MATHEMATICSTriangles and Quadrilaterals The study of triangles and quadrilaterals in grade 9 is more than just learning about shapes. It's about developing problem-solving skills, logical thinking, and a deeper appreciation for the world around you. These basic shapes are the building blocks for more complex geometric concepts, and a strong foundation in understanding them is essential. Triangles have applications in real life, such as in architecture and engineering for creating stable structures and in navigation, where trigonometry helps determine distances and angles. Understanding quadrilaterals is crucial in fields like architecture for designing rooms, in art for creating visually appealing compositions, and in surveying for calculating land areas. Students of grade 9 learnt about the application of these important geometrical 2D shapes. They understand how architect and civil work has been done by using triangles and quadrilaterals for example while constructing long over bridges, triangles support the bridge due to its shape. ENGLISHThe students began with the chapter ‘Reach for the Top’ related to the lives of the famous mountaineer Santosh Yadav and world number one tennis player Maria Sharapova. A classroom discussion on biography and autobiography was followed by watching the biographical video on Santosh Yadav and an interview of Maria Sharapova where circumstances of discrimination and inequality were talked about. [SDG 4: Quality Education & SDG 5: Gender Equality] The students were inspired by the grit, determination, hard work and patriotism of both the women achievers and keenly explored, skimmed and scanned the text passage and drew the character sketches of both. “Life is what you make it!” [Integration with Life Skills] Noticing the inclination of the students, the educator changed course from biographies to emotional stories with chapters ‘The Happy Prince’ and ‘The Last Leaf’ written by the famous authors Oscar Wilde and O Henry respectively. The students related themselves with the characters, the friendship, the relationships and the sacrifice displayed in the storylines. Both stories integrated with Moral Science wherein life morals, emotions, bonds of friendship and love, empathy, self awareness, sensitivity to others etc. were discussed. The stories were followed by a reference to travelogues particularly written by Vikram Seth which became the basis of the next chapter that the learners attempted, ‘Kathmandu’. Link: https://youtu.be/KD6RmWBC5QI Project Based Learning: The students were asked to make a travelogue. [Integration with Art] The poem ‘No Men are Foreign’ by James Kirkup was introduced to the students with them voicing their views on citizens vs foreigners, geographical boundaries, war, death, hatred. The learners then enthusiastically read the text to comprehend the poem, made connections between the text and the symbolism, extrapolated the stanzas, comprehended the theme of the poem that the world is a single entity, wars create destruction and brotherhood brings peace and prosperity, identified the poetic devices and that, that the poem is written in free verse and build views on ‘Humanity’, universal brotherhood and peace. [SDG 16: Peace, Justice & Strong Institutions, SDG 11: Sustainable Cities & Communities, SDG 10: Reduced Inequalities] SOCIAL SCIENCEHISTORY-Nazism and the Rise of Hitler- The topic unfolded the ideology of Nazism for the students. They understood that it is: A political ideology that originated in Germany during 1920s and 1930s based on the principle of nationalism, racism and authoritarianism. Hitler was the leader of the Nazi Party, the Chancellor and Führer of Germany. The Treaty of Versailles was the World War I ending document; a peace treaty which settled the conflict between the Allied Powers and Germany. Major consequences of the rise of Nazism in Germany. Reasons that Hitler gave for his violation of the Treaty of Versailles. Effects of the First World War on European society and polity. ECONOMICS-"Preserving our planet, uplifting people from poverty, and promoting economic growth... all of these constitute a single, unified struggle." — Ban Ki-moon, former Secretary-General of the United Nations. Chapter-Poverty as a Challenge To address the challenge of poverty, students were encouraged to gaze out of their classroom windows and observe the laborers residing in makeshift huts. They were then prompted to compare their daily routines with those of the laborers, fostering empathy and facilitating a discussion about the root causes of poverty. Graphs and case studies were presented to enhance their comprehension of this complex issue. GEOGRAPHY-The students not only distinguished between weather and climate but also delved into the intricacies of India's climate. Their grasp extended to the key influencers like latitude, altitude, pressure and wind systems, proximity to the sea, and the impact of relief features. Quite the meteorological mastery! SCIENCEPHYSICS-The students embarked on their educational journey by delving into the chapter 'GRAVITATION.' In this chapter, they acquired a solid understanding of the principles of thrust and pressure through practical, real-life examples. They were able to draw connections between their firsthand experiences of objects feeling lighter when submerged in water compared to in the air, and the fascinating phenomenon known as buoyancy.The students comprehended that when objects are immersed in water, they encounter an upward force exerted by the water itself, aptly termed the Buoyant Force. They also grasped the concept that objects with a density greater than that of water will sink, whereas objects with a lower density will float when placed on the water's surface. Furthermore, the students were able to recall and articulate 'Archimedes' Principle,' which states that the buoyant force acting on an object is equal to the weight of the fluid it displaces. This principle served as a fundamental building block in their understanding of buoyancy and the behavior of objects in various fluid environments. https://youtu.be/UKl33k-qQ0k https://youtu.be/khc2wUBsFU4 https://www.youtube.com/shorts/MbPrXOp2qq0?feature=share https://youtu.be/05WkCPORlj4 https://youtu.be/wChr0hCga5g CHEMISTRY-Students started the educational journey to distinguish atoms, molecules, elements and compounds with their prior knowledge through a worksheet https://docs.google.com/document/d/1l1wfwEyMEMORF9VoXYvY8HdoRHFfL0z3FVsGRS-8_G0/edit?usp=sharing Students were able to apply the Law of Conservation of Mass to determine the mass of elements in a mixture and law of Constant Proportions to estimate the amount of elements required in a chemical substance.Subject integration with ICT to imbibe the concept through MS FORM ACTIVITY LINK: https://forms.office.com/Pages/ResponsePage.aspx?id=YVlUmu4VSEinRHZ-zb0eGY7USCjb5z1IsvRgjR2_gONUQkJXMDVLSFpaWVA1SVZOOFZTMUJXUUVIMS4u Students did integration with Maths for numerical Activity based on Law of conservation of mass. With the help of DRTA technique, Dalton’s Atomic Theory were explained by the facilitator. THINK, PAIR AND SHARE [In Break Out Rooms] was conducted in which students were given 5 minutes to read Dalton’s Atomic theory in break out rooms. Students were asked to identify how these postulates are modified according to modern atomic theory. Students thought in pairs [note their ideas in their note-books] and reflected for a minute and shared their own ideas. Molecules and types of molecules on the basis of atomicity was discussed. Students determined why oxygen was considered for atomic mass.Topics were consolidated and revised for U.T-2 through sample papers and worksheets . BIOLOGY-In the field of agriculture, three crucial pillars drive the success of modern farming: Crop Variety Improvement, Crop Production Improvement, and Crop Protection Management. Each of these components plays a unique role in ensuring a secure and efficient food supply. Students learned how India emerged as a world leader and self-sufficient crop-producing country, linking this achievement to the Green Revolution, a transformative period in the mid-20th century that harnessed these very principles to significantly increase global agricultural productivity, laying the foundation for our modern food systems. Crop Variety Improvement focuses on developing resilient plant breeds to adapt to changing conditions and meet global food demands. On the other hand, Crop Production Improvement involves optimizing farming techniques, irrigation, and fertilization to boost yields while conserving resources. Lastly, Crop Protection Management is all about safeguarding crops from pests, diseases, and weeds, often through integrated pest management techniques that reduce chemical pesticide use. To engage students in these topics, they were divided into groups and allocated topics. They researched and presented their knowledge about exploring the strategies, benefits, and real-world applications of these practices using PowerPoint/ MS Sway tools. Through these presentations, students not only enhanced their agricultural knowledge but also became advocates for sustainable farming, contributing to the achievement of the Sustainable Development Goals (SDGs), particularly those related to ending hunger (SDG-2) and environmental conservation (SDG-15). HINDI |
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