THEME – THE DYNAMICS/POWER TO THE PEOPLE

PREPARATION

SCIENCE
WEEK – 15
LEARNING GOALS
●​ To study motion
●​ To study laws of motion
WORKING GOALS
●​ Motion Terms
●​ Graph and Problems
●​ Multi Step problems
●​ Laws of motion

Day Content Session Goal Skills Location Time Grade Teacher

Mon Lecture: To explain motion List, Classroom 9A-11:20 9A,9B,9 Meenakshi,
Hook: terms. Define 9B- 10:10 C,9D,9E Shibani,
and 9C- 8:30 , 9F Tripti
9D- 11:55
construct
9E- 1:00
9F- 10:45

A Four Corner game will be conducted by the teacher.

Students will change their corners when the music is on
and they will stop when music stops. Then teacher will
lead them to the concept of motion via think puzzle and
explore with some open ended questions:
●​ What was your thought behind selecting the
corner?
●​ How did you change your corner?
●​ How much position have you changed? Can you
calculate that?
With the help of these questions the students will explore
motion and rest position.
Core: The session will begin with a quick discussion on the
given picture from portal and the concept of distance and
displacement will be introduced with some open ended
questions like:
●​ What is the path length between point A and B?
 ●​ What do you think about X?
On the basis of the above answers the teacher will
introduce the motion terms such as Distance and
Displacement.Teacher will show the video from the portal
and explain the motion terms such as Uniform motion and
Non uniform motion.
Closure : Students will make notes for motion terms.
AFL: Incorrect Discussion
Stickability: Distance, Displacement , Uniform motion and
Non uniform motion.
Resources:- video from portal
https://youtu.be/qRR_1Gj6Kzw

Tue Lecture: To explain motion List,define

Hook: https://youtu.be/vo0FNJPRD7E terms ,construct
Teacher will show one video and introduce the new 9A- 8:30
9B-11:55
motion term via open ended questions:
9C-1:00
● What do you notice in the video?
9D-11:20
● Think about the difference between a red car 9E-9:05
and other cars? 9F-11:55
● Why does the red car win the race?
 Students will explore the terms speed, velocity and
acceleration.

Core: Teacher will ask the student to brainstorm on some

real life examples showcasing the concept of different
speed , velocity and acceleration by Give one and get one.

According to the examples discussed by the students,

Teacher will write the definition and the formulae of speed
, velocity and acceleration on white board.

Closure: practice sheet of motion term from portal

AFL: traffic lights.

Stickability: formulae of speed , velocity and acceleration.

Resources:- State,
9A- 1:00
I like Speed | Little Red Car | Compilation Video For… solve,use
9B- 10:45
Wed Lab: To solve numerical
9C- 10:10
Hook:Rapid Fire based on motion
Students will brainstorm concepts of speed, velocity and terms 9D- 11:20
acceleration in the form of a quiz of following questions. 9E- 8:30
● ​ formula of speed 9F- 11:20
● ​ formula of acceleration
● ​ SI unit of velocity and acceleration
● ​ formula of average speed
● ​ difference between speed and velocity etc.
Core: Teacher will run a presentation of numericals from
the portal and discuss the questions.
 Think- What do you think which formula should be used in
the numerical?
puzzle What puzzles you about the question?
Explore-Try to explore how to solve it?
Introduction to the 3-step rule on solving numerical
problems (given and what is to be calculated, formula,
solving + SI units in answers).
Students will be asked to solve a numerical problem in their
notebooks. A student will demonstrate their working on
the whiteboard for other peers to assess.
Closure: Another numerical question will then be given to
the students to work on independently.

AFL: peer discussion

Stickability: Solving numerical questions on speed, velocity

and acceleration.

Resources:

Thurs Lab To identify and

Hook- ART INTEGRATION list,define
discuss graphical
Students will be divided into four groups, some graphical ,construct
presentation of 9A- 10:10
arts will be presented to the students and they will be
motion
asked to identify and draw some shapes of graphs which 9B- 9:05
can be related to various motion via give one and get one. 9C- 11.55
Core: Teacher will draw the different types of motion on 9D- 11:20
graphs and students will explore the types of different
9E- 1:00
shapes for different motion. Students will be asked to
think about how the motion terms are calculated with the 9F-1:00
help of graphs as mentioned in the portal.

Closure: students will discuss with peers to solve a graph

problem from a portal and calculate distance travelled
from it.
AFL: Traffic Light
Stickability: graphical representation of motion
Resources:- Graph from portal
Fri Lecture: To examine uniform Define, 9A- 8:30
Hook: Game Zone circular motion Explain, 9B- 11:20
Teacher will ask the students to have hands on some of relate 9C- 1:00
the objects such as toy car, Yo-yo, hula hoop, flying disk,
9D- 10:10
spinner etcetera and to explore.
Then the students will brainstorm on the following open 9E- 11:20
ended questions by think puzzle and explore: 9F- 10:45
●​ What is the common factor among these objects?
Think about it.
●​ Which one object did you like to explore the most
and Why?
●​ Which type of motion can be associated with
these all objects?
With the help of these questions the students will explore
uniform circular motion.

Core: The session will begin with a quick discussion on the

given graphics, and the concept of uniform circular motion
will be introduced.
Teacher will ask student to brainstorm on following
questions in groups:
● Does the speed change in UCM?
● Which physical quantity continuous changes
in UCM?
● Is UCM an accelerated motion ?
● What is the direction of Acceleration in UCM?
On the basis of the answers the teacher will throw light on
above discussed questions.

Closure : Students will work on some numericals based on

UCM.
AFL: Two star and one wish
Stickability: Uniform Circular Motion

Resources: Toy car, Yo-yo, hula hoop, flying disk, spinner

Extra Lab: To identify force and Define,list
Hook:Tug of War its effects. ,use
Teacher will take the student to the ground and divide
them into two groups as team A and team B to
conduct the tug of war game and then the students
will brainstorm via see think wonder on the following
open ended questions:
●​ What did you all see and observe during the
game?
●​ What were your strategies to win the game ?
Did that work for you?
●​ How do you differentiate push and pull?
With the help of these questions the students will
explore about force.
Core: The session will begin with a quick engagement
in which students will perform experiments.
Teacher will ask student to take one object from their
bags and following instruction will be given:
●​ move the object in the forward direction.
●​ take the object back in the same position .
●​ change the shape of the object.
●​ change the direction of the object.
On the basis of the observation of the result the
students will understand the effect of forces.
Teacher will give another example of the game arm
wrestling with the help of graphics to understand the
concept of balanced and unbalanced forces.
Closure : students will summarize the force, effect of
forces and types of forces via star and wish.
 AFL: 2 stars and a wish
Stickability: force, effect of forces and types of forces.

Resources:- Rope , whistle, stop watch

W/s task :- 1. ‘Motion Problems’ from portal.

2. Construct flow charts of important formulae.
 SST
WEEK - 15
LEARNING GOAL
●​ To explore the history and legacy of French Revolution
WORKING GOALS
●​ Struggles of old regime
●​ Undoing the past
●​ History detectives

Day Content Session Goal Skills Location Time Grade Teacher

Mon Lecture: Classroom 9A-8:30-9:05 9A,B,C, Innocen
Hook: A brief clip of the ‘Viva la vida’ song will be To differentiate List, 9C- 11:55-12:30 D, 9E, cia,
played in class for the students. Students shall then between the differentiat 9D-10:10-10:45 9F Priyasha
answer the following open-ended questions: three estates e, discuss
9E- 11:20-11:55 ,
and discuss the
●​ What do you think the song is about? causes of the Rajshre
e
 French
●​ What comes to your mind when you think Revolution
of a king/Queen? How do they symbolize
authority and control?
●​ What according to you is freedom?

Core: Think-Puzzle-Explore

Students will be facilitated to identify the three

estates of French society through the table chart.
They will be engaging in ‘Think-puzzle-Explore”

Think - “What do they understand by the three

estates displayed?”

Puzzle-Students will be puzzled by the

question-”Why was the third estate unhappy?”

Explore- Students will explore ”How did the

different causes merge and led to the French
Revolution?” Learning will be facilitated with the
help of the resource sheet being displayed.

Closure: Students shall attempt the following

question “The inequality that existed in the French
Society in the Old Regime became the cause of the
French Revolution”. Justify the statement by giving
three suitable examples. (3)

AFL: Open ended questions, Think-Puzzle-Explore,

muddiest point
 Stickability: Differences between the three estates
and the causes of the French Revolution

Resources:

https://www.youtube.com/watch?v=dvgZkm1xWP
E

Tues Lecture: To deconstruct Collabora Classroom 9A-10:10-10:45

Hook: Students will be shown a few images based the outbreak of tion,List, 9B-11:20-11:55
on their previous Knowledge the French Justify 9C-11:55-12:30
Followed by following open ended questions. Revolution 9D-1:00-01:30
●​ Can you recall these images? (See)
9E- 1:30 pm-1:35pm
●​ What kind of situation these people might
be facing?(Think)
●​ Do you think they did anything to improve
their condition? (Wonder)

Core: Followed by this students will be facilitated to

understand the meaning of subsistence crisis and
factors that led to it. This will be done with the help
of the graphic organiser. Students will be further
facilitated to explore the works of enlightened
philosophers who influence the minds of people with
the help of the following resource sheet that will help
them understand the outbreak of the revolution.

Closure: Students will read the source given below

and answer the following question:

●​ What message is Young trying to convey

here?

●​ Who does he mean when he speaks ofë

ëslavesí? Who is he criticising?
●​ What dangers does he sense in the situation
of 1787?

AFL: Open ended question

Stickability: outbreak of the French Revolution
stepwise.

Resources:
Wed Lecture: To analyze the List, Classroom 9A-10:45-11:20
Hook: Students will be shown The Declaration of emergence of explain, 9B-11:55 am - 12:30 pm
Rights, Le Barbier’s painting . the National examine, 9C- 11:55 am - 12:30 pm
Followed by Assembly and its analyze
See:Students will observe the symbols in the aftermath on the 9D-09:05-9:40
image. constitutional 9E- 1:00-1:30
monarchy.
Think: In pairs, discuss: What do these symbols
represent? What ideas do they communicate?

Connect: Link the discussion to revolutionary ideals

like liberty, equality, and natural rights, leading into
the Constitution of 1791.

Core: Students will be facilitated to understand

how the National Assembly established a
constitutional monarchy by limiting the king’s
power and restructuring governance under the
Constitution of 1791. They will examine voting
rights, democracy, and social inequalities, engaging
with Jean-Paul Marat’s critique. While analyzing
the Declaration of the Rights of Man and Citizen,
they will explore natural rights and discuss:

- How did the National Assembly shape the

constitutional monarchy?
- Who was truly included in these rights?
- How might different social groups have
responded?
- How do these rights influence modern
democracies?
- Can true equality be achieved through laws
alone?

It will be done with the help of NCERT

Closure- Students will reflect on their learning
through the muddiest point.

AFL: Open ended questions,

Stickability: Tenets of constitutional monarchy that

emerged in France will be consolidated.
Resources:-

Hook -
 Core

Thurs Lecture: To analyze the discuss,

abolishment of explain, 9A- 8:30-09:05
Hook: The session will begin with students listening Monarchy and analyze 9B- 8:30-09:05, 1:00-1:30
to La Marseillaise and reflecting on its emotions the role of
9C- 11:20-11:55
and key phrases. Followed by an open-ended Jacobins
question. 9D- 11:55-12:30
9E- 09:05-9:40
How did revolutionary ideas lead to the fall of the
monarchy and the rise of the republic?

Core: The students will be facilitated to explore

the abolition of the monarchy and the rise of the
republic through key events and related inquiry
based questions.

1. Revolutionary wars and economic struggles –

How did economic hardships contribute to
revolutionary sentiments? ( L2)

2. Rise of the Jacobins and sans-culottes – Their

role in overthrowing the monarchy.

Who were the Jacobins, and what were their key

demands?(L1)

3. Fall of the monarchy – The storming of the

Tuileries and the king’s imprisonment.

4. France becomes a republic – The Convention’s

decision to execute Louis XVI.

Could France have become a republic without

executing the king?(L3)

Closure- Further the students will reflect on their

understanding through the following activity

- Claim: Students will state what they believe

about the fall of the monarchy (e.g., "The
 execution of Louis XVI was necessary for the
republic to succeed.").

- Support: They find evidence from the lesson to

justify their claim.

- Question: They pose a question that challenges or

deepens their thinking (e.g., "Could the monarchy
have been reformed instead of abolished?").

AFL: Open ended questions.

Stickability: The abolishment of Monarchy and role

of jacobians.

Resources:-

Hook -
https://youtu.be/PIQSEq6tEVs?feature=shared

Fri Lecture To examine the discuss,

reign of terror collaborat 9A- 10:45 am - 11:20am
Hook: Session will start with the a question under ion, 9B- 10:10-10:45
What do you already know about execution Robespierre and analyse 9C- 8:30-09:05
methods in history? Have you ever heard of the the 9D- 1:00-1:30
guillotine before?" (Connect) establishment of 9E-10:45 am - 11:20am
the Directory
Further Students will be shown a video
https://youtu.be/dbBkybZMa7g?si=G7d8qDpq259
N4SBW followed by

"What new information did you learn about the

guillotine? How did this extend or change your
understanding?" (Extend)

"What aspects of the guillotine’s history challenge

what you thought before? What questions do you
still have?" (Challenge)

Core: Students will be shown the image related to

the contemporary idea of liberty and Robespierre’s
speech. Followed by a few open ended questions.

What does the term “liberty” mean in the context

of the French Revolution ? How did Robespierre
and Desmoulins define liberty differently ? (L1)

Who were considered as the enemies of the

Republic ? How did Robespierre justify the use of
terror ? Do you think his reasons were valid ?
(L1,L2,L3)

The reign of terror ended with Robespierre’s

execution. What does this tell us about the dangers
of absolute power ? (L3)

Further students will be introduced to the

structure and policies of the directory. This will be
done with the help of NCERT.

Closure: Students will write a short response on -

Was the Directory a step forward or backward for
France ? Why?

AFL: Open ended questions

Stickability: the different under-currents in play at

the time of the reign of terror and role
Robespierre.

Resources:
Hook
https://youtu.be/dbBkybZMa7g?si=G7d8qDpq259
N4SBW

Core
W/s task:
To attempt “The inequality that existed in the French Society in the Old Regime became the cause of the French Revolution”. Justify the statement by giving
three suitable examples. (3)
“Describe the reign of terror and the role played by Robespierre in it.” (3)
Students shall make a mind map on the various political symbols conveying the content of the Declaration of Rights.

ART

WEEK - 15
LEARNING GOAL
●​ To explore the dynamic techniques in watercolour painting.

WORKING GOALS
●​ Landscape

Day Content Session Goal Skills Location Time Grade Teacher

Tues/ Lec- To compose a rough To B block 11:20,9:05, 9A/B/C/ Anupama

wed/t Hook-Teacher will begin the session by asking a riddle on draft of a landscape Summariz art room 8:30,10:10, D/E/F Rampal
hurs/f scenery- Over the bridge Past the windows Around the keeping prescribed e,To 2nd floor 9:05
ri grassy hill Behind the caves that take in waves A disguise area in mind Illustrate,
sight for sore eyes. What is that ? To Reflect
After that teacher will ask some open ended questions-
What do you Think all things you need to keep in mind for
creating a scene ?
What can be the challenging things when it comes to
sketching it?
What areas do you want to explore more in that
perspective?

Core-Moving forward, students will select a reference for

sketching a scenery . Teacher will instruct students to
divide their sheet into four parts and then analyse the
designated area in the reference image and work as per it.
Teacher will demonstrate how to sketch the basic layout
by creating a rough draft and then moving forward in
adding details to it.
After sketching, the teacher will review students' artwork
and will share her feedback for it.
Closure-Students will reflect on their learning by sharing
Give one and Get one elements that they observed while
creating a rough draft of a scene.
AFL- Teacher's review
Stickability- Landscape

Resources:- art file, pencils, eraser,shapers

W/s task :-
DANCE
WEEK - 15

LEARNING GOALS

● To explore the dynamics of dance

WORKING GOALS

● Dynamics in dance – Qualities and emotions

Day Content Session Goal Skills Location Time Grade Teacher

Tues Lecture – To analyze dynamics To list Block B 11:20 9E/ F Blossom
Wed in dance and co-relate To analyse dance room 10:10 9A/B D’souza
Thurs Hook – Students will be asked to think about the the movements to To apply 10:10 9C/ D
following words: Jump, swing, shiver, reach, and fall emotions Block C arena
through dance movements. They will be paired and
 asked to share their observations based on the quality
of movements and the relevant emotions.

Core –
The teacher will share the meaning of dance dynamics
through explanation and video. The teacher will
demonstrate a combination of movement based on
Suspension, Collapse and percussive movements used
in contemporary forms combining them with the
suitable emotions. Students will follow the
movement pattern and practice the combination.

Closure – Students will reflect on their learning by

listing the qualities of movements to create dynamics.

AFL – All you know, Student review

Stickability – Qualities of movements in combination

with emotions

Resources: - Qualities of movements

https://www.youtube.com/watch?v=5V7cAOOj5Ds
W/s task :-
 MUSIC

WEEK –15

LEARNING GOAL

●​ To interpret dynamics in music through acoustic instruments.

WORKING GOALS

●​ Dynamics in music

Day Content Session Goal Skills Location Time Grade Teacher

Tues Music 11:20 9E/ F Rohit Bareja
day Lec: - To differentiate To Listen Room 10:10 9A/B
ground 10:10 9C/ D
different dynamics
As per the theme- ‘Dynamics’, the students will To Analyze floor A
in music
block
explore dynamics in music and interpret the same
through acoustic instruments where they will also To differentiate
depict change in the flow of energy while playing the
same.

Hook: The session will begin with a series of audios by

the teacher depicting different dynamics in music. The
students will zoom in and analyze the audio files
through the following open-ended questions: -

What is depicted through the audio?

How are these different from each other?

What are the different dynamics in music?

Core: For a clear understanding, the students will be

divided into different groups where they will choose
the instruments they want to play and learn. The
teacher will help the students with basic musical and
rhythmic patterns to understand the concept of
dynamics in music
 Closure: The session will conclude through a
one-minute summary where the students will reflect
on their understanding of dynamics while
remembering the names of different dynamics used in
music

AFL tools: Open-ended questions, one-minute

summary

Stickability: Dynamics in music.

Resources:-Musical Instruments, laptop, iPad
W/s task :-

THEATRE
WEEK – 15
LEARNING GOAL
●​ To explore the dynamics in one act play.
WORKING GOALS
●​ Types of play
Day Content Session Goal Skills Location Time Grade Teacher
Tue/ To analyse and B Block , 10:10 9A/B Kshitiz Kr
wed Lecture: - compare different To interpret 2nd floor 11:20 9C/D/
Thu types of plays . ,Theatre 9E/F
Hook: The teacher will show a video and invite To summarize room
students to share their observations on the same by
To demonstrate
answering few questions as follows
1.​ What story do you see in this video?
2.​ How do you think these documentaries are
helpful?
3.​ What questions come to your mind about the
video?

Core: The teacher will give an introductory

presentation to explain how any one act plays takes
place in dramatic forms.

The teacher will list and explain different types of

theme

· Observational

· Reflexive

· Participatory

After the demonstration, the teacher will divide the

learners groups of 5 and ask them to write the five
different visual frames from the above-mentioned
idea. The visual frames will be shared with the
 different groups for analysis and reflection.

Closure: The session will conclude with a 5-minute

interaction ’All you know’ where each student will
share one line as a take away from the concept of one
act play.

AFL tools: All you know, analyse and reflect.

Stickability: One act play

Resources:- Theatre room, chart paper, pencil,sound
system
Video link:-
https://www.youtube.com/watch?v=xGw76-lNv_0

W/s task :-