VISA_Social_G3_Lesson sample

VISA LESSON PLAN SOCIAL STUDIES

Progression: Introduction to History Prior Knowledge • Words such as yesterday, now, tomorrow Class L. No. • Concept of passing time Lesson Name KC No. Key Concept 3 1 What Is History? 1.1.a • ‘past’, ‘history’, ‘timeline’ and ‘sources of history’ 1.1.b • the importance of learning history 1.1.c • people who study history and how they use the sources of history 1.1.d • making a timeline of events 3 2 Monuments and 2.1.a • monuments and museums Museums 2.1.b • differences between monuments and museums 4.1.a • early human beings 4.1.b • changes in early human beings 4.1.c • how agriculture and tools changed the lives of early human beings 3 4 The Story of the Past 4.1.d • comparing modern and ancient clothing 4.2.a • civilization and ancient civilization 4.2.b • why ancient civilizations grew 4.2.c • how climate is related to civilization 4.2.d • features of ancient civilizations 4 1 Explorations, Discoveries 1.1.a • explorations, discoveries and inventions and Inventions 1.1.c • BC and AD 1.1.d • a few everyday things that have been invented by children Page 2

Lesson Overview – 1: What Is History? Concept 1.1: What Is History? Day and TB Page KC No. Daily Learning Teaching Resources Practice Teacher's Notes Planned Date No. and Outcome(s) Strategies Section CW HW • Familiarise with the 1-2 characters of Rashi, • Interactive WB: Pg. 1 (THK, (Q 5) 1 REM) 1.1.a Meher and Morad Discussion – WB: Pg. 1 DD/MM/YYYY (Q 3) • Identify the concept of • Real-life history Connect • Define a timeline 2 3 1.1.a • Describe a timeline • Guided • Pictures WB: Pg. 1 DD/MM/YYYY (REM, 1.1.d • List the sources of Learning of (Q 1, 2, 4) UND) various WB: Pg. 1 history sources (Q 6, 7) • Enumerate the of history reasons why different people study history 3 3-4 1.1.b • Examine the reasons – WB: Pgs. 2, 3 WB: Pg. 2 DD/MM/YYYY (UND) for studying history • Questioning (Q 12, 14) (Q 8, 9, 10, 11) • Discuss the various • Real-life ways of learning about Connect family history 4 4-5 • Analyse the work of • Peer Learning WB: Pgs. 2, 4 WB: Pg. 5 DD/MM/YYYY (APP) an archaeologist and a • – Pair (Q 13, 16) (Q 18, 19) 1.1.c historian Activity – Method 5 5-6 1.1.a • Make a timeline • Activity – WB: Pg. 4 WB: Pgs. 3, 6 DD/MM/YYYY (H.O.T.S., 1.1.d • Identify sources of (Q 17) (Q 15, 20) BMZ, CtD) Method history • Interactive Discussion Page 3

Day and TB Page KC No. Daily Learning Teaching Resources Practice Teacher's Notes Planned Date No. and Outcome(s) Strategies Section 67 1.1.a • Relate the topics to • Guided CW HW DD/MM/YYYY (CtD) 1.1.b 1.1.c other subjects taught Learning – – TB: Pg. 7 1.1.d • Summarise the key • Questioning (ANtP) concepts of the lesson Bring modelling clay Written Work Section Q.1 Q.2 Q.3 Q.4 Q.5 Q.6 Q.7 Q.8 Q.9 Q.10 Q.11 Q.12 Q.13 Q.14 Q.15 Q.16 Q.17 Q.18 Q.19 Q.20 Comp. Qs./ Total Qs. A B C Names Teacher's Notes Handhold Learners Challenge Learners Page 4

Annual Day: Day: Actual Date: Page(s): Important Words Duration: –1 min 1/37 1/6 ________________ 1 – Transactional Tip(s) Duration: 6 min Interactive Discussion: • Ask learners to read the speech bubbles in pairs. Ask them the following questions. ƒ Do Rashi and Meher go to the same school? ƒ What do Rashi and Meher do together? ƒ What does Morad show Meher? • Encourage learners to ask questions they might have regarding these characters. Class Pulse Check Duration: 2 min 1) Name the three characters who will join us on this exciting journey. 2) What is family history? (I Think, TB: Pg. 2) Page 5

Annual Day: Day: Actual Date: Page(s): Important Words Duration: 1 min 1/37 1/6 ________________ 1-2 • Today: past, history, events, timeline Transactional Tip(s) Duration: 17 min Real-life Connect: • Choose learners to read ‘I Think’. Ask learners to answer the ‘I Think’ question. • Ask learners if their parents own items that belonged to their grandparents. • Select a few learners to share one memorable event from their lives with the class to make them understand about past events. • Ask learners to read ‘I Remember’ on TB: Pg. 2. • Discuss the definitions of ‘past’, ‘history’ and ‘timeline’. • Ask learners to solve the allotted WB question in class. Class Pulse Check Duration: 4 min 1) What does the word ‘historia’ mean? 2) What is the meaning of an ‘event’? (TMB, TB: Pg. 4) 3) What can we draw to show events that happened many years ago? Page 6

Annual Day: Day: Actual Date: Page(s): Important Words Duration: 1 min • Last class: past, history, events, timeline 2/37 2/6 ________________ 3 • Today: sources of history, archaeological, diseases, journalist, architect Transactional Tip(s) Duration: 26 min Guided Learning: • Recapitulate the definition of timeline in the class. • Show learners how to draw a timeline and mark the earliest and latest events on it with an example. • Explain sources of history. Discuss why sources of history are important. • Show a few pictures of the various sources of history. (Hints: manuscripts, paintings, buildings, tools, coins) • Relate these to the sources of history listed on TB: Pg. 3. • Name a few professions and ask learners what each can learn from history. Examples: ƒ painters (materials used to paint, famous paintings) ƒ musicians (ancient musical instruments) ƒ inventors (discoveries and inventions of the past) ƒ carpenters (tools and designs used in the past) ƒ tailors (designs and materials used in the past) • Read the first paragraph of ‘I Understand’ and discuss why different people study history for different reasons. • Ask learners to solve the allotted WB questions in class. Class Pulse Check Duration: 3 min 1) Define ‘timeline’. 2) Name any two sources of history. 3) Why does an architect study history? (TMB, TB: Pg. 4) Page 7

Annual Day: Day: Actual Date: Page(s): Important Words Duration: 1 min • Last class: sources of history, archaeological, diseases, 3/37 3/6 ________________ 3-4 journalist, architect • Today: – Transactional Tip(s) Duration: 27 min Questioning (15 min): • Ask learners: ƒ Why is it important to study history? ƒ What helps us to understand the changes in the world that happened due to past events? ƒ What can we learn from different sources of history? • Read aloud the second paragraph of ‘I Understand’ (TB: Pgs. 3, 4). • Discuss the reasons to study history. • Ask the learners to read the table on TB: Pg. 4. Real-life Connect (12 min): • Ask learners to name items in their homes which can tell them about their family history. • Read ‘Ways of Learning about Family History’. • Use the text to help learners classify the items into different sources of history and discuss the same. • Ask learners to solve the allotted WB questions in class. Class Pulse Check Duration: 2 min 1) Does studying history help us become better citizens? How? 2) Can you use old photographs to learn about your family history? Page 8

Annual Day: Day: Actual Date: Page(s): Important Words Duration: 1 min 4/37 4/6 ________________ 4-5 • Last class: – • Today: archaeologist, historian, excavates Transactional Tip(s) Duration: 27 min Peer Learning – Pair (13 min): • Ask learners to read in pairs about archaeologists and historians. • Ask learners to study the infographic on TB: Pg. 5. • Ask them to compare the work of an archaeologist and a historian. • Draw a table on the board. Choose learners to complete the table differentiating an archaeologist and a historian. Activity Method (14 min): • Divide the learners into groups of five. • Ask them to do a role play on how archaeologists and historians work. • Summarise the topic by highlighting the fact that archaeologists and historians work together to learn about the past. • Ask learners to solve the allotted WB questions in class. Class Pulse Check Duration: 2 min 1) What does an archaeologist do? 2) What does a historian use to write about the past? Page 9

Annual Day: Day: Actual Date: Page(s): Important Words Duration: 1 min 5/37 5/6 ________________ 5-6 • Last class: archaeologist, historian, excavates • Today: caves Transactional Tip(s) Duration: 27 min Activity Method (15 min): • Ask learners to draw the timeline on TB: Pgs. 5, 6. • Ask learners to complete the activity on sources of history on TB: Pg. 6. Interactive Discussion (12 min): • Read ‘Be Amazed’. • Read ‘English Fun’ and discuss other stories such as ‘Akbar-Birbal’ and ‘Tenali Rama’ that are based on historical records. • Ask learners to solve the allotted WB question in class. Class Pulse Check Duration: 2 min 1) How can a timeline help us study history? 2) Is your school diary a written source of history? Page 10

Annual Day: Day: Actual Date: Page(s): Important Words Duration: 1 min 6/37 6/6 ________________ 7 • Last class: caves • Today: – Transactional Tip(s) Duration: 27 min Guided Learning (10 min): • Select a learner to read ‘Maths Fun’. • Draw a number line on the board. • Do a few addition and subtraction activities using the number line. • Erase the numbers marked on the line. Mark events on it to use it as a timeline. Questioning (17 min): • Divide the class into teams of four. • Recapitulate the meaning, sources and importance of history with a quiz session. Class Pulse Check Duration: 2 min 1) How is a timeline similar to a number line? 2) Can something be a written source as well as an archaeological source of history? Page 11

Reflection Suggested questions to test the key concept(s) Key Concept(s) Remarks 1 Are newspapers a source of history? Day 2 - ‘past’, ‘history’, ‘timeline’ and ‘sources (Ans. Yes) of history’ 2 How can you know about Indian kings and queens of the past? Day 3 - the importance of learning history (Ans. By studying history) 3 Neerja excavates and studies the objects found underground. Day 4 - people who study history and how they What is her occupation? use the sources of history (Ans. Archaeologist) Remembering past events is made easier with the Day 5 - making a timeline of events 4 help of _________________. (Ans. timelines) Lesson Review Progress Passbook What went well: Carried Forward Planned Days Actual Days What to improve: A ______________ This lesson Till now 6 B ______________ C ______________ A ____________ A ____________ Co-ordinator Signature B ____________ B ____________ C ____________ C ____________ Speed Up Slow Down ↑ days A _______________ ↓ days A __________ B _______________ B __________ C _______________ C __________ Page 12