MYP

Curriculum
2024-25
Grade 9 - Unit 5
Language & Literature [English] Unit 5- Work and Education
Statement of Inquiry : Different genres and writing styles allow us to explore and express complex identities and
relationships within various contexts.
Global Context : Identities and relationships
Approaches to Learning : Communication, Research: Information Literacy Skills, Thinking: Critical; Self -
Management: Organization Skills;; Social- Collaboration Skills.
Unit : 05
Range of Date : January - March
Key Concept : Communication
Related Concepts : Context, Genre, Purpose

Questions:
● Factual: What are the key characteristics of a formal report? How are news reports structured?
● Conceptual: How does the choice of genre affect the way information is perceived? In what ways can transforming a genre change
the impact of a message?
● Debatable: Is one genre more effective than another in conveying information? Do modern educational systems adequately prepare
students for the future?
Syllabus Learning Engagements

ANALYSING & ORGANIZING Character and Setting Analysis & “Character and
READING- Fiction/ Non-fiction Text Environment” (In the Classroom); Comparative Analysis
● Novel 20th Century: In the Classroom &“Comparison and Contrast” (Describing Education in
● Text A & B: Describing Education in England in the 19th Century England in the 19th Century); News Report Breakdown &
● News Report: Rescuers Find Trapped student “News Structure” (Rescuers Find Trapped Student); Fact
● Report: Spiderman Climbs Sky High vs. Fiction & Reality Check” (Spiderman Climbs Sky High);
● Formal Report: Missing Poster Poster Creation & “Essential Information” (Missing
● News Article: Knitters of the World Save Penguins From Extinction Poster); Article Analysis & Main Points and Details” (
● Cinematic Techniques Knitters of the World Save Penguins From Extinction)

ORGANIZING & PRODUCING TEXT

WRITING - Literary /Non-Literary Text Magazine Article: Article Writing: Write a magazine article
● Story Writing: Conversation on a topic of interest, focusing on engaging content, clear
● Screenplay structure, and appealing design. Thinking Routine:
● Magazine Article “Engagement and Structure” – Discuss how to attract
● Proposal readers’ attention and maintain interest through effective
article structure and content.

News Report Write a News Report: Write a news report on

a current event, including headline, lead, body, and
conclusion. Ensure accuracy and clarity. Thinking Routine:
“Report Writing” – Discuss the importance of clear, factual
reporting and how to structure a news report effectively.
USING LANGUAGE - Grammar
● Mood Mood Identification & “Mood and
● Tenses: Introduction Language”(Mood);Tense Overview & “Tense Timeline”
● The Uses of the Present, Past and Future Tenses (Tenses); Tense Practice &“Tense Application” (The Uses
● Figures of Speech: Personification, Hyperbole of the Present, Past, and Future Tenses); Sentence
Transformation & “Affirmative vs. Negative” (Interchange
of Affirmative and Negative Sentences); Sentence
Conversion & “Question and Statement” (Interchange of
Interrogative and Assertive Sentences);Exclamation
Practice &“Emotion and Statement” ( Interchange of
Exclamatory and Assertive Sentences); Word Function
Practice &“Word Flexibility” (Interchange of One Part of
Speech for Another)Verb Conjugation &“Verb
Conjugation Practice” (Verbs Exercise 115); Adverb
Application & “Adverb Usage” (Adverbs Exercise 116);
Personification in Texts & “Personification Effect”
(Personification)

ASSESSMENT

FORMATIVE ASSESSMENT 1 FORMATIVE ASSESSMENT 2

Comparative Analysis of Fiction and Non-Fiction Texts with Writing a Conversation or Screenplay Based on Visual
Cinematic Techniques Prompts

Objective: Objective:
Students will analyze and compare a literary text (Text A) and a Students will craft a short screenplay or dialogue-driven story
non-literary text (Text B – video) focusing on education, social inspired by one of two images provided. This task focuses on
issues, or heroism. They will assess how the texts present developing narrative voice, character interaction, and effective
themes, characters, and ideas through language and cinematic use of descriptive and cinematic language.
techniques.
Instructions:
Texts and Video Pairing:
1. Choose One Image
1. Text A (Literary - Fiction/Non-fiction): ○ Two images will be provided (examples could include a
○ Novel Excerpt (20th Century) – A passage from "Hard Times" mysterious abandoned house, a bustling café, or a futuristic
by Charles Dickens (19th-century education focus). cityscape).
○ News Article (Non-fiction): "Knitters of the World Save ○ Select the image that inspires you most.
Penguins From Extinction." 2. Task Options:
2. Text B (Non-Literary - Video): ○ Option 1: Write a conversation between two or more
○ Video Suggestion: "Spiderman Climbs Tallest Building in characters set in the environment depicted in the image.
Paris" ○ Option 2: Write a screenplay scene describing the setting,
○ Link: Spiderman Climbs Building in Paris (Use a real-life character actions, and dialogue. Ensure to use proper
event or video of Alain Robert, the real-life 'Spiderman'). screenplay formatting.
(If the link needs updating, search "Alain Robert climbs
building" on YouTube.) Key Requirements:

Task Outline: ● Focus on Character and Plot Development:

Part 1 – Analyzing the Literary Text (Text A): ○ The conversation or screenplay must hint at a larger story
or conflict.
● Identify the key themes (e.g., perseverance, education, ○ Develop distinct character voices through dialogue.
social divide). ● Setting Description:
○ Use vivid sensory details to bring the chosen image to life.
● How does Dickens portray the education system and its ● Cinematic Language (for Screenplay):
limitations? ○ Include stage directions, camera movements, and scene
● Analyze the language and literary devices used to shape transitions where appropriate.
meaning.
Example Image Prompts:
Part 2 – Analyzing the Non-Literary Text (Text B - Video):
1. Image 1: A foggy forest with an old wooden cabin in
● Examine the visual and cinematic techniques used the distance.
 (camera angles, sound, editing). 2. Image 2: A futuristic city skyline glowing with neon
● How is the climber portrayed as heroic or daring? lights.
● Discuss how the video’s structure and narrative
influence audience perception.

Part 3 – Comparative Analysis:

● Compare the portrayal of heroes or societal struggles in

both texts.
● How do literary and non-literary texts convey similar
themes differently?
● Discuss the role of language in the novel excerpt versus
visual storytelling in the video.

SUMMATIVE ASSESSMENT

Scenario 1: Magazine Article

Goal: Write a feature article for a youth magazine about a trending social, environmental, or technological issue.
Role: You are a journalist working for a popular magazine.
Audience: Readers aged 15-25 interested in current global topics.
Situation: A significant movement, innovation, or challenge is making headlines (e.g., sustainability initiatives, mental health
awareness, or AI advancements).
Product: A 500-700 word article that is engaging, informative, and visually appealing.

Scenario 2: Proposal for an Event or Product

Goal: Write a formal proposal for an event or product launch aimed at solving a community issue or promoting a brand.
Role: You are an event planner or marketing executive.
Audience: Corporate sponsors, city officials, or potential investors.
Situation: Your company is organizing an event (e.g., a tech fair, charity concert, or community clean-up) or launching a new product
(e.g., sustainable clothing line, mobile app).
Product: A 400-600 word proposal that is persuasive, clearly structured, and highlights key details of the event/product.

Key Requirements (For Both Scenarios):

● Clarity and Purpose:

○ Clearly define the topic or product/event.
○ Use a catchy headline or title.
● Engaging Introduction:
○ Hook the reader immediately.
● Content Structure:
○ For the magazine article: Use subheadings, quotes, and visual descriptions.
○ For the proposal: Include sections like Objectives, Target Audience, Budget Outline (brief), and Expected
Outcomes.
● Language and Style:
○ Use persuasive, descriptive, or journalistic language depending on the task.
○ Maintain a tone appropriate to the audience (formal for proposals, informal yet professional for magazine
articles).

Assessment Criteria:
Criterion C (Producing Text):

● Coherence, organization, and clarity in the overall structure.

● Development of ideas with appropriate support and details.

Criterion D (Using Language):

● Use of precise vocabulary, engaging language, and correct grammar.

● Adaptation of tone and style to fit the form (journalistic for articles, professional for proposals).
MATHEMATICS Unit 5- How is technical innovation changing our ideas of public and private space?
Statement of Inquiry : Modelling allow us to solve new spatial relationship problems arising from technical innovation
Global Context : Scientific and technical innovation
Approaches to Learning : • Communication Skills • Creative Thinking Skills • Critical Thinking Skills • Reflective Skills
Unit No. Out of 12 : 5
Range of Date : Jan-March
Key Concept : Relationships
Related Concepts : Models
Questions:
● Factual: How can we calculate unknown angles and sides? How do trigonometric relationship work?
● Conceptual: Where do geometric shapes occur around us? How do their relationships give us insight into the unknown?
● Debatable: Can there be bad applications of geometry? Is the mathematical ability to find location in opposition to personal and
cultural norm?

Syllabus Learning Engagement

Trigonometry- Think-Puzzle-Explore
● Exact Trigonometric ratios Activity: Trigonometry pile up.
● Solving problems using trigonometry Activity: The best relationship
● Sines,cosines and tangents of angles greater than 90
● The sine and cosine rules
● Area of a triangle
● Trigonometric in three dimensions

Geometry: See-Think-Wonder
● Connect the Dots in Geometry Think-Pair -Share
● Cartesian grid Activity: Distances on a real life Cartesian grid
● Midpoints Activity-Name that vector
● vectors Activity- Mapping your mind
● Function and Function mapping https://mathspace.co/textbooks/syllabuses/Syllabus-
1062/topics/Topic-20637/subtopics/Subtopic-
269191/?activeTab=theory

ASSESSMENT

FORMATIVE ASSESSMENT 1 FORMATIVE ASSESSMENT 2

Exploring Exact Trigonometric Ratios"

Objective: "Vector Adventures: A Puzzle Journey"
Student will show their understanding through given worksheet
based on the topic Trigonometric ratios. Objective:

To enhance understanding of vector concepts, including

addition, subtraction, magnitude, and direction, through
engaging puzzles and problem-solving tasks.

SUMMATIVE ASSESSMENT

Designing Your Town

Goal:
As the city planner of a new town, your task is to design a functional and aesthetically pleasing layout of buildings and streets. You
will use your knowledge of the Cartesian coordinate plane, geometry, and algebra to determine the placement of buildings, streets,
and special features.
Role:
You are a city planner, responsible for organizing the layout of a growing town to ensure efficient use of space and accessibility for
its residents.
Audience:
The town council and its residents, who need a clear and organized design for their new town.
Situation:
Your town is divided into four quadrants of the Cartesian coordinate plane:
● Northwest (Quadrant II): Residential Zone
● Northeast (Quadrant I): Commercial Zone
● Southwest (Quadrant III): Industrial Zone
 ● Southeast (Quadrant IV): Recreational Zone
The layout must adhere to specific mathematical principles, including symmetry, accurate positioning using coordinates, and
functional connectivity.
Product/Performance:
Design a town map on a Cartesian grid and write a report explaining the mathematical reasoning behind your layout.
Standards and Success Criteria:
Your work will be assessed based on:
1. Accurate use of coordinates and geometry in the layout.
2. Effective application of symmetry, midpoints, vectors, and transformations.
3. Logical reasoning and clarity in the written explanation.
4. Creativity, practicality, and alignment with the town’s purpose.
Task Details:
1. Part 1: Town Map Design
a. Draw a Cartesian coordinate grid, labeling the axes and quadrants.
b. Assign each quadrant a specific zone:
○ Quadrant I: Commercial (e.g., shops, offices)
○ Quadrant II: Residential (e.g., houses, apartments)
○ Quadrant III: Industrial (e.g., factories, warehouses)
○ Quadrant IV: Recreational (e.g., parks, sports fields)
c. Plot and label at least 3 buildings in each quadrant using coordinates.
d. Design streets to connect key locations. Use:
○ Midpoints to place intersections.
○ Vectors to represent the direction and length of streets.
○ Transformations (e.g., translations or reflections) to replicate symmetrical patterns for aesthetic appeal.
2. Part 2: Mathematical Justifications
Write a report explaining:
○ How coordinates were chosen for each building and feature.
○ How midpoints, vectors, and transformations were used to plan streets and ensure symmetry.
○ How geometry and algebra were applied to maintain balance and accessibility in the layout.
3. Part 3: Creativity and Practicality
○ Ensure the town layout is both creative and functional. For example:
■ Streets should minimize travel distance between zones.
■ Recreational areas should be accessible to all zones.
○ Add a special feature in one quadrant (e.g., a fountain, town square, or landmark) and describe its placement
mathematically.

SCIENCE (Physics) Unit 5- How can we communicate?

Statement of Inquiry :Through identifying relationships of similarity and difference, we understand how force and matter interact
Global Context : Personal and Cultural Expressions
Approaches to Learning : • Critical Thinking • Communication skills Information Literacy Skills Transfer skills
Unit No. Out of 6 : 5
Range of Date : Jan-Mar
Key Concept : Relationships
Related Concepts : Movement
Questions:
● Factual: How do we measure a wave? What affects the speed of a wave? What is the sound? What other kinds of waves are there?
● Conceptual: How does wave motion differ from other kinds of motion? How do we experience different kinds of waves1?
● Debatable: To what extent have improved communications made the world a global village? What advantages and disadvantages
might global telecommunications bring?
 Topics Learning Engagement

● Waves See-Think-Pair
● Oscillations and its types Activity- Observing Wave Motion
● Longitudinal and transverse Activity- Up and down, to and fro, side to side
● Wave Phenomena- reflection ,refraction,diffraction Activity- Analysing wave speeds
● wave equation Activity- Experiencing sound waves
● Electromagnetic spectrum Activity-Manipulating light
● Imaging and application

ASSESSMENT

FORMATIVE ASSESSMENT 1 FORMATIVE ASSESSMENT 2 FORMATIVE ASSESSMENT 2

Task- Case study on Wave Motion

Student will show their understanding through the case study Objective:
based on the topic waves motion given on the task sheet.
Students will investigate the concept of the audible frequency
range in different animals and compare it with the noise
produced by human activities. This assessment will help
students understand the varying sensitivity to sound across
species and the impact of human-generated noise on the
environment.

Materials Needed:

● Internet access (for research purposes)

● Data collection sheets (for recording information)
● Chart paper or digital tools for creating graphs
● Calculator (for frequency range calculations)
● Audio examples of sounds (optional, for class
demonstrations)
● Access to sound-producing devices (e.g., speakers or
tuning forks)

SUMMATIVE ASSESSMENT

Scenario:
You are tasked with designing a communication system for a new city that uses sound waves for various forms of communication.
The city will have diverse environments, including urban, rural, and underwater areas. Your task is to research the properties of
sound waves and demonstrate how sound waves can be used effectively in these different environments for communication
purposes.
Goal:
Create a Brochure/Digital Brochure that explains:
1. The basic properties of sound waves (frequency, amplitude, speed).
2. How sound waves behave in different environments (urban, rural, underwater).
3. The role of wave phenomena (reflection, diffraction, interference) in sound wave communication systems.
4. Practical applications of sound waves in communication systems (e.g., sonar, echolocation, walkie-talkies).

Role:
You are a Sound Wave Engineer designing an advanced communication system using sound waves for different environment
Audience:
Your audience consists of engineers, city planners, and communication experts who will evaluate your design and implementation of
sound wave-based communication systems.
Situation:
The new city requires a communication system that uses sound waves for:
● Urban Communication: Understanding how sound behaves in a noisy, crowded city.
 ● Rural Communication: How sound waves travel in open spaces.
● Underwater Communication: How sound is used underwater for communication (e.g., sonar).
Product:
Create a Brochure /Digital Brochure with the following content:
1. Sound Wave Properties:
○ Define frequency, amplitude, and speed of sound waves.
○ Explain how these properties influence sound in different environments (e.g., how frequency affects clarity in
noisy areas).
2. Wave Phenomena:
○ Discuss reflection, diffraction, and interference with examples.
○ Show how these phenomena affect communication (e.g., echoes in urban areas, diffraction around buildings,
interference in crowded environments).
3. Applications of Sound Waves:
○ Include examples like sonar, echolocation, and walkie-talkies.
○ Discuss how these technologies use sound waves to transmit information.
4. Sound in Different Environments:
○ Compare how sound behaves in urban, rural, and underwater environments.
○ Address challenges in each environment and suggest solutions.
5. Visuals and Diagrams:
○ Include relevant diagrams, graphs, and visuals to illustrate wave properties, phenomena, and applications.

Science (Biology) Unit 5- Metabolism

Statement of Inquiry : Organisms rely on the intricate processes of metabolism, homeostasis, and transport to maintain life and
adapt to environmental changes, influencing their survival and health.
Global Context : Globalization and Sustainability
Approaches to Learning : Critical thinking skills, research skills, communication skills
Unit No. :5
Key Concept : Systems
Related Concept : Change, Function
● Factual: What role does respiration play in metabolic processes?
How are nutrients and gases transported during metabolism?
● Conceptual: How do different biological systems interact to ensure efficient energy use and survival?
How does the regulation of metabolic processes through homeostasis contribute to the overall health of organisms?

● Debatable: To what extent can metabolic processes be altered by external factors like diet, environment, and disease ?

Syllabus
Metabolism -nutrition, digestion, movement and circulation, transpiration and translocation,
transport, gas exchange and respiration, homeostasis

Topic Learning Engagements

Graphic organizer, Visible thinking routines, videos -
Nutrition and
https://www.youtube.com/watch?v=aini8zNFyL0&t=1s
digestion

Case studies, diagrams, VTR- I see-I think and I wonder, Video -

gas exchange and
https://www.youtube.com/watch?v=dkAe4DjHwMM
respiration

Campus walk, investigation and analysing, peer sessions

transpiration and
Video -https://www.youtube.com/watch?v=9FTafxnbwHQ
translocation

Graphic organizer, think-pair and share

circulation Video https://www.youtube.com/watch?v=X0DGd7Yskt4

Brainstorming session , group discussions

Homeostasis https://www.youtube.com/watch?v=XMsJ-3qRVJM

ASSESSMENT

FORMATIVE ASSESSMENT 1 FORMATIVE ASSESSMENT 2

Draw and label the process of gas exchange in the human

lungs, including the structure of the alveoli. Objective:
 Illustrate the two main stages of respiration (Glycolysis and
the Krebs Cycle) and indicate where oxygen is involved. To assess students' understanding of transpiration and
translocation in plants.

To evaluate students' ability to describe and explain the

processes of transpiration and translocation, including their
roles in plant physiology and overall health.
Case Study Analysis:
Study the following case of a plant species affected by environmental
stress (e.g., drought or overwatering), and answer the questions.
Questions to Answer:

1. Effect of Closing Stomata:

What effect does closing the stomata have on the
transpiration process in plants?
2. Impact on Translocation:
How does reduced transpiration affect the translocation of
water, nutrients, and sugars in the plant?
3. Consequences for Plant Health:
What are the potential long-term consequences of
decreased transpiration and translocation for the plant’s
growth and health?

Summative Assessment

Task - Students will attempt the summative task in four parts.They will reflect their understanding on Metabolism and
Homeostasis through online mode of assessment.

Objective:

● To evaluate students' understanding of the concepts of metabolism and homeostasis.

● To assess the ability to apply knowledge of metabolic processes and homeostasis to real-world situations.
● To encourage critical thinking and scientific reasoning in analyzing how metabolism and homeostasis interact
within the body to maintain overall health.

Assessment Format:
Part 1: Multiple Choice Questions (MCQs)
Part 2: Short Answer Questions
Part 3: Case Study Analysis
Part 4: Practical Application (Scenario-based)

Science (Chemistry) Unit 5- How do we use matter?

Statement of Inquiry : Changing condition for matter has allowed us to make attractive products that express ,who we
are and where we are from.
Global Context : Personal and cultural expression
Approaches to Learning : • Communication Skills • Organization Skills • Critical Thinking Skills • Creative Skills •
Information Literacy Skills
Unit No. Out of : 5
Range of Date : Jan- Mar
Key Concept : Change
Related Concepts : Conditions
Questions:
● Factual: What are the differences between pure substances and mixture?
● Conceptual: How do differences in chemical bonding contribute to the physical properties of its compounds? How do electrons of
atoms contribute to the chemistry of their compounds? How does the difference in electronegativity of their elements determine
the type of chemical bond in a compound?
● Debatable: To what extent can ionic, metallic and covalent bonds be manipulated to create compounds with unique properties?
Now share and compare your thoughts and ideas with your partner, or with the whole class.
*Matter Think-Pair-Share
States and properties of matter Predict-Observe- Explain
Particle/kinetic theory Activity- Building a concept map of matter
Diffusion Activity-How do the particles in matter connect?
Atomic structure
Isotopes https://www.youtube.com/watch?v=G8bbON6PRBI
Electronic configuration and valency
Periodic table (metals and non metals, transition metals, noble
gases)

ASSESSMENT

FORMATIVE ASSESSMENT 1 FORMATIVE ASSESSMENT 2

Poster Design: Explaining Kinetic Theory Task-

Objective: Creatively explain the behavior of particles in solids, Student will show their understanding through the quiz based
liquids, and gases. on the topic periodic tableaves motion given on the task sheet.

Instructions:
Design a poster that visually explains kinetic theory. Include the
following:

● Diagrams showing particle arrangement and

movement in solids, liquids, and gases.
● Descriptions of how temperature affects particle
energy.
● Real-life examples to illustrate the behavior of each
state of matter.

SUMMATIVE ASSESSMENT

Task-Atomic Structure and the Periodic Table

Goal

Your goal is to demonstrate a comprehensive understanding of atomic structure, isotopes, electronic configuration, valency,
and the periodic table. You will achieve this by designing a creative and interactive project that visually represents these
concepts and connects them to real-world applications.

Role

You are a science communicator working on a project to simplify complex scientific ideas for an audience of students,
teachers, and enthusiasts. Your task is to create an engaging presentation that uses visuals and explanations to make these
topics accessible and interesting.

Audience

Your audience includes:

● Your classmates and teacher (for assessment).

● A mock scientific audience of non-experts (e.g., younger students or a public science fair).

Situation

You have been invited to participate in a science showcase where you need to present a project that explains the
fundamental concepts of atomic structure and the periodic table. Your work must be visually appealing, scientifically
accurate, and easy to understand for non-specialists.
 Product/Performance

You will produce:

1. A Physical Model or Interactive Poster:

○ A 3D atomic model or a creatively designed poster explaining atomic structure, isotopes, electronic
configurations, valency, and periodic trends.
○ Highlight specific groups of elements (metals, non-metals, noble gases, or transition metals) and their
properties.
2. A Written Report (500–700 words):
○ A clear explanation of the scientific concepts represented in your project.
○ Connections between isotopes, periodic trends, and their real-world applications.
3. An Oral Presentation (5–7 minutes):
○ A concise explanation of your project, supported by your model or poster.
○ Be prepared to answer questions from the audience.

Standards for Success

Your project will be assessed using the MYP Criteria:

1. Criterion A: Knowing and Understanding (30%)

○ Accurate and detailed explanation of atomic structure, isotopes, and the periodic table.
○ Clear connection between atomic theory and periodic trends.
2. Criterion B: Investigating (20%)
○ Depth of research into isotopes, periodic trends, and their real-world applications.
3. Criterion C: Communicating (30%)
○ Creative and clear visual representation in the model or poster.
○ Logical and structured written report and oral presentation.
4. Criterion D: Thinking Critically (20%)
○ Analysis of the relationships between atomic structure, electronic configurations, and periodic table
properties.
○ Original and innovative approach to representing the concepts.

Hindi Unit -5 प्रकृति एवं वन्यजीव

Statement of Inquiry : Effective communication about nature and wildlife enhances our understanding and promotes
global awareness and sustainability.
Global Context : Global and sustainability
Approaches to Learning : Communication , Research Skills
Unit : 5
Range of Date : January - March
Key Concept : Communication , Connections
Related Concepts : Environment , Culture , Sustainability

Questions:
● Factual -तवतिन्न प्रकार के प्राकृतिक पर्ाावरण और उनकी तवशेषिाएँ क्या हैं ? दु तनर्ा के तवतिन्न क्षेत्रं में कुछ सामान्य वन्य जीव कौन से हैं ?
● Conceptual -मनुष्य और प्रकृति के बीच क्या संबंध है? मानव गतितवतधर्रं का प्रकृति और वन्य जीवरं पर तकिना प्रिाव पड़िा है ?
● Debatable -क्या वक्ष ृ ारोपण ही पयाावरण में फैली सभी समस्याओं का हल है ? इसके पक्ष एवं ववपक्ष में अपने तका दीजिये।

Learning Engagement

पठन कौशल (Reading)

Topics Learning Engagement

● सख
ू ी बंिर भमू म में हिारो पेड़ो की मस्
ु कान ● Analyzing
● Independent Practice
● एक पेड़ की चिट्ठी आप के नाम Pictures or illustrations related to Education ,Health ,
● लड़ाई में घायल साचियों का इलाि करती है ये िींटियााँ Society , Science and Technology & Environmental
issues "
● प्लाजस्िक कूड़ा अमभशाप नहीं वरदान भी )
● Interactive Read-Aloud:
● सफ़ेद बाघ वविय का मनाया िायगा िन्म टदवस ● focusing on pronunciation, intonation, and fluency
 ● अब पधरोपण के बाद नहीं सूखेंगे पेड़ ● notes making to understand the topics
● Teacher - Student interaction , Group discussion,
● पक्षक्षयों के स्वर में छिपा है िंगल का राि Brainstorming
● शरीर में ददा न होना इन लोगो के मलए बना अमभशाप
● अनोखा स्कूल : बेल से छघरे ब्लैक बोर्ा और कुसी मेि पर पढ़ाई

Topics for Speaking

● मशक्षा, समाि एवं संस्कृछत
● खेलकूद
● ववज्ञानं एवं तंत्रज्ञान
● पयाावरणीय मुद्दे - समस्या एवं समाधान

व्याकरणिक ज्ञान (Grammar )-

● Scavenger Hunt
● पद पररचर् ● Interactive Lecture and Discussion:
● अलं कार ● "Think-Pair-Share":
● Sentence Transformation Activity
● पयाायवािी ● notes making to understand the topics
● मुहावरे ● Worksheet and Practice:
● Flash cards
● Synonym Relay Race:
● Idiom Illustration:
● Idiom Charades:

लेखन कौशल ( Writing skill )-

● Brainstorming Session:
● िाषण ले खन ● Writing the Introduction:
● पत् ले खन ● Graphic organizers (mind maps, flowcharts)
● Poster and Advertisement Analysis:
● डार्री ले खन
● Samples of posters and advertisements
● वाद वववाद ● Designing the Layout:
● Writing prompts and practice exercises

ASSESSMENT

FORMATIVE ASSESSMENT 1 FORMATIVE ASSESSMENT 2

FA- 1 वाद वववाद FA-2 ललखित अलिव्यक्तत

Based on criteria A ,C & D )
Based on criteria A ,C & D )
Task-
Analyze the given statement Task- https://youtu.be/i2m7dY47EB8?si=7TYzwPnqlssjdqeP

“वक्ष
ृ ारोपण करने से पयाावरण में फैली सभी
मलंक की सहायता से दी गई वीडर्यो को ध्यान से दे खखए तिा अपना अवलोकन एक
समस्याओ का हल हो सकता है ?”
लेख के माध्यम से लगभग 200 शब्दों में व्यक्त कीजिए।

Justify your comment and discuss the

content in the form of a debate
presentation .
 SUMMATIVE ASSESSMENT

Summative Task

Year -5
Unit- 5 पयाावरण
Summative task- The task is to prepare a report on the extinct species in the form of a Red Data Book.
Goal: Your Goal is to prepare a Red Data Book . you have to prepare a report on extinct species . You have to read and analyse
then give text in the link https://youtu.be/mZTVMjWzL4E?si=Yl70bKxw5NuQxgUD and prepare a Red data Book . Show that you
can prepare a Red Data Book by using proper format and
appropriate vocabulary.

Role:You are an analyzer and a presenter and you have to present the report about extinct species of animals . Its purpose is to
develop awareness to save extinct species and the environment.

Audience:Your target audience: environmentalists ,Learners and faculty staff.

Situation:
you have to prepare a report on extinct species . You have to read and analyse the given text in the link
https://youtu.be/mZTVMjWzL4E?si=Yl70bKxw5NuQxgUD prepare a Red data Book . Show that you can prepare a Red Data Book by
using proper format and appropriate vocabulary.
you have prepared your report book digitally or in the form of a scrapbook.
your presentation should be in the target language ( Hindi ) .
Use proper vocabulary for your writing.
You must use related pictures in the Red Data book to make it more presentable .Its purpose is to develop awareness in the learner
and society.

Product:
● Prepare a Red Data Book where you:
● Have To prepare a Red Data Book digitally or in the form of a scrapbook.
● Colour of pages should be according to the Red data book. ( Red , Green , Pink White , gray and ; Black )
● Presentation should be in the target language ( Hindi ) .
● Use related pictures in report book to make more presentable
● Time preparation: 3 Lessons

Success:
Presentation
Grammatical correctness
Language appropriateness for the audience
Style; Will it inspire the student for creative writing.
Cultural resonance: The purpose for which the
presentation was prepared was achieved

INDIVIDUAL & SOCIETIES Unit 5 -What impact do humans have on natural environments?
Statement of Inquiry : Human choice, through time and in different places, have led to global environmental change that
may make our current way of life unsustainable.
Global Context : Globalization and sustainability
Approaches to Learning : Communication Skills, Information Literacy Skills, Critical-thinking Skills, Creative-thinking
Skills
Unit : 5
Range of Date : January- February
Key Concept : Systems
Related Concepts : Sustainability, innovation and revolution
Questions:
● Factual: What is sustainable development? What are the main problems urban areas face? Where can sustainable cities be found?
● Conceptual: How can the city be viewed as a system? What is the relationship between Innovation and sustainability?
● Debatable: Can a truly sustainable City exist?
● Syllabus: Can urban systems and environment be managed sustainably? What is the relationship between Innovation and
sustainability? Sustainable living in future urban communities will require new ideas, scientific and technical Innovation and
systems and revolution in our way of life. Where can sustainable cities be found?
Syllabus Learning Engagements
What impact do humans have on Activity: Visual Thinking Routine (VTR) & Explanation
natural environments? Topics: Biodiversity, Climate Graphs
Activity: Location of Natural Environments
Biodiversity Activity- location of natural environments
climate graph

What are the characteristics of Rainforests (vegetation, wildlife), Deforestation, Human impacts on grasslands
natural environments? Activity: Animal Inventory
Rainforests Explanation & Notes: Significant Individual - Dame Jane Goodall
Rainforests vegetation VTR & Explanation: Desert, Tundra (vegetation adaptation, wildlife)
Rainforests wildlife Visual Presentation: Marine Environment, Human Impact on Marine Areas
Deforestation
human impacts on grasslands

significant individual VTR & Explanation

DAME JANE GOODALL

Desert activity - how camel adapted

Tundra Visual Presentation

vegetation adaptation
wildlife in the Tundra

Marine environment COMPASS OF VIEW POINT

human impact on areas

How do humans impact the VTR & Explanation

natural environment ?

Agro industrialisation Topics: Agro-industrialization, Dams and Reservoirs, Great Pacific Garbage Patch
Dams and reservoirs Activity: Debate on the Pros and Cons of Agro-industrialization
Great pacific garbage patch Activity: Case Study Analysis of a Major Dam (e.g., Three Gorges Dam)
Activity: Simulation Game on Marine Pollution and Cleanup Strategies

Can resources really be

exploited sustainably Activity: Virtual Tour of a Rainforest and all the
sustainability in rainforest
sustainability in drylands Students will take a virtual tour of a rainforest to observe the biodiversity and understand the
sustainability in grassland challenges of sustainability in this environment.
sustainability in tundra areas
sustainability in marine area
North Sea

To what extent is globalization a ACTIVITY - Natural Environmental report l

driver for development, and to
what extent a driver for
destruction?

Who produces oil? Think- pair - share

How are resources extracted?

Russo japanese w:ar 1904-5 Mapping, notes Activity - why was the war in the Pacific so difficult
Manchurian crisis
Tripartite pact
Iraq war

Suez crisis VTR, notes

What are alternative of oil Reflection writing

Assessments

FORMATIVE ASSESSMENT 1 FORMATIVE ASSESSMENT 2

Question: How does deforestation impact biodiversity and Question: In what ways can sustainable practices be applied to
climate in rainforest environments? Provide specific examples marine environments to reduce the negative impact of human
of the changes in vegetation and wildlife, and discuss the long- activities? Discuss the sustainability efforts in a specific marine
term ecological consequences of these changes. area, such as the North Sea, and evaluate their effectiveness.

SUMMATIVE ASSESSMENT
 Goal: Students will conduct a comprehensive analysis of human impacts on various natural environments, exploring the potential for
sustainable practices to mitigate these impacts. They will present their findings in a detailed report and visual presentation.

Role: You are an environmental scientist tasked with evaluating the sustainability of human activities in different ecosystems. Your
job is to provide a thorough analysis and propose solutions for sustainable practices.

Audience: Your classmates, teacher, and a panel of environmental experts who will review your findings and recommendations.

Situation: You have access to a range of resources, including scientific studies, environmental data, case studies, and interviews with
experts. Use these resources to create a well-rounded analysis.

Product/Performance:

Report: A detailed written analysis covering:

Impact of human activities on rainforests, deserts, tundra, grasslands, and marine environments.
Case studies of sustainability efforts in different ecosystems.
Proposals for sustainable practices to reduce negative impacts.
Visual aids, such as charts, graphs, and maps.

Visual Presentation:
A summary of your report, highlighting key findings and proposals.
Use multimedia elements to enhance the presentation, such as images, videos, and infographics.
Standards/Criteria for Assessment:

A: Knowing and Understanding

Demonstrate knowledge of the impact of human activities on natural environments.
Show understanding of the characteristics and sustainability challenges of different ecosystems.

B: Investigating
Formulate research questions related to the sustainability of natural environments.
Collect and analyze data from various sources to support your findings.

C: Communicating
Present your findings in a clear, structured, and engaging manner.
Use appropriate terminology and visual aids to enhance your presentation.

D: Thinking Critically
Evaluate the effectiveness of current sustainability practices.
Propose innovative solutions to improve sustainability in different ecosystems.

DESIGN Unit 5 -How can designers help people share their feelings?
Statement of Inquiry : The form of the product can help it function better to enable people to communicate their
feelings.
Global Context : Identities and relationships
Approaches to Learning : Communication Skills, Collaboration Skills, Organization Skills, Information Literacy
Skills, Critical Thinking Skills, Creative Thinking Skills, Reflection Skills
Unit : 4
Range of Date : January- March
Key Concept : Communication
Related Concepts : Function and Form
Questions:
● Factual Questions: What mental health issues do children and teenagers often face? What psychological issues do people find hard
to discuss?
● Conceptual Questions: Do we find it hard to say what we feel?
● Debatable Questions: Is a problem shared a problem halved?
Syllabus Learning Engagements

IT( Web Development) Demonstration and Practical of using image editing software

Criteria A: Inquiring and Think-Pair-Share, Mind maps, Reporter notebook VTR, Analysis using 6 thinking hats
Analyzing
 Criteria B: Developing Ideas ACCESS FM, Isometric and Orthographic drawings, Exploded view, Flow chart

Criteria C: Creating the Solution Action Plan table, Creation of multi modal system

Criteria D: Evaluating Reflection writing,Circle of action VTR, Impact and Improvements writing

Assessment

FORMATIVE ASSESSMENT 1 FORMATIVE ASSESSMENT 2

Students will write the design specifications in terms of user

experience (usable, useful, findable, credible, accessible, Students will prepare a video presentation or Powerpoint
desirable and valuable).(Criteria B2) presentation explaining your product and will get the expert
appraisal from a Psychologist/School
Counsellor/Neurologist/Therapist. (Criteria D1)

SUMMATIVE ASSESSMENT

Design a multi modal product to help in mental health of a person, it can be a human-centred design or Social skill design. Create a design
e-portfolio for the same following the design cycle.

G: The Goal is to create a human-centred design or social skill design that will help people with mental health issues.
R: You are in the role of a product designer who wants to create a product for children/teenagers suffering from any mental health issue.

A: The target audience are children/teenagers suffering from your selected mental health issue.

S: The situation is that someone at your home/neighbourhood/school is suffering from a mental health issue due to a recent event in
their life like the death of a near one. You researched various mental health disorders and thought about creating a product that can
help people suffering from it.

P: The product will be anything that will help in dealing with emotional issues, calm them down or resolve the problem.

S: The Success criteria is: The Product should be-

1. Novel- Something that is not only new but strange or unprecedented, different.
2. Functional: The product should be fully functional and usable.
3. Impactful- It should have a good impact on the target audience and client.

PHYSICAL AND HEALTH EDUCATION Unit 5- Circuit Training

Statement of Inquiry : The form of motivation changes depending on the function.
Global Context : identities and relationships / human relationships
Approaches to Learning : social management- Organization skills / affective skills / thinking skills
Unit :5
Range of Date : January- march
Key Concept : Global interaction
Related Concepts : Interaction; Movement
Questions:
● Factual – What are the functions of specific roles in circuit training?
● Conceptual – How can we create balance between mind and body in circuit training.
● Debatable – are you a competitive athlete?
Syllabus
● circuit training
Introduction to basic circuit training.
content- Topic , knowledge, skills.
Basic- students have to know what circuit training is.
students have to learn what are the benefits of circuit training.
skills- self management, reflections skills, social collaborations skills, self management affective skills, mindfulness affective skills,
perseverance communication skills.

● Physical Activity– Conditioning Exercise

Arts (Performing) Unit 5- solo/ensemble

Statement of Inquiry : individual expression affects the message that is communicated to the audience.
Global Context : personal and cultural expression , artistry, craft, creation,beauty.
Approaches to Learning : give and receive meaningful , emotional management.
Unit : 5
Range of Date : january - march
Key Concept : Individual Expression vs. Collective Harmony , Role Specialization
Related Concepts : Leadership and Collaboration, Repertoire Differences
Questions :
Factual Questions: What is the largest type of musical ensemble typically found in Western classical music?
Conceptual Questions: How does the role of a performer change when transitioning from a solo to an ensemble performance?
Debatable Questions: Is a solo performance inherently more expressive than an ensemble performance?
Syllabus

● Understand the differences and similarities between solo and ensemble performances.
● Staff Notations
● Prayer -all things bright and beautiful.
● Karaoke Music
● Song – this my kingdom come
● patriotic song - ye jo desh ha mera.
● Chords Used ( major and minor Scale on Keyboard & Guitar)
● Instruments: Keyboard, Conga, Drum, Guitar)