MORAL EDUCATION PRIMARY FLIP BOOK

MORAL EDUCATION – PRIMARY SCHOOL

INDEX 1. LTP – GRADE 1 TO 5 2. M.E LESSON PLANS 3. M.E INTEGRATED LESSON PLANS 4. SAMPLES OF NOTEBOOK WORK 5. SAMPLES OF NOTEBOOK WORK ( CCL) 6. DISPLAYS 7. ASSESSMENT PAPERS 8. POSTERS











MORAL EDUCATION – SAMPLE LESSON PLANS Teacher: Ms. Ruhi SEND: Date: 14.10.19 Subject: ME Identified need(s): Period: 1ST Grade: 2 E Interventions: Roll: - 24 Topic: WE ARE Pair/Group tasks: Duration: 40 mins ARCHAEOLOGISTS Include starter, differentiated tasks and student names in the quadrant below WALT (LO’s): BLOOM: C Assimilation D Adaptation WILF (‘stepped’): • CQ- Why do HOTS Annotate, examine, report, criticize, evaluate, validate, justify, rate, we gather paraphrase, expand, summarize, infer, rank, argue, conclude • Can I remember what an evidence diagram archaeologist does? from the past • Students to validate their and who EACH GROUP IS ASKED TO PRESENT learning through • Do I know what an helps us to THEIR REFLECTION AFTER THE archaeological site is? gather this ACTIVITY • Research work and evidence? Writing a paragraph. • Can I excavate like an • What does this activity teach archaeologist? VOCABULARY us about archaeology? RESEARCH WORK - REAL LIFE WORDS LOTS LINK/UAE LINK TAXONOMY • Archaeological excavations • are a destructive process. PAIRED ACTIVITY Archaeologist- A When archaeologists have HA person who studies finished with a site, they have Archaeological digs in UAE. pre historic people largely taken it apart piece and their culture by piece to discover its Find out where the first recorded Site- location secrets. Unfortunately, this dig in UAE began? means a site, once excavated, Dig- An can’t be excavated again. To • (In pairs they will use archaeological site fix this problem, Ipads/laptops/ Moral archaeologists take lots of education text book) notes, drawings, photographs, and soil samples, and they

Archaeological write detailed reports so Tools- trowels, archaeologists in the future tweezers, brushes etc can come back to their used by excavations and learn even archaeologists more. Evidence- proof for something • Starters/Q&A: A Acquisition B Application Homework (‘stepped’): What are we Name, label, define, select, identify, Apply, sequence, demonstrate, learning today? list, memorize, recite, locate, record construct, solve, calculate, interpret, illustrate GROUP WORK ARCHAEOLOGISTS ARE LIKE COLLABORATIVE ACTIVITY DETECTIVES. Archaeology for Kids: Excavate • Discuss in your groups and the Chocolate Chips from a state: Cookie! three similarities to introduce a young between archaeologists and archaeologist to some of the principles of archaeology. This cookie excavation will help children understand how important it is to be careful while excavating fragile artifacts. They will also learn how an archaeological excavation destroys a site, and why recording the location of artifacts

detectives is crucial to preserving archaeological knowledge. In this activity, the chocolate chips serve as the artifacts while the cookie serves as the archaeological site. ( refer to slides 8,9,10 for detailed instructions). • Kno • A Apply Apply • Apply knowledge and wled pp knowledg knowledg skills in unpredictable ge/s ly e/skills in e/skills in kills Kn different predictabl situations in o areas e real- one wl world area ed situations ge /S kil ls

• Plenary/Mini RIGOUR Possible misconceptions: plenaries Opportunities for collaborative learning: Starter activity. • If an archaeologist was to uncover your Opportunities for independent learning: pleanary bedroom in 1000 years’ time, what would they find out about what life is like today? • Write about five objects in your room and what would they represent from today’s life. Innovations and links to National Agenda goals: Cross-curricular/Real world links: Resources/Web links: SST, SCIENCE. REAL LIFE< UAE Reflections to feed forward:

Teacher: Ms. Shilpana SEND/AGT/EAL: Date: Nov 12 - 14 Subject: ME Period: Grade: 5 Identified need(s): Roll: Topic: Duration: 40 min Interventions: Central Question: Outcomes (‘stepped’): Pair/Group tasks: What is fair play? How can you analyse and evaluate fair play Include starter, differentiated tasks and student names in the quadrant below Why does fair play not always as an inspirational and happen though we hope to see it motivational tool for C Assimilation D Adaptation always in sport? own self-growth? Annotate, examine, report, criticize, paraphrase, evaluate, validate, justify, rate, infer, rank, argue, Given the opportunity, how will expand, summarize, diagram conclude you demonstrate fair play in action? Read the story – A Young Emirati Debate – Do sports need lots of rules Judoka Inspired by Fair play – in order to have fair play? answer the questions that follow. Write your thoughts on the quote: “It BLOOM: TAXONOMY matters not whether you win or lose, Role play – In groups plan a scenario but how you play the game.” for role play. Starters/Q&A: A Acquisition B Application Homework (‘stepped’): Display the video link https://www.youtube. Name, label, define, select, identify, list, Apply, sequence, demonstrate, construct, solve, Prepare a presentation on the value com/watch?v=uNV- memorize, recite, locate, record calculate, interpret, illustrate ‘fair play’. 1zNRTLg [4-5 slides]  Share vocabulary and discuss Students, in groups, discuss the Elicit the value ‘fair what they mean- images from the PPT. OR play’. Competition, humility, ‘Although competition in sport is Design a poster on the value ‘fair graciousness, fair play. healthy, it is important to practice fair play’. play too”  Mini-plenary-Define any two of Share their inferences. the vocabulary to your partner. Group discussion and feedback. LOTS Knowledge/skills Apply Apply Apply Apply knowledge skills in unpredictable HOTS in one area Knowledge/skills in knowledge/skills in knowledge/skills in situations one area different areas predictable real- world situations

Plenary/Mini plenaries: RIGOUR Possible misconceptions: Take fair play for forgiveness. Opportunities for collaborative learning: Recap the implications of the Group discussions to enable individual writing. value ‘fair play’. Opportunities for independent learning: Students read the text independently to comprehend it. Innovations and links to National Agenda goals: Cross-curricular/Real world links: Students develop reading skills. Link with real world. Link with P.E.; English; ICT; Art Resources/Web links: Reflections to feed forward: Text book for starter activity Teacher signature: Team Leader:

M.E INTEGRATED LESSON IN ENGLISH: Teacher: Ms Sana Ahmad SEND/AGT/EAL: NA Date: May 19-23 Subject: English Identified need(s): Period: 2 Grade: 3 Interventions: Roll: 23 Topic: Pair/Group tasks: Duration: 80 Story: The story of four seasons Include starter, differentiated tasks and student names in the quadrant below WILF (‘stepped’): WALT (LO’s): BLOOM: TAXONOMY C Assimilation D Adaptation  Can I predict events in a story? Skill focus:  Can I give examples from the text How to predict Annotate, examine, report, criticize, paraphrase, evaluate, validate, justify, rate, infer, rank, argue, events in story? expand, summarize, diagram conclude to explain and support my answers and viewpoints? Notebook work: Share the success criteria. INNOVATION - How to  Can I predict and create express Students attempt differentiated questions Prediction: Create a panel with illustration comprehension based on the text. and speech bubbles for what will happen storyboard panel for what will through responding (given on next page) next in the story. happen next in the story? to text in writing? H.O.T.S - (Textbook pg. 32) State an advantage and a disadvantage for each of the four seasons. UAE Link – If you are asked to invite seasons in the UAE, what do they be and why? S.st Link - Now a days, seasons are changing too frequently. According to you what are the possible reasons for this? Do you think ‘Global Warming’ can be one of the reasons? LOTS ME Link - HOTS Is curbing down global warming our moral duty?

Starter: A Acquisition B Application Homework (‘stepped’): Warm-up, pg. 32 Name, label, define, select, identify, list, memorize, Apply, sequence, demonstrate, construct, solve, calculate, Grammar - Exercise A and B on pg. 89 Look at the picture, recite, locate, record interpret, illustrate what do you think the Punctuation – plants and animals Check students’ past understanding of Collaborative work – Exercise A and B on pg. 92 and 93 are saying to each prediction. Students predict what will happen next other? (Students can throughout the story using the prediction be assigned Discuss the strategy – sheet given to them in groups. characters to act) Link the activity to https://www.youtube.com/watch?v=ns prediction – what do LD33rczFA you think would happen next? Model predicting what will happen in the Teacher to check comprehension - story based on the given introduction. (My prediction…based on clues…)  Describe the earth long ago set in the story.  What was the problem faced by the animals? How did they set upon to resolve it?  Why did they decide to meet the Sky woman? Could she be of any help?  What did she give them? What kind of person do you think she was?  How the four seasons came to be? Kno Apply Apply Apply Apply knowledge skills in unpredictable situations knowledge/skills in wle Knowledge/skills in knowledge/skills in predictable real- dge one area different areas world situations /skil ls in one are a Plenary/Mini plenaries: RIGOUR Possible misconceptions:  Students in pairs attempt Opportunities for collsborative learning: exercise B and C on pg. 38 in  Discussion of questions textbook  Role-play activity  Peer sharing of answers. Opportunities for independent learning:  Starter activity  Answering questions from the text – notebook work Innovations and links to National Agenda goals: Cross-curricular/Real world links:  Drama

 Skills in focus – reading, comprehension, prediction  Social studies – Reasons of frequent changes in seasons.  ME – How to protect environment? Resources/Web links: Reflections to feed forward:  Textbook  Smartboard Team Leader: Ms Jyoti Kakkar Teacher signature:

ME INTEGRATED LESSON IN SOCIAL STUDIES Teacher: Rajani Jaswal SEND/AGT/EAL: Date: Sep week 1 Subject: SST Period: Grade: 3 Identified need(s): Roll: Topic: Occupations Duration: 40 minutes Interventions: WALT : Pair/Group tasks: Groups in accordance to ability. CQ: Include starter, differentiated tasks and student names in the quadrant below How can you analyze the importance of BLOOM: TAXONOMY C Assimilation D Adaptation WILF: different professions • and occupations? Annotate, examine, report, criticize, paraphrase, expand, evaluate, validate, justify, rate, infer, rank, argue, Can I identify the different summarize, diagram conclude • kinds of occupations and professions? Questions on examining and analyze – Questions on Justification, • Questions starting from Why, How, Inferring Can I explain the features of some important  How can you analyze the UAE Link: occupations? impact of multi media and technology on the different The RTA is an important department in Can I analyze the occupations these days? the UAE. What does this abbreviation importance of the stand for? How do people in this interdependence of  Why and how do you think department help us in the UAE? different occupations in there is a deep our lives? interdependence of M.E Link: LOTS different kinds of HOTS professions in our society? Saniya wants to be a doctor when she Extended task: grows up. What qualities do you think she should have to be a good doctor?  These days many occupations depend upon mining. Do you think that can have an impact on the resources of our planet?

Starters/Q&A: A Acquisition B Application Homework : Teacher to show a H.W:Q6. Complete Ex. A and B in few slides of the PPT Name, label, define, select, identify, list, memorize, recite, Apply, sequence, demonstrate, construct, solve, calculate, SST text book. (To be done by all/ to elicit the learning locate, record interpret, illustrate make a note in the almanac) objective from Questions related to - Name, label, define, select, Questions on illustrations, drawings, application, students. identify, list, memorize, recite, locate, record real life situation, Moral Education, World link Recap knowledge of students and read the Think pair and share activity to  What do you understand by chapter in the text understand the meaning of the term the term mining? book. occupations and professions.  What is the need to adopt a  How are the different kinds Plenary/Mini plenaries: of professions and particular type of profession? occupations changing these days?  What was the main occupation of the people in the UAE in the olden days? Knowle Apply Apply Apply Apply knowledge skills in unpredictable situations dge/skil ls in one Knowledge/skills in knowledge/skills in knowledge/skills in area one area different areas predictable real- world situations RIGOUR Possible misconceptions: Opportunities for collaborative learning: Think, pair, share – Team work,

Opportunities for independent learning: Cross-curricular/Real world links: Moral Education, Literacy , World link, Math, Science  peer feedback sessions Reflections to feed forward: Innovations and links to National Agenda goals: Team Leader: Exploring different options of _________________ Eg - reading, mathematics and science skills, Arabic language, research skills, investigation Resources/Web links: PPT Post it slips Smart board White board, marker Teacher signature:

ME INTEGRATED LESSON IN SCIENCE GRADE 5: Teacher: Ms Jaskiran Kaur/ Lekshmi SEND: Saad Zaman Date: 5TH – 6th May, 2019 Rajesh Subject : Science Identified need(s): Attention Deficit Hyperactive Disorder Period: Interventions: Stick pictures of water being used in different ways. Roll: 21 Grade: 5 Topic: Water Pair/Group tasks: Groups in accordance to ability. Duration: 40 minutes CQ: Include starter, differentiated tasks and student names in the quadrant below Outcomes: Why is water important for every BLOOM: TAXONOMY C Assimilation D Adaptation ALL : List different ways in which aspect of life? water fulfils human needs Annotate, examine, report, criticize, paraphrase, evaluate, validate, justify, rate, infer, rank, argue, MOST: Suggest ways to conserve expand, summarize, diagram conclude water. FEW: Justify that water on Earth The class will discuss ways in Students to debate in groups is a limited source. which we might waste water in “Why is Earth’s nickname “the Extended Task: Niranjana and Abhinav( CAT 4 our daily lives. The children could Water Planet” both appropriate average score 9) Research how much water is used be given the task to design A4 and misleading. per day in a water park. If every drop of water is precious, then is it sized signs that could be placed right to waste water in such recreational activities. around the school to encourage UAE Link: people not to waste water (The Draw a graph to compare the usage best signs could be laminated of water per person in UAE and in and placed in areas of the school any other country of your choice. where water in used) Moral education link: As Indians, we respect our rivers but we throw things such as garbage and sewage directly into them. LOTS Discuss how such practices are HOTS harmful for the rivers and ultimately to us.

Starters/Q&A: A Acquisition B Application Homework : Teacher shows a ppt on human needs of Name, label, define, select, identify, list, Apply, sequence, demonstrate, construct, solve, water. memorize, recite, locate, record calculate, interpret, illustrate Students are given a set of questions. The Research to find out: Students to discuss in pairs and students research 1. What % of the Earth is share their answers. the questions in covered with water? If the earth is covered with 75% their groups using 2. What % of water is Salted, water, why do we always talk of internet and present Fresh, and Frozen? scarcity of water? answers as 3. What percentage of blood explanations and is water? graphs. 4. When is International Water day celebrated annually? K Apply Apply Apply Apply knowledge skills in unpredictable situations n Knowledge/skills in knowledge/skills in knowledge/skills in o one area different areas predictable real- w world situations l e d g e / s k i

Plenary/Mini plenaries: l Possible misconceptions: Brainstorm questions as: l Water resources are unlimited. Students share their findings. s i n o n e a r e a RIGOUR Opportunities for collaborative learning: Group discussion Opportunities for independent learning: Research work and recording the answer Innovations and links to National Agenda goals: Cross-curricular/Real world links: English link: Resources/Web links: “Water, water everywhere, nor any drop to drink”—which poet wrote this? Reflections to feed forward: PPT/https://youtu.be/rMAR0jFhp7E. Team Leader: Ms. Pratima Chhatwal Teacher signature:

SAMPLES OF NOTEBOOK WORK:

SAMPLES OF NOTEBOOK WORK (CCL)

DISPLAYS:

SAMPLES OF QUESTION PAPERS:



POSTERS :