Social Science Lesson Plan – Class VI For The Month Of June – July

 Class VI Social Science Lesson plan for the month of June-July 2022  is the road map for any teacher. Moreover, effective lesson planning provides the students with the necessary structure and direction. It also takes care of the diverse needs of our students. Class VI Social Science Lesson plan provides better resources that are integral to students. This lesson plan of class VI is child centric and allow teachers to critically  reflect on and improve our teaching and learning practice. The lesson plan mainly focuses on increasing engagement and promoting  greater independence.  Class VI Social Science lesson plan caters the need of every child.

Lesson plan for the month of April – May click on the given link. Class VI Social Science Lesson Plan – Activity Based ,

Class VI Social Science Lesson Plan For The Month Of June – July

Topics covered:

1. Geography Chapter 2   : Globe: Latitudes and Longitudes
2. History Chapter 2.         : From Hunting Gathering to Growing Food
3. Pol. Science Chapter 2  : Diversity and Discrimination

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General Objective:

Firstly, to develop interest in the subject.

Secondly, to apply the knowledge practically in real life.

Finally, developing scientific temperament among the students.

Specific Objective:

• Students will acquire knowledge about the Important lines on Globe
• They will also know about the difference between Latitudes and Longitudes
• Students will also learn about the importance of these lines on globe

Checking Previous Knowledge:

At first, the teacher checks the previous knowledge of the students by asking a question.

Have you seen lines on the globe?

What are these lines called?

Read about latitudes and longitudes in Hindi “अक्षांश और देशांतर रेखाएँ” हमारे लिए क्यों उपयोगी हैं ?

Introducing Topic:

Now, the teacher introduces the topic by asking basic questions like:

Teacher: Have you ever seen lines on the globe?

Student’s response: Yes teacher.

Teacher: Do you know what are these lines called?

Student’s answer: Latitudes and Longitudes.

Teacher: How many latitudes are there?

Student’s answer: Teacher 180, 90, 360 (different responses from children)

Teacher: Does these lines og latitudes and longitudes really exists on earth?

Student: No teacher. These are imaginary lines.

Teacher: Then, what is the use of these lines?

Students are unable to answer this question.

Statement of Topic

Now, the teacher will announce the topic.

Today we are going to study about Latitudes and Longitudes 

Teaching Method: 

First, the teacher plays an interesting video on the smart board.

Teaching aids:

Text Book, Black Board, smart board, Globe

Technique:

Interactive with common examples.

However, the teacher uses various methods to make the topic interesting by interacting with the children in the class.

By asking very simple questions, the teacher draws the attention of the class.

Also make sure that the children are involved in the discussion.

Therefore, While interacting with the students, the teacher also tells about important latitudes and Longitudes.

Content/ Teaching Points:

• Introduction
• Shape of our earth
• Parallels of latitudes
• Important Parallels of latitudes
• Heat zones of the earth
• What are Longitudes
• Longitude and time
• Why do we have standard time?

First Activity : Day 1

Draw and label the important lines of Latitudes :

a) Equator

b) Tropic of Cancer

c) Arctic circle

d) North Pole

e) Tropic of Capricorn

f) Antarctic circle

g) South Pole.

Objective: To know about the important lines of latitudes on Globe.

Duration: 20 minutes.

It will be a classroom activity which will not be assessed.

Second Activity: Day 2

Draw and label the important lines of Latitudes :

Objective: To know more about lines of meridians (longitudes)

a) 0 degree Longitude

b) 180 degree longitude also known as International Date Line – why it is not straight?

c) Longitudinal extent of your country.

d) Indian standard time meridian (IST)

Duration: 20 minutes

It will be a classroom activity which will not be assessed.

Class work:

i) Objective and short answer type questions will be done.

ii) Long answer type questions will be discussed and done in the class.

Home-work:

Draw or paste or make a model of Globe using waste materials.

Values imparted:

• To respect time differences.
• Understanding about the problems of people living near the poles.

Multidisciplinary Integrated learning:

1. Hindi and English: Discussion on Latitudes and Longitudes
2. Art: Locating a place on globe with the help of latitudes and longitudes.
3. English: Debate on using one time for the whole world.
4. Science: animals and plant life found between Frigid, Temperate and Torrid zones.

Assessment Criteria:

Indicators

• Relevance of Content
• Presentation of information gathered
• Awareness of the information gathered
• Creativeness
• Analytical Skills

Learning Outcome:

After the completion of this chapter, students will be able to

• Firstly, Exhibit clear understanding of various terms like Latitudes and Longitudes.

• Secondly, Calculate time using Longitudes How to calculate time using longitudes explained Step by step.

• get familiarized with time difference and

• Finally, develop clear understanding of Frigid, Temperate and torrid zones.

Remedial Measure:

Each One – Teach One.

Children sitting on the left side of the row will explain the chapter to the children sitting on their right.

Class VI Social Science Lesson Plan For The Month Of June – July

Chapter 2.  From Hunting Gathering to Growing Food

General Objective:

Firstly, to develop students interest in the subject.

Secondly, to apply the knowledge practically in real life.

Thirdly, developing scientific temperament among the students.

Finally, to enhance student’s learning ability.

Specific Objective:

• Students will know about the past.
• They will also learn about the early civilizations.
• Finally, Students will also understand about the progress made by humans.

Checking Previous Knowledge:

At first, the teacher checks the previous knowledge of the students by asking a question.

How do you think people must have changed from Hunter Gatherer to farmer?

Introducing Topic:

At first, the teacher introduces the topic by asking basic questions like:

Teacher: Where do early men used to live?

Student’s response: Forests, Caves.

Teacher: What type of work did they do?

Student’s answer: Hunting and gathering food.

Teacher: Did people lived alone or in group near river?

Student’s answer: Group.

Teacher: How and why did they become a farmer from hunter – Gatherer?

Students are unable to answer this question.

Statement of Topic

O.K. So, today we are going to find out how people changed from hunting – gathering to growing food.

Introducing Topic: story telling method

From Hunting – Gathering to growing food

Do you know, thousands of years ago people lived along the banks of a river.

However, they used to walk many kilometers in search of food.

Many a times, they could kill the animals but sometimes the animals killed them.

Perhaps, someone must have eaten something and threw a seed in the soil.

After sometimes, they must have noticed a plant coming out from the seed.

So, This gave them the knowledge of growing crops.

Therefore, they understood that with the help of sun, water and soil crops can be grown.

Finally, this changed their life and people from hunting gathering started growing food.

Teaching aids:

Text Book, Black Board, You tube videos, Images and PPT

Technique:

To begin with, the teacher starts the Interactive session with common examples.

However, the teacher uses various methods to make the topic interesting by interacting with the children in the class.

By asking very simple questions, the teacher draws the attention of the class.

Also make sure that the children are involved in the discussion.

Finally, While interacting with the students, the teacher also tells about different types of sources.

Content/ Teaching Points:

• The earliest people: why were they on move?
• How do we know about these people?
• Choosing a place to live in.
• Finding out about fire.
• A changing environment
• The beginning of farming and herding.
• Domestication
• A way of new life
• Towards a settled life
• Living and dying in Mehrgarh

First Activity:

Open Book Assessment

The teacher conducts an open book test.

To begin with, she Prepares 10 short questions from the chapter.

Students are asked to find out the answers from the text book and write in their copy.

Time: 30 minutes.

Second Activity: How do farmers grow food around the world?

Subjects Integrated: Science, Geography and Environmental education

Description:

There is a dual focus for this activity.

Investigating the origin of and growing methods for a food.

Over the course of several weeks, you can introduce different methods used by farmers to grow food,

why different methods are used in different parts of the world and engage the students by having them test various growing methods.

Learning Objective:

By the end of the activity, students will be able to:

• describe different methods of farming.
• explain why different crops need different type of soils.
• explain Growing season.

Class work: 

i) Firstly, Objective and short answer type questions will be done.

ii) Finally, Long answer type questions will be discussed and done in the class.

Home-work:

Draw or paste the pictures of different types of crops in different soils.

Values imparted:

Firstly, Social responsibility of preserving our soil.

Secondly, Sensitization towards mother earth.

Multidisciplinary Integrated learning:

1. Art: Draw a scene of early settlement?
2. English: Write a paragraph on the topic “How people must have started growing crops”.
3.  Science: rub two stones and set fire.

Assessment Criteria:

Indicators

• Relevance of Content
• Presentation of information gathered
• Awareness of the information gathered
• Creativeness
• Analytical Skills

Learning Outcome:

After the completion of this chapter, students will be able to

• Firstly, explain the topic how people started growing crops.
• Secondly, discuss about source of History.
• Thirdly, sketch out the information we get from ancient sources and
• Finally, find facts about growing seeds, taming animals and discovering fire.

Remedial Measure:

Pair and share

Children sitting on the left side of the row will explain the chapter to the children sitting on their right.

Class VI Social Science Lesson Plan For The Month Of June – July

Pol. Science Chapter 2  : Diversity and Discrimination

General Objective:

Firstly, to develop interest in the subject.

Secondly, to develop the ability to ask questions.

Finally, developing scientific thinking among the students.

Specific Objective:

• Students will acquire knowledge about how diverse is our country.
• They will also know the meaning of terms like  stereotypes and prejudice.
• Students will also learn about the role of government in bringing equality.
• Children will also learn about inequality in India.

Checking Previous Knowledge:

At first, the teacher checks the previous knowledge of the students by asking a question.

Do you agree that India is a diverse country?

Can you give some examples of Diversity that exists in India?

Introducing Topic:

Now, the teacher introduces the topic by asking basic questions like:

Teacher: What are the different languages spoken in India?

Student’s response: Hindi, Bengali, Tamil, Marathi, Punjabi, Malayalam

Teacher: What are the different festivals celebrated in India?

Student’s answer: Ganesh Puja, Moharram, Id, Christmas, Guru Nanak, Bodh and Mahavir Jayanti.

Teacher: What is the traditional dress of Punjab?

Student’s answer: Long Kurta and Lungi with a turban for men and salwar kameez for women.

Teacher: Idli, Dosa is the traditional food of which state?

Student’s response: Andhra Pradesh, Tamil Nadu, Kerala.

Teacher: Bihu is the dance of which state?

Student’s response: Assam

Teacher: What does all these indicate?

Students are unable to answer this question?

Statement of Topic

Now, the teacher will announce the topic.

Today we are going to study about Diversity and Discrimination

Teaching Method: 

First, the teacher plays an interesting video on the smart board.

Teaching aids:

Text Book, Black Board, smart board, Globe, PPT.

Technique:

To begin with, the teacher begins with Interactive session with common examples.

However, the teacher uses various methods to make the topic interesting by interacting with the children in the class.

By asking very simple questions, the teacher draws the attention of the class.

Finally, also make sure that the children are involved in the discussion.

Therefore, While interacting with the students, the teacher also tells about how different we are?

Content/ Teaching Points:

• Introduction
• Difference and Prejudice
• Creating Stereotypes
• Inequality and Discrimination
• On being discriminated against
• Role of Dr. B. R. Ambedkar
• Striving for equality
• Role of Government in bringing equality in India.

First Activity : Day 1

Topic: What is “Prejudice”

Objective: To Understand the term “Prejudice”

Duration: 20 minutes.

Procedure: Students will be asked to paste 5 images of Famous personalities who are Black and 5 images of Famous personalities who are White.

Do you think that whites are superior than Blacks?

Do you think that white personalities are famous because of the color of their skin?

Will you agree that Black people are inferior than whites?

Learning Outcome: We must not judge a person from the color of their skin.

It will be a classroom activity which will not be assessed.

Second Activity: Day 2

Topic: Discrimination

Objective: To understand Discrimination.

Duration: 20 minutes

Procedure: The teacher prepares 5 questions and asks the students to answer as True or False

Q1. Boys should drive cars not girls.

Q2. Women are not allowed to enter in the temples? Read about https://indianexpress.com/article/india/india-news-india/shani-shingnapur-temple-trust-finally-accepts-hc-order-lets-women-in/

Q3. Girls can cook better than boys.

Q4. Hindu religion is better than other religions?

Q5. Women, SC, ST, OBC should get Government jobs.

Students will answer these questions to understand people are discriminated on the basis of Religion, Caste and Gender?

It will be a classroom activity which will not be assessed.

Class work:

i) Initially, short answer type questions will be done.

ii) Later on, Long answer type questions will be discussed and done in the class.

Home-work:

Make a collage to show Unity in Diversity in India.

Values imparted:

• To respect differences.
• Understanding about the problems on being discriminated on the basis of caste, sex, religion, language etc.

Multidisciplinary Integrated learning:

1. Hindi and English: Write about the role of Nelson Mandela’s fight against apartheid .
2. Music: Find songs from Bollywood which promotes unity in diversity.
3. History: Find out why Ambedkar changed his religion?
4. Biology: Find out what factors are responsible for the color of our skin.

Assessment Criteria:

Indicators

• Relevance of Content
• Presentation of information gathered
• Awareness of the information gathered
• Creativeness
• Analytical Skills

Learning Outcome:

After the completion of this chapter, students will be able to

• Firstly,  understands various terms given in the chapter.

• Secondly, Respecting unity in Diversity.

• Thirdly, get familiar with social problems.

• Finally, develop clear understanding.

Remedial Measure:

Extra Class

The teacher asks the slow learners to stay after school hours for personal attention.

Class VI Social Science Lesson Plan For The Month Of June – July

Conclusion:

I hope Social Science Lesson Plan of class VI will be of great help to the new teachers.

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