam)
❖ Second group read and understand the character of Mukesh and will tell the story of Mukesh before the
class
(Role play of Mukesh)
❖ Third group will figure out the similarities between Saheb - e -Alam and Mukesh
❖ Fourth group will figure out the differences between the Saheb and Mukesh.
❖ Fifth group tell the class how we can will change the life of Mukesh and Saheb
Task for bright students
▪ Do you believe that “God Given lineage can be broken “give your arguments either in
support or against the motion.
▪ What is irony. Write down some ironical statements.
Tasks for slow bloomers.
▪ Describe Seemapuri in your own words.

▪ Mentions two difficulties faced by the bangle makers of Firozabad
Home Assignment
Q1 Write a letter to the Prime minister of India describing the struggle of the children like Saheb and
Mukesh and urge him to ensure free and compulsory education for all the children to improve their life.
GOOGLE DRIVE LINK :
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शिक्षक का नाम- श्री मंजुल मथपाल पदनाम- स्नातकोत्तर शिक्षक, हहंदी
के वि का नाम- हल्दद्िानी (प्रथम पाली) संभाग का नाम- दे हरादन
ू
कक्षा- बारहिीं
71
https://youtu.be/C5M_YcNrdXU
https://drive.google.com/file/d/1G5vK3BaJNt_1r_AP1TgH-euzcsU3XrF2/view?usp=drivesdk
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शिक्षक का नाम- डॉ बी के पाण्डेय पदनाम- स्नातकोत्तर शिक्षक, हहंदी
के वि का नाम- क्र. 2, रुड़की संभाग का नाम- दे हरादन
ू
कक्षा – दसिीं
वििरण (WRITE UP)

िाच्य (Voice)
प्रस्तावना-
भाषा का प्रयोग मुख्यतः अपने भावों एवं वविारों को दस
ू रों तक पहुुँिाने के माध्यम के रूप
में ककया जाता है । इसके मलए हम अपनी बात को मभन्न-मभन्न प्रकार से व्यतत करते हैं।
इसके मलए हमारे पास शब्दों का भंडार तथा व्याकरण के ननयमों की जानकारी आवश्यक
होती है ।
उद्दे श्य-
1.व्यावहाररक एवं दै ननक जीवन में ववववि ककस्म की अमभव्यजततयों की मौखखक और मलखखत
क्षमता का ववकास करना।
2.हहंदी में प्राप्त दक्षता को अन्य भाषा संरिनाओं की समझ ववकमसत करने के मलए प्रयोग
कर सकेंगे, स्थानांतररत कर सकेंगे।
लक्षक्षत समूह : कक्षा-10
समावेशी मशक्षण पद्िनत का अनुपालन करते हुए मंदग्राही, औसत और प्रनतभाशाली
ववद्याधथायों के साथ-साथ ववमशष्ट आवश्यकता वाले ववद्याधथायों को भी ध्यान में रखा गया
है ।
अध्यापन पद्िनत-
सैद्िांनतक पक्ष को समझाने के मलए व्याख्यान ववधि एवं ग्राह्यता की परख के मलए प्रश्नोत्तर
ववधि को अपनाया गया है ।
मूल्यांकन ववधि-
मौखखक एवं वस्तुननष्ठ प्रश्नों के माध्यम से मूल्यांकन।
सीखने के प्रनतफल-
1. ववमभन्न साहहजत्यक वविाओं को पढ़ते हुए व्याकरखणक संरिनाओं पर हटप्पणी एवं ििाा करते हैं।
2. भाषा साहहत्य की बारीककयों पर ििाा करते हैं; जैस-े ववमशष्ट शब्द-भंडार, वातय संरिना आहद।
https://docs.google.com/presentation/d/1Luw35HNRWKmMO7W4gkeEz6oxv6-
lCBqG/edit?usp=drivesdk&ouid=103582480892442888060&rtpof=true&sd=true
https://docs.google.com/document/d/1QFbrHuNsStC2yacgB1ryooz3F7Ifjrqs/edit?usp=drivesdk&ouid=11268
4597541201054300&rtpof=true&sd=true
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शिक्षक का नाम- श्री आलोक गुप्ता पदनाम- स्नातकोत्तर शिक्षक, हहंदी
केन्द्द्रीय विद्यालय का नाम- सौरखंड संभाग का नाम- दे हरादन
ू
कक्षा- ग्यारहिीं
74
75
https://docs.google.com/presentation/d/1Luw35HNRWKmMO7W4gkeEz6oxv6-
lCBqG/edit?usp=drivesdk&ouid=103582480892442888060&rtpof=true&sd=true
https://drive.google.com/file/d/1kyL3mEozZKqCBSePqJnB3u_ZQUkSGndD/view?usp=sharing
76
शिक्षक का नाम- श्री संजय कुमार पदनाम- स्नातकोत्तर शिक्षक, हहंदी
केन्द्द्रीय विद्यालय का नाम- रोहहणी सेक्टर 8, हदल्दली संभाग का नाम- हदल्दली
77
78
79
80
81
82
83
84
85
86
https://youtu.be/JM5ycV2ZOC4
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शिक्षक का नाम- श्री संजय कुमार पदनाम- स्नातकोत्तर शिक्षक, हहंदी
केन्द्द्रीय विद्यालय का नाम- क्र -1, उिमपरु संभाग का नाम- जम्मू
88
89
90
https://youtu.be/IbbTKz8e7Ao
https://drive.google.com/file/d/10bjSe_5XNK2dnNlBRr6msUXJGB5FZ/view
91
शिक्षक का नाम- श्री सुिील कुमार यादि पदनाम- स्नातकोत्तर शिक्षक, हहंदी
केन्द्द्रीय विद्यालय का नाम- क्र.2 हुसैनपरु संभाग का नाम- चंडीगढ़
https://youtu.be/mBi2Vwk-D9o
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शिक्षक का नाम- श्री सतीि कुमार पदनाम- स्नातकोत्तर शिक्षक, हहंदी
केन्द्द्रीय विद्यालय का नाम- क्र.-1, अंबाला संभाग का नाम- गुरुग्राम
https://youtu.be/3ES5aS1aOPM
93
शिक्षक का नाम- श्री िुभ नारायण शसंह पदनाम- स्नातकोत्तर शिक्षक, हहंदी
केन्द्द्रीय विद्यालय का नाम- डॉ राजेंद्र प्रसाद के वि नई हदल्दली संभाग का नाम- हदल्दली
कक्षा- बारहवीं
94
https://youtu.be/AzlasSfxz2E
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शिक्षक का नाम- श्री मंजीत शसंह पदनाम- प्र. स्ना. शि. (हहंदी)
के वि का नाम- क्र.1, पहटयाला छािनी संभाग का नाम- दे हरादन
ू
कक्षा- सातिीं
https://drive.google.com/file/d/1WV6YBdNKJnLiV68VM-La62OpSS0mphc-/view?usp=sharing
https://drive.google.com/file/d/1H73lKepp-FETgonFDmDUyPJKiE3HOf4U/view?usp=sharing
96
शिक्षक्षका का नाम- श्रीमती पज
ू ा पदनाम- प्र. स्ना. शिक्षक, हहंदी
के वि का नाम- क्र.2, आदमपरु संभाग का नाम- चंडीगढ़
कक्षा-आठिीं
97
https://youtu.be/N-oVOtUVvdA
98
शिक्षक का नाम- श्रीमती ममता शसंह पदनाम- प्र. स्ना. शिक्षक, हहंदी
केन्द्द्रीय विद्यालय का नाम- मातनहे ल संभाग का नाम- गुरुग्राम
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शिक्षक का नाम- श्रीमती तनिा चौहान पदनाम- प्र. स्ना. शिक्षक, हहंदी
केन्द्द्रीय विद्यालय का नाम- बड
ु ायन, जींद संभाग का नाम- गुरुग्राम
कक्षा- छठिीं
100
101
शिक्षक का नाम- श्री गौरि व्यास पदनाम- प्र, स्ना. शिक्षक, संस्कृत
के वि का नाम- न्द्यू हटहरी संभाग का नाम- दे हरादन
ू
https://drive.google.com/file/d/1J1UjZufEjp7uh9O4Sb6HjLviOIKb7X13/view
https://drive.google.com/file/d/19_BJgAE1gPsN74f_aOmkAdgUlpXCh78u/view?usp=drivesdk
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Name of the teacher: Akanksha Sharma Designation: TGT Science
Name of KV: Kishtwar Region: Jammu
Target Group: Class: IX
Topic: Tissues
INTRODUCTION: Our body has a complex body organization starting from the cellular
level to a well-developed individual. If we look at the hierarchy of the organization, we see
that:
Cells → Tissue→ organ→ organ system→ organism
As far as cells are concerned, we have studied that cells are structural and functional units of
life. The cells, when formed, undergo the process of differentiation according to the functions
that they will perform. The cells that have the same structure, and features and perform the
same functions form a particular type of tissue.
In this chapter, we will learn about the tissues of Plants and Animals
OBJECTIVE: The objectives of this chapter are as follows:

Cognitive Domain: To enable students to explain the types of Permanent tissue.
Affective Domain: To enable students to describe the types of Complex tissue.
Psychomotor Domain: To enable the students to draw the diagram of Complex tissue.
PEDAGOGY /METHODOLOGY: -
Discussion, Demonstration Method, Inductive and Deductive Method, Illustration with
Example, and Practice-based.
ASSESSMENT STRATEGY: -
Through Class tests, oral testing throughout the chapter
Through inputs to be completed.
LEARNING OUTCOME:
Learn and recall the concept of tissue.
Learn about the different types of tissue, their location, and their functions in plants.
Differentiate between simple permanent tissue and complex permanent tissue.
Learn in detail about the different types of simple permanent tissues, specific features, and
functions.
Observe stomata in a leaf and explain its function in plants.
Video Link:
https://youtu.be/_vhN7QVU9Kc
103
Name: Amit Kumar Singh Designation: TGT, Science
KV: New Tehri Town Region: Dehradun
Target Group: X
Topic: Human Eye
Sub Topic- Defects of Vision and Their Correction
Introduction with the moral lesson:
Teaching – Learning Process started with a MOTIVATIONAL and MORAL
talk with students on t h e “Importance of Hard work”. Then started the topic
by citing real-life examples and by applying their previous knowledge.
PREVIOUS KNOWLEDGE:
Students have some knowledge about t h e Structure and functioning of the
human eye, t h e types of lenses.
DEFECTS OF VISION:
There are mainly three types of defects of vision:
a. Myopia b. Hypermetropia c. Presbyopia
Objective:
FOCUSED SKILL COMPETENCIES:
Observation, Drawing, Experimentation, and Application of
Knowledge.
INTER-DISCIPLINARY APPROACH/CO-RELATION WITH OTHER
SUBJECT:
The topic is related to other subjects (INTERDISCIPLINARY APPROACH)
like Social Science, Maths, Art-Integration, etc.
CCT PRACTICE QUESTIONS: CCT questions are prepared and shared

among the students(CCT Google form Link-
Q1https://forms.gle/1QLMdRjirZj4kfW9A
Q2- https://forms.gle/UguHGDWveQoYi6pP6
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Oral assessment of topics taught in the previous class to check their learning
outcomes of the previous topic.
➢ Using Self-Made Innovative TLM, Explaining the topic- Defects of
Visions.
➢ Myopia-Near sightedness- Image formed in front of the retina. Corrected
by using a concave lens.
➢ Activity 1-
1: Using Self-Made innovative TLM, showing Myopia
defect and its correction in the human eye.
➢ Hypermetropia- Farsightedness- Image formed behind the retina.
Corrected by using a convex lens.
➢ Activity 2:
Using Self-Made innovative TLM, showing Hypermetropia defect and its
correction in the human eye.
➢ Methodology:
Collaborative and cooperative learning, Child-Centered and activity-based
using various tools and ICT techniques.
TEACHING AIDS TO BE USED:

E-Classroom (Use of ICT-PPT
and Videos), Self-Made
Innovative TLM to explain
Myopia and Hypermetropia eye
defect and their corrections.
ANY INNOVATION PLANNED

BY T H E TEACHER:
YES, I have prepared and used

Self-Made Innovative TLM to
explain Myopia and
Hypermetropia eye defect and
their corrections.
Assessment Strategies-
Seminar-
Conducting a seminar/ presentation of defects of vision. Students are asked to
explain any one of the defects briefly.
Oral Assessment/ Quiz of the taught topic during the teaching-learning
process especially focusing on low achievers in the class.
• Monthly Test at the end of the chapter every month.
• Written Assignment:
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Q1. What are Myopia and Hypermetropia?
Q2. List out the reasons behind Myopia
and Hypermetropia.
Q3. Draw and show how myopia and Hypermetropia can be corrected.
Expected/ Target Learning Outcomes (TLOs)
Students will be able to: -

• Apply scientific concepts in their daily life.
• Find out the reasons behind, “Why some people cannot
see near or far objects clearly?”
• State reasons for Myopia and Hypermetropia eye defect.
• Draw Myopia and Hypermetropia eye defects and their corrections.
• Explain how the defects (Myopia and Hypermetropia) can be
corrected.
LINK
https://drive.google.com/file/d/1Dl97u6QnkwEoTXe8HVgvCrBkSe2ZehYs/view
106
Name: Anupam Chandok Designation: TGT
Name of KV: ONGC, Dehradun Region: Dehradun
Target group: VIII
Chapter: Acid, Bae and Salts
Topic: Indicators
Instructional objectives:
1. To enable the students to identify acidic and basic substances.
2. To help them to prepare the natural indicators on their own.
3. To understand the use of different types of indicators.
4. To develop practical skills among students.
Teaching Aids:
Various Natural and Synthetic Indicators; Acids & Bases; Some acidic and basic substances
Methodology: Demonstrative and Interactive Methods
PRE LEARNING TEACHER’S ACTIVITY STUDENT’S

ACTIVITY
CONTENT/POST OUTCOMES/OBJECTI
CONTENT/CON VES
TENT
PRE-CONTENT GENERAL SPECIFIC
*To recall that the The students will The students will be ACTIVITY 1 ACTIVITY
sour and bitter tastes be able to : able to: Teacher will: 1
of food is due to the *recall the *classify food items
presence of acids and physical into acidic and basic *provide varioussamples to
Students will
bases in these properties of using indicators students to test their acidic or Preparate of
substances. Acids and Bases *Differentiate basic nature using Natural natural
CONTENT betweenNatural and indicators. indicators and
Synthetic Indicators Use of pH
(Beetroot indicator
papers
China rose indicator
Turmeric etc)
ACTIVITY 2
Teacher will:
Classification of *provide various samples to
matter into Acids and students to test their acidic or
Bases basic nature using Synthetic
indicators
(Methyl orange,
Phenolphthalein, Redand Blue
Litmus
Universal indicator)
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Beetroot extract, China rose extract/ Turmeric, Lemon juice, Vinegar, Coffee/ Tea
solution, Eno; beakers, test tubes, funnel, glass rod/ dropper
THEORY
Indicators are chemical substances which give different colours in acidic and basic mediums.
PROCEDURE
The teacher will brief the activity, form groups and assign different indicators to each group.
STUDENT’S ACTIVITY
1. Take extract/ juice of beetroot/ china rose or make turmeric paste.
2. Take five test tubes and label them as A B C D & E
3. Put 1ml of Lemon juice, Eno solution, Tea/Coffee soln., Vinegar, Soap solution in them
respectively
4. Put 2-3 drops of any given natural indicator solution in each test tube and record your
observation.
TESTTUBE CONTENT COLOUR COLOUR AFTER ADDING THE

INDICATOR
A
INFERENCE-
➢ Vinegar is in nature.
➢ Eno solution is in nature
➢ Tea/ coffee is in nature
➢ Soap soln is in nature Lemon juice is in nature
ACTIVITY – SYNTHETIC INDICATORS NATURE OF ACTIVITY –

GROUP LEARNING OUTCOME –
Students will be able to explore and identify the colours produced by acidic
and basic solutions using SYNTHETIC Indicators.
AIM-
To know the different colours produced by given indicators with Acids and Bases MATERIAL
REQUIRED-
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Methyl orange, Phenolphthalein, Blue litmus, Red Litmus, Universal indicator, some
common acids and bases; beakers, test tubes, funnel, glass rod/ dropper
THEORY
Indicators are chemical substances which give different colours in acidic and basic mediums.
PROCEDURE
TEACHER’S ACTIVITY
1. Teacher will brief the activity, form groups and assign different indicators to each group.
2. Teacher will give a demonstration of the activity
3. Teacher will guide students to perform
virtual experiments on their own on
‘AMRITA O LAB’ STUDENT’S
ACTIVITY
1. Observe the activity demonstrated by the teacher.
2. Perform virtual experiments with given set of indicators and observe the change in
colour of indicators and record their observation in the given table.
TEST INDICAT METH PHENOLPH BLUE RED UNIVERSAL

TUB OR USED YL THALEINN LITMUS LITMUS INDICATOR
E → ORAN
ACID/BASE↓ GE
A HCl
B CH3 COOH
C NaOH
D NH4OH
E NaHCO3
Assessment
1) Which fruit is basic in nature?
a) Apples b- Oranges c- Strawberries d- banana
2- A basic solution is added to a test tube. A blue and red litmus paper is dipped into the basic
solution. What will happen to both litmus papers?
b) blue litmus paper: changes colour; red litmus paper: changes colour
c) blue litmus paper: changes colour; red litmus paper no colour change
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d) blue litmus paper: no colour change; red litmus paper: changes color
e) blue litmus paper: no colour change; red litmus paper: no colour change
2- A solution of pH 2 is filled in two separate beakers. A few drops of methyl orange and
phenolphthalein are added into separate solutions. How will the colour of the indicators
change?
a- methyl orange: red; phenolphthalein: pink
b- methyl orange: orange; phenolphthalein: pink
c- methyl orange: Red; phenolphthalein: colourless
d- methyl orange: orange; phenolphthalein: colourless

3- Which one of the following is acidic?
(a) Lemon juice (b) Tomatoes (c) Milk (d) All
4- Methyl orange is
(a) Red in acidic medium, yellow in basic medium

(b) Yellow in acidic medium, pink in basic medium
(c) Colourless in acidic medium, pink in basic medium
(d) Pink in acidic medium, colourless in basic medium
5- Lime water is- (a) CaO (b) Ca(OH)2 (c) CaCO3 (d) CaCI2
ASSESSMENT/EVALUATION – 1. Based on Activity Sheets *

2. Questions from TERM (DIKSHA PORTAL)*
ASSIGNMENT – Related NCERT questions and Extended Learning Worksheet*
LINK- https://drive.google.com/file/d/1ZvDAIJpFWCX5_r7n7CzCvpr_esmo3WOv/view
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Name of the teacher: ARVIND KUMAR Designation: TGT SCIENCE
Name of KV: NO.2 SOHNA ROAD, Region: GURUGRAM
Target Group: IX
TOPIC: Motion
INTRODUCTION: This chapter helps students to make students aware of some physical
factors and their impact on their lives students will also learn to describe the location,
understand the perspective and solve numerical problems based on the concept. This chapter
develops a base for understanding various concepts of Mechanics at a higher level.
The chapter is Introduced by asking some questions:
Can an object which is at rest also be in motion simultaneously? Followed by the explanation
that rest and motion are relative terms. Explain the importance of this chapter in the form of a
question. Sometimes we are endangered by the motion of objects around us, especially if that
motion is erratic and uncontrolled as observed in a flooded river, a hurricane, or a tsunami.
On the other hand, controlled motion can be a service to human beings such as in the
generation of hydroelectric power.
So, do you feel the necessity to study the erratic motion of some objects and learn to control
them?
The gist of the Chapter:

1. Motion and Rest
2. Distance and Displacement
3. Uniform Motion
4. Non-uniform Motion
5. Speed
6. Velocity
7. Acceleration
8. Equations of Uniformly Accelerated Motion
9. Graphical Representation of Motion
10. Distance-Time Graph
11. Speed-Time Graph
12. Derivation of Equations of Motion by Graphical Method
13. Uniform Circular Motion
OBJECTIVE:
1) Able to understand the concept of motion and the relative nature of motion and rest.
2) Able to differentiate between Distance and Displacement, and speed and velocity.
3) Able to know about uniform and non-uniform motion.
4) Able to Draw D-T, V-T, and A-T Graphs based on quantitative data.
5) Able to relate acceleration & retardation with daily life.
PEDAGOGY/ METHODOLOGY: 1 Use of Audio-Visual Aid: Show PowerPoint

presentation with animations showing linear motion, uniform, non-uniform motion, distance,
displacement, and acceleration for a better understanding of the concepts.
2) Bob and thread for Explaining Circular and Periodic Motion.

3) Discussion Method: Discussion method for making verbal interaction with students by
actively engaging students by asking questions on the real-life situations of motion.
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4) Problem-Solving Method: Numerical Problems on calculating speed and velocity,
Problems for understanding the relative nature of motion and rest.
5) Integrated Approach: Correlate the topic with Mathematics.
1) Problems on the relative nature of motion and rest from daily life activities and identified
whether students understand the concept.
2) Numerical problems given on Distance traveled, speed, velocity, and acceleration.
3) Graphical Representation by taking different variables.
4) In-text/Exercise questions along with Exemplar questions.
LEARNING OUTCOME:
1) Understand the concept Motion, the Difference between distance and displacement, Speed
and Velocity
2) Able to Solve Numerical based on Speed and Velocity
3) Able to relate Motion with daily life activities and would be able to Differentiate between
different types of motion.
LINK OF THE VIDEO:

https://drive.google.com/file/d/1mTahFAaeyqkNwhIjNTFkaYDNA09GbJ0W/view?usp=sharing
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Name of the teacher: Rekha Choudhary Designation: TGT Science
Name of KV: Vikaspuri Region: Delhi
Target group: CLASS IX
Topic: Digital pedagogy
INTRODUCTION (DIGITAL PEDAGOGY)
National Education Policy 2020 emphasizes the use and integration of technology to improve
multiple aspects of education. The Digital India Campaign is helping to transform the entire
nation into a digitally empowered society and knowledge economy. While education plays a
critical role in this transformation, technology itself plays an important role in the
improvement of educational processes and outcomes. In the explosive pace of technological
development allied with the sheer creativity of tech-savvy teachers, it is certain that
technology will impact education in multiple ways.
Therefore, a vibrant ecosystem has to be encouraged to create solutions that not only solve
India’s challenges of scale, diversity, and equity but also evolve in keeping with the rapid
changes in technology.
The knowledge of digital pedagogy will enable learners to be equipped with the four
dimensions of digital pedagogy competence that are aligned with the international standards
of digital competencies for educators. Each of these dimensions includes multiple skills and
knowledge components. They will facilitate learners to gather resources to support teaching
and learning, navigate responsibly on the web, design experiences for impactful learning, and
empower learners with the new age pedagogy and assessments.
In this lesson, I will meaningfully integrate technology in my professional practice and create
inclusive and impactful learning experiences.
GENERAL OBJECTIVES: -
• To develop a scientific attitude.
• To develop a practical approach.
TARGETED LEARNING OUTCOMES:

1. COGNITIVE DOMAIN:
A. Knowledge {Level – 3}
a. List three subtypes of Meristematic Tissue.
B. Understanding {Level – 2}
a. Differentiate between Meristematic and Permanent Tissue.
C. Application: {Level – 1}
a. Identify the various regions in a plant where meristematic tissue can be found.
2. AFFECTIVE DOMAIN: Students will feel the importance of Meristematic tissue for a
plant
3. PSYCHOMOTOR DOMAIN: Students will be able to show various types of meristematic
tissue diagrammatically.
• PREVIOUS KNOWLEDGE TESTING: - Teacher will use a Word wall Game
to test Previous Knowledge and recapitulate the main points of the last class.
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TEACHING PEDAGOGY: -
DIGITAL TOOLS (POWERPOINT PRESENTATION, VIDEO), EXPLANATION BY
DEMONSTRATION
ASSESSMENT STRATEGY: - Use of Ed puzzle ICT tool (Assessment via Video)
LINK
https://drive.google.com/file/d/10FpuEILTCY8gfwH0iZIKaVT27nLc_xAZ/view?usp=share_link
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Name: Kiran Rawat Designation: TGT (Science)
KV: FRI, Dehradun Region: Dehradun
Target Group: X
Topic: Life Processes
Introduction: -
Life processes are the series of actions, such as movement, respiration, sensitivity,
growth, reproduction, excretion, and nutrition that are essential for a living being to
sustain.
Objectives: -
given the contents (chapter) the students will be able to describe the various life
processes present in plants and animals and can be explained the various steps
involved in these procedures and can draw the diagram.
Pedagogy/ methodology: -
The transaction would proceed in the following manner: -
Brainstorming: -.
➢ the class would start with a discussion on what the students have already
learned in the previous classes and hence what is it that they would learn
now.
➢ They would also be told the significance of the topic that they would be
studying. The teacher will ask a few questions to introduce the topic-
✓ How do we tell the difference between what is alive and what is not alive?
✓ What are the maintenance processes in living
organisms?
Methodology :
ppt and digital content would be shared.
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Active learning: - Frayer models different methods of excretion in plants and
different models of respiration in organisms.
Group learning: - the class will be divided into groups of five students to circle the
stage. The question will be asked by the teacher about the different parts of the
alimentary canal and the student who knows the answer will stand in the various
corners of the room.
Assessment Strategy:-
I)-written test
ii) lab activities
iii) group discussion
iv)- homework notebook
v)- role-play on various system
Learning outcomes:-
➢ Students will know and understand - different modes of nutrition in organisms
➢ role of various parts of the human alimentary canal in digestion and
absorption of food Define respiration
➢ explain the importance and plant and animals
➢ The role of enzymes explains the process.
Link
https://youtu.be/BTNsa3U_Ki4
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Name of the teacher: Sheli Tyagi Designation: TGT(Science)
Name of KV: KV, 3BRD Chandigarh Region: Chandigarh
Target group: CLASS X
Topic: Defects of vision (myopia and hypermetropia)
INTRODUCTION:
(a) Previous knowledge testing: Questions to be asked in class:

(i) Where does image formation take place in the human eye?
(ii) What kind of lens is present in the human eye?
(iii)Is there any change in image distance with the change of Object distance for the
human eye?
(iv) Is the Convex lens a converging or a diverging lens?
(b) After PKT the converging nature of the convex lens is explained.
OBJECTIVE:
Identification of defects of the human eye.
PEDAGOGY/ METHODOLOGY USED:
Use of teaching aid (Magnetic Optic kit), and ICT for an explanation of the topic.
A few questions were prepared in form of a worksheet for recapitulation of the topic.
Intext questions are given on page no 109 NCERT.
LEARNING OUTCOME:
Students will be able to

(a) draw conclusions on the Causes of defects of the human eye.
(b) Suggest corrective measures for the defects.
(c) Draw ray diagrams for defects of vision.
Video Link
https://drive.google.com/file/d/1-89OmlnXXRS5ugs9BVo-
vxCYVAuFXNns/view?usp=sharing
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Name: Suhail Ahmed Designation: TGT (Science)
KV: Miran Sahib, Jammu Region: Jammu
Target Group: VII
Topic/Chapter: Physical and Chemical Changes
Introduction.
“If we teach today’s students as we taught yesterday’s, we rob them of

tomorrow.”
John Dewey.
While we often compile our lesson plans to meet the time-bound syllabus
completion deadlines, we should not become monotonous in the process and
rather adopt versatility & open-mindedness to get our students where we want
them to be. The current classroom teaching involves making students understand
different changes happening around them and the methods to be used in the
current class are intended to be interactive to achieve the learning outcomes in
an efficient & interesting manner.
Objective.
The objectives of the current classroom teaching is to facilitate the students to
know about various changes and group them as physical and chemical changes.
Pedagogy/Methodology.
Multiple methods or integrative pedagogy were used to make students
understand the targeted concept. Some of the methods used in order of
precedence were: Place-based learning, Demonstration method, Teach-back &
Inquiry-based learning.
Assessment Strategy.
Students will be asked oral questions about what was explained in class. Class
tests will be conducted later after the completion of the chapter.
Learning Outcome.
At the end of the class students will be able to understand and explain: What is a
change.
What are physical changes and chemical changes?
Various examples of changes and categorize as physical changes and chemical
changes.
LINK
https://drive.google.com/file/d/13K-
jSWSLSnuZOsj1DftzomFhtY91wc0w/view?usp=drivesdk
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Name of the teacher: Yogita Rawat Designation: TGT Science
Name of KV: K. V. NO. 2, RCF Region: Chandigarh
Target group: VIII
Topic: Combustion and flame
Sub Topic: How to control fires
INTRODUCTION:
• Fire causes due to chemical combustion reactions.

• Essential key elements for combustion can be understood by a fire
triangle.
• Fire can be extinguished by cutting off any one or more elements.
• There are two ways to extinguish the fire –
Throwing water under pressure, cools down the heat below ignition temperature and also cut off the
supply of oxygen.
• Carbon dioxide as a fire extinguisher, being denser than oxygen, creates a barrier between
combustible substances and oxygen and stop
fire.
OBJECTIVES:
• Students will be familiar with the ways fires can be controlled.

• Students will appreciate the work of fire brigade team.
• To have an understanding of the necessary conditions for combustion.
• To enhance critical thinking.
• To develop scientific aptitude.
METHODOLOGY:
• Learning by doing
• Demonstration method
• Observation method
• COMPREHENSIVE TYPE QUESTIONS

• ORAL QUESTIONNAIRE
• ANALYTICAL QUESTIONS
LEARNING OUTCOMES:
• Students are able to explain essential elements of combustion.

• Students are able to explain the ways of controlling fire.
• Students are able to analyses why water is not suitable for controlling fire.
LINK
https://youtu.be/U1NDbwO8ZgY
119
AME OF THE TEACHER: Mr. Sanjay Kumar DESIGNATION: TGT SST
NAME OF THE KV: KV SEC 31 CHANDIGARH REGION: Chandigarh
Class: X Topic: Nationalism in India Sub: Social Studies
INTRODUCTION
(CONTENT OR CHECK LIST OF TOPICS TO BE COVERED)
1 MEANING OF NATIONALISM
2 WHY ANTI COLONIAL FEELINGS?
3 IMPACT OF 1st WORLD WAR
4 ROLE OF GANDHI JI AND HIS NEW METHOD OF STRUGGLE
5 SATYAGRAH: MEANING, PLACES AND IMORTANCE
6 ROWALT ACT , JALIAWALA INCIDENT
7 KHILAFAT MOVEMENT
8 NON CO- OPERATION MOVEMENT, REASONS, STRUCTURE, IMPACT AND

WITHDRAWAL
9 SIMON COMMISSION, SWARAJ PARTY AND DEMAND FOR “ PURN SWARAJ”, SALT
MARCH AND CIVIL DISOBEDIENCE MOVEMENT & PEOPLE’S PARTICIPATION
10 POONA PACT AND ROLE OF B.R. AMBEDAKAR
11 ROLE OF VISUAL ART, CULTURE AND LANGUAGE
12 MAP WORK
OBJECTIVES
After this chapter the students will be able to learn about:
1 Meaning of Nationalism with reference to India
2 Role of Gandhi ji and his movements
3 Role played by different freedom fighters, social workers & philosophers
4 Important incidents that shaped freedom struggle
5 Co relations with European Nationalism
6 They will be able to know about the methods & ways adopted to get freedom
7 Importance of freedom
8 Map skills.
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TARGET GROUP
Students of class Xth section B & D.
All students those who need remedial intervention.
PEDAGOGY/ METHODOLOGY
1 Simulation Method
2 Demonstration Method
3 Question- answers
4 Discussions
5 Construction Method
6 Problems – Solving Method
7 Dramatizations
8 Pre & Post reading child centered method
9 Mnemonics
10 Instrumental Resources both material and human, map skill, NCERT BOOK, News Papers.
ASSESSMENT METHODS
1 Oral test during chapter development.
2 Class Test
3 Chapter wise test
4 Quiz
5 Note book correction
5 Map test
6 All tests a per CBSE & KVS norms
LEARNING OUTCOMES
1. Feeling of Nationalism & love for nation.
2. Knowledge about freedom struggle
3. Concept of Satyagrah, Truth, Non Violence
4. Knowledge of different incidents and their importance.
5. Different terminology
6. After this chapter the students will be able to understand the importance of freedom movement, lives
of leaders, incidents and it provide a base for future nation.
121
MY WAY OF TEACHING ----------- AT LEAST 3 READINGS
I used to make at least 3 reading from students side. Pre chapter reading 1 st reading, post chapter 2
readings.
Pre chapter reading -------- students are asked to make reading of chapter before starting of lesson.
Some hints or references are given and they have to find out or encircled them, note them.
Post chapter reading ------------- after completion of chapter at least 2 readings are done by students.
One to find out whether any part of lesson is left untouched or not.
Other reading to find out at least 20-30 VSA from the chapter. This is because as per CBSE pattern 16
VSA & 12 marks case study questions will be there in exam. So reading of chapter through this way
help students to learn more deeply about the concept of that chapter.
Video Link: https://youtu.be/wmEXX7-OALg
122
NAME OF THE TEACHER: Mr. Surender Kumar DESIGNATION: TGT SST
NAME OF THE KV: KV Paluwas REGION: Gurgaon
Class: IX Topic: Electoral politics Sub: History
Introduction: -
Topic: - "Why do we need elections?"
& democratic elections
Objective:- after this topic, the students would
Be able to understand:-
Representative democracy
Familiarize with indian electoral system
Importance of election
Election commission
Understand mla & mp
Target group:- ixth class students
Pedagogy /methodology:-
Text book reading method
By example of their region/area
Teaching aid learning
By role play
Assesment stratergy:-
By asking mcq
Oral test
Copy check
Video Link: https://drive.google.com/file/d/13lWbb-7UaVQJsNGAGr4HPnZKDbiN2-0S/view?usp=share_link
123
NAME OF THE TEACHER : Mr Anuj Kumar Thakur DESIGNATION: PGT (Mathematics)
NAME OF THE KV : KV IMA, Dehradun REGION : Dehradun
CHAPTER APPLICATION OF DERIVATIVES

TOPIC RATE OF CHANGE OF QUANTITIES
OBJECTIVE To provide students with knowledge of Rate of change of quantities
TARGET GROUP Class XII Maths(041 & 241) students
LEARNING KNOWLEDGE-Students will know and understand
OUTCOMES • the concept of Rate of change of quantities.
• the use of concept of Rate of change of quantities in daily life.
SKILLS- Students would be able to
• understand the stages of application of Rate of change of quantities.
• Solve problems based upon Rate of change of quantities.
INTRODUCTION APPLICATION OF DERIVATIVES IN REAL LIFE :
• To calculate the profit and loss in business using graph.
• To check the temperature variation.
• To determine the speed or distance covered such as miles per hour ,
kilometer per hour etc.
• Derivatives are used to derive many equations in Physics.
• In the study of seismology like to find the range of magnitudes of
earthquake.
RATE OF CHANGE OF QUANTITIES

If two variables, x and y are varying w.r.t. another variable t , i.e. x = f(t)
and y = g(t) then
Thus , the rate of change of y w.r.t. x can be calculated by using rate of change
of y w.r.t. t and rate of change of x w.r.t. t .
INCREASING AND DECREASING FUNCTIONS

INCREASING FUNCTION : A function f(x) is said to be an increasing
function on ( a , b ) if x1<x2 ⇒f(x1) ≤ f(x2) for all x1 , x2 ϵ ( a , b )
STRICTLY INCREASING FUNCTION :

A function f(x) is said to be a strictly increasing function on ( a , b ) if
x1< x2 ⇒ f(x1) < f(x2) for all x1 , x2 ϵ ( a , b )
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DECREASING FUNCTION :
A function f(x) is said to be a decreasing function on ( a , b ) if
x1< x2 ⇒f(x1) ≥f(x2) for all x1 , x2 ϵ ( a , b )
STRICTLY DECREASING FUNCTION :

A function f(x) is said to be a strictly decreasing function on ( a , b ) if
x1 < x2 ⇒f(x1) > f(x2) for all x1 , x2 ϵ ( a , b )
MIXED FUNCTION :
A function may be increasing in a certain interval and decreasing in another
interval.
The function is neither wholly increasing nor wholly decreasing , such functions
are called Mixed functions.
NOTE :
1. If a function f is increasing , then f ' ≥0.
2. If a function f is strictly increasing , then f ' >0.
3. If a function f is decreasing , then f '≤0.
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4. If a function f is strictly decreasing , then f ' <0.
PEDAGOGY/ ➢ Student-centred learning through Activity led teaching practices

METHODOLOGY ➢ Content-Focus methods
➢ Student reflection through questioning and interaction
ASSESSMENT Instant assessment at the end of the session Practice Questions and assignments.
STRATEGY
Links https://drive.google.com/drive/folders/13hlnbNV-
B2D4UJt7aNsE460vvLKFMBcJ?usp=sharing
https://drive.google.com/drive/folders/1yPjZj_JIr320HLPHEaHB3ptNsailgnqo?usp=sh
aring
Anuj Kumar Thakur

PGT (Mathematics)
KV IMA, Dehradun
126
NAME OF THE TEACHER : Mrs Rupali Dhir DESIGNATION: PGT (Mathematics)
NAME OF THE KV : KV 3 Patiala REGION : Chandigarh
CHAPTER FUNCTIONS
TOPIC TYPES OF FUNCTIONS
Write-up
1. Introduction
Exponential functions and logarithm functions are important in both theory and practice. In thistopic,
we look at the graphs of exponential and logarithm functions, and see how they are related.
1.1. Exponential functions
Consider a function of the form 𝑓(𝑥) = 𝑎𝑥 , where a > 0. Such a function is called an
exponentialfunction. We can take three different cases, where a = 1, 0 < a < 1 and a > 1.
If a = 1 then,
𝑓(𝑥) = 1𝑥 = 1.
So, this just gives us the constant function 𝑓(𝑥) = 1.
Key point:
➢ A function of the form 𝑓(𝑥) = 𝑎𝑥 (where a > 0) is called an exponential function.
➢ The function 𝑓(𝑥) = 1𝑥 is just the constant function 𝑓(𝑥) = 1.
➢ The function 𝑓(𝑥) = 𝑎𝑥 for a > 1 has a graph which is close to the x-axis for negative x and
➢ increases rapidly for positive x.
➢ The function 𝑓(𝑥) = 𝑎𝑥 for 0 < a < 1 has a graph which is close to the x-axis for positive x
➢ and increases rapidly for decreasing negative x.
➢ For any value of a, the graph always passes through the point (0, 1). The graph of 𝑓 (𝑥 ) =
1 𝑥
(𝑎) = 𝑎−𝑥 is a reflection, in the vertical axis, of the graph of 𝑓(𝑥) = 𝑎𝑥
➢ A particularly important exponential function is 𝑓(𝑥) = 𝑒 𝑥 , where e = 2.718 . . .. This is often

called ‘the’ exponential function
1.2. Logarithm functions
We shall now look at logarithm functions. These are functions of the form 𝑓 (𝑥 ) = log 𝑎 𝑥where a > 0.
We do not consider the case a = 1, as this will not give us a valid function.
Key Point
➢ A function of the form 𝑓 (𝑥 ) = log 𝑎 𝑥 (where a > 0 and a 6= 1) is called a logarithm function.
➢ The function 𝑓 (𝑥 ) = log 𝑎 𝑥for a > 1 has a graph which is close to the negative f(x)-axis for
➢ x < 1 and increases slowly for positive x.
➢ The function 𝑓 (𝑥 ) = log 𝑎 𝑥for 0 < a < 1 has a graph which is close to the positive f(x)-axis
➢ for x < 1 and decreases slowly for positive x.
➢ For any value of a, the graph always passes through the point (1, 0). The graph of 𝑓 (𝑥 ) =
log1/𝑎 𝑥is a reflection, in the horizontal axis, of the graph of 𝑓 (𝑥 ) = log 𝑎 𝑥.
127
➢ A particularly important logarithm function is 𝑓 (𝑥 ) = log 𝑒 𝑥, where e = 2.718 . . .. This is often
➢ called the natural logarithm function, and written 𝑓 (𝑥 ) = ln 𝑥.
1.3. The relationship between exponential functions and logarithm functions
We can see the relationship between the exponential function 𝑓(𝑥) = 𝑒 𝑥 and the logarithm
function 𝑓 (𝑥 ) = ln 𝑥 by looking at their graphs.
Key Point
The exponential function 𝑓(𝑥) = 𝑒 𝑥 is the inverse of the logarithm function 𝑓 (𝑥 ) = ln 𝑥.
2. Objective
➢ To develop critical thinking among students
➢ To inculcate spirit of inquiry
➢ To develop habit of working in group
➢ To correlate knowledge with the real-life situations
➢ To impart knowledge about exponent, powers and their functioning
➢ Importance of exponential and logarithmic function and its correlation with other subjects
➢ Understanding the meaning and formula of exponential and logarithmic function
3. Target group
All Students in the Class
4. Pedagogy / Methodology
➢ Student-centred learning through Activity led teaching practices
(https://www.youtube.com/watch?v=2W2AqP3OaBQ )
➢ Project inspired learning (https://www.youtube.com/watch?v=7F5NPrRETRg )
➢ Content-Focus methods
➢ Interactive/ Participative methods to develop critical thinking
➢ Unique Pedagogical Practices (UPP) through shortcut methods (Attached as Annexure I)
➢ E-content of the topic for remote learning: (Differentiation)
128
➢ https://www.youtube.com/watch?v=Xt55oScsyyQ
5. Assessment strategy
➢ Continuous assessment using an open-ended question
➢ Choral and one-minute responses
➢ Recapitulation of the topic during the last five minutes of the class
➢ Formative pen-paper assessment (SLIP test)
➢ Projects with real world implications
➢ Smart Assessment tools through Computer Based Test (CBT) in computer lab (Details with
complete evidence is attached as Annexure I)
6. Learning Outcome
➢ specify for which values of 𝑎 the exponential function 𝑓 (𝑥 ) = 𝑎𝑥 may be defined,
➢ recognize the domain and range of an exponential function,
➢ identify a particular point which is on the graph of every exponential function,
➢ specify for which values of the logarithm function 𝑓(𝑥) = 𝑙𝑜𝑔𝑎 𝑥 may be defined,
➢ recognize the domain and range of a logarithm function,
7. YouTube Video Link:

Video Lecture:
https://youtu.be/vxV-fVhBvQI
Demonstration of software for Computer Based Test (CBT):
https://www.youtube.com/watch?v=gO6j5usp5k8
Rupali Dhir
P.G.T. (Maths)
K V # 3, Patiala
129
NAME OF THE TEACHER : Mr Deepak Kumar DESIGNATION: PGT (Mathematics)
NAME OF THE KV : KV FRI DEHRADUN REGION : Dehradun
CHAPTER RELATION AND FUNCTION

TOPIC RELATIONS & THEIR APPLICATIONS
OBJECTIVE Functions are nothing but special types of relations that define the precise
correspondence between one quantity with the other. In this article, we
will study how to link pairs of elements from two sets and then define a
relation between them, different types of relation and function, and the
difference between relations and functions.
Relations and functions define a mapping between two sets (Inputs and
Outputs) such that they have ordered pairs of the form (Input, Output).
Relation and function are very important concepts in algebra. They are
used widely in mathematics as well as in real life. Let us define each of
these terms of relation and function to understand their meaning
TARGET GROUP Target group is class xii students who have opted Mathematics.
LEARNING a) To interpret the types of relations and their applications
OUTCOMES b) To interpret the types of functions and their implications
c) To apply the concept of invertible function
INTRODUCTION Relation and function in real life give us the link between any two entities.
In our daily life, we come across many patterns and links that characterize
relations such as a relation between a father and a son, brother and sister,
etc. In mathematics also, we come across many relations between
numbers such as a number x is less than y, line l is parallel to line m, etc.
Relation and function map elements of one set (domain) to the elements
of another set (codomain).
PEDAGOGY/ a) Promoting learning and discussion of more abstract concepts across the
METHODOLOG Mathematics .
Y b) Integrated, cross curricular approach
c) Engaging learners with enjoyable and inspirational books
d) Creating learning environment
ASSESSMENT a) An understanding of how learning develops
STRATEGY b) What skills and knowledge learners need to progress
c) The common misunderstandings that can delay learning.
LINKS https://youtu.be/OnZeMIfJF6M
https://drive.google.com/file/d/1FwmpGVMYfor6o0YnCugo44iIjGxB8
weO/view?usp=sharing
Deepak Kumar
PGT(Maths)
KV FRI Dehradun
130
NAME OF THE TEACHER : Mrs Neelam Raheja DESIGNATION: PGT (Mathematics)
NAME OF THE KV : KV No1 ROORKEE REGION : Dehradun
CHAPTER SETS
TOPIC REPRESENTATION OF SETS, TYPES OF SETS
OBJECTIVE To make students aware about sets ,their ways of representation and to know about
different types of sets.
TARGET GROUP Class XI students
LEARNINGO Students will be able to identify whether a particular collection of data/objects is a
UTCOMES set or not.
They will be able to write sets in roster form and set builder form
They will be able to identify whether a particular set is subset of another or not.
INTRODUCTION We all know that data is important aspect of our life. In our daily life, we come
across different types of data like our weight in each month of the year, minimum
and maximum temperature record of each month of a city, marks of students of a
particular class, profit of a company for few years etc. In mobile showroom, phones
of different brands like realme, Samsung, oppo are generally separately placed. In
garment showrooms kids wear, mens wear and ladies wear are separately kept. At
home we keep our books, garments and shoes separately in different
almirah/shelves. Similarly songs of different types are kept in different playlist.
Sets are usually used to collect, represent and study similar types of data or related
objects
Set theory is the core of Mathematics .The study of relations and functions,
sequences , probability etc requires the knowledge of sets.
Not only in Maths but in Physics, computer science, in coding, in business
operations etc also ,we use the concept of sets. Every element of business can be
grouped into atleast one set such as accounting, management, operations,
production and sale.
We will study about –
• Definition of sets
• Methods of representing sets
• Types of sets
• Subsets
PEDAGOGY/ * Introducing the concept by relating it with some real life situations and other
METHODOLOGY subjects.
* Developing the lesson with the help of students
*Using PPT to make it interesting.
https://docs.google.com/presentation/d/1sShm5zNqEb51HeLWNFTPaVXO-
6B6f7l3/edit#slide=id.p1
ASSESSMENT *Questioning in between the development of the topic.
STRATEGY * short quiz in the end .
* BY assessment of homework assigned.
LINKS https://drive.google.com/file/d/1TEtpB8L-5tOhImir4EGpX4zcGOh2-
f1F/view?usp=sharing
https://drive.google.com/file/d/1BJH_p6inzc4sGKraum3xiogsHP2l_ruy/view
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NAME OF THE TEACHER : Mr Anil Amoli DESIGNATION: TGT (Mathematics)
NAME OF THE KV : KV HBK NO.1, DEHRADUN REGION : Dehradun
CHAPTER ARITHMETIC PROGRESSION
TOPIC ALL CONCEPTS OF ARITHMETIC PROGRESSION
OBJECTIVE Students will be able to
(1) formulate an arithmetic sequence Identify the common difference of an
arithmetic sequence.
(2) Identify the common difference of an arithmetic sequence. They will find out
the nth term of an AP.
(3) find out the nth term of an AP They will find the sum of the first nth term of
an AP.
(4) find the sum of the first nth term of an AP.
TARGET GROUP Class 10th students
LEARNING After the completion of the chapter the students will able to know
OUTCOMES (1) About the arithmetic sequence.
(2) How to find out the nth term of an AP.
(3) To find out the sum of the first n terms of an AP.
(4) Able to solve NCERT text book questions along with CCT and case study
problems.
INTRODUCTION The students have been introduce about the AP sequence by giving several
examples related to their daily life experience. The lesson starts with the
examples of AP sequence by giving them several examples. They have been
introduce with the formula of nth term of an AP. They solve several questions
related to the nth term of an AP.
They are also able to find out the sum of the first n terms of an AP and apply it to
their daily life problems. They are able to solve the problems given in NCERT
text book along with supplementary questions of CCT and case study questions.
PEDAGOGY/ 1. Student centric discussion method.
METHODOLOGY 2. visualization method (project based method )
3. Explanation method.
4. Collaborative method (Project based learning).
ASSESSMENT 1. Find the 5 th term of A. P. with first term 2 and common difference 3.
STRATEGY 2. Which term of the A.P. 4, 9, 14, 19,………..is 124?
3. Check whether 301 is a term of the A.P. 5, 11, 17, 23……..
4. Find the 10 th term of an A.P. 1, 4, 7, 10…….
5. Write the value of x for which x+2, 2x and 2x + 3are three consecutive terms
of an A.P.
CASE STUDY
1. Rahul takes a loan from a bank for his car. He repays his total loan of
Rs 1,18,000 by paying every month starting with the first instalment of Rs 1000 .
If he increases the instalment by
Rs100 every month .Answer the following questions
(a) Find the amount paid by him in 30th instalment
(b)Find the total amount paid by him in 30 instalments
(c)What amount does he still have to pay after paying 30 instalments?
(d)If total number of instalments paid is 40, then find the amount paid in last
instalment
LINKS https://youtu.be/OYezPYN4inQ
https://drive.google.com/file/d/1xpKQtUWL7pUix2l-
TZY1_9iKTV_f9TzB/view?usp=sharing
132
NAME OF THE TEACHER : Mr Subodh Jha DESIGNATION: PGT (Mathematics)
NAME OF THE KV : KV KHIRIPUR, NEW DELHI REGION : DELHI
CHAPTER APPLICATION OF DERIVATIVES

TOPIC MAXIMA AND MINIMA
OBJECTIVE To provide students with knowledge of Maxima & Minima
TARGET GROUP Class XII Maths(041 & 241) students
LEARNING KNOWLEDGE-Students will know and understand
OUTCOMES • the concept of Maxima & Minima.
• the use of concept of Maxima & Minima in daily life.
• understand the stages of application of Maxima & Minima.
• Solve problems based upon Maxima & Minima.
INTRODUCTION APPLICATION OF DERIVATIVES IN REAL LIFE :
It is very usual that there is information in different cells and within that
information, we want to obtain the minimum or maximum value quickly.
The MIN and MAX functions are very interesting functions that allow us to
obtain or detect the maximum and minimum value of information from a given
data set.
MAXIMA AND MINIMA
** Let f be a function defined on an interval I. Then
(a) f is said to have a maximum value in I, if there exists a point c in I such that
f (c) ≥ f (x) , for all x  I.
The number f (c) is called the maximum value of f in I and the point c is
called a point of maximum value of f in I.
(b) f is said to have a minimum value in I, if there exists a point c in I such that
f (c) ≤ f (x), for all x  I.
The number f (c), in this case, is called the minimum value of f in I and the
point c, in this case, is called a point of minimum value of f in I.
(c) f is said to have an extreme value in I if there exists a point c in I such that
f (c) is either a maximum value or a minimum value of f in I.
The number f (c), in this case, is called an extreme value of f in I and the
point c is called an extreme point.
* * Absolute maxima and minima
Let f be a function defined on the interval I and c  I. Then
(a) f(c) is absolute minimum if f(x) ≥ f(c) for all x I.
(b) f(c) is absolute maximum if f(x) ≤ f(c) for all x  I.
(c) c  I is called the critical point off if f ′(c) = 0
** Local maxima and minima
(a)A function f is said to have a local maxima or simply a maximum value at
x a if f(a ± h) ≤ f(a) for sufficiently small h
(b)A function f is said to have a local minima or simply a minimum value at
x = a if f(a ± h) ≥ f(a).
** First derivative test :A function f has a maximum at a point x = a if
(i) f ′(a) = 0, and
(ii) f ′(x) changes sign from + ve to –ve in the neighbourhood of ‘a’ (points
taken from left to right).
However, f has a minimum at x = a, if
(i) f ′(a) = 0, and
(ii) f ′(x) changes sign from –ve to +ve in the neighbourhood of ‘a’.
If f ′(a) = 0 and f ′ (x) does not change sign, then f(x) has neither maximum nor
133
minimum and the point ‘a’ is called point of inflation.
The points where f ′(x) = 0 are called stationary or critical points. The
stationary points at which the function attains either maximum or minimum
values are called extreme points.
** Second derivative test
(i) a function has a maxima at x = a if f ′(x) 3. 4. b = 0 and f ′′ (a) <0
(ii) a function has a minima at x = a if f ′(x) = 0 and f ′′(a) > 0.
PEDAGOGY/ ➢ Student-centered learning through Activity led teaching practices
METHODOLOGY ➢ Content-Focus methods
ASSESSMENT Instant assessment at the end of the session Practice Questions and assignments.
STRATEGY
Links https://youtu.be/-TTAjGbPVfA
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NAME OF THE TEACHER :Mrs Manju Sharma DESIGNATION: TGT (Mathematics)
NAME OF THE KV : KVNO1 ROORKEE REGION : Dehradun
CHAPTER TRIANGLES
TOPIC SIMILARITY IN TRIANGLES
OBJECTIVE 1. To be able to recognize the corresponding parts of two triangles and then
state whether the triangles are similar or not.
2 To be able to create a proportionality statement between two similar
triangles.
3. To be able to create the statement of similarity of two similar triangles.
4. To be able to state the similarity criterion under which the triangles will be
similar.
5. Use of similarity of two triangles to find unknown angles, unknown lengths
and perimeter.
TARGET GROUP Class 10 students
LEARNING As a result of studying this topic students will be able to--
OUTCOMES 1. Recognize the corresponding parts of two triangles and state whether the
triangles are similar or not.
2. Create a proportionality statement of sides between two similar triangles.
3. Create a statement of similarity of two similar triangles.
4. State the similarity criterion under which the given two similar triangles are
similar.
5 Find unknown angles or length of a side etc.
INTRODUCTION * Similar figures - same shape but may differ in size
* Similar triangles - their corresponding angles are equal and their
corresponding sides are proportional
* Difference between Congruence and similarity
*Similarity criteria
*Importance of studying the similarity in Triangles it is very useful in our daily
life mainly in the field of engineering architecture and construction
for example
1. Analyzing shadows that make triangles we can determine the actual height of
the object.
2. Used in aerial photography to determine distances from sky to a particular
point on the ground.
3 Useful in measurement of room and scale size in construction etc.
PEDAGOGY/ Blended learning and collaborative learning in the classroom with teacher
METHODOLOGY encouraging the students to find the solution.
ASSESSMENT Question answers method oral as well as required to solve in the notebook
STRATEGY
LINKS https://drive.google.com/file/d/11s3T9c1FZR2mCK43C-VDy_KU9pGNO-
4q/view?usp=sharing
https://drive.google.com/file/d/1UHCdW2yUdo1EVUlZyIUm69ADourvt0k2/v
iew?usp=sharing
135
NAME OF THE TEACHER : Mrs Harpreet Kaur DESIGNATION: TGT (Mathematics)
NAME OF THE KV : KV VIKAS PURI REGION : DELHI
CHAPTER MENSURATION
TOPIC PERIMETER AND AREA
OBJECTIVE a) To enable students to understand the concept of perimeter and area.
b) To utilise the concept in solving daily life problems.
TARGET GROUP UPPER PRIMERY

LEARNING a) To enable students to understand the concept of perimeters and area.
OUTCOMES b) To utilise the concept of solving daily life problems.
INTRODUCTION
5. What is Area?
6. The area is the region bounded by the shape of an object. The space
covered by the figure or any two-dimensional geometric shape, in a plane, is the
area of the shape. The area of all the shapes depends upon their dimensions and
properties. Different shapes have different areas. The area of the square is
different from the area of a kite.
7.
8. What is Perimeter?
9. Perimeter of a shape is defined as the total distance around the shape.
Basically, perimeter is the length of any shape if it is expanded in a linear form.
A perimeter is a total distance that encompasses a shape, in a 2d plane. The
perimeter of different shapes can match in length with each other depending
upon their dimensions.
PEDAGOGY/ a) Learning by Doing
METHODOLOG b) Digital pedagogy
Y
**Edpuzzle
https://edpuzzle.com/assignments/62f322145f2b7e40f350741e/students
** Quizz
https://quizizz.com/admin/quiz/622df35c0598bc001d026e9c?source=quiz_pa
ge
** Go Formative
https://app.formative.com/formatives/62f3154c28f78890871c6ac6
ASSESSMENT Test on go formative
STRATEGY
Links https://drive.google.com/drive/folders/1Tk5mdvSXgFCCZfzvMncSA3sZI-
EZZIZu?usp=sharing
https://drive.google.com/drive/folders/1Tk5mdvSXgFCCZfzvMncSA3sZI-
EZZIZu
136
Name of the teacher: Ms. Aditi Yadav Designation: PGT (Biology)
KV: SEC-4 R.K. Puram Region: Delhi
Target Group: XII
Chapter: Molecular Basis of Inheritance
Topic: DNA Replication
OBJECTIVE: To provide students with knowledge of the process of DNA replication
KNOWLEDGE- Students will know and understand
• Understand the process DNA replication.
• Understand the functions of the enzymes that play a role in this process.
➢ Understand the stages of DNA replication
➢ Solve problems with
respect to the process
Introduction
DNA replication occurs during the S phase of the cell cycle.
DNA replication follows the semi-conservative model because each new daughter strand
contains both one newly synthesized and one original, or conserved, a strand of DNA.
DNA replication occurs over 3 stages: Initiation, Elongation, and Termination. During
initiation, DNA helicase uncoils and separates the two original strands of DNA. The SSB
protein keeps these strands from binding together, and DNAtopoisomerase keeps the
DNA from supercoiling. DNA primase then creates primers that bind to each newly
separated half of the original double-stranded DNA.
During elongation, DNA polymerase adds complementary nucleotide bases to each strand.
The leading strand of DNA produces DNA continuously, while the lagging strand must
produce DNA in chunks called Okazaki fragments.
During termination, DNA exonuclease removes all residual RNA primers from the leading
and lagging strands, which are replaced with the appropriate nucleotide bases by DNA
polymerase. DNA ligase seals together each new strand of DNA.
137
BRAIN STORMING-
The class would start with a discussion on what the
students have already learnt in the previous classes and hence what is it that
they would learn now. They would also be told the significance of the topic that they
would be studying.
INTRODUCTION OF THE TOPIC-
ppt and Digital Content will be shown
https://docs.google.com/presentation/d/1_pEPKXQHci4D6qmphl8V67a4oYgcT
Ono/edit?usp=sharing&ouid=100468377951452820758&rtpof=true&sd=true
DNA HELICASE AS ZIPPER
Think of helicase as the zipper slider of a DNA molecule, and the DNA as the zipper. Now
imagine you’re unzipping a jacket. Before you begin, the zipper is still connected as one
single strand. Now imagine pulling the zipper slider halfway down the jacket. The upper
half of the zipper is now separated into two strands, while the lower half of the zipper is
still connected as one. The point at which the zipper slider sits is what we can envision as the
replicationfork of the jacket.
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3D SIMULATION –
Experience the process of DNA replication and concepts with interactive, research-based
simulation that provide real-world experience in a fun, engaging way.
https://www.dnareplicationsimulation.com/
ASSESSMENTSTRATEGY
Instant assessment at the end of the session Homework assignments and worksheets
https://www.liveworksheets.com/yu2487078sz
Drive link
https://drive.google.com/file/d/1uPu9QGY7bf6-yhr2ToihI5BftbrqIzvr/view?usp=sharing
139
Name of the teacher: Archana Sharma Designation: PGT (biology)
KV: Jharoda Kalan CRPF Region: Delhi
Target group: XII
Chapter: Human Health and Disease
Topic- Common human diseases
1. Objective:
To Develop the understanding of causal organism symptoms and mode of

transmission of common human diseases.
2. Readiness Question-
a) Which is the most common seasonal disease you have experienced?
b) What are the different pathogenic organisms?
c) What are the common means of transmission of diseases according

to you?
3. Introduction
a) Diseases are caused by pathogens like bacteria, fungi, viruses, protozoans,

and helminths.
b) The common bacterial diseases are typhoid and pneumonia while

malaria is a protozoan disease and the common cold is caused by a
virus.
c) Pathogens have to adapt to life within the environment of the host like
pathogens must know a way of surviving in the stomach at low pH and
resisting various digestive enzymes.
4- Recapitulation–
(i) What are the common symptoms of typhoid?
(ii) Name the causal organism of pneumonia?
(iii) At which stage does the malarial parasite enter the human body?
(iv) Why does recurrent fever with chills observed in

malaria?
140
5-Home Assignment.-
(i) Tabulate the symptoms and mode of transmission of typhoid, pneumonia,

and the common cold.
(ii) Draw a neat and well-labeled diagram of the life cycle of a malarial
parasite.
Drive link: https://drive.google.com/file/d/15X_YiMJzxOcB9S9GXNkpCWohAeLGXotI/view
141
Name of the teacher: Dipti Anand Designation: PGT (biology)
KV: Harsinghpura Region: Gurugram
Target Group: XI
Topic: Classification
1) Introduction:
Classification of organisms is very important to make our study convenient. We will study
the hierarchy of groups of classification.
2) Objectives:
To make the study of classification easy for students
3) Methodology:
Activity method
5) Assessment strategy:
• Short answer
• Quiz
• Group activity
6) Learning outcome:
Students will understand the concept of a hierarchy of classification and the concept of
largest and smallest group or most homogenous (species) and heterogeneous group
(kingdom) amongst all groups.
You tube link

https://youtu.be/QGkrWVJWcuU https://youtu.be/QGkrWVJWcuU
142
Name of the teacher: Gunjan Srivastava Designation: PGT (Biology)
KV: Birpur, Dehradun Region: Dehradun
Target Group: XII
Chapter: Molecular basis of inheritance
Topic: Structure of DNA
Introduction:
➢ Molecular structure of DNA:
➢ Double-stranded polymer
➢ Unit Structure – Nucleotide - Deoxyribonucleotide
➢ Molecular components of a nucleotide – Pentose sugar, Nitrogenous bases,
Phosphate group
➢ Molecular differences between DNA and RNA structure
➢ Types of bonds in a nucleotide structure formation – N- Glycosidic bond & Phospho-
ester Bond
➢ Type of bond in di and poly deoxyribonucleotide formation – Phosphodiester bond
➢ Chargaff’s base pairing Rule Hydrogen Bond
➢ Antiparallel orientation of the two parallel strands of DNA
OBJECTIVE
➢ To make the students aware of the - molecular structure of DNA – Monomer &
polymer structure, the associated bonds, and its comparison with the molecular structure
of RNA
➢ Interactive Question answer method

➢ DNA Structure model - Pedagogical tool used for a three-dimensional understanding
of DNA structure
➢ PPT presentation used to elaborate the different steps in a more lucid manner
ASSESSMENT STRATEGY
➢ Question Answer method provides instant feedback on the understanding of a child

and ensures the engagement and involvement of the child throughout.
➢ Quiz – Provides a little more in-depth information of understanding of the students.
➢ Drawing Diagram of a - #Deoxyribonucleo side showing N- Glycosidic bond
#Deoxyribonucleo tide showing Phospho-ester bond #Dideoxyribonucleotide
showing Phospho- diester bond # Double-stranded DNA structure showing
antiparallel arrangement.
143
LEARNING OUTCOMES
➢ •Students should be able to understand the structure of a nucleoside, nucleotide,

different nitrogenous bases (Purine & Pyrimidine), and Ribose & Deoxyribose
pentose sugars.
➢ Students should know the priming of carbon in pentose sugar.
➢ Students should be able to name the different nucleosides and nucleotides of DNA
and RNA.
➢ Students should be able to make the different bonds involved - N- Glycosidic bond,
➢ Phospho-ester Bond, Phospho-diester bond & Hydrogen Bond.
➢ Students should be able to draw the two DNA complementary strands showing
antiparallel orientation.
➢ Students should be able to analyze the basic differences between DNA and RNA.
➢ Students should know Chargaff’s base pairing Rule and its application in making the
double-stranded DNA structure.
PPT LINK -
https://docs.google.com/presentation/d/1D2Exa7NMVIwgW2cxTFrI6mqAHrkzV
Wue/edit?usp=sharing&ouid=110 582059317435026248&rtpof=true&sd=true
VIDEO LINK
https://youtu.be/ZewU02N3fnQ
144
Name of the teacher: Nirupama Bahukhandi Designation: PGT (Biology)
KV: No1, HBK, Dehradun Region: Dehradun
Target Group: XII
Chapter: Evolution
Topic: Theories of evolution
PEDAGOGY METHOD
➢ Recapitulation.
➢ Discussion and lecture method.
➢ Class interaction.
➢ Critical thinking.
INTRODUCTION
Three pedagogical strategies that together can make a large difference in students'
understanding and acceptance of evolution are extensive use of interactive engagement, a
focus on critical thinking, and using both of these in helping the students actively compare
their initial conception with more fully scientific conceptions
MECHANISM OF EVOLUTION
The students have been introduced to the occurrence of evolution in living organisms. The
lesson will start with familiarization with the phenomenon of evolution. The students will
recapitulate the theories of the origin of life.
The strength of the evidence supporting evolution has increased markedly since the
discovery of DNA but, paradoxically, public resistance to accepting evolution seems to
have become stronger. An important barrier to accepting evolution is the feeling that we
did not evolve. Sometimes these flow from the idea that we had ape-like ancestors, to say
nothing of worm-like ones. In other cases, it may follow from carefully articulated
positions on issues such as the nature of the soul, the nature of God, and the extent of
appropriate materialism.
So it is important to understand the mechanism of evolution. Lamarck and Charles Darwin
were able to explain how evolution occurred. The role of mutation was elucidated by Hugo
de Vries.
The topic can be explained effectively with the help of a PowerPoint presentation.
OBJECTIVE
1. At the end of the discussion students will become aware of the various theories of
evolution.
2. Students will know about the use and disuse of organs and natural selection.
3. They will know how single-step large mutations called Saltation lead to evolution.
4. They will understand the factors known to affect Hardy-Weinberg equilibrium.
5. Students will also learn the modes of action of Natural Selection.
145
ASSESSMENT STRATEGY
1. Give one example of the ‘Misuse of organs’ in the human body.
2. What do you mean by “survival of the fittest”?
3. When does a species become founders to cause the founder effect?
4. What is saltation?
5. The idea of the use and disuse of organs was given by --.
6. The two key concepts of Darwin’s theory are-----------------and ------ --.

LEARNING OUTCOME
Applications to teaching evolution are illustrated with examples that

address critical thinking. The students will be able to understand how
evolution occurs.
They will be able to explain the theories of evolution
Link: https://www.youtube.com/watch?v=inBuOFcXyq4
146
Name: Rajendra Babbar Designation: PGT (Biology)
KV: No1, Amritsar Cantt Region: Chandigarh
Target Group: XII
Chapter: Molecular basis of inheritance
Topic: DNA
Introduction:
Previous knowledge of DNA correlated with the content of the 12th class syllabus. With the
help of the DNA model, the Nucleosome model, and diagrams the students will be motivated
to understand the concept.
Objective:
To enable the students to understand the structure of the most interesting molecule in the
living system.
Pedagogy/ Methodology: INQUISITIVE METHOD.
• The lesson will be developed by asking questions. ( All the students will remain
active, alert, and receptive).
• Answers will be covered with paper strips and will be uncovered step by step.
(Curiosity will be sustained till the end of the lesson).
• Side by side concept will be delivered.
147
1
● Assessment Strategy:
1. Recapitulation at the end of the lesson.
2. Worksheet.
● Learning Outcomes:
1. Inquisitiveness.
2. Observation.
3. Analyzing and inferring.
4. Motor skills, practical application skills.
5. Understanding.
6. Logical and scientific thinking.
● Concepts/ Contents:
1. Deoxyribonucleic acid (DNA) and ribonucleic acid (RNA) are the two types of acids
found in living systems. DNA acts as the genetic material in most organisms. RNA
though acts as the genetic material in some viruses, mostly functions as a messenger.
It functions as an adapter, structural, & catalytic molecule.
2. DNA is a long polymer of nucleotides. Its length is defined as a number of
nucleotides (or a pair of nucleotides referred to as base pairs) present in it. The
haploid content of human DNA is 3.3×1000 000 000 bp.
3. A nucleosome has three components- a nitrogenous base, a pentose sugar (ribose in
the case of RNA and DNA in the case of DNA), and a phosphate group.
4. There are two types of nitrogenous-based purines (Adenine and Guanine) and
pyrimidines (Cytosine Thymine and Uracil).
A nitrogenous base is linked to the pentose sugar through an N- Glycosidic Linkage to
form a nucleoside such as Adenosine or Deoxyadenosine, Guanosine or
Deoxyguanosine, Cytidine or Deoxycytidine, Uridine or Deoxythymidine.
When a phosphate group is linked to 5'- OH of a nucleoside, through a
phosphodiester linkage, a corresponding nucleotide (or deoxynucleotide
depending upon the type of sugar present) is formed.
5. Two nucleotides are linked through 3'-5' phosphodiester linkage to form a

Dinucleotide. More nucleotides joined in such a manner to form a polynucleotide
chain.
6. DNA as an acidic substance present in the nucleus was first identified by Friedrich
Miescher in 1869, He named it 'Nuclei'.
7. In 1953 James Watson and Francis Crick, based on the X-Men Ray diffraction data
produced by Maurice Wilkins and Rosalind Franklin, proposed a very simple but
famous Double Helix model for the structure of DNA.
8. Erwin Chargaff observed that for a double standard DNA, the ratios between
Adenine, Thymine, and Guanine and Cytosine are constant and equal.
9. Salient features of the Double -Helix structure of DNA.
10. Central dogma proposed by Francis Crick (flow of genetic information)
DNA > RNA > Proteins 148
2
11. Packaging of DNA Helix: The negatively charged DNA is wrapped around the
positively charged histone octamer to form a structure called Nucleosome. A typical
nucleosome contains 200 bp of DNA Helix. Histones are rich in the basic amino acid
residues lysine and arginine.
● Recapitulation (through Worksheet)

1. Group the following as nitrogenous bases and nucleotides:
Adenine, Cytidine, Thymine, Guanosine, Uracil, and Cytosine.
2. Name the process in some viruses where the flow of genetic information is in the
reverse direction.
3. Name the bonds present between
● Adenine and pentose sugar
● Guanine and pentose sugar
● Cytosine and pentose sugar
● Thymine and pentose sugar
● Uracil and pentose sugar
● Phosphate group and nucleoside
● Two nucleotides
● Adenine and thymine
● Guanine and cytosine
4. How many base pairs are present in a single turn of DNA helix?
5. What is the distance between a bp in a helix?
● Home Work
1. If a double stranded DNA has 20℅ of Cytosine, calculate the percent of adenine in the
DNA.
2. Diagrams: Double Stranded polynucleotide chain, DNA double helix, Central Dogma,
Nucleosome.
You tube link of video lesson:
https://youtu.be/JNwiaBDfejs
149
3
Name of the teacher: Rajeshwar Singh Designation: PGT (Biology)
KV: Lakhanpur Region: Jammu
Target Group: XII
Chapter: Human health and disease
Topic: Immunity
Introduction- Immune system plays a major role in preventing these diseases when we are
exposed to disease-causing agents. The innate defenses of our body like skin, mucous
membranes, antimicrobial substances present in our tears, saliva, and phagocytic cells help
to block the entry of pathogens into our body. If the pathogens succeed in gaining entry to
our body, specific antibodies (humoral immune response) and cells (cell-mediated immune
response) serve to kill these pathogens. The immune system has memory.
Objectives-To makes the students understand everything about immunity. Definition

and types of immunity.
Target Group-All the students of the 12th biology class
Methodology- Transaction would proceed in the following manner-
Brain Storming-The class would start with a discussion on what the students have
already learned in the previous.
classes and hence what is it that they would learn now. They would also be told the
significance of the topic that they would be studying
Required material: Lab equipment, Chart paper,
Computer Step by step procedure: -
1. With help of previous knowledge introduce the term diseases.
2. How we can fight off disease-causing agents.
3. As soon as a person dies its body starts decomposing, but not a living person. Think
why?
4. Then I will introduce immunity and explain the following concepts by discussing
and using PPT. Immunity, Types of immunity, Innate immunity, Physical barriers,
Physiological barriers, Cellular barriers, Cytokine barriers, and Acquired
immunity.
Assessment Strategy- Assessment of Learning

To assess the extent of TLOs achieved written test with the following question will be
devised.
Q. What would happen to the immune system, if the thymus gland is removed from the body
of a person?
Q. Many microbial pathogens enter the gut of humans along with food. What are the
preventive barriers to protect the body from such pathogens? What type of immunity do
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you observe in this case? Q. Why is mother's milk considered the most appropriate food for
a newborn infant? 8. What are interferons? How do interferons check the infection of new
cells?
Q. Why is an antibody molecule represented as H2L2?
Q. What does the term `memory' of the Immune system mean?
Learning Outcomes- After completion of the chapter, students are expected to know –
Immunity, Types of immunity, Innate immunity, Physical, Physiological, Cellular,
Cytokine, Acquired immunity, B-lymphocytes, T-lymphocytes, and Active Immunity.
Drive link:
https://drive.google.com/file/d/1lAVO4wNljF40sMqu5W1QrYoCvpusvMFQ/view?usp=drivesdk
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Name of the teacher: Sashi kala Katoch Designation: PGT (Biology)
KV: Naleti Region: Gurugram
Target Group: XI
Chapter: Morphology of flowering plants
Topic: Characteristics of Monocot and Dicot Plants
1. INTRODUCTION:
Flowering plants, also known as Angiosperms, are the most diverse group of land
plants in the world, Flowering plants are divided into two groups - monocots and
dicots. The names orthese groups are derived from the number of cotyledons or seed
leaves that the embryonic seedling has within its seed. A monocot, which an
abbreviation for monocotyledon, will have only one cotyledon and a dicot, or
dicotyledon, will have two cotyledons.
However, this distinction will not help us if plant is no longer a seedling. And,
sometimes doesn’t even help if we are looking at a seedling, because many plants do
not bring their cotyledon(s) above the soil surface when they germinate. So we
identify plants by looking at their other external characteristics such as, roots, leaves,
flowers, stems etc.
2. OBJECTIVE:
To train the students to observe the morphology and identify monocot and dicot plants.
3. PEDAGOGY/METHODOLOGY:
ACTIVITY-BASED
• Monocot and dicot seeds were explained to students.

Then some different Seeds will be distributed among six groups of
students and they are asked to compare and identify the structure of a
monocot and dicot seed.
• Root system explained and Students asked to identify monocot and dicot
plants onthe basis of roots
• Leaves are distributed to students’ groups and they will be asked to observe
the leaf shapes and venation and compare the structure of a monocot and a
dicot leaf in termsof its shape and venation.
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• Flowers are distributed to students’ groups and they will be asked to
identifymonocot and dicot plants in terms of number of number of
floral leaves.
• Complete summary
4. ASSESSMENT STRATEGY: Assessment made continuously after each step.

i. Students asked to identify monocot and dicot seed
ii. Students asked to identify monocot and dicot plants on the basis of roots
iii. Students asked to identify monocot and dicot plants on the basis of leaves
iv. Students asked to identify monocot and dicot plants on the basis of flower
LEARNING OUTCOME:
Students understand the terms angiosperm, monocot, and dicot.
Students understand and able to identify monocot and dicot plants on the basis of
externalcharacters.
Link: https://drive.google.com/file/d/1S-4pZ1ZnMjcb2hzszISS7E787XT02sdk/view
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Name of the teacher: Swati Pokhariyal Designation: PGT (Biology)
KV: ITBP, Dehradun Region: Dehradun
Target Group: XII
Chapter: Human Reproduction
Topic: Spermatogenesis and its hormonal control
INTRODUCTION:
Students are familiar with the topic male reproductive system and they know its role of it
in the human body. To relate the previous knowledge with the current topic, the class
started with a picture of the human male reproductive system followed by a question-
answer session and discussion on different parts and their role. More information will be
added to the previous knowledge. As the process of spermatogenesis takes place in the
seminiferous tubule, the class proceeded with the study of T.S. of seminiferous tubule
with the help of digital hand-held pro scopes and stereo microscope images.
It will relate the student to the topic as a part of a hand on practice. The topic will be
explained with diagrams and a PowerPoint presentation. Spermatogenesis is a process of
sperm production in the seminiferous tubule. The steps are explained with a flow chart.
The structure of sperm and role of its parts is explained with a diagram on the
whiteboard. The role of hormones will be explained with the flowchart for better
understanding and recapitulation.
OBJECTIVE:
At the end of the class, the students will be able to:

1. Identify the parts of the male reproductive system and their corresponding functions.
2. State the process that happens in spermatogenesis.
3. Identify the structure of sperm and the role played by different parts of it.
4. Trace the pathway of the sperm from its production to its ejaculation.
5. Importance of the role of hormones in the process of spermatogenesis.
6. Meaning of the terms: Spermatogenesis, spermiogenesis, ejaculation, insemination, and
Spermiation.
PAEDAGOGY METHOD:
A. PRE-ACTIVITY: Review the parts of the male reproductive system.

B. LESSON PROPER:
1. Motivation (as in the starting when the students will see the image of the male
reproductive system, they will relate to it by previous knowledge and will feel
confident and motivated)
2. Demonstration (by using slides and microscopes)
3. Class interaction
4. Critical and creative thinking
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5. Discussion and lecture method
1. Oral questioning during class

2. CLASS SLIP TEST:
On one-fourth sheet of paper, answer the following questions:

1. Define spermatogenesis and mention its site.
2. Differentiate between spermiogenesis and spermatogenesis.
3. Draw a diagram of sperm and mention its parts and functions.
3. Attempt an online quiz at home.
LEARNING OUTCOME:
• The students will be able to understand the process of spermatogenesis.

• The students will be able to understand the importance of hormones in the
process and their regulation.
• The students will be able to draw and label the below-mentioned diagrams:
• T.S. of Seminiferous tubule
• Structure of sperm
• Terminology related to the process
Link for the quiz:
https://quizizz.com/admin/quiz/5b5a7ae372f3c200199ae2c3/spermatogenesis
Video Link:
https://www.youtube.com/watch?v=u9DfSYZCUkg
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Name of the teacher: Tanzom Negi Designation: PGT (Biology)
KV: Miransahib Region: Jammu
Target Group: XII
Chapter: Human health and disease
Topic: Life cycle of Plasmodium
INTRODUCTION:
The topic will be initiated with a discussion on previous knowledge, what will be students
learn in the present class and the significance of the current topic.
OBJECTIVE:
i) Students will understand the concept of disease and their causative agents.
ii) They will be able to know about the mode of transmission of Malaria.
iii) Describe the process of multiplication of Plasmodium.
iv) They will understand the life cycle of Plasmodium in two different hosts.
v) Students will be able to know the harmful effects of infection of Plasmodium.
vi) Students will understand the concept of primary and secondary hosts.
vi) By applying their knowledge in day-to-day life, students will be able to know about
malarial diseases with their symptoms so that they can identify them.
METHODOLOGY:
1. Question answer method 2. Discussion method 3. Role play method

❖ The role they play by
❖ Student 1- Female Anopheles
❖ Student 2 –Human liver cell
❖ Student 3 –Sporozoites stage of Plasmodium
❖ Student 4 –Human RBC
❖ Student 5 – Female Anopheles mosquito salivary gland Student
❖ 6 – Female Anopheles mosquito gut
❖ Student 7— Plasmodium Male gamete
❖ Student 8- Plasmodium Female gamete Play the life cycle
ASSESSMENT
STRATEGY:
1. Oral test.
2. Written Test.
3. Worksheets will be provided to solve.
4. Project work: To make a project on the Plasmodium life cycle and various
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awareness programs on malaria.
LEARNING OUTCOME:
1. Explain the life cycle of Plasmodium and its harmful effects
2. Knowledge of how diseases are spread will be developed.
3. Concept of cleanliness and the importance to control mosquito breeding will be
developed.
Drive Link:
https://drive.google.com/file/d/1SmvQYR9FwvA51iOIT6of0vGy_senKvu-/view?usp=drivesdk
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UUP 1
Name of the teacher: Ram Parshad Designation: PGT-CHEM
K.V: No.1 Jammu Region: Jammu
Target group: XII
Topic: Nomenclature of Co-ordination compounds
1. INTRODUCTION: -
As we all know that in education field, students mind is not just like empty
vessel to fill in, therefore everything goes in vain if one fails to correlate it with day-to-
day life. Presently we are educating that generation which is techno-friendly and more
connected with the digital world. Students are realizing the situation through the
computer window. While teaching the Chemistry subjects to the Science Students lesson
plan becomes more enjoyable and student centred if planned by demonstration of some
hands-on activities by engaging some volunteer students along with some low achiever
who needs scaffolding to meet the target. Teacher has to spark meaningful discussion in
classrooms by encouraging students to ask open-ended questions, re-state remarks in
more scientific language, and develop and use models to construct explanations. When
students argue in scientific ways, they learn how to take turns, listen actively, and
respond constructively to others. Professional development can help teachers to learn
these strategies and overcome challenges, such as how to share their intellectual
expertise with students appropriately.
Dissemination involves planned efforts to spread experimentation with or adoption of
the tool, while implementation refers to efforts to integrate it into usual care.
Effective pedagogies involve a range of techniques, including whole-class and
structured group work, guided learning and individual activity. Effective pedagogies
focus on developing higher order thinking and metacognition, and make good use of
dialogue and questioning in order to do so.
In Science the most suitable pedagogical technique is “learning by Doing”, which
can be achieved by activity-based teaching.
2. OBJECTIVE: -
a. Differences between Double Salt / Coordination Compounds
b. Coordination Bond
c. Central Metal Atom
d. Ligand
e. Types of Ligands
f. Entity/ Coordination Compounds
g. Polyhedron
h. Spectrochemical Series
i. Chelate effect
3. TARGET GROUP: - Class XII Students of all different achievement levels inclusively.
4. ASSESSMENT STRATEGY: -
a. Oral questioning.
b. Discussions to explore the correct answer.
c. Problem solving technique using small slip test.
d. Regularity and accuracy in home assignments.
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5. LEARNING OUTCOME: -
After studying this topic, students will be able to
1) To develop scientific approach in students.
2) To develop problem solving approach in students.
3) To develop the ability of awareness for the society among the students.
4) To develop the skill of observations among the students.
Students are able to answer the similar following questions: -

a. Know and remember the meaning of the terms: coordination entity, central atom/ ion, ligand,
b. What is coordination bond?
c. Applications of coordination compounds in day today life.
d. Stability of coordination compounds?
e. How coordination compounds are different from Double salts.
Video Link:
https://drive.google.com/file/d/1tFqlrdkC0vkHSnBYMItVKXRvjol4T27h/view?usp=shari
ng
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Name of the teacher: SMT. NARINDER CHUMBER
Designation: PGT-CHEM
Name of KV: KV No.1 Jalandhar Cantt
Region: CHANDIGARH
Target group: XII
Topic: Isomerism in coordination compounds
INTRODUCTION: The existence of coordination compounds with the same formula but
different arrangements of the ligands was crucial in the development of coordination chemistry.
Two or more compounds with the same formula but different arrangements of the atoms are
called isomers. Because isomers usually have different physical and chemical properties, it is
important to know which isomer we are dealing with if more than one isomer is possible.
Isomers are compounds with the same molecular formula but different structural formulas and
do not necessarily share similar properties. There are many different classes of isomers, like
stereoisomers.
OBJECTIVES:
1. To understand the differences of Structural and Geometric isomerization.
2. To define and write examples of Ionization, Linkage, and Coordination Isomerization.
3. Draw optical isomers and mirror images.
4. To define cis/trans isomerization (geometric isomer classes)
TARGETED GROUP: CLASS XII
PEDAGOGY AND METHODOLOGY: The five major approaches are Constructivist,

Collaborative, Integrative, Reflective and Inquiry Based Learning Alternating your tone of
voice. Asking students questions to find out their prior knowledge. Rewards for effort. Spaced
repetition. One of the most powerful pedagogical approaches in the classroom is when the
teacher becomes a mentor or coach who helps students achieve the learning goal. The
difference between the ionization isomers can be view within the context of the ions generated
when each are dissolved in solution. Solvate and Hydrate Isomerism: A special Type of
Ionization Isomers Coordination Isomerism Coordination isomerism occurs in compounds
containing complex anionic and complex cationic parts and can be viewed as an interchange of
some ligands from the cation to the anion. Hence, there are two complex compounds bound
together, one with a negative charge and the other with a positive charge. In coordination
isomers, the anion and cation complexes of a coordination compound exchange one or more
ligands. For example, the [Zn (NH3)4] [Cu Cl4] and [Cu (NH3)4] [Zn Cl4] compounds are
coordination isomers Linkage Isomerism Linkage isomerism occurs with ambidentate ligands
that are capable of coordinating in more than one way. The best-known cases involve the
monodentate ligands: SCN−/NCS− and NO2-/ONO−. The only difference is what atoms the
molecular ligands bind to the central ion. The ligand(s) must have more than one donor atom,
but bind to ion in only one place. For example, the (NO2− ) ion is a ligand that can bind to the
central atom through the nitrogen or the oxygen atom, but cannot bind to the central atom with
both oxygen and nitrogen at once, in which case it would be called a polydentate ligand rather
than an ambidentate ligand
Geometric Isomers Metal complexes that differ only in which ligands are adjacent to one
another (cis) or directly across from one another (trans) in the coordination sphere of the metal
are called geometrical isomers. They are most important for square planar and octahedral
complexes. Because all vertices of a square are equivalent, it does not matter which vertex is
occupied by the ligand B in a square planar MA3B complex; hence only a single geometrical
isomer is possible in this case (and in the analogous MAB3 case). All four structures shown here
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are chemically identical because they can be superimposed simply by rotating the complex in
space: Octahedral Isomers Octahedral complexes also exhibit cis and trans isomers. Like square
planar complexes, only one structure is possible for octahedral complexes in which only one
ligand is different from the other five (MA5B).
Stereoisomers: Stereoisomers have equivalent atoms, same sets of bonds, but differ within the
relative orientation of those bonds. Ignoring special cases involving esoteric ligands,
stereoisomers are divided into two parts:
Geometrical isomerism: Geometric isomers are possible for both square planar and octahedral
complexes, but not tetrahedral.
Optical isomerism: Optical isomers are possible for both tetrahedral and octahedral complexes,
but not square planar.
Geometrical Isomerism in Coordination Compounds The substituent groups could also be

adjacent or opposite one another in disubstituted complexes. This results in geometric
isomerism. As a result, square planar complexes like [Pt (NH3)4Cl2] are often prepared cis and
trans. When the chlorine atoms are adjacent to every other it’s called cis form and It’s called
trans form isomerism when two chlorine atoms are opposite each other. This type of isomerism
occurs mostly in heteroleptic complexes due to the varied geometric arrangements of ligands
around the central metal atom. This type of isomerism is especially found in coordination
compounds with coordination numbers 4 and 6. In a square planar complex (i.e. coordination
compounds with coordination number 4 which have [MX2L2] type formula (X and L are
unidentate ligands), the 2 ligands X could also be present adjacent to every other during a cis
isomer, or opposite to every other to make a trans isomer. Square planar complex with MABXL
type formula (where A, B, X, L are unidentate ligands) shows three isomers-two cis and one
trans. Sis trans isomerism isn’t possible for a tetrahedral geometry. Cis-trans isomerism does
exist in octahedral complexes. Two ligands X could be oriented cis or trans to each other in
complexes having the formula [MX2L4]. This type of isomerism is additionally observed when
bidentate ligands L–L [e.g., NH2 CH2 -CH2 NH2 (en)] are present in complexes with [MX2(L–
L)2] type formula There is another sort of geometrical isomerism which occurs in octahedral
coordination entities with the [MA3B3] type formula. An example is [Co (NH3)3(NO2)3]. If three
donor atoms of equivalent ligands occupy adjacent positions at the corners of an octahedral
face, we have the facial (fac) isomer. When the positions are around the meridian of the
octahedron, we get the meridional isomer Facial Isomers: a group of three ligands (similar)
arranged on an octahedron altogether cis – fashion. Meridional Isomers: a group of three similar
ligands arranged on an octahedron with one pair trans
Optical Isomerism in Coordination Compounds Optical isomers are related as non-
superimposable mirror images and differ within the direction with which they rotate plane-
polarized light. These isomers are mentioned as enantiomers or enantiomorphs of every other
and their non-superimposable structures are described as being asymmetric. For structures that
don’t possess a plane of symmetry, the mirror images aren’t superimposable. Referred to as
chiral structures, such molecules rotate a beam of polarized light. If the beam is rotated to the
proper (when looking along the beam within the direction of propagation), the substance is
claimed to be dextrorotatory (or simply Dextro) and indicated by (+). The substances that rotate
the plane of polarized light to the left are called levorotatory or Laevo and are denoted by (-).
Racemic mixtures produce no net rotation of the polarized light when equal amounts of each
form are mixed together. Dichlorobis(ethylenediamine) cobalt (II) exists in two geometrical
isomers. For the trans isomer, there’s a plane of symmetry that bisects the cobalt ion and
therefore the ethylenediamine ligands, leaving one Cl on either side of the plane. However, the
cis isomer has no plane of symmetry. Thus, two optical isomers exist.
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RECAPTULATION: Define isomerism in coordination compounds. What do you understand
by stereoisomers? Explain optical isomerism in coordination compounds. In how many forms
are square planar complexes prepared?
Overview of Structural Isomer Classes Ionization
[Co Br (H2O)5]+Cl- and [Co Cl(H2O)5]+Br-
Coordination [Zn (NH3)4]+ [CuCl4]2- and [Cu(NH3)4]+ [ZnCl4]2-
Linkage [Co (NO2)6]3- and [Co (ONO)6]3-
Question: Are [FeCl5(NO2)]3– and [FeCl5(ONO)]3– complex ions linkage isomers of each other?
Answer: Yes
Question: What is the coordination isomer for the [Co (NH3)6] [Cr (CN)6] compound?
Ans. The [Cr (NH3)6] [Co (CN)6] compound is a coordination isomer of [Co (NH3)6][Cr(CN)6] .
Question: Draw all the possible geometrical isomers for the complex [Cr(en) 2(CN)2]+
Question: The type of Isomerism shown by the Compound ‘Pt [(NH3)2Cl2]’ is
Ionization Isomerism, Solvate Isomerism, Linkage Isomerism, Geometrical Isomerism.
Answer: Geometrical Isomerism.
Question: Co (NH3)5(SO4)] Br and [Co (NH3)5Br]SO4 shows which type of isomerism?
Optical Isomerism, Linkage Isomerism, Coordination Isomerism, Ionization Isomerism
Answer: Ionization Isomerism
Question: Geometrical Isomerism and Optical Isomerism comes under which Isomerism?
Structural Isomerism. Stereo Isomerism. Linkage Isomerism. None of these.
Answer: Stereo Isomerism.
LEARNING OUTCOMES:
Explain the differences of Structural and Geometric isomerization in a coordination complexes
or complex ions.
Define Ionization, Linkage, and Coordination Isomerization (structural isomer classes)
Define cis/tran and mer/fac isomerization (geometric isomer classes
Video link:
https://drive.google.com/file/d/1uF0Qpheg0bdJmym_2DWqgziKuB0bpIs5/view?usp=sharing
LINK:
https://drive.google.com/file/d/1NZvj1Ema1X3-4K_MvK4bxj7VdiMmSlVY/view?usp=drivesdk
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Name of the teacher: PARVEEN MEHMI
Designation: PGT-CHEMISTRY
K.V.NO. 3 BATHINDA
Region: CHANDIGARH
Target group: XII
TOPIC: NUCLEOPHILIC SUBSTITUTION REACTION IN HALOALKANES AND
ITS MECHANISM
GENERAL OBJECTIVES
• To develop an ability to observe, to analyse and to interpret objectively and to make
rational decisions and to solve problems involving chemistry.
• An understanding of the concepts and theories in chemistry.
• An awareness of the social, economic, environmental and technological implications of
chemistry
• They will have the background to understand the impact of chemistry on society both
locally and globally.
• Promotes understanding of basic principles in chemistry while retaining the excitement
in chemistry;
• Strengthens the concepts developed at the secondary stage and to provide firm
foundation for further learning of Chemistry at tertiary level more effectively.
SPECIFIC OBJECTIVES:
• Predict the favoured reaction between SN1 and SN2 mechanisms for a given haloalkane
based on the structures of haloalkanes, the structures of nucleophiles, leaving groups,
and solvents
• Understand the mechanism and stereo chemistry involved in nucleophilic substitution
reaction
• Correlate the structures of haloalkanes and haloarenes with various types of reactions
Use stereochemistry as a tool for understanding the reaction mechanism.
PREVIOUS KNOWLEDGE:
• What are nucleophiles explain with example?
• What are ambident nucleophiles explain with an example?
INTRODUCTION:
A substitution reaction is also called a single displacement reaction, single replacement
reaction, or single substitution reaction. Examples: CH3Cl reacted with a hydroxy ion (OH-)
will produce CH3OH and chlorine. This substitution reaction replaces the chlorine atom on the
original molecule with the hydroxy ion.
Substitution Reaction Example
These types of reactions are said to possess primary importance in the field of organic
chemistry. For example, when CH3Cl is reacted with the hydroxyl ion (OH-), it will lead to the
formation of the original molecule called methanol with that hydroxyl ion. The following
reaction is as shown below-
CH3Cl + OH− → CH3OH (methanol) + Cl–
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One more example would be the reaction of Ethanol with the hydrogen iodide which forms
iodoethane along with water. The reaction is as shown-
CH3CH2OH + HI → CH3CH2I + H2O
Substitution Reaction Conditions
• In order to substitution reaction to occur there are certain conditions that have to be
used. They are-
• Maintaining low temperatures such as room temperature
• The strong base such as NaOH has to be in dilute form. Suppose if the base is of a
higher concentration, there are chances of dehydrohalogenation taking place
• The solution needs to be in an aqueous state such as water.
TARGET GROUP: ALL STUDENTS OF XII SCI
METHODLOGY / PEDAGOGY
• Activating prior knowledge by random questioning
• Introducing the topic to be taught getting the expected response from the students
• Developing hypothesis by ( a Brain storming , Lecture , Discussion and In Text
Questions Activating prior knowledge by random questioning
• Explaining the mechanism by using ball and stick model.
• Using Animation for better visualisation.
Substitution Nucleophilic Bimolecular- SN2
Key Features of SN2Mechanism
Note:
1. Single step reaction.
2. Rate=k [ RX] [ Nu] Rate = k [ RX] [ Nu]

3. No intermediate is formed. Reaction proceeds through one sp d transition state where
3
one bond breaks and one is formed simultaneously.

4. Rearrangement is not observed.
5. Inversion of configuration is observed
6. Order of reactivity of alkyl halides:
CH3X > 1∘ > 2∘ > 3∘

As the size increases steric hindrance increases, so there is difficulty in formation of
transition state
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Favoured by aprotic solvents.
Substitution Nucleophilic Unimolecular-SN1
Key Features of SN1Mechanism

1. It is a two-step reaction. First step involves formation of carbocation as well as its
rearrangement such that carbocation is at most stable position, then nucleophile
attacks the carbocation to form the final product which is the second step.
2. Rate=k [ RX ] Rate=k [ RX ]
3. Intermediate is formed which is carbocation.
4. Rearrangement is commonly observed.
5. Racemic mixture is obtained.
6. Order of reactivity of alkyl halides:
3∘ > 2∘ > 1∘ > CH3X

This can be attributed to the stability of the carbocation that is formed.
Favoured by protic solvents.
ASSESSMENT STRATEGY
1.The teacher will give Home Assignments and the areas of assessment will be Content of
Knowledge , Presentation , Correctness , Time management and Thinking skills
2. Divide the students in the class . and ask them to give examples of different types of
reactions
3. Remind the students about the mechanism of Haloalkanes haloarenes .
4. Group Discussion related to SN1 and SN2 reaction .
5. In Text Questions .
QUESTIONS GIVEN TO SOLVE
• Which compound in each of the following pairs will react faster in SN2 reaction with –
OH?
(i) CH3Br or CH3I
(ii) (CH3)3CCl or CH3Cl
• In the following pair of compounds, which will react faster by SN1 mechanism and
why? (Comptt. Delhi 2012)
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• Predict the order of reactivity of the following compounds in SN1 reaction:
C6H5CH2Br, C6H5C(CH3) (C6H5) Br, C6H5CH(C6H5) Br, C6H5CH(CH3) Br
Answer:
C6H5C(CH3) (C6H5) Br > C6H5CH(C6H5) Br > C6H5CH(CH3) Br > C6H5CH2Br
• Out of
which is more reactive towards SN1 reaction and why? (Delhi 2016)
• Which one in the following pairs of substances undergoes SN2 substitution reaction
faster and why? (Delhi 2009)
LEARNING OUTCOMES
1.Learners will be able to write the differences between Haloalkanes and Haloarenes
2.Learners will be able to know the mechanism and stereo Haloalkanes and Haloarenes
3.Learners will be able to understand the nature of C - X bond in chemistry involved in
nucleophilic substitution reaction.
4.Learner will be able to identify the reactivity of different compounds towards SN1 and SN2
mechanism.
Video link
https://youtu.be/3HR91yVTo5I
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Name of Teacher: Sanjeev Kumar Bhandari
Designation: PGT Chemistry
Name of K V: K.V. Hiranagar
Region: Jammu
Topic:
Introduction: Students have already studied the concentration dependence of rate in the
form of differential rate equation. It is not always convenient to determine
the instantaneous rate, as it is measured by determination of slope of the
tangent at point ‘t’ in concentration vs time plot. This makes it difficult to
determine the rate law and hence the order of the reaction. In order to
avoid this difficulty, we can integrate the differential rate equation to give a
relation between directly measured experimental data, i.e., concentrations
at different times and rate constant. The integrated rate equations are
different for the reactions of different reaction orders. We shall determine
this equation for first order chemical reactions.
Objective: (i) To make the students able to derive integrated rate equations for first
order reactions.
(ii) To make the students able to determine the rate constants for first order
reactions.
(iii) To make the students able to calculate the half-life period for first order
reaction.
Target Group: Students of class 12th
Pedagogy/Methodology: Inquiry based teaching and integrative teaching.
Assessment Strategy: (i) Asking questions based on previous knowledge and content taught.
(ii) Small class tests after the completion of the topic.
Learning Outcomes: (i) Students are able to derive integrated rate equations for first order
reactions.
(ii) Students are able to determine the rate constants for first order
reactions.
(iii) Students are able to calculate the half-life period for first order reaction.
Link of the Video: https://youtu.be/6bEcXmtdtY0
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Name of Teacher: ROHITASH RAJPAL GHINTALA
Designation: PGT Chemistry

Name of K V: KV ROHTAK
Region: Gurugram
TOPIC: USE OF TARSIA GRID AND PLICKERS CARDS
Introduction: Use of ‘Tarsia Grid & Plickers Cards’ (teaching tools) to ensure the
learning in students. When the concept of learning comes into picture then I believe in
the 5 R’s Formula.
5 R’s Formula
R = Receiving R = Revision R = Recall R = Reproduce R = Retention
The first step is receiving information then the role of later steps come, so here focus is
on the later steps that how to revise, recall and reproduce the information so that it can
be retained which ultimately makes learning successful. Here we will use two activities
viz. Tarsia Grid and Plickers Cards.
Objective: The objective is to make the learning easier with some unique and different
methods. Tarsia Grid is to facilitate the revision part and the Plickers Cards to make it
easier to recall and reproduce the information and both the activities together ensure
the retention which makes the learning successful.
Target Group: This practice of activities can be done with all level of students but
mainly these are very much beneficial for those who are lacking in the conventional
method of learning. This method makes learning easier as well as interesting because it
ensures the participative approach of students in the learning process.
Pedagogy/ Methodology: In this method of teaching, two activities are performed to

ensure the learning among students. The first activity is to use of ‘Tarsia Grid’ and the
second activity is to use of ‘Plickers Cards’.
Tarsia Grid: - Basically a Tarsia is a simple yet complex jigsaw puzzle that
students have to solve. They do it by having to match up sides of triangles so they
correspond with another one. This building of triangles leads to them having to make
some kind of shape, like a bigger triangle or hexagon.
Plickers Cards: - Plickers is a free, interactive tech tool that uses printable
“Paper clickers” instead of clicker devices. Each student is assigned a unique Plickers
card that has a black and white image similar to a QR code. The letters A, B, C, and D are
written in small print around the edge of the image, with one letter on each side of the
card. During the lesson, the teacher displays a multiple-choice or true-false question.
Then students hold up their Plickers cards and rotate them to indicate which answer
they think is correct. The teacher scans all of the response cards at once, using the
Plickers app installed on a mobile device. He or she can instantly see the student
responses and assessment data for that question including who has the correct answer
and who does not.
Assessment Strategy: This method consists of self-assessment as in both the activities,

learning is ensured by the self-assessment techniques because in the Tarsia Grid, a
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student has to solve a puzzle and in the ‘Plickers Card’, the student has too directly
answer the questions showed to them using the Plickers cards so this method is also
consist of assessment.
Learning Outcomes: By this method, students will be able to understand the concepts
by the unique method of revision using Tarsia Grid, can apply the concept and can solve
various problems based upon it by participative approach of recalling and reproduction
using Plickers cards and ultimately it ensures the learning among them.
Link of Video: https://youtu.be/uF0doMiWVWA
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Name of Teacher: Anand Prakash Semwal
Designation: PGT (Chemistry)
Name of K V: KV SSB Srinagar (Garhwal)
Region: Dehradun
Target group: XI
Topic: Measurement in Chemistry
Introduction:
Chemistry is a quantitative science and involves dealing with a lot of measurable
quantities. Measurement is involving two major aspects amount and units. This video
lecture is on how to deal with number in any scientific measurement, their combination
and manipulation.
Objectives:
Learner will be able to:
1) Use numbers in Scientific Notation, their significance
2) Perform basic mathematical operation with number in Scientific Notation
3) Use Significant Figures to reflect Precision/Uncertainty in measurement.
a. Rules to determine significant figures
b. Understanding Exact numbers
c. Accuracy and Precision
4) Perform basic mathematical operation with number in significant figures
a. Rounding up of numbers
5) Recall basic units of measurements
a. SI Units and Derived units
b. Prefix multipliers as representative of scientific notation
c. Conversions
Target Group:
This lecture is delivered in Class XI for “Introduction of Chemistry”. This concept is equally
useful for other disciplines of science like physics, computer applications etc. The concept
is beneficial for students of class IX and X too.
This lecture involves brainstorming approach and main focus is on developing a strong
correlation with existing practice (knowledge), with a purpose to refine approach in
handling real life situation.
The assessment strategy is mainly Assessment for learning and Assessment by learning.
The interaction is involving dual aspect as to assess existing knowledge as well as
application of knowledge gained in real life situation.
Learning Outcomes:
A Learner will be able to use the data given, in order to show measurability of scientific
postulate and application of measurement units.
Video Link:
https://drive.google.com/file/d/1HD0wzrjwx50N11a-
ui0YK04KOOMEm0tT/view?usp=sharing
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Name of Teacher: LAXMI DEVI
Name of KV: KV MIRAN SAHIB
Region: JAMMU
Target group: XII
Topic – Valence bond theory

Introduction - Students already know about the coordination number, oxidation number
of central metal and electronic configuration of 3d elements.
The teacher revises the isomerism of coordination compounds which was discussed in
previous class and asks questions to the students to check their knowledge. After this
the teacher declared today's topic in the class and the classroom teaching starts.
Objectives – Students will be able to -

. explain hybridization of central metal
. determine magnetic properties and shape of complex ion
. identify inner orbital or low spin complex and outer orbital or high spin complex
Target group - Class 12
Pedagogy – Introduction of topic by questioning method

● Explaining valence bond theory with the help of some examples
● Draw hybridization state of central metal of some compounds
Assessment strategy – Oral questions, draw a chart showing different hybridization in complex
compounds.
Learning outcome - Students will be able to -

. Explain hybridization of central metal
. Determine magnetic properties and shape of complex ion
. Identify inner orbital or low spin complex and outer orbital or high spin complex.
Video Link:
https://drive.google.com/file/d/1WEWRKpQhf9rgIb-
d4rE9zyHaD2nLTo_F/view?usp=share_link
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Name of Teacher: MANISHA BHARDWAJ
Name of K V: KV OLF RAIPUR
Region: DEHRADUN
Target group: XII
TOPIC- IDENTIFICATION OF FUNCTIONAL GROUP IN ORGANIC COMPOUNDS
INTRODUCTION- This subtopic is from three units of Organic chemistry. In this student can
identity the functional group such as alcohol, Phenol, carboxylic group, aldehyde,
ketone and aromatic primary amine present in an organic compound as well as they can
compare
among two different organic compounds. This subtopic is in the curriculum of theory (2 marks)
as well as in practical core experiments (6 marks) of class XII Chemistry.
OBJECTIVES-
• To understand and analyse the functional group present in given organic compound
• To distinguish between given pair of organic compounds
• Acquaint students with tests of various functional groups
• Integrate test of functional groups with house hold items.
TARGET GROUP -
• Students of class XII Science
• Giving the description about test of functional group
• Performing experiments
• Self-made video of experiment’s revision
• https://www.youtube.com/watch?v=XxHziBiQxwM
• https://www.youtube.com/watch?v=KIpCx3AYhB4
• https://www.youtube.com/watch?v=h8ovn7Xa7tc
• https://www.youtube.com/watch?v=B7WR1kWBqgU
• https://www.youtube.com/watch?v=bzR8oRS_wRw
• https://www.youtube.com/watch?v=HKC5-JP7xS4
ASSESSMENT STRATEGIES-
• Oral questionnaire.
• By performing experiment
LEARNING OUTCOMES-
• To know and identify the functional group present in organic compounds
• To compare between two different organic compounds
LINK OF CLASS ROOM VIDEO - https://youtu.be/i6mHbv6z8D8
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Name of Teacher: Sharanjit Gill Designation: PGT (Chemistry)
Name of K V: KV No.4, Ambala Cantt. Region: Gurugram
Target group: XII
Topic:
Electrochemical cells and their construction
Introduction
Main topic “electrochemical cells will be introduced to the students by explaining the use of
batteries in inverters and mobiles which they are familiar with.”
Objectives:
What are electrochemical cells.
What is anode and cathode and the reactions occurring on them.
What are electrochemical series.
How to construct various electrochemical cells using electrochemical series.
Target group:
Students of all levels: bright, average and slow bloomers.
Pedagogy/Methodology:
Use of mnemonics, co-relation with daily life and use of hand gestures.
Anode Cathode
Oxidation Reduction
(A, O- vowels) (C,R -consonants)
LEO GIR
Loss of electrons is Gain of electrons is
Oxidation. Reduction.
Electrochemical series:
LiKBa CaNa Saran Mangal ManZn Cr FeCd CoNi SneH CuHg Ag Padenge Aule Fatafat
LiKBa- (Lithium, Potassium, Barium)
CaNa-(Ca, Na- calcium, sodium)
Saran-(Strontium)
Mangal-(Mg, Al,-Magnesium, Aluminium)
MnZn-(Mn, Zn-Manganese, Zinc)
Cr- (Chromium)
FeCd- (Iron, Cadmium)
CoNi- (Cobalt, Nickel) 173
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SneH-(Sn, H -Tin, Hydrogen)
CuHg- (Copper, Mercury)
Ag- (Silver)
Padenge- (Palladium)
Aule- (Gold)
Fatafat- (Fluorine)
Assessment strategies:
=>Guided practice followed by independent practice.

=>Group discussion.
=>Oral test.
=>Slip test.
Learning outcomes: students will be able to

1. Describe about the electrochemical cells.
2. Identify cathode and anode in electrochemical cells.
3. Understand the write the reactions occurring at anode and cathode.
4. Understand about the functions of the salt bridge.
5. Depict any electrochemical cell using the mnemonics of electrochemical series and hand
gestures.
Lecture Video link and Write up:

https://drive.google.com/drive/folders/15B_e0SpsseTBAGPoPZKAHk1MbBpAcNNj?usp=shar
ing
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Name of Teacher: Srinivas C
Name of K V: KV INA Colony
Region: DEHRADUN
Target group: XII
TOPIC- CHEMICAL KINETICS
1. Introduction:
The feasibility of a chemical reaction when we explain on the basis of value of Gibbs free
energy and the extent to which chemical reaction proceeds can be explained with the help of the
equilibrium constant the third most important aspect of chemical reaction is the speed with
which the reaction proceeds. So, the branch of chemistry which helps with the rate of chemical
reactions and the factors which influence the rate of reactions and the mechanism by which
reaction proceed is called chemical kinetics. Chemical kinetics simply means the speed with
which reaction proceeds in a forward direction and there are many factors which influences the
rate of a chemical reaction like temperature, pressure, concentration of reactants, presence of
catalyst, radiations etc
2. Objective: -
*To enable the students to understand meaning of chemical kinetics.
*To enable the students to understand why it is important to know the kinetics of a chemical
reaction. *To enable the students to understand the various factors which affect the rate of a
chemical reaction like concentration of reactants temperature, pressure, presence of catalyst,
presence of radiation etc
3. Target Group: - Class 12 students.
4. Pedagogy/ Methodology used: - Student centred pedagogy method involving active

participation of students.
5. Assessment strategy: - *Oral questions *MCQ test
6. Learning Outcomes: -
• Students would be able to understand why it is important to know the kinetics of a chemical
reaction?
• Students would be able to understand for which type of reactions rate of chemical reaction can
be easily calculated?
• Students would be able to understand: -
• why rate of chemical reaction increases with increase in concentration?
• Why rate of chemical reaction increases on increasing the temperature?
• How catalyst alter the rate of chemical reaction?
• How the rate of reaction gets affected in the presence of radiations.
VIDEO LINK :
https://drive.google.com/file/d/13v47LaKVttPhdqBPEOyisLe1cgQHMOA3/view?usp=drivesd
k
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Name of Teacher: VINAY KUMAR
Name of K V: K V Janakpuri, 2 shift, New Delhi
Region: DEHLI
Target group: XII
TOPIC- Factors influencing rate of reaction
Introduction:
The teacher acts as facilitator and introduction commences with the recapitulation of topic
from the previous class and relates it to the topic to be taught in today’s class through PPT
and Flow chart through guided discussion as audio-visual aids among students in the
beginning which includes the following details: -
Chemical kinetics is the study of the rate of chemical reactions, and reaction rates can vary
greatly over a large range of time scales. Some reactions can proceed at explosively fast rates
like the detonation of fireworks (Figure 1 “Fireworks at Night Over River”), while others can
occur at a sluggish rate over many years like the rusting of barbed wire exposed to the
elements (Figure .2 “Rusted Barbed Wire”).
Figure 1 “Fireworks at Night Over River.” Figure 2 “Rusted Barbed Wire”

The chemical reaction in fireworks happens at The rusting of barbed wire occurs over years
an explosive rate
Factors influencing rate of reaction:

Chemical kinetics deals with the experimental determination of reaction rates from which rate
laws and rate constants are derived. In order for a reaction to occur, a collision must take
place. This collision has to be of proper orientation and have sufficient energy to break the
necessary bonds.
There are several factors that influence the rates of chemical reactions. For instance, Nature
of reactants and products, temperature, surface area. Concentration, catalyst and exposure to
radiations. And we will be studying two factors in today’s class- temperature and surface
area.
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Flow chart for students to remember from the PPT created by the teacher
Objectives:
• Enumerate the factors influencing Rate of chemical reactions
• Understand the effect of temperature & Catalyst on rate of reactions and apply it on
daily life examples
• Relate the process with cause/effects (effect of Temperature & Surface area on
reactions)
• Plan and conduct investigation/small experiments to arrive at and verify the
facts/phenomena
• Take appropriate precautionary measures (do’s and don’ts) while handling apparatus,
chemicals etc
• Report your observation of the activities in oral and written form using appropriate
technical terms etc. honestly.
• Represent the factors influencing rate of reaction through flow chart and remember it
through mnemonic
Target Group: Class 12 th students of age 16 yrs to 18 yrs (class size 35-45)
The teacher first divides the classroom among 6 groups with 5-6 students in each group and
the classroom is designed in U-shape facing the blackboard. The teacher has brought the
activities materials and demonstrates activity on effect of temperature on the rate of reaction
in the classroom and under guided supervision asks the students in groups to perform the
activity with safety precautions.
Activity 1: For showing effect of temperature on rate of reactions

Materials to be used:
• Two 50 mL borosil beakers/10 mL Test tubes
• Water
• Vitamin C tablets
• Mortar and pestle/or powdered tablet Vit. C
Procedure
• Take the 50 mL water in each beaker/ 8mL water in Test tubes taken and mix the
pulverized and solid vit. C tablet at the same time and observe.
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Activity 2: For showing effect of Surface area on rate of reactions
Materials to be used:
• Two 50 mL borosil beakers/ 10 mL Test tubes
• Hot and Cold Water
• Vitamin C tablets
• Mortar and pestle/or powdered tablet Vit. C
Procedure
• Take the 50 mL Cold and Hot water in each separate beaker (or 8 mL in each test
tube) and mix the pulverized vit. C tablet at the same time and observe.
After each activity the teacher will distribute the TGS (Think-Group-Share) Worksheet
(Link: https://docs.google.com/document/d/12eMYwtocwRvq5fuw-tdCH1N-
qa4b49BH/edit?usp=sharing&ouid=118252087030220743138&rtpof=true&am
p;sd=true)
Students are asked to place the apparatus safely on the table and work first individually
and then in groups on Think Group(/pair) Share activity where the student will ponder
upon the process/fact demonstrated in the activity and write in the worksheet by
themselves as their view and discuss among their group members on the same activity
facts and write those on the worksheet and finally in the group they all will come on a
single concluding fact to share with the class. One member from each group will share
the fact/findings with the class in short. Each group will perform the TGS activity and
share th findings with the class.
T-G-S is a collaborative learning strategy where students work together to solve a
question/analyse a fact about an assigned work.
• T(Think) The teacher begins by asking a question about the activity (or text).
Students think about what they know or have learnt about it.
• G (Group) Each student is distributed in a group to discuss and write the
facts/activity.
• S (share) students share their thinking with their group. Teacher facilitates and
students share their findings about the fact/activity with the whole class.
Advantages:
• Discussing the answer with group members serves to maximize participation,
focus attention and engage students in comprehending the reading-writing
material.
• It enhances students social and oral communication skills as they discuss their
ideas with one-another.
• In addition to fostering social skills, this strategy also improves students’
speaking and listening skills.
• When each group brainstorms among their members, they learn from each
other.
• Increase of communication and collaboration.
• Every student gets opportunity to share their ideas and participate.
[NOTE: Teacher while being facilitator has to monitor closely the participation of
students during the discussion so as to facilitate and no group is lagging behind the
time. Since the activities are related and easy to do, I have first performed the two
activities and then my students performed it and then we did T-G-S activity] Time
constraints could be given as the period is of limited time]
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Assessment strategy:
Students are assessed by paper clickers which are printed and pasted on the last page of them
classwork notebook of chemistry and they answer the question as per the option (MCQ/True
or false type objective questions) using the paper clicker keeping the correct option on the top
and teacher scans it through his android/Ios phone using plicker app (as shown in the video).
Students are each assigned a card number and they hold up their specific card to answer the
questions (can be shown the screen to the students).
The teacher uses the mobile scanner which detects the orientation of the bar code on the
card as shown by the student, determines the intended answer choice, and attributes it
to the student linked to that card. The individual results are shown live and even the
collecting responses is live shown by the teacher on the screen through the logged in
www.plickers.com. I only need to have one mobile for scanning the paper clickers answered
by students by showing the paper QR Codes and no student needs any device for this.
All the results are instant and gives immediate result & are saved and collected by
me/teacher. This is an interesting and amazing activity for grabbing attention of all the
students and increasing participation and class attendance.
Advantages:
1) This assessment tool allows me to collect on-the-spot formative assessment data
without the need to have students use devices or paper and pencil.
2) I use it to quickly collect real-time formative data, immediately
giving students feedback and determining learning pathways.
3) I use it as online technological tool that allows me to survey/quiz my classes without
the need for students to have individual devices.
Learning Outcomes:
• Students are able to list the factors influencing Rate of chemical reactions
• Students are able to understand the effect of temperature & Catalyst on rate of
reactions and apply it on daily life examples.
• Students are able to relate the process with cause/effects in daily life (effect of
Temperature & Surface area on reactions)
• Students are able to plan and conduct investigation/small experiments to arrive at and
verify the facts/phenomena. Like why the powdered vitamin C tablet dissolves fast as
compared to tablet in equal amount of water.
• Students are able to take appropriate precautionary measures (dos and don’ts) while
handling apparatus, chemicals etc
• Students are able to report their observation of the activities in oral and written form
using appropriate technical terms etc. honestly.
• Students are able to represent the factors influencing rate of reaction through flow
chart and remember it through mnemonic learnt in the class.
Video Link:
https://youtu.be/4_GHs5gCmPc
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NAME OF THE TEACHER: Ms AMAN BHARTI DESIGNATION: PGT PHYSICS
NAME OF THE KV: KV 3BRD CHANDIGARH REGION: CHANDIGARH
(1) Introduction- Electromagnetic Induction (EMI)
The phenomenon of generating current/emf in a conducting circuit by change in

strength, position or orientation of an external magnetic field is called
Electromagnetic Induction (EMI). The emf so developed is called induced EMF. If
the conductor is in form of a closed circuit , a current flows in a circuit. This is
called Induced current.
(2) Objective-
i) Introduce the concept of Magnetic Flux associated with a coil placed in a

magnetic field.
ii) Brief the ways in which Magnetic flux associated with a coil can change with
time.
iii) Explain concept of electromagnetic Induction (Faraday’s Law and Lenz Law) by
describing generation and direction of Induced current and emf when magnetic
flux associated with a coil-changes with time.
(3) Target Group
The Target Group is students of Class XII and the focus is to achieve the six levels
of learning that are remembering, understanding, applying, analyzing, evaluating,
and creating.
The Unique Pedagogical Practices adopted are flexible, learner-centered,

contextualized, and uses a participatory approach.
(4) Pedagogy/Methodology
i) Concept Maps
Concept maps are useful for students as it helps to learn better visually.
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Guiding students to reflect in a structured way on a series of concept maps may
strengthen the theory practice links because it enables them to visually
reorganise, connect and assimilate knowledge in different ways which promote
the development of an in depth understanding.
BRACE MAP OF THE CHAPTER
THINKING MAP OF THE LECTURE

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ii) Visual Cues- A cue is just a hint and does not lead student to direct answer. A
prompt is much more invasive as it takes students step by step through the task
leading to the answer. Students here use their hands & fingers and shape of N & S
letter to find direction of induced current.
iii) Scientific Demonstration: A scientific demonstration is a procedure carried

out for the purpose of demonstrating scientific principles rather than for
hypothesis testing or knowledge gathering. Students can connect themselves with
the proven fact that induced current is produced by changing Magnetic Flux.
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(5) Assessment Strategy
i) Analysis of Students work

Students Homework, Quizzes and standardized tests can be used as
evidence ofstudents learning.
ii) Strategic Questioning
Strategy that involves maximum participation of students.
iii) Think Pair Share
This activity gives them the opportunity to feel more comfortable in
sharing their thoughts. When pairs brainstorms together, each
student learns from their partners.
iv) Drilling of Concepts
This activity in classroom aid memorization by way of spaced repetition.
(6) Learning Outcomes
i) Be able to calculate magnetic flux through a loop

ii) Understand how Faraday’s law relates to induced emf and induced
current in aconducting loop
iii) Determine the direction and magnitude of induced emf
using Lenz’s andFaraday’s laws
LECTURE VIDEO LINK:
https://drive.google.com/file/d/1sTF-ZfSeHytxpaKKgPrtWsXg1AI3_EVP/view?usp=sharing
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NAME OF THE TEACHER: DEEPAK THAPLIYAL DESIGNATION: PGT PHYSICS
NAME OF THE KV: KV OLF DEHRADUN REGION: DEHARDUN
UNIT: 4 Electromagnetic Induction and Alternating Currents
CHAPTER: 6 Electromagnetic Induction
1) INTRODUCTION
ELECTROMAGNETIC INDUCTION:
Michael Faraday demonstrated the reverse effect of Oersted
experiment. He explained the possibility of producing EMF
across the ends of a conductor when the magnetic flux linked
with the conductor changes. This was termed as
electromagnetic induction.
FARADAY'S EXPERIMENT :
FARADAY’S LAW OF ELECTROMAGNETIC INDUCTION :

FIRST LAW :-
Whenever the amount of magnetic flux linked with a circuit changes, an EMF is inducedin the
circuit. is induced EMF persists as long as the change in magnetic flux continues.
SECOND LAW:-
The magnitude of the induced EMF is equal to the time rate of change of magnetic flux.
Mathematically, induced EMF is given by e = - direction of e.
where negative sign indicates the direction of induced emf.
LENZ’S LAW: -This law gives us the direction of induced EMF. According to this law, the
direction of induced EMF in a circuit is such that it opposes the change in magnetic flux
responsible for its production. Lenz’s law is in accordance with the principle of conservation of
energy .
OBJECTIVES:
➢ Students can understand and recall the phenomenon of electromagnetic induction.
➢ Student can relate the activities/ demonstration with the phenomenon of EMI and can
explain the activities scientifically.
➢ Students can solve the problems based on the phenomenon of EMI.
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2) TARGET GROUP: Class XII students
3) PEDAGOGY/ METHODOLOGY:
OBSERVATION METHOD :-
In this method, the student observes and acquires knowledge.
An activity to demonstrate faraday’s experiment and Lenz’s law will be demonstrated in the
class
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5. ASSESSMENT STRATEGY:
Assessment is very important step in ensuring learning objectives. Classroom
discussions during course ofinstruction for providing continuous feedback to both the teachers
and the learners will be used as an immediate assessment tool and later on classroom test will
be used for assessment.
6.LEARNING OUTCOME:
Students will become familiarwith the phenomenon of electromagnetic induction.
Student recall and relate the phenomenon of EMI in day-to-day life.
Students can solve the problems based on the phenomenon of EMI.
You-tube video link:

https://youtu.be/Y5axU-5v3GU
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NAME OF THE TEACHER: RAMESH SHARMA DESIGNATION: PGT PHYSICS
NAME OF THE KV: K.V. No.1, SIRSA REGION: GURUGRAM
INTRODUCTION-
In class XII physics the topic Drift velocity is very important topic and it is commonly asked in CBSE examination.
Generally, it asked that define drift velocity and derive expression for it.
In general, an electron in a conductor will propagate randomly at the Fermi velocity, resulting in an
average velocity of zero.
Drift Velocity is the average velocity attained by charged particles,such as electrons, in a

material due to an electric field.
Before starting the topic, we will connect the students with Previous the knowledge and skill acquired in lower
classes by asking about flow of charge,meaning of electric current etc. Conduction in metals is due to motion of
freeelectrons. The free electron moves through
the conductor with very high thermal velocityof the order of 0 to
106 m/sec. It is due to their thermal energy at room temperature.
Since electrons are moving randomly in alldirections.
1
𝒖 = ∑𝑛 𝒖 = 0
𝑎𝑣 𝑛 0
So average velocity of electrons is zero i.e. there is no net flow of electrons in anydirection When the two ends of
the conductor are connected to the battery a electric field E is set up along the length of the conductor from +ve to
−ve terminal. Now electron experience a force F= e E - - -(1)
Due to this force the electron gets accelerated towards +ve terminal. During their motion they collide with each
other and with atoms of the conductor. However, an electron acquires an extra velocity but this velocity is
destroyed at each collision. The net result is a slow drift of the electrons towards +ve terminal and they acquire a
certain average velocity is called drift velocity. The average velocity of free electrons with which they get drifted
towards the +ve terminal under the influence of external electric field is called drift velocity.
If ‘m’ is the mass of electron and ‘a’ is the acceleration produced then,F =m a (2)
Comparing equ.1 and eq2. So acceleration acquired by electron qE = maso a = qE/m (3)
Average time taken between two successive collisions is called relaxation time
−14
(). It is characteristic of the given conductor. It is equal to 10 sec.
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41
t1 + t2 + t3 + t4 + - - -
 =
m
The drift velocity vd = uav + a  = 0 + a 
Hence a = vd/ −−−−−−−−−−(4)
Comparing eq 3 & 4
vd eE
=
.  m
Since V = E × l
eV 
=
Hence
This last result tells us that the electrons move with an average velocity whichis independent of time, although
electrons are accelerated. This is the phenomenon of drift and the velocity vd is called the drift velocity.
Current in terms of drift velocity: -
Consider a conductor of length ‘l’& area of cross section ‘A’ connected byabattery. Electron density ‘n’, then drift
velocity vd = e V/ml
Distance travelled by electron in t sec is d = vd  t
Volume occupied by the electron in t second is V = A d =A (vd  t )
Total no of electron occupied in t sec is N = n V = n A vd t
Total charge passing through the cross section in t sec isq = N e = ( n A vd t) e
Electric current I = q / t= n A vd t e / tI = ne Avd
OBJECTIVE
• To make the learners to understand the concept Drift Velocity
• To make the learners to understand the parameters affecting Drift Velocity
• To make the learners to understand relation between Electric Current and Drift
Velocity
• To make the learners to understand the term, symbols.
• To make the learners to apply this knowledge and skill to solve numericals,
scientific problems
TARGET GROUP-
Students of Class XII Science
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PEDAGOGY/METHODOLOGY
Demonstrative (with the help of animation/simulation) cum Lecture method usedto develop Cognitive thinking with
Recapitulation
ASSESSMENT STRATEGY-
After completion of topic with proper Recapitulation ask students about the topic i.e.
1. What do you mean by Drift Velocity
2. What is formula of drift velocity
3. On which factor Drift velocity depends
4. What is the relation of Electric current with drift Velocity
A Quiz will be conducted after completing the topic.
LEARNING OUTCOMEs-
• Student will be able to understand the term Drift velocity

• Student will be able to know about the factor affecting Drift velocity
• Student will be able to use the concept in daily life and to solve scientific
problems.
•
VEDIO LINK
https://drive.google.com/file/d/1eidh4r2ow5JzelijheNPTu3q8Cf3jfBx/view?usp=sharing
ASSIGNMENT
Q 1. The electric field E, current density J and conductivity of a conductor arerelated as:
a. σ = E/J
b. σ = J/E
c. σ = JE
d. σ = 1/JE
Q 2. Two wires each of radius of cross-section r but of different materials are connected together end to end
(in series). If the densities of charge carriers in the two wires are in the ratio 1:4, the drift velocity of
electrons in the two wireswill be in the ratio:
a. 1:2
b. 4:1
c. 2:1
d. 1:4
Q 3. Drift velocity varies with the intensity of electric field as per the relation:
43
a. Vd α E
b. Vd α 1/E
c. Vd = constant
d. Vd α E 2
Q 4. Drift velocity depends upon the electric field, in which of the followingdependence of drift
velocity on the electric field ohm’s law is obeyed?
a. Vd α E 2
b. Vd α E
c. Vd α E1/2
d. Vd = constant
Q 5. What is the effect of heating of a conductor on the drift velocity of free electrons?
a. Increases
b. Decreases
c. Remains constant
d. None of the above
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Q 6. A steady current flow in a metallic conductor of non-uniform cross- section. Which of
the following quantities is constant along the conductor?
a. Drift Speed
b. Current
c. Current Density
d. None of these
Q 7. If the potential difference across ends of a metallic wire is doubled, the driftvelocity of
charge carriers will become:
a. Double
b. Half
c. Four times
d. One-fourth
Q 8. The drift velocity of free electrons in a conductor is 'v' when a current 'i' is flowingin it.
If both the radius and current are doubled, then drift velocity will be:
a. v
b. v/2
c. v/4
d. v/8
Q.9 Across a metallic conductor of non-uniform cross-section, a constant potential
difference is applied. The quantity which remains constant along the conductor is:
a. current density
b. current
c. drift velocity
d. electric field
Q.10 Assertion: A current flows in a conductor only when there is an electric fieldwithin
the conductor.
Reason: The drift velocity of electrons in the presence of electric fields decreases.
a. Both assertion and reason are true and reason is the correct explanation ofthe
assertion
b. Both assertion and reason are true but reason is not the correct
explanation of assertion
c. Assertion is true but reason is false
d. Assertion is false but reason is true
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NAME OF THE TEACHER: AASHISH SODHI DESIGNATION: PGT CS
NAME OF THE KV: KV RISHIKESH REGION: DEHARDUN
Objective :- After Going Through content of the Video, the students will be
able to understand:-
(i) Definition of Magnetic flux (Φ)

(ii) Formula and units of Magnetic Flux.
(iii) Definition of Electromagnetic Induction.
Target Group: - XII Class Students
Pedagogy / Methodology-
• Power Point Presentation.
• Using Animation as Teaching Aid
• Repeat Frequently
• Use of ICT
Assessment Strategy: -
• Discussion
• Numerical & Case Based Study Questions for Practice
• Notebook Assessment
• Class Test
• Oral Questions
Learning Outcomes :- At the End of the lesson students will be able to:
(i) Define Magnetic Flux.

(ii) Recall the formula for finding Magnetic Flux.
(iii) Calculate Magnetic Flux in Numerical.
(iv) Describe the phenomenon of Electromagnetic Induction.
(v) Summarize various ways of production of induced emf in a coil or
conductor.
Link For Lesson Video: " https://youtu.be/F527A_BF_Kk "
Link For Topic Associated Activity Video:

https://drive.google.com/file/d/12NwrRfL71ZSXOdkpAaJgR76LG3ObvmJu/v
iew?usp=drivesdk
1
NAME OF TEACHER- Mr AMIT SAXENA DESIGNATION – PGT C.S.
NAME OF K.V.- KV AFS BAWANA REGION -DELHI
INTRODUCTION:
This video lecture is about Database Concepts & Data Models. The students of class XII
are given knowledge about the concepts, importance and uses of Database Management
Systems, especially Relational Database Management System (RDBMS). Students are also
required to submit a project in their Board Practical Examination, on any real-life problem
which needs data to be stored in RDBMS- My SQL. For this they need to have a proper
understanding of concepts of DBMS and various SQL commands. In this session the students
will be introduced to the structure and advantages of RDBMS alongside the basic
terminology like Primary key, Candidate key, Degree & cardinality of a relation etc.
OBJECTIVE:
Focused Skills -Understanding, Knowledge, Identification, Application in real life.
The students will understand the needs and objectives of databases. They will learn the basic
concepts like relation , degree and cardinality of relation and definitions & role of Primary
key, Foreign key etc.
TARGET GROUP:
All the students of class XII of Computer Science who need to acquire skills to create &
maintain databases and develop a project having MYSQL at the backend.
PEDAGOGY/METHODOLOGY:
I have used Blended/Hybrid Learning method to shape my Lecture. Students were given
study material to read and understand at their home. Now, they will be engaged in a
discussion and throw questions to make this topic clear to them.
Quizzes MCQ
LEARNING OUTCOME:
Students will be able understand the need, importance and objectives of DBMS. They will be
familiar with the core concepts of Relational Approach of data storing and now they are
ready to implement their skills in future.
VEDIO LINK
https://docs.google.com/document/d/1InElMQI9yiJulAiObXc7diIwpvkU2zP_/e
dit?usp=sharing&ouid=108792462512830835380&rtpof=true&sd=true
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NAME OF TEACHER- Ms JEEMI RANI DESIGNATION- PGT CS
NAME OF K.V.- K.V. No.3, AMBALA CANTT REGION- GURGAON
Topic: Introduction to Foundational concept of Artificial Intelligence
1. INTRODUCTION
Artificial Intelligence is an emerging technology that makes machines think, sense, act and
take decisions on its own. Thislesson plan aims to introduce the foundational concept of
Artificial Intelligence. It includes Intelligence of Human beings, Animals and plants,
components of AI, types of AI, decision making, Applications of AI. Machine intelligence.
2. OBJECTIVES:
A. To understand the concept of Intelligence
B. To know the components of Intelligence
C. To understand the types of Intelligence To discuss the everyday examples of decision
making
D. To understand the concept of Artificial intelligence
E. To know how to make machine Intelligent
F. To know the applications of AI
G. To develop the children socio-emotional learning - a critical aspect of any
student ’s holistic development.
3
3. TARGET GROUP:
Students of class X
4. PEDAGOGY/METHODOLOGY:
1. Interactive method
2. Interrogation method
3. Real life example
4.Activity based learning
5. ASSESSMENT STRATEGY:
1. By taking quizzes.
2. By conducting activities.
3. Interactive mode
4. Interrogation method
5. Notebook Checking
6. LEARNING OUTCOME:
1. Understanding of Intelligence
2. Understanding components of Intelligence
3. Understanding the types of Intelligence
4. Knowing the decision making
5. Understanding Artificial Intelligence
6. knowing how to make machine Intelligent
7. knowing the applications of AI
8. Development of logical thinking ability
9. Development of creativity
VEDIO LINK
https://drive.google.com/drive/u/0/folders/1EQVyuXjFa_baR2kZNFSmMgRh1ceGg5J
Q
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NAME OF TEACHER- Ms JYOTI GUPTA DESIGNATION- PGT CS
NAME OF K.V.- K.V. SLIET LONGOWAL REGION- CHANDIGARH
TOPIC: SYSTEM SOFTWARE (COMPUTER SYSTEM

ORGANISATION)
INTRODUCTION
● Use of video clip to introduce the concept.
• Definition
• Types
OBJECTIVES
● To know what is System Software, why it is needed and what are its functions,
objectives and types.
TARGET GROUP
Class XI (CS and IP)
METHODOLOGY
Video clip along with ppt
Question answer session followed by discussion.
ASSESSMENT STRATEGY
1. Worksheet
2. Questions (Homework)
(attached at end)
Followed by class test at the completion of topic.
LEARNING OUTCOMES
• Types of System Software
● Learn about what is the need of operating system.
● Learn about what are the different types of operating system.
● Learn about functions of operating system.
● Difference between Compiler and interpreters
● worksheets
5
Fill ups
1 A software that operates the computer is called

2 Voice based interface in Window 10 is called
3 GUI Stands for
4 UNIX has been written in language.
5 All operating systems are written in language.

6 is always resident in RAM.
7 DOS is a type of operating system.
8 The processing in older times was called .
9 Process is a entity while Program is a entity.
10 The input device used in older days was called .
Questions
1 Define Operating system. What are the objectives of operating System?
2 Draw the diagram of OS showing its interface with hardware and software
3 How OS performs memory management?
4 What is the difference between program and process?
5 What is the difference between command based and Graphic based OS. Give one
example of each.
6 Difference between compiler and interpreter.
VEDIO LINK
https://drive.google.com/drive/folders/1j_R_9Eji0wFNWhzcLiw0H03QB76861rB?usp=shari
ng
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UPP COMMERCE
1.
Name of Teacher- Mrs. Denny Thomas Designation-PGT Commerce
Name of KV- Lansdowne Region: Dehradun
Class- XII Subject: Business Studies
Topic: Selection Process
INTRODUCTION
Selection is the process of identifying and choosing the best person out of a number of
prospective candidates for a job.
The process may start right from screening of the applications. It may continue even after the
Offer of employment, acceptance and joining of the candidate.
OBJECTIVES
1. To apprise the need for rigorous elimination of candidates to maintain the quality of the
selected candidates.
2. To inculcate competitive spirit among prospective candidates.
TARGET GROUP
Senior secondary students of Class XII Commerce.
1. Role Play Assessment.
2. StrategyClass test.
3. Quiz.
4. Feedback.
LEARNING OUTCOMES
Students will be able to:-
1. Understand the importance of Selection process in real life
2. Appreciate the predetermined steps in the selection process.
3. Differentiate between Recruitment and Selection.
Link: https://drive.google.com/drive/folders/13VcDUp1E66E5P2RLgte6xwIUA96eYctO?usp=sharing
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2.
Name of Teacher- Mr. Prashant Bhartwaj Designation- PGT Commerce
Name of KV- IMA, Dehradun Region: Dehradun
Class- XII Subject: Business Studies
Topic: Business Environment
SUB-TOPIC: DIMENSIONS OF BUSINESS ENVIRONMENT
INTRODUCTION:
1. The Chapter will be started with testing of previous knowledge of the students. For testing the
previous knowledge and develop the interest in the coming chapter some question will be asked
by the group of students who were already in 4 groups viz., Reliance, ITC, Mahindra and Tata.
This group of students will be acting as Members of Board of Directors.
2. The lesson will be developed with the introduction and discussion among the framed groups.
3. These members of the groups will develop the unit to next level.
OBJECTIVES:
1. To appraise the need for understanding the concept and dimensions of Business Environment
with relation to Various Objectives and Principles of Management.
2. To inculcate competitive spirit among prospective candidates and see the world and the
Business Environment as an opportunity to develop their personality and achieve the objectives
of the company.
TARGET GROUP:
1. Senior secondary students of class XII Commerce.
PEDAGOGY / METHODOLOGY:
1. Role Play 2. Assessment Strategy. 3. Class test 4. Quiz
LEARNING OUTCOMES
Students will be able to:
➢ Recapitulate some of the concepts from lesson Nature and Significance of Management and
Principles of Management.
➢ Get to the concept of various Dimensions of Business Environment
➢ The Planning Process
INTER-DISCIPLINARY APPROACH:
1. The concept is correlated with Accountancy, Sociology, Economics, Psychology.
Link:
https://docs.google.com/forms/d/1M0j9IBQYlpMl9rkcuMIyxIEi_Gsk7N--yVZRLIOG Q8/edit?usp=drivesdk
Link:
https://docs.google.com/forms/d/1MbhCuQ0p49kvrWIsUeWC-- sWkfrtsDb3HhG9Yne6cn4/edit?usp=drivesdk
Link: https://youtu.be/w3X3emQ7a_4
8
3.
Name of Teacher- Mr. Devender Singh Designation-PGT Commerce
Name of KV- Birpur, Dehradun Region: Dehradun
Class- XII Subject: Accountancy
TOPIC – RETIREMENT OF A PARTNER
(TREATMENT OF GOODWILL/ RESERVE / ACCUMULATED PROFIT

AND PREPARATION OF REVALUATION A/C)
GIST OF THE TARGATED TARGATED ACTIVITY ASSESMENT
LESSON SKILLS LEARNING PLANNED STRETEGIES
OUTCOMES PLANNED
Retirement of a Understading State the meaning of Correlating Quiz

partner – sacrificing ratio, gaining with real life
Effect of Retirement ratio and the change in situations
of a partner on profit sharing ratio
change in the profit among existing
sharing partners. Live
ratio, treatment of Analytical discussions
goodwill. with students
Develop the understanding
of accounting treatment
REVALUATION of revaluation assets and Discussion with
ACCOUNT: re- assessment of liabilities students that
and treatment of why it is Slip test
(1) Items to be reserves and necessary to
debited accumulated profits by distribute
Decrease in value preparing revaluation acco accumulated
of assets and unt and balance sheet.
increase in value reserve and
of liabilities and Calculation Explain the effect of profit already
unrecorded change in profit sharing exist in books
liabilities. ratio on admission of a among old class test
new partner. partners?
(2) Items to be
credited Treatment of revaluation Why new
Decrease in value of assets and re-assessment partner is not
of liabilities and of liabilities, treatment of entitled to have
increase in value of Reserves & any share in
assets and accumulated profits, above said
unrecorded assets. items?
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Link:
https://drive.google.com/file/d/1qxA15FSqhkUxuAuOHesjeMu4tPDePwKE/view?usp=sharing
4.
Name of Teacher- Mr. Dinesh Kumar Sharma Designation-PGT Commerce
Name of KV- No.2 AFS, Adampur Region: Chandigarh
Topic: DISSOLUTION OF PARTNERSHIP
Sub Topic: Meaning & Difference between Dissolution of Partnership &
Dissolution of Partnership firm,
Expected Marks Allocation:- 3+1= 4 Marks.
Introduction:
To Introduce the Topic, students should be made to recapitulate the previous knowledge on the
topic from basic of Partnership to Reconstitution of Partnership and thereby topic will be
initiated.
Small Classroom Experiment:
Experiment for correlating the meaning of Dissolution. Taking a transparent bottle and mixing
the sugar power into the water.
Learning Objectives:
Students would be able to;
i) State the meaning of Dissolution, Dissolution of Partnership and Dissolution of Partnership
Firm, Reconstitution of Partnership.
ii) Examples of Reconstitution of Partnership.
iii) Difference between Dissolution of Partnership and Dissolution of Partnership Firm
iv) Identification of Revaluation account and Realisation account asNominal Account.
Target Group:-
All Students with special focus on the learning potentials of Slow Bloomers.
Teaching Pedagogy/Methodology:
(i) Question Answer Method (ii) Group Discussion/Participation
(iii) Lecture Method (iv) Involvement of Students in teaching learning process.
Teaching Aids:-
(i) Students (ii) Placards on sub topics.
Students Activity:
Participation in Question Answer Session, Repetition of Important points by Students in
Class during the class room teaching.
Recapitulation/ Learning Outcomes;
i) State the meaning of Dissolution, Dissolution of Partnership and Dissolution of Partnership
Firm, Reconstitution of Partnership.
ii) Examples of Reconstitution of Partnership.
iii) Difference between Dissolution of Partnership and Dissolution of Partnership Firm
iv) Identification of Revaluation account and Realisation account asNominal Account.
Assessment strategy/ Home Work:
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Slip Test on the above questions.
Link: https://youtu.be/Kol7DMr5-4Q
5.
Name of Teacher- Ms. Meenu Yadav Designation-PGT Commerce
Name of KV- Saraikhas, Jalandhar Region: Chandigarh
Topic: Accounting for Share Capital
1. Introduction:-
Accounting for Share Capital.
Accounting Treatment of Shares in case of over-subscriptions.
2. Objective:-
i) To develop the understanding of procedure of issue of shares by company.
ii) To develop the understanding of accounting treatment of issue of shares.
3. Target Group:-
To develop understanding of the topic to all students.
4. Methodology:-
Role play, Group Discussion and correlate with real Life example.
5. Assessment Strategy:-
i) Question answer technique while teaching.
ii) Solving practical question by students in Class room.
iii) Work Sheet and Class Test after Each Topic.
6. Learning Outcome:-
i) Students will be able to explain the process of issue of shares.
ii) Students will be able to pass the journal entries of issue of share capital.
Link: https://youtu.be/D3HQGDx8WGE
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6.
Name of Teacher- Mr. Naresh Kumar Designation-PGT Commerce
Name of KV- Hiranagar, Kathua Region: Jammu
Topic- Forfeiture of Shares
INTRODUCTION
In the previous lesson you have learnt about the shares and their issue by a Joint Stock
Company. You have also learnt that generally the issue price of shares is payable in
installments i.e., on application, on allotment and on calls made from time to time by the
Board of Directors of the Company. Sometimes some shareholders fail to pay the called-up
amount in full i.e., they do not pay on one or more installments after the allotment of the shares
to them. In such a case either the company can go to the court and file a suit against the
defaulting shareholders for recovery of the due amount or can cancel the membership of the
defaulting shareholders. In case the membership is cancelled, the amount paid by the
defaulting members towards share capital stands forfeited. It is called ‘Forfeiture of Shares.’ In
this lesson you will learn about different situations in which shares can be forfeited and
accounting treatment thereof.
MEANING AND PROCEDURE:
If a shareholder fails to pay the due amount of allotment or any call on shares issued by the
company, the Board of directors may decide to cancel his/her membership of the company.
With the cancellation, the defaulting shareholder also loses the amount paid by him/her on
such shares. Thus, when a shareholder is deprived of his/her membership due to non-payment
of calls, it is known as forfeiture of shares.
The result of forfeiture of shares is:
a) Cancellation of membership of the shareholder.
b) Reduction of issued share Capital of the company.
Let us take an example to make it clearer. S.K. Ltd. issued 1,00,000 shares of ₹10 each
payable as ₹ 2 on application, ₹ 2 on allotment, ₹ 3 on first call and ₹ 3 on second and final call.
Mr. Harish, the allottees of 100 shares, fails to pay the second and final call money made by the
company. In this case if the Board of Directors decide to forfeit his shares, his membership will
be cancelled and the amount of ₹ 700 paid by him (on 100 shares ₹ 2 on application, ₹ 2 on
allotment and ₹ 3 on first call per share) will be forfeited. Now Mr. Harish will no longer be the
member of the company and the issued capital of the company will be reduced by ₹ 1000.
PROCEDURE OF FORFEITURE OF SHARES:
The authority to forfeit shares is given to the Board of Directors in Articles of Association of
the company. The Board of Directors has to give at least fourteen days’ notice to the
defaulting members calling upon them to pay outstanding amount with or without interest as
the case may be before the specified date. The notice must also state that if the shareholders
fail to remit the amount mentioned therein within the stipulated period, their shares will be
forfeited. If they still fail to pay the amount within the specified period of time, the Board of
12
Directors of the company may decide to forfeit such shares by passing a resolution.
The decision regarding the forfeiture of shares should be communicated to the concerned
allottees and should be asked to return the allotment letters and share certificates of the
forfeited shares to the company.
OBJECTIVES:
After studying this lesson, you will be able to:
- Explain the meaning of forfeiture of Shares
- Explain the situations in which shares can be forfeited
- Explain accounting treatment for forfeiture of shares issued at par and at premium
- Prepare relevant accounts.
TARGET GROUP: Class-XII
PADAGOGY/METHODOLOGY:
Collaborative, Inquiry based and integrative teaching.
ASSESSEMENT STRATEGY:
a) Question answer session
b) Group Discussion
c) Blackboard activity by student
d)Class Test
LEARNING OUTCOME:
a) Students will be able to understand the accounting procedure required at the time of forfeiture of shares.
b) Accounting treatment required at the time of forfeiture when shares are issued at Par and at Premium.
Link: https://youtu.be/a8ljfTwqf-k
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7.
Name of Teacher- Mr. Atter Singh Designation-PGT Commerce
Name of KV-No.1 Gandhi Nagar, Jammu Region: Jammu
TOPIC: PROFIT & LOSS APPROPRIATION A/C
INTRODUCTION:
The Topic of the class is “concept of profit and loss appropriation A/c” where the students of
class XII are taught the basic fundamentals of partnership regarding the firms appropriates or
distributes the profit earned during the year. As per the curriculum of CBSE, the students of
Class XII have to learn and study this concept in fundamental of partnership firm in their
accountancy subject. The topic is best taught by using pedagogical approach of various
examples and learning by doing methods.
OBJECTIVE:
Students of class XII are already familiar with the fundamental of partnership firm and must
grasp the fundamentals of accounting with much stronger grip. The best way to clear the basics
of distribution of their profit and losses is by using their day-to-day routine and activities. When
students can relate to something already taught or known then the learning becomes easy. With
the help of effective methodology teacher can easily achieved their target with the learning by
doing by their students.
TARGET GROUP:
Class XII students of Commerce stream (accountancy) with basic knowledge of the
fundamental ofpartnership firm from class XI Students.
PEDAGOGY/METHODOLOGY:
LIVE EXAMPLES:
Examples play an important role in developing the conceptual understanding and certain
examples can be significant in enhancing the thinking capabilities of students. Using examples is
a method practiced to explain and give understanding in the teaching and learning process.
LEARNING BY DOING:
“Learning by doing” is active, hands-on and engaging for students. The goal of this teaching
approach is for learners to construct mental models that allow for 'higher-order' performance
such as applied problem. The idea that we learn more when we actually “do” the activity.
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1. Students have been asked questions on Profit and Loss appropriation accounts and
otherterminologies involved in the calculation process.
2. Sample Journal Entry is given to students as class work for evaluation of
understanding of theconcept being taught.
3. Students are asked for role play for solving real world like situation of
partnership and expensesof various heads involved.
4. Monthly assessment test or slip test to identify the learning gap between the high
achievers andthe slow bloomers.
5. Practical practice in the practical periods duly supervised and monitored by the
subject teacher.
6. Appropriate home assignment involving similar problems with minor tweaks to
assess childrenawareness and promptness towards the topic taught.
LEARNING OUTCOME:
The learning outcome desired from the topic and Unique pedagogical Practice of live example and
learning by doing method and role play the students can record the entries of profit and loss appropriation
A/c and they can easily prepare P & L App A/c. students can easily distribute the appropriate profit to the
partners.
Link: https://youtu.be/Mt4pXKWo1BM
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8.
Name of Teacher- Ms. Somdatta Saha Designation-PGT Commerce
Name of KV-No.2, Srinagar Region: Jammu
Class- XI Subject: Accountancy
Topic: Accounting Equation
Accounting equation is based on the concept of Dual Aspect of Accounting. It means that in
everytransaction there is two aspect- a Debit and credit.
OBJECTIVE-
The students will be able to classify a transaction into the aspects of Asset, Liabilities and Capital. The
students will be able to show the effects of transaction in an accounting equation.
TARGET GROUP-
The students of the class.
PEDAGOGY-
Learner centered pedagogy where the main focus will be on the understanding of the students
ASSESSMENT STRATEGY-
An assignment will be given in a classroom to evaluate the clarity of concept of the students.
LEARNING OUTCOME-
The students will be able to classify a transaction on the basis of accounting equation and show
that Asset = Capital + Liabilities.
Link: https://youtu.be/CzEmmML23qc
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UPP ECONOMICS
1.
Name of Teacher- Mr. DP Thapliyal Designation-PGT Economics
Name of KV- OLF Raipur Region: Dehradun
Class- XII Subject: Economics
Topic: DETERMINATION OF EQUILIBRIUM LEVEL OF INCOME AND OUTPUT
CONSUMPTION FUNCTION & SAVING FUNCTION
INTRODUCTION:
Determination of income, output and employment is the core of the subject matter of
macroeconomics. Consumption function and Saving function is the core concept of the Keynes
theory of income and employment. AD and AS together determine the level of income, output
and employment.
OBJECTIVE:
In this Topic we deal with the consumption function, Saving function with the determination of
National income under the assumption of fixed price of final goods and constant rate of interest
in the economy. The theoretical model used in this Topic/ chapter is based on the theory given by
Keynes.
TARGET GROUP:
The target groups are high achievers and slow bloomers of class XII economics students with
significant limitations in term of activity and participation in one or more areas of life due to
permanent functional and Coved 19 issues, which result in continued difficulty in term of
communication, learning, mobility, autonomy, interpersonal relationships and social
involvement. We also focus on socio- emotional learning.
PEDOGOGY / METHODOLOGY:
Competency- Based learning (CBL) and Problem- Based learning (PBL) use in class room
teaching in this unit. Use of CBL Methodology have the acquisition of knowledge, the
development of skills and the establishment of work habits as their main goals and use of PBL.
Methodology:
The development of students critical thinking and creative skill, problem solving abilities,
increased students motivation and better knowledge sharing in this chapter. Both the
methodologies recognize for novel approaches to teaching that improve learning outcomes in the
classrooms.
ASSESSMENT/STRATAGY:
Formal and Informal assessment strategies follows: Aptitude tests, Standardized tests and
Examinations. On the other hand, informal assessment strategies enhance the day to day learning
process in classrooms to monitor progress through simple methods on a daily basis.
LEARNING OUTCOME:
Students will be able to explain, Interpret and Analyze concept of consumption function and
saving function, behavior, tabular presentation. Identify the slope of C- line, Develop, Construct
and Define slop of consumption & saving line, Tabular and Diagrammatic presentation of
AD=AS and S=I approach.
Link: https://youtu.be/Cg1pLwBBJig
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2.
Name of Teacher- Dr. VANDANA SAINI Designation-PGT Economics
Name of KV- NO.2 ROORKEE Region: Dehradun
Topic: RURAL DEVELOPMENT
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LESSON PLAN
GIST OF THE TOPIC LEARNING
OUTCOMES/ACTIVITIES
RURAL The major objectives as well as
DEVELOPMENT(REVISIO
N):- learning outcomes which are to be
✓ RURAL DEVELOPMENT brought among students are as
✓ CHALLENGES OF follows:-
RURAL
➢ INSIGHT INTO THE TOPICS
DEVELOPMENT
➢ COMPREHENSION
✓ LINGERING
ABILITY
CHALLENGES OF
➢ RAISING UNDERSTANDING
RURAL DEVELOPMENT
LEVEL
✓ SOURCES OF RURAL
CREDIT
✓ AGRICULTURAL -provide an insight to the students

(RURAL)MARKETING about different concepts related with
the rural activities.
✓ MEASURES BY THE
GOVT.TO IMPROVE -to develop understanding of the
basic terms of the chapter.
MARKETING SYSTEM
✓ DEFECTS OF
AGRICULTURAL
19
MARKETING
20
-to teach about important topic
of sources of rural credit and
system of agriculture marketing
prevalentin the economy.
-to tell them with examples that

how govt. has taken various
initiatives in respect of rural
credit and marketing. Similarly
discuss about the defects in rural
marketing that requires focused
attention of the govt.
ACTIVITY
-to test the knowledge about
concept clearance, a case study
with multiple choice questions
are given to students as activity
during the teaching-learning
process:-
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-make the students able to
comprehend the meaning of
rural development, different
sources of credit with their
merits and demerits.
-to made them capable to

understand the various
strategies adopted by govt. for
expansion of an orderly
agricultural marketing system
and find out the problems
23
associated with this system
whichhampers its growth.
-to help them to understand how

coronavirus affect the Indian
economy and how agriculture
becomes priority for the
economy.
ACTIVITIES
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-to make students acquainted
with the latest changes in the
pattern ofexam.
-to make them familiar regarding

how to attempt questions based
on different types of case studies
and reasoning-assertion
base
dquestions.
CLASS AS WELL AS HOME ASSIGNMENT:-

After explaining the important concepts/terms of the chapters with examples, multiple type
questions, case study based questions, short questions and reasoning-assertion type questions
aregiven to the students.
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HOMEWORK FOR PRACTICE:-
Link: https://youtube.com/watch?v=3MzlzoWgNkA&feature=share
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3.
Name of Teacher-Mrs. Nidhi Khurana Designation-PGT Economics
Name of KV-Tagore Garden Region: Delhi
INTRODUCTION:
Money and Banking :- Banks are organized institutions that accept deposits from depositors and
advance loans to borrowers. On the other hand, Money is the medium of exchange that allows the
transfer of ownership of commodities from one person to the other.
OBJECTIVES:
Monetary policy has three main objectives — growth, equity and pricestability
TARGET GROUP:- ALL SECTIONS OF STUDENTS
METHODOLOGY: Enquiry skill ; holistic approach, Individual attention
Assessment Strategy
1. Ask students to reflect.
2. Use quizzes.
3. Ask students to summarize.
4. Ask them to prepare self notes.
TLO
Students will be able to understand

1. Basic functions of money.
2. Basic functions of Central Bank
3. Money and Supply of Money
4. The Mechanism of Credit Creation by Commercial banks
5. Appreciate the role of Commercial banks and Central bank inIndian Economy.
Link:
https://drive.google.com/file/d/1Iq_i-BeXKD3edM_ocsJm0H7IafCYyRxD/view?usp=sharing
https://drive.google.com/file/d/1uK8elcE5ps2LprzYDqFvDXo1gf-3nLST/view?usp=sharing
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4.
Name of Teacher- Mr.Pulkit Garg Designation-PGT Economics
Name of KV-No.1 Faridabad Region: Gurugram
Topic: CREDIT CREATION BY COMMERCIAL BANKS
Introduction 1. The teacher starts the class with few questions in mind (to conduct the
Pre- knowledge testing) that how the commercial bank create money in the
economy
2. What commercial do with the amount we deposited in bank
3. Do we withdraw all the amount we have in your bank account. ...... etc
Similar kind of question asked in the class in the beginning to create curiosity
among the students.
2. By using Role play method an Activity is conducted in class.
Activity details:- All the students were assumed to be member of a small
economy where gold is the official money, a goldsmith is chosen out of the
students who actas a banker and perform the function of accepting deposits
and giving out loans andwith this function he/she can create credit in the
economy.
The entire process is performed and later
3. By using Board and marker the following topics were explained in
connectionwith the above activity.
• Explain the meaning of bank.
• What function it performs – Accepting deposits , Giving out loans
• Use of the amount deposited by the people in the bank.
• Process of credit creation
• Role of money multiplier and how credit can be controlled
Students will be able to -

• Develop interest in Economics as they will be thinking from the ‘Bank’
point of view.
Objectives • Understanding why bank accept deposits and what it do with these
deposits.
• Will be able to understand why the bank keeps the required reserves.
• Will be able to analyse how money circulate in the economy and
how thecirculation can be impacted by bringing changes in the required
reserve.
• Will be able to understand the process of credit creation.
• Will help in understanding the monetary policy and can link the topic to
other subjects like Accountancy and Business studies.
Target Group The Target group is the entire class including the bright learners and the slow
achievers.
The main focus of developing such pedagogy is to create interest of such
studentswho are either slow learners or lack interest in the subject.
Target group is to attract such student’s interest, involve them and
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enhance thelearning in a easy way.
Pedagogy / With a target to enable students to reach their full potential and provide a
Methodology strongfoundation of learning.
A mixture of social constructivism and behaviorism approach is taken to
connect students with topic.
A role play method is chosen for the topic to provide a glimpse of history of
banking and the activity is planned in accordance that entire class work as a
groupand can participate in the activity.
Details of Activity
All the students are consider as a part of economy, Gold is the official
currency of economy, one student is chosen as a Gold Smith (who act very
similar to the Bank)provide facilities like accepting deposits and giving out
loan.
Notebooks are assumed to be the gold, student’s deposit the gold and gold
smith issue the paper note in exchange of the gold and in similar fashion he
created morepaper notes in respect to the physical gold available in the
economy.
By this activity students would able to connect with the new banking
system andable to understand the process of credit creation.
Later the activity is connected with lecture method involving the
brainstormingsession among the students so that the desired objectives
can be attain.
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Main script: Commercial bank can create credit with the help of their twin function of
accepting deposits and giving out loans.
(i) As bank receive cash deposits from the public which is called as demand
deposits or chequable deposits.
(ii) Out of the total cash received by the bank only a fraction of it is withdrawn by
the people based on their need left is used by bank to provide loans to the public.
(iii)By this way bank lends money many more times as compare to the cash
reserve. By this way bank can create credit in the economy, it can be explained
with an example in various rounds.
Suppose there is a single banking system in the economy and initially the bank
receives a deposit of ₹ 100 Crores.
From the past experience bank observe that only 10% amount is total deposit is
withdrawn by the people and left money remain idle with the bank.
So bank categorize its deposits into – Excess reserves and Required reserves
Required Reserve refers to the fraction of deposits which is kept by
commercial bank to fulfill the demand of the depositors.
Excess reserve is the fraction of deposits which is used by bank to provide loan.
Based on past history bank keep LRR (Legal reserve ration ) as 10% , it
means out of all deposits only 10% is kept as cash reserve and left is used to
provide loans
Rounds Initial Deposit Deposits Required Exces

(in Crores) (in Crores) Reserves Reserve (in
(in Crores) Crores)
1st 100 100 10 90
2nd 90 9 81
3rd 81 8.1 72.9
- - - - -
It continues till excess reserves are exhausted
Total 100 1000 100 900
As from the schedule we can observe that
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a) In the first round, bank receive deposit of ₹100 Crores, out of which bank
keep a deposit of ₹10 Crores as required reserve or cash reserve and left ₹90
Crores is kept as excess reserve required to provide loan.
b) Bank loaned out ₹90 Crores by creating a loan account, which increase the
deposit by ₹ 90 crore in round 2.
c) Out of the new deposits bank keep again 10% i.e. ₹9 crore as required
reserve and left is i.e. ₹ 81 crore as excess reserve which can further be used
to provide loan.
d) This process continues round by round till excess reserve
is exhausted. Therefore
1 1
Total Demand Deposit = x Initial Deposits = x 100 = ₹1000 crore
LRR 10%
Conclusion: - From the above we can observe that with ₹ 100 as initial deposits with
10%
as LRR bank create ₹1000 crore as demand deposits so we can conclude that
money created by commercial bank depends on two factors
A) The LRR (Legal reserve Ratio) – that is the ratio of deposits which is
kept by the commercial bank with themselves.
B) The amount of Initial deposits.
Note: - Legal reserve ratio (LRR) is also mentioned as CRR (cash reserve ratio)
or reserve ratio.
What to assess for:

Assessment 1. Which financial Institutions are considered as banks?
Strategy 2.What kind of deposits bank accepts
3. What bank does with these deposits?
4. Why bank divide the deposits into required reserves and Excess reserves?
5. Explain the process of credit creation?
6. What do you understand by money multiplier?
7. How money multipliers influence the credit creation?
8. Numerical on the concept of money multiplier
9. Revision from the Diksha portal
10. MCQ question on Google form.
11. Written test on the topic after the completion of the chapter.
12. Oral Response from students in class while teaching.
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Learning Students will be able to:-
outcomes for 1. Know the meaning of bank and which financial institutions are consider as
the lesson Bank.
2. Develop the ability to analyze the role of commercial bank in creating the
creditin the economy.
3. Create a sense of awareness about different type of deposits kept with
bank – required reserve and excess reserve its relevance in creating credit in
the economy.
4. Understand the relationship among LRR and Credit creation.
5. Develop the role played by the credit creation in controlling money
supply andits relevance in Accountancy and Business studies.
LINK: https://drive.google.com/file/d/1bn9c9KcJ_xd_dbOl1kHVUSbRByxzIRPo/view?usp=sharing
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5.
Name of Teacher- Mrs. Sapna Monga Designation-PGT Economics
Name of KV- Dr. Rajendra Prasad, Delhi Region: Delhi
Topic: RURAL DEVELOPMENT
PART B- INDIAN ECONOMIC DEVELOPMENT
Introduction:
❖ Rural development is a comprehensive term which focuses on the action
for the development of the areas that are lagging behind in overall
development of the village economy.
❖ SYLLABUS TO BE COVERED IN RURAL DEVELOPMENT:
Rural development:
Key issues – credit and marketing – role of cooperatives; agricultural
diversification; alternative farming – organic farming
❖ Sources of rural credit in India.
❖ 1. Non-institutional sources are money lenders, traders and commission
agents, landlords, relatives and friends.
❖ 2. Institutional sources are as follow:
(i) Co-operative credit societies.
(ii) Commercial Banks
(iii) Regional Rural Banks
(iv) NABARD (National Bank for Agriculture and Rural Development.)
(established in 1982)
(v) Self Help Groups (SHGs).
National Bank for Agriculture and Rural Development (NABARD)
It was set up in 1982 as an apex body to coordinate the activities of all
institutions involved in the rural financing system. It has an authorised share
capital of Rs. 500 crore. The RBI has contributed half of the share capital while
the other half has been contributed by Government of India.
The main functions of NABARD are
• To grant long-term loans to the State Government for subscribing to the
share capital of cooperative societies.
• To take the responsibility of inspecting cooperative banks, Regional Rural
Banks (RRBs) and primary cooperative societies.
• To promote research in agriculture and rural development.
• To serve as a refinancing agency for the institutions providing finance to
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rural and agricultural development.
• To help tenant farmers and small farmers to consolidate their land holdings.
❖ Agricultural marketing means all those activities which includes-gathering
the produce after harvesting, processing the produce, grading the produce
according to its quality, packaging the produce according to preferences of
buyers, storing the produce for future sale and selling the produce when
price is lucrative.
❖ In other words, Agricultural marketing covers the services involved
in moving an agricultural product from the farm to the consumer.
Target Groups:
All groups are target groups including High Achievers, Average achievers and
Slow Bloomers.
Relation with other subjects
The student will be able to relate this topic with B.st, Accounts, Math,
Environmental science etc.
TEACHING LEARNING OBJECTIVES

The students will be able to
(1) Appreciate Rural India.
(2) Understand the need for different banks for agriculture.
(3) Distinguish between Institutional and Non Institutional Sources of rural
credit.
(4) Relate theoretical knowledge with practical knowledge.
● Use of ICT
● Visit to Cooperative Credit Society for more understanding of Cooperatives.
● Use of Various experiences and examples from the daily lives of the students.
● Integration with other subjects.
● Inclusion of group activity to explain the importance of Microfinance units/
Self help groups.
● Verbal responses of the students through recapitulation.
● Understanding of the subject and the problems related to rural credit through
34
group activity.
● Practical problem to analyze the decision making power of the students.
Learning Outcomes:
Knowledge
1. The students' knowledge about the rural sector will increase.
2. The student will be able to define institutional sources, non institutional
sources, organic farming etc.
Understanding
1. The student will be able to List down institutional and non institutional
sources.
2. The student will be able to appreciate the benefits of organic farming.
Application
1. The student will be able to apply this knowledge in real life.
Psychomotor skill
1.The student will be able to understand the diversification of the Indian
economy.
Link:- https://photos.app.goo.gl/Yg6beP1Z1Ucmm2wS6
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6.
Name of Teacher- Mrs. Sunita Malik Designation-PGT Economics
Name of KV- Paluwas Region: Gurugram
TOPIC: AGGREGATE DEMAND, AGGREGATE SUPPLY AND RELEATED CONCEPTS.
SUB TOPIC: Consumption function, saving function, APC, MPC, APS &MPS.
INTRODUCTION:
What is aggregate demand & supply? What is the relation between income and consumption?
OBJECTIVES:
The students will be able to understand the –
1. Consumption function
2. Saving function
3. Meaning of Propensity to consume.
4. Components APC and MPC.
5. Meaning of Propensity to save.
6. Components APS and MPS.
7. Solve day to day problems.
8. Relate expenditure with relation of income.
9. Solve numerical of APC and MPC.
10. Relate saving with relation of income.
11. Solve numerical of APS and MPS.
TARGET GROUP: XII B class students.
PEDAGOGY/METHODOLOGY: Brain Storming & Learner centered-The class would start
with a discussion on what the students would learn now. They would also be told the
significance of the topic that they would be studying.
Introduction of the topic- PPT and Digital Content would be shared
Assessment Tools/ Strategy:
• Asking questions individually while teaching.
• Conducting quiz.
• Homework questions to be given.
• Guided practice followed by Independent Practice- NCERT
questions to be discussed in the classroom. Discussion on HOTS.
Learning Outcomes: To make students understand Consumption function, saving function,
APC, MPC, APS &MPS. To develop skills to draw diagram and table relates to this topic.
Connect the bookish knowledge to their day to day life.
Link:
https://drive.google.com/file/d/1rXNtnYGNz7uoZ1c_zWEt8QIWtHAcTS3/view?usp=sharing
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7.
Name of Teacher- Mrs. Talwinder Kaur Designation-PGT Economics
Name of KV- Kapurthala Cantt. Region: Chandigarh
TOPIC: EXCESS DEMAND
1 INTRODUCTION OF EXCESS DEMAND: INTRODUCTION MEANING, IMPACT.

THE TOPIC AND ASKING QUESTIONS TO CREATE INTEREST:
SUBTOPIC 1. MEANING OF CONSUMPTION FUNCTION AND DIAGRAM.
2. INVESTMENT CURVE.
3.MEANING OF AGGREGATE DEMAND AND DIAGRAM.
4. MEANING OF AGGREGATE SUPPLY AND DIAGRAM.
5. EQUILIBRIUM OF AGGREGATE DEMAND AND AGGREGATE SUPPLY.
2 INSTRUCTIONAL THE CHILD WILL:
OBJECTIVES 1. ACQUIRE THE KNOWLEDGE OF EXCESS DEMAND.
2. UNDERSTAND THE IMPACT AND REASONS OF EXCESS DEMAND IN
REAL WORLD.
3. APPLICATION OF KNOWLEDGE OF AFORESAID IN REAL WORLD.
4. DEVELOP PROPER INTEREST IN ACHIEVING THE OBJECTIVES OF
LEARNING PROCESS.
3 TARGET GROUP WHOLE CLASS XII
4 PEDAGOGY/METHOD ➢ RECALL THE KNOWLEDGE AQUIRED PREVIOUSLY.
OLOGY: ➢ RECOGNISE THE NEED OF STUDENTS.
1. RECALL:
➢ EXPLAIN THE TOPIC BY INVOLVING STUDENTS.
2. EXPLAIN: ➢ USE OF ICT, PPT

➢ EXPLAINATION AS IN VIDEO ABOUT THE EXCESS DEMAND
5 ASSESSMENT OF 1. GROUP DISCUSSION

KNOWLEDGE 2. SLIP TEST
3. ASKING SHORT QUESTIONS ETC
4. HOME ASSIGNMENT
6 LEARNING STUDENTS ARE EXPECTED TO LEARN ABOUT:
OUTCOMES 1. EXCESS DEMAND
2. IMPACT AND REASONS OF EXCESS DEMAND.
Link: https://youtu.be/qCTl_4-ffAA
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8.
Name of Teacher- Mrs. Rohini Chhibber Sharma Designation-PGT Economics
Name of KV- Sec 47, 2nd Shift, Chandigarh Region: Chandigarh
Class- X Subject: Economics
Topic: MONEY AND CREDIT
Unit MONEY AND CREDIT

Introduction for The introduction of the topic begins withthe needs and wants of the
the Topic human being in early ages. And how they started EXCHANGE the
goods and services .
Here students were made to understandthe concept of the
EXCHANGE.
For exchange they will be taught about the BARTER SYSTEM .Its
limitationsand problems.
Then children will be asked whether in the current period barter
system prevails?
How do we exchange the Goods in thecurrent period ?
The answer given by the children will beMONEY
Objective To enable the students to understand the concepts related to money

and credit
Learning Knowledge- student will know and understand
outcomes
● Evolution of exchange
● The concept of the barter system and its problems.
● Evolution of Money
● Importance of Money
● Meaning of banking credit creation process of
commercial bank
Skill Student would be able to acquire the following skills
● Application of knowledge
● Critical thinking
● Creativity
● Multidisciplinary approach will relate to history , Business
studies
Methodology / Transaction would proceed in the following manner:-

pedagogy 1. Brain Storming- by showing the PPT students will be asked
38
what they interpret from it .
2. Constructivism - constructing the meaning of Exchange and

Money with the help of accumulated experience and learning.
3. Discussion- children will discuss the importance of money in

comparison to limitation of money.
Use of ICT PPT
https://docs.google.com/presentation/d/1fSpqvc7mmYWjm1zelqHVy
MhlEz7vzOV4/edit?usp=sharing&ouid=102617898693290527706&rtp
of=true&sd=true liveworksheet.
Assessment/eva Quiz
luation Liveworksheet- https://www.liveworksheets.com/5-y v81930so
Target Group Due to various social backgrounds and multiple intelligences, the
classroom might be a diverse arena. The following techniques can be
used for various group:
For High Scoring Students:
39
*encouragement for referring other resources
For slow bloomers : Peer help to be provided provide grade up classes
For Lower Scoring Students:
*Call parents at regular intervals
Competency Developed:- Communication and collaborative
Resources Text Book:
CBSE Publication Reference Book Previous year questions
Self study, Independent Practice: Student do the given question in their homework
Homework, notebooks as mentioned in the monthly planner.
Assignments It is also advised that the students come to the class with proper
background knowledge of the topic under discussion.
They can refer to the resources stated above.
Assessments
Addressing
Classroom
Diversity
*Provide grade up classes
*Encourage and motivate them at every level.
Marks The weightage would be given by CBSE.
Link: https://youtu.be/RsiFGouHbGk
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9.
Name of Teacher- Mrs.Vandana Designation-PGT Economics
Name of KV- Nabha Cantt. Region: Chandigarh
Topic- Determination of Equilibrium price
Introduction:
The lesson will be introduced by asking questions on the previously discussed chapters
on theory of demand and theory of supply.
The questions on increase and decrease in demand and supply will be asked. Examples on
Cause and effect variables will be discussed.
Objective:
1. The students will be able to understand hoe the equilibrium price will be determined in the
market.
2. The students will be able to understand how the cause and effect variables work.
3. The students will be able to understand how changes in demand and supply affect
equilibrium price.
4. The students will be able to draw the diagrams on change in equilibrium price due to
changes in factors affecting demand and supply.
Target group:
Average and Slow learners
Methodology:
1. Learning by doing
2. Constructivism method
3. Students themselves were able to make changes in equilibrium price due to changes in
factor affecting demand and supply.
4. Students were active learners
Assessment strategy
1. Reasoning based questions
2. Through the diagrammatic presentation of changes in demand and supply, effect on
equilibrium price will be determined by the students.
3. Diagrams on changes in demand and supply.
Questions on causes of shift in demand /factors affecting demand and supply.
Learning outcomes
1. The students learnt how equilibrium price is determined in the market
2. The students learnt how equilibrium price is affected by changes in demand supply.
3. The students learnt how equilibrium price changes by changes in factors affecting demand
and supply.
Link: https://youtu.be/nwjCgm8EXOg
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NAME OF THE TEACHER : Dr. Vijaya Roy DESIGNATION: PGT(Geography)
NAME OF THE KV : KV Sec47, CHD REGION : Chandigarh
Class : XI Sub: Geography
Geography As A Discipline (Chapter 1: Fundamentals of Physical Geography)

Sub Topics: Three sets of questions, Four dimensions of Geographical study Branches of
Geography: Systematic and Regional Geography
Previous Knowledge:
The students have a basic knowledge and fair understanding of the reasons for studying
Geography, Changing nature of Man- environment relationship, Modern techniques in Geography
Introduction:
The lesson will be introduced using questions about- Why should we study Geography? The
students will be asked to answer few questions.
Learning Objectives:
After the completion of the lesson the students will be able to:
• Discuss the three important questions related to geography
• Illustrate the four dimensions of the study of Geography
• Differentiate between Systematic and Regional Geography
• Identify regions and systems in Geography
• Identify the causal factors behind Geographical phenomena
Target Group: Class XI students
Focused Competencies:
• Knowledge, understanding, skills
• Application in real life situation
• Critical and creative thinking skills
• Logical reasoning
Teaching Aids:
• Powerpoint presentation
• kahoot.com (for assessment)
Teaching Strategies planned:
• Question answer technique
• Demonstration of PPT
• Brainstorming
• Explanation using diagrams
• Real life examples
Assessment Strategies Planned:
• Oral Questioning
• Recapitulation
• Online Quiz link to be shared after the class
(https://kahoot.it/challenge/02417429?challenge- id=7b3e389e-0d0e-405f-bc7f-
e375c1d4793b_1661385798570)
Learning Outcome:
The children were able to:
• describe the three sets of questions related to geographical study.
• give examples for ‘Humanization of Nature’
• identify some physical and human systems in geography.
• Answer ‘why Equatorial regions have hot and humid climate’ to some extent
Video Link : https://youtu.be/ccSZFZXgTgo 233
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NAME OF THE TEACHER : Sh Shailendra DESIGNATION: PGT(Geography)
NAME OF THE KV : REGION : Deharadun
Class : XII Sub: Geography
Topic: HUMAN SETTLEMENTS
UNIT Meaning, rural-urban, classification on various aspects, types of Human

settlements, factors affecting Human settlements, types of Rural
settlement and Urban settlement.
Pre-requisite for the Students should have the basic knowledge basic services and higher
course level activities.
To provide students the knowledge and understanding of all the tertiary,
Objective
quaternary and quinary activities around the world.
Learning Outcomes Students will acquire the knowledge of important services.
They will understand the role of all geographical, economic, social and
cultural factors in the development of service sector.
They will learn the factors of the growth of the service sectors and their
spatial distribution.
They will know the distribution of all these activities and the changes
which are taking place.
Key Competencies- Critical thinking and problem solving
Communication
Creativity and innovation
Citizenship
Collaboration
Transaction
Methodology
Questioning: Testing what students have learned and need to be

taught.
Instructional Strategy for the lesson: PPT Tutorials, videos,
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43
Resources
CBSE book
PPT
Study material
Independent Study Book exercise, In text questions
Checking for
Oral Test, UT, Test series given in spiral.
Understanding
To solve problems based on concepts and ask students to do the
Addressing
application-based problems,
classroom diversity
ex- reasons, examples, case studies, map work
https://www.youtube.com/watch?v=30MI268Yoxw
Video Link
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NAME OF THE TEACHER : Sh I D Soni DESIGNATION: PGT(Geography)
NAME OF THE KV : REGION : Delhi
Topic: Watershed Management
i) Introduction-
Watershed management basically refers to efficient management and conservation of surface and
groundwater resources. It involves prevention of runoff and storage and recharge of groundwater
through various methods like percolation tanks, recharge wells, etc. Watershed management aims
at bringing about balance between natural resources on the one hand and society on the other.
The success of watershed development largely depends upon community participation.
ii) Objective-
To aware the students about the following-
a) The need of water conservation .
b) To prevent the Water pollution
c) 3 R’s – Reduce water wastage , Reuse of water and Recycle of water
d) Rainwater Harvesting methods
iii) Target Group- Slow learners
iv) Pedagogy/ Methodology-
Debate, Quiz, Diagram/Map
v) Assessment Strategies-
a) Quizzes
b) Entry and Exit Questions
c) Choral Response
d) Think-pair-share
vi) Learning Outcome-
The student is expected to understand the following after the topic is over-
a) Meaning of Watershed Management
b) Meaning of Rainwater Harvesting
c) Various Methods of Rainwater Harvesting
d) Importance of 3 R’s.
e) Role of the government and the people in watershed management.
Video Link:
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NAME OF THE TEACHER : Sh Pawan Kumar DESIGNATION: PGT(Geography)
NAME OF THE KV : K. V. Janakpuri, New Delhi REGION : Delhi
Topic: Water Resource
1. Introduction-
• Watershed management basically refers to efficient management and conservation
of surface and groundwater resources.
• It involves prevention of runoff and storage and recharge of groundwater through
various methods like percolation tanks, recharge wells, etc.
• However, in broad sense watershed management includes conservation,
regeneration and judicious use of all resources – natural (like land, water, plants and
animals) and human with in a watershed.
• Watershed management aims at bringing about balance between natural resources
on the one hand and society on the other.
• The success of watershed development largely depends upon community
participation. The Central and State Governments have initiated many watershed
development and management programmes in the country. Some of these are being
implemented by nongovernmental organizations also.
• Haryali is a watershed development project sponsored by the Central Government
which aims at enabling the rural population to conserve water for drinking,
irrigation, fisheries and afforestation. The Project is being executed by Gram
Panchayats with people’s participation.
• Neeru-Meeru (Water and You) programme (in Andhra Pradesh) and Arvary Pani
Sansad (in Alwar, Rajasthan) have taken up constructions of various water-
harvesting structures such as percolation tanks, dug out ponds (Johad), check dams,
etc., through people’s participation.
• Tamil Nadu has made water harvesting structures in the houses compulsory. No
building can be constructed without making structures for water harvesting.
• Watershed development projects in some areas have been successful in rejuvenating
environment and economy.
• There is a need to generate awareness regarding benefits of watershed development
and management among people in the country, and through this integrated water
resource management approach water availability can be ensured on sustainable
basis.
2. Objective: After learning this lesson, students will be able

• To define the terms watershed and watershed management.
• To appreciate its importance in water conservation.
• To assess the role of people’s participation in water conservation.
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3. Target Group: Class- XII
4. Pedagogy/ Methodology: This lesson will proceed through activities like question-answer,
discussion, power-point presentation, video play and recapitulation. There will be ample
space for students to share their views and discuss the content.
Procedure:
• Begin the lesson by asking questions such as: What do you think a watershed is?
What types of water are included within a watershed?
• Define the term watershed for the students (a watershed is the area of land where
water drains off and includes creeks, streams, rivers, ponds, lakes, oceans, etc.). Ask
students what watershed they live in.
• Display the map and discuss the size of the watershed, flow of water and how the
surrounding area can influence these dynamics.
• Ask the students: How does it (WSM) conserve water? Whose responsibility is there
to manage watershed? Introduce the role of the government and people. Explain it
through the example of Haryali, Neeru-Meeru and Arwari Paani Sansad.
• Play the video of Arwari Pani Sansad and Haryali. Explain how people are
participating in this noble effort. Explain the role of NGO working for this cause.
• Recapitulate the lesson with question-answer.
5. Assessment Strategy: Assessment will be done through

• Reflection of students: During the last five minutes of class, students will be asked
to reflect on the lesson and write down what they’ve learned and how they would
apply this concept or skill in a practical setting.
• Peer instructions: Learners will be asked to teach his/her peer. If they succeed in
doing so, means they have understood the concept.
• Formative pen-paper assessment: Students will be asked to write response/answer
on paper.
6. Learning outcome:
• Understand the concepts of watershed management.
• Assess and analyze people’s participation in watershed management.
• Assess the practice of watershed management through examples.
7. Resources:
• Power-point
https://docs.google.com/presentation/d/1Ti4ncKRU9YCB0f150RFGbpGwzJy8FGr
1/edit?usp=sharing&ouid=106756775384629872112&rtpof=true&sd=true
• Arwari Pani Sansad
https://www.youtube.com/watch?v=N-qlyXE8KFc
• Watershed Management Project by NABARD
https://youtu.be/KY_k4VKY8NI
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47
NAME OF THE TEACHER : Sh Pradeep DESIGNATION: PGT(Geography)
NAME OF THE KV : REGION : Delhi
Topic: India Location
(INDIA: PHYSICAL ENVIRONMENT)
OBJECTIVE:
1. Location of India in the world.
2.Latitudinal and Longitudinal extent of India.
3.Longitudinal extent and its implications on Indian people.
4.Standard Meridian of India.
5. What we learned?/HW
We all know that India is a huge country. It is the seventh largest country in the world in terms of
area and the second largest country in the world in terms of population. On the basis of culture
also, India is one of the oldest cultures in the world. In the last few years, India has made a lot of
progress in agriculture, industry, technology etc.
But ------
Do you know, where is our country India located in the world, means, where is India located on the
world map?
The location of India in the world is North-East i.e. India is located in the North-Eastern
Hemisphere.
Location of India in the world:
Let’s understand it through a map:
We know that the equator which is an imaginary line passing through the
middle of the earth divides it(earth) into two equal parts/halves. The upper part is called the
northern hemisphere and the southern part is called the southern hemisphere. Similarly, the
Prime Meridian which is a longitudinal line also divides the earth into two parts, which are
called the Eastern and Western Hemispheres.
If you look at the map again, you will find that India is located to the north of the equator
and to the east of the prime meridian. Hence It becomes clear that India’s location in the
world is –NORTH-EAST.
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48
Expansion of India:
After understanding India's location in the world. We will discuss the expansion of India.
Expansion of India: As you see in the map of India. The Indian mainland extends from Ladakh in
the north to Kanyakumari in the south and from Arunachal Pradesh in the east to Gujarat in West.
As far as the latitudinal and longitudinal extent of India is concerned, its latitudinal extent is
between 8°4′ North to 37°6′ North latitudes and 68°7′ West longitude to 97°25 East longitude.
240
49
CALCULATION OF LATITUDES AND LONGITUDES:
If we calculate the latitudinal and longitudinal extents (37°6′ - 8°4′=29°2′ and 97°25′ - 68°7′ =
29°18′ )
then from both the sides, i.e. from north to south and from east to west., the difference is about 30°.
Whereas its actual distance from north to south is 3214 km and from east to west its distance is
only 2933 km.
QUESTION ??
Now here a question arises, that the difference of latitudinal and longitudinal extent is 30° which is
same but there is difference in actual distance. WHY?
As you can see on the map, this difference in real is based on the fact that the distance between
two lines of longitude decreases continuously while moving towards the poles while the distance
between lines of latitude remains the same everywhere which is 111 km. While the distance
between two longitudes at the equator is 111.321, but on moving towards the poles this distance
decreases continuously and finally this distance becomes zero at both the poles. That is why even
though the latitudinal and longitudinal extents are the same There is a difference in the actual
distance.
WHAT WE DICUSSED TODAY?
1. Location of India.
2. Meaning of latitude and longitude.
3. Latitudinal and Longitudinal extent of India.
4. Expansion of India.
Video Link :
https://drive.google.com/file/d/1cnZpoJqcvZruXk_WB5iXNy4Rl_2u5T9X/view?usp=drivesdk
50
NAME OF THE TEACHER : Ms. Babita DESIGNATION: PGT(Geography)
NAME OF THE KV : K.V.NO.2 AMBALA CANTT. REGION : Gurugram
Topic: India-Size and Location
Introduction: -
Announcement of the topic -
Dear students today we will read about the size and location of India and the importance of India’s
relation with the world through ages.
1 Location
This topic defines India’s geographical location. It also tells that India lies in the Northern
hemisphere of the world. Apart from that, the tropic of cancer divides India into almost two equal
halves. On the other hand, apart from the mainland in the Bay of Bengal lies the Andaman and
Nicobar Islands and in the Arabian Sea lies the Lakshadweep.
2 Size
This topic describes the land area or mass that India covers on the Earth. Besides, the total
landmass of India covers an area of 3.28 million square km (32.8 Lakh km) which is around 2.4
percent of the total geographical area of the earth. Apart from that, India is the seventh-largest
nation in the world. Furthermore, the topic describes the various other features of the Indian
landmass.
3 India and the World
This topic tells the various benefits that the Indian sub-continent has due to its location in the
centre of West and East Asia. India’s sea routes connect the countries of East Asia and Europe in
the West. Also, India uses these sea routes for trade for centuries.
4 India’s Neighbours
This topic firstly tells that India has 8 union territories and 28 states. After this, the topic talks about
India’s neighbour who is Pakistan, Afghanistan, China (Tibet), Nepal, Bhutan, Myanmar, and
Bangladesh. Besides, these there are two more Island countries that are our neighbour
242
51
namely Sri Lanka and the Maldives.
General Objectives -
● To increase the general knowledge of the students.
● To Develop the intellectual development of the students.
● Develop an appreciative attitude towards general science.
● Develop social understanding
● Develop map skills
● To develop the skill of identification of places on the map with the help of reference point
● Develop the skill to locate important latitudes & longitudes passing through India & the
neighbouring countries of India on the map.
● Appreciate & understand the implication of vast longitudinal & latitudinal extent of India.
● Appreciate the reason why an ocean is named after India.
Target Group
All the students of class XI humanities background
Pedagogy /Methodology
● Subject material has been presented with the help of PPT and Text book
● Lecture and demonstration method has been used in it.
● Use of Map
● In between questions are asked to maintain the concentration
Assessment strategy
• Oral test
• Quiz
• Written test
• Map test
• Homework
Learning Outcomes
1. Students Will be able to know India's position in the world.
52
2. Students Know the latitudinal and longitudinal extent of India.
3. Students will be able to know the reason of difference of actual distance from north to
south and east to west of India.
4. Students will know the usefulness of India's standard meridian.
5. Students Know the size and specific physical variations of India.
6. Students will be able to Identify neighbouring countries of India.
7. Students Know the importance of India's long coastline.
8. Students Identify the states encompassed by the coastal borders.
9. Students Know the importance of longitudinal spread of India
Video Link: https://drive.google.com/file/d/1324B2ts3-
WpRBbejxr_DbZC9kE7G0KLN/view?usp=share_link
244
53
NAME OF THE TEACHER : Mr. P.M.Verma DESIGNATION: PGT(Geography)
NAME OF THE KV : KV Lakhanpur REGION : Jammu
Topic: India-Size and Location
Date: 25/08/2022 Periods required: 1 (40 minutes )

1 Introduction of the India – location.
topic and subtopic Asking questions to create interest:
01. Which countries of the world have common-frontiers with India?
02. Which country among the India’s neighbours is the smallest?
2 Instructional objectives The child will:
1. Acquire knowledge of the continent and ocean.
2. Understand the importance of latitudes and longitudes.
3. Application of knowledge in location of any place.
4. Develop proper interest in achieving the objectives of learning process.
3 Target group Whole class XI
4 Pedagogy/methodolog ➢ Recall the knowledge acquired previously.
y: ➢ Recognise the needs of students.
1. Recall: ➢ Explain the topic by involving students.
➢ Use of map, globe.
2. Explain: ➢ Explanation as in video about the India location.
5 Assessment of 1. Group discussion.

knowledge 2. Slip test.
3. Asking short questions etc.
4. Home assignment.
5. Map.
6 Learning outcomes Students are expected to learn about:
India location
• Latitudes and longitudes.
• Continental location.
• Space relations, India's place in the world.
Video Link https://www.youtube.com/watch?v=ow4d6DFGK9E&t=22s
54
NAME OF THE TEACHER: Mr. Majinder Singh DESIGNATION: PGT History
NAME OF THE KV: KV No.1(AFS) Gurgaon REGION: Gurgaon
Class: XII Topic: An Imperial Capital - Vijayanagar Sub: History
Introduction:
This chapter highlights about an important empire during 14th to 16th century in central and
south part of India- Its political, Social, Cultural, Religious and Economic status. I also
provide wide information about unique architectural structure on buildings- Temples and
Palaces other. Through this chapter students will provide an opportunity to learn about an
important empire, Its administration, Its prosperity, rich and diverse social and cultural life,
its unique architectural structure etc.
Objective:
● To familiarize the learner about unique feature of fortification in Vijayanagar.
● To familiarize the learner with the new building build during this time.
● To provide information about social, Political and Economic sphere under Vijayanagar
Empire
Target Group:
● 16-18 (Class XII)
Pedagogy/ Methodology
● Question- Answer cum explanation Method.
● Presentation cum explanation Method.
● Group Discuss method.
● Activity Based Teaching method.
Teaching Aids
● Power point presentation of the chapter: An Imperial Capital - Vijayanagar
● Photos and videos related with Chapter.
● Map: for map skills.
● Group Discuss in class room about Fortification in Vijayanagar.
Assessment Strategy
● Diagnostic Question.
● Individual Activity.
● Oral Test
● Class Test
● Monthly Test 246
55
● Group Discuss
Learning Outcome
● Students will able to understand about the opinion of different travelers regarding
fortification of Vijayanagar
● Students will able to explain about importance of fortification during 14th and 16 th
centuries. And also, will be able to highlights its main features.
● Students will able to describe about different features of architectural structure of
Vijayanagar and its importance.
Video Link: https://drive.google.com/drive/folders/1_ty_lfs8wjTj60SSdOSHH2EHpxOfzms-
?usp=sharing
56
NAME OF THE TEACHER: Mr. Pawan Kumar DESIGNATION: PGT History
NAME OF THE KV: KV Nahara REGION: Gurgaon
Class: XII Topic: GROWTH OF SUFISM Sub: History
Introduction: ---
➢ Definition of Sufism
➢ Growth of Sufism in India
➢ Sufi against material power of caliphate (khilafat).
➢ Sufis on interpretation of Quran
➢ According to Sufi the way to achieve salvation.
➢ 11th century Khanqah and role of Sheikh to control it.
➢ 12th century Silsila a chain connected to Prophet Muhammad spiritual blessing special
rituals for initiates sheikh pir Dargah Ziyarat process.
➢ Urs, people sought the blessing the saint Ba-sriya and group of Sufi.
Objectives: ---
➢ Mosaic of religious belief and practice in India.

➢ Integration of cards in subcontinent.
➢ To know the difference between Shagun and Nirgun branch of bhakti tradition.
➢ Difference between bhakti movement and Sufi movements in India.
➢ Secularism in India, to be a good citizen of India.
Target group /outcome: ---
➢ Class 12th to make aware the students about the main objective of Sufi saints.
➢ To know the name of Sufi sent come to India and organize their hospice in India.
➢ To know about the Shagun bhakti traditional and Nirgun bhakti tradition and the way
of worship.
Pedagogy Methodology: ----
➢ Question answer method will be used in the class.

➢ Lecture method will be used.
➢ Project method may be used for given to the students to collect the data and
information about Sufism in India.
Assessment Strategies: ----
➢ Oral test will be given to the students. 248
57
➢ Short and slip test of 10 to 15 marks will be given to the class.
➢ Students will be asked to prepare MCQ from the topic.
➢ Bright students will be asked to present their understanding on the topic and express
the year understanding in class.
➢ Class discussion may be organized.
learning outcomes: ---
➢ Understanding about Sufism and bhakti traditional in India.

➢ To be a good citizen of a society and behave like a person of secular society.
➢ To know about the various worship system and cults traditional in India.
➢ To develop the attributes and virtues as a noble human being.
➢ Two developed the leadership quality and able to lead the society.
Video Link:
https://drive.google.com/drive/folders/1l7fl7rJ9CGOsVxh3hfi3ikz3XhMpGXoJ?usp=sharing
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NAME OF THE TEACHER: Mr. Krishna Ranjan DESIGNATION: PGT History
NAME OF THE KV: KV Vikaspuri, Delhi (Shift 2) REGION: Gurgaon
Class: XII Topic: Kings, Farmers and Towns Sub: History
Sub-Topic – Technical Limitations of Inscriptions
Introduction:
In History sources are raw materials. Inscriptions are important sources to understand our
ancient past.
The topic focuses on the limitations and challenges before epigraphists in deciphering
inscriptions.
Objective:
The children are the learners of history and they will easily understand the technical
limitations of inscriptions. Further it can develop among them the creative and analytical
skills to analyze inscriptions as best sources.
Target Group- Class XII
Lecture Method to orient & introduce the subject, to present the basics and to clarify the
doubts and conclusion.
Discussion Method – Imaginative solution to reach, to stimulate thinking and then answer, to
determine how well students understands concepts.
Participative and interactive Method – the students encouraged to participate.
Leaner centered Plan and lecture.
Assessment Strategy –
Through participation of every student and through Asking questions. Assignments &
Feedback
Learning Outcome:
The learners will understand the challenges before the epigraphist while deciphering the
inscriptions. They will also better understand the technical limitations of the inscriptions and
further how to reach to objective conclusion and understanding of the facts.
Video Link: https://youtu.be/4VT2geemujQ
250
59

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केंद्रीय विद्यालय संगठन, शिक्षा एिं प्रशिक्षण का

आंचशलक संस्थान, चंडीगढ़

अद्वितीय िैक्षणणक अभ्यास

Secondary & Sr. Secondary

6 Social Science 120-123

11 Computer Science 192-197

NAME OF THE KV : KV SURANUSSI REGION : Chandigarh

Class : 1 Sub: English

Topic : Phonic Sounds

• Grade one students.

• Play Way Method

• Students will recognize the sounds.

NAME OF THE KV : KV SURANUSSI REGION : Chandigarh

Class : 2 Sub: Maths

TOPIC: COUNTING IN TENS

All the students of Class 2.

Activity based learning- Learning by doing.

NAME OF THE KV : KV SURANUSSI REGION : Chandigarh

Class : 3 Sub: English

PEDAGOGY / TEACHING MEHTODOLOGY

1. Assessment by active participation of each individual during class room activity.

At the end of the lesson, students are able to-

1. Identify the adjectives.

NAME OF THE KV : KV ONGC DEHRADUN REGION : Dehradun

Class : 2 Sub: EVS

Students will be able to

Teacher provided opportunity in group/individually.

Video Link: Unique pedagogical practice KV ONGC DEHRADUN.mp4 - Google Drive

NAME OF THE KV : केंद्रीय विद्यालय हल्दद्िानी (द्वितीय पाली) REGION : Dehradun

Class : 2 Sub: हहंदी

TOPIC: अधिक बलिान कौन ?

नई शिक्षा नीतत २०२० के आिार पर

1.वह सामग्री या पाठ जो लयात्मक हो।

2. वह सामग्री या पाठ जजसमे रं ग-बबरं गे धित्र हो ।

2-वातीलाप करना और समझना

लजययत समूह व्यजततगत एवं सामूहहक

कला समन्वयन कला समन्वयन के अंतगात ननम्न गनतववधियां सजम्ममलत की गई जजसके

1 वजान और काव्यात्मक गायन

2 बहुभाषीय गनतववधि का समावेश

3-गीन ववद्यत्मक प्रदशान

3 खेल और खखलौने आिाररत गनतववधि

4 सीखने में अमभभावको की महत्वपूणा भूममका

5 काव्यात्मक वजान और काव्यात्मक गायन

वजान और काव्यात्मक गायन

कोट उतरवाने की दोनों ने, आपस में शता लगाई।

शता तुम्हारी पूरी कर दी ना करना इंकार,

अधिगम प्रनतकिया में उछाल आया।

NAME OF THE KV : K V NO.1 B.E.G &C ROORKEE REGION : Dehradun

Class :1 & 2 Sub: EVS

TOPIC: INTEGRATION OF OTHER SUBJECTS WITH EVS

• PEDAGOGY: PEDAGOGY OF THIS UNIQUE PRACTICE REQUIRES:

WE MUST KNOW ABOUT THE THEMES OF EVS

• RELATIONSHIPS-BEARFAMILY, CURLY HAIR(GENETIC)

• SHELTER-HOUSE AND ITS ROOMS

ARRANGING PICTURE CARDS IN PROPER SEQUENCE (picture composition)

• ACTIVITIES TO INTEGRATE WITH ENGLISH GRAMMAR- SOFT/HARD

• ACTIVITIES TO INTEGRATE WITH MATH,ENGLISH SMALL/BIG(BEAR

NAME OF THE KV: KV NALETI REGION: Gurugram

कक्षा – दूसरी विषय – व िंदी