Class VI Social Studies Lesson Plan For The Month Of August – September (CBSE)

Class VI Social Studies Lesson plan is an activity that a teacher has to perform before the actual teaching takes place. It 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 Studies Lesson plan provides better resources that are integral to students. This lesson plan of class VI is full of classroom activities that children will enjoy doing. It will also allow teachers to critically reflect on and improve our teaching and learning practice. It ensures every minute of class time in teaching new concepts. Class VI Social Studies lesson plan will help you to reach every child with a clear plan in mind.

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

Lesson plan for the month of June – July click on the given link Class 6 Social Science Lesson Plan For The Month Of June – July – Detailed, Interactive and Child Centric

Class VI Social Studies Lesson Plan

Topics covered:

Geography   

Chapter 3: Motions of the earth

History   

Chapter 3.  : In the earliest cities

Chapter 4: What books and burials tell us

Pol. Science   

Chapter 3: What is Government

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Geography Lesson Plan Of Chapter 3 : Motions of the earth.

General Objective:

Firstly, to develop an 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 rotation and revolution of the earth.
• They will also know about the difference between rotation and revolution
• Students will also learn how day and nights are caused and season changes.

Checking Previous Knowledge:

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

Do you think that the earth rotates?

How is day and night caused?

Read about rotation and revolution in Hindi पृथ्वी की गतियां

Introducing Topic:

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

Teacher: It is morning in India. Do you think it will be morning in U.S.A. also now.

Student’s response: Yes teacher/ No teacher. (mixed answer)

Teacher: Do you think that our earth rotates?

Student’s response: Yes teacher/ No teacher. (mixed answer)

Teacher: When it rotates at one point (on it’s axis) what is it called?

Student’s answer: rotation, axis, revolution (mixed answer)

Teacher: How are day and night caused?

Now, the students are unable to answer this question.

Statement of Topic

So, the teacher will announce the topic.

Today we are going to study about How are days and nights caused?

Teaching Method: 

First, the teacher plays an interesting video on the rotation of the earth.

http://https://www.britannica.com/video/152185/role-orbit-axis-Earth-seasons

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.

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

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

Therefore, While interacting with the students, the teacher also tells about rotation.

Content/ Teaching Points: 

• Introduction
• Two types of motion
• Rotation
• Revolution
• Orbital plane and circle of illumination.
• Leap year
• Summer solstice
• Winter solstice
• Equinox.

Teaching Method: Explanation with the help of activity.

The teacher on the very first day will explain rotation of the earth on board.

Then, the same thing will be explained with the help of an activity.

First Activity To Explain Rotation – How Days and Nights Are Caused?

Aim: To understand how days and nights are caused.

Time: 20 minutes

Materials required: A football or a Round balloon.

Procedure:

The teacher takes a football and a torch.

Marks a point on football or balloon to represent a town X.

Places the ball on table in such a way that town X remains in dark.

Now, the teacher switches on the torch.

Asks a student to rotate the football from left to right slowly and observe carefully.

As the ball moves slowly, town x will have its sunrise.

Ball continues to rotate and point x will be now facing the sun. (it’s the noon time)

As the ball rotates further, point x will move away from the sun. It’s evening time (sunset)

Challenging Question: Where is the circle of Illumination?

Skills Developed: Observation and thinking skill

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

Second Activity To Explain Revolution: How The Seasons Change? (Outdoor Activity)

Aim: To understand what is Revolution and how it causes change in seasons.

Time: 30 minutes

Materials required: A stick or lime powder to draw an oval shape in the ground.

Procedure:

The teacher asks the students to draw an oval shape in the ground with the help of lime powder.

One student will be asked to stand at the center.

Four students will stand at four extreme ends to represent earth’s position.

All the students have to stand in tilted position.

Now the teacher asks and explains, how the sun’s rays will fall on each position.

Challenging Question: How much time the earth takes to reach from one position to the second.

Skills Developed: Observation and thinking skill scientific temperament.

Assessment: It will be an outdoor activity. Based on this activity, following questions will be asked group wise to check their concepts.

i) What is the difference between Rotation and Revolution?

ii) How much time the earth takes in rotation and revolution?

iii) Which position of earth is called summer and winter solstice.

iv) Which position of earth will have summer season in India?

v) What will be the position of earth when there will be summer in Australia.

NOTE: Marks will be awarded to different groups according to their performance.

Assessment Criteria:

Indicators

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

Classwork:

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

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

Homework:

Draw or paste or make a model of the Motions of the earth.

Values imparted:

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

Multidisciplinary Integrated learning:

1. Hindi and English: what will happen if the earth stops rotating – Discuss.
2. Art: Locating a place on the globe with the help of latitudes and longitudes.
3. English: Debate on the topic ” Tilt of earth is useful to us”
4. Science: why do different crops grow in different seasons?

Learning Outcome:

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

• Firstly, Exhibit a clear understanding of various motions of the earth.

• Secondly, will be able to differentiate between Rotation and Revolution.

• get familiarized with terms like the circle of Illumination, equinox, summer, and winter solstice.

• Finally, develop a clear understanding of change in seasons.

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.

Interesting and picture based  Chapter 3 Motions Of The Earth – Worksheet can be downloaded from here.

Class VI Social Studies Lesson Plan

History Lesson Plan Of Chapter 3 – In The Earliest Cities

General Objective:

Firstly, to develop students’ interest in the subject.

Secondly, to understand society and its place within it.

Thirdly, developing scientific temperament among the students.

Fourthly, to develop skills of inquiry, investigation, and analysis.

Finally, to enhance students’ learning ability.

Specific Objective:

• Students will know how Harappa was found.
• They will also learn about the two parts of Harappa city.
• Finally, Students will also understand the similarities between the Harappan cities and contemporary cities.

Checking Previous Knowledge:

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

Introducing Topic:

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

Teacher: Do you live in a single house or a multistoried building?

Student’s response: single house, flats (varied responses)

Teacher: How many floors are there in the building you live in?

Student’s answer: 3, 5, 10 (varied responses)

Teacher: Do you have a bathroom with proper drainage?

Student’s answer: yes.

Teacher: Do you think that in ancient cities also people used bathrooms with proper drainage?

Student’s answer: yes / No

Teacher: Can you name some ancient cities in India?

Student’s answer: Delhi, Ujjain, Nalanda, Patliputra, Calcutta.

Teacher: Have you heard about Harappa and mohenjo daro?

Students: No response.

Statement of Topic

O.K. So, today we are going to read about the two ancient cities of India – Harappa and Mohenjo Daro.

Introducing Topic: storytelling method

In The Earliest Cities

One day few people were moving and digging around the Indus river.

After digging for some time, they found something very strange.

They all were surprised.

Do you know what did they find?

They found big size bricks under the earth.

Therefore, they continued digging and found that it was a drain made from strong bricks for flowing of water.

Do you know who the people digging were and what they were called?

They are called archeologists.

They study human history and prehistory through the physical remains found under the earth.

So, they continued digging.

But, the more they dig, the more they were finding surprising things.

This time they found actual pieces of clothes, silver vases, stone statues, and copper objects.

With these objects, they could conclude that perhaps these are the remains of an old city.

Can you now guess the name of these old cities?

They were Harappa and Mohenjo Daro.

Perhaps the oldest cities in the world around 7000 years ago.

Teaching aids:

Text Book, Black Board, Youtube 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 Harrapan and Mohenjo Daro sources.

Content/ Teaching Points:

• The story of Harappa.
• What was special about these cities?
• Houses, drains and streets.
• Life in the city.
• New crafts in the city.
• In search of raw materials.
• Food for people in the cities.
• Harappan towns in Gujarat
• The mystery of the end.

First Activity:

Open Book Assessment

The teacher conducts an open-book test.

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

However, Students are asked to find out the answers from the textbook and write in their copy.

Time: 30 minutes.

Second Activity: 

Subjects Integrated: Art, Geography, and Science.

Description:

Firstly, the teacher divides the class into four groups.

Thereafter, each group is given a topic from the chapter, such as

i) Architecture,

ii) Life in the city,

iii) Art and Craft,

iv) Harrapan towns in Gujarat.

Group members have to read the topic from the book and provide information based on the given topic.

They will be given 20 minutes time to collect information and 3 minutes time to present.

Finally, their observations will be displayed on the class board for two days.

Learning Objective:

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

• describe the architecture of the House, streets, and drainage.
• explain Life in the city,
• provide detailed information about Art and crafts, and
• mark the Harrapan towns in Gujarat on the map of India.

Assessment Criteria:

Indicators

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

Classwork: 

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  the  design of buildings, streets and drains of Harappan period and compare with today’s town planning.

Values imparted:

Firstly, the Social responsibility for proper drainage and management of water.

Secondly, Sensitization towards the advantage of a planned town.

Multidisciplinary Integrated learning:

1. Art: Draw a scene of Harappan town showing streets and drainage system.
2. English: T.V. reporting from Lothal. (imagine you are in Lothal)
3. Math: what is the advantage of streets and drains at 90 degrees?

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.

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

Lesson plan for the month of June – July click on the given link Class 6 Social Science Lesson Plan For The Month Of June – July – Detailed, Interactive and Child Centric

Class VI Social Studies Lesson Plan For The Month Of August – September

History Lesson Plan Of Chapter 4  : What Books And Burials Tell Us

General Objective:

Firstly, to develop students’ interest in the subject.

Secondly, to understand society and its place within it.

Thirdly, developing scientific temperament among the students.

Fourthly, to develop skills of inquiry, investigation, and analysis.

Finally, to enhance students’ learning ability.

Specific Objective:

• Students will know about the Vedas.
• They will also learn about the settlement.
• Finally, Students will also learn through case studies about the North-West and the Deccan.
• The students will be able to analyze the importance of Books and Burials in History.

Content/ Teaching Points:

• One of the oldest books in the world.
• How Historians study the Rigveda.
• Cattles, Horses and Chariots.
• Words to Describe People
• The story of the Megaliths.
• Finding out about social differences.
• a special burial at Imangaon

Checking Previous Knowledge:

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

Introducing Topic:

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

Teacher: Do you have pet animals at home?

Student’s response: Yes / No Teacher (varied responses)

Teacher: Which animal do you think was first tamed by ancient people?

Student’s answer: Goat, Dog, Cow, Horse  (varied responses)

Teacher: Have you heard about the ancient book called Vedas?

Student’s answer: yes.

Teacher: Can you tell me how many Vedas are there?

Student’s answer: Four.

Teacher:  Do you know from where we get such information?

Student’s answer: Books.

Teacher: Yes we get this information from Books and Burials. Do you what are Burials?

Students: No response.

Statement of Topic

O.K. So, today we are going to read about  “what books and Burials tell us”.

Teaching aids:

Text Book, Black Board, Youtube 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

Introducing Topic: storytelling method

 Day 1 – what books and Burials tell us

Around 3500 years ago, Vedas were written.

There are four Vedas namely Rigveda, Yajurveda, Samaveda, and Atharva  Veda.

Out of which, Rigveda is the oldest.

It is written in Sanskrit and has more than 1000 hymns (sukta)

Most of these hymns were in the praise of Gods and Goddesses.

However, three Gods were very important.

They were Agni (the God of Fire), Indra – The god of warriors, and Soma – (a plant from which special drink was prepared)

These Hymns were composed by sages (Rishis)

Priests taught these Hymns to students.

Students had to read, recite and learn these suktas.

Moreover, Most of the Hymns were composed by man and a few by women as well.

First Activity: Open Book Activity:

Topic: Rigveda

Time: 20 minutes.

Procedure: The teacher prepares 10 short questions.

Asks the students to discuss and find the answers from the textbook.

Questions: 

Q1. How many Vedas are there?

Q2. Name the oldest Vedas.

Q3.  When was it composed?

Q4. Name the three important Gods mentioned in Vedas.

Q5. Vedas are composed in which language?

Q6. How many Hymns are there in Rigveda?

Day 2:

The teacher discusses about the Importance of Rigveda as a source of History

Day 2: 

The teacher discusses cattle, Horses, and Chariots.

Day 3: 

The teacher discusses the words to describe people.

Day 4: 

The teacher discusses Megaliths

Day 5: 

The teacher discusses the burials as a source of information.

Second Activity:  Group Discussion

Description:

The teacher divides the class into four groups.

Each group is given a topic from the chapter, such as

i) What can we learn from dead bodies?

ii) Megaliths

iii) Different words are used to describe people.

iv) How burials are an important source of information?

Group members have to read the topic from the book and provide information based on the given topic.

They will be given 20 minutes time to collect information and 3 minutes time to present.

Finally, their observations will be displayed on the class board for two days.

Learning Objective:

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

• describe the importance of the dead body as a source of information.
• explain Megaliths.
• provide detailed information about Different words used to describe people.
• describe the importance of burials.

Assessment Criteria:

Indicators

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

Classwork: 

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.

Homework:

1. Compare Vedic science with that of modern science.
2. Find out the role and status of women during Rigveda.

Values imparted:

Firstly, Social responsibility.

Secondly, Sensitization towards disadvantages of war for gaining power.

Multidisciplinary Integrated learning:

1. Art: Draw a scene of Harappan town showing streets and drainage system.
2. English/ Hindi: T.V. reporting of a dead body as source of information.
3. Sanskrit: write a hymn from Rigveda and explain the meaning in Hindi/ English.

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 information which we acquire from Rigveda.
• Secondly, discuss the source of History.
• Thirdly, sketch out the information we get from ancient sources and
• Finally, find facts about Gods, Goddesses, Rivers, and wars.

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 Studies Lesson Plan For The Month Of August – September

Pol. Science Chapter 3  : What is Government

General Objective:

Firstly, to develop interest in the subject.

Secondly, to prepare young learners to participate in civic society.

Thirdly, encourage students to participate in public affairs.

Finally, to provide basic knowledge and understanding of the government to the children.

Specific Objective: 

• Initially, Students will acquire knowledge about the system of government.
• Moreover, They will be able to relate the work of government.

Application:

• Firstly, Students will be able to use this knowledge in real-life situations.
• Secondly, They will feel motivated to follow the rules and regulations of their country.

Teaching aids:

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

Checking Previous Knowledge:

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

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

Teacher: Where are you sitting right now?

Student’s response: In the classroom.

Teacher: Who is the monitor of this class?

Student’s answer: Ankita (STUDENTS RESPONSE)

Teacher: What is the role of the monitor in the absence of a teacher?

Student’s answer: to control the class / to mind the class.

Teacher: Then what is the role of a class teacher?

Student’s response: To solve students’ problems in the class.

Teacher: Then what is the role of your Principal?

Student’s response: To look after the whole school?

Teacher: and who looks after the whole country?

Student’s response: Government.

Teacher: What do you mean by Government?

Students are unable to answer this question.

Statement of Topic

Now, the teacher will announce the topic.

Today we are going to study ” what is Government”.

Teaching Method: Interactive

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

Technique:

To begin with, the teacher begins with an 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 what is Government.

Content/ Teaching Points:

• Introduction
• Levels of Government: i) Central ii) State, iii) Local Government.
• Laws and the government.
• Types of Government
• i) Monarchy
• ii) Democratic

First Activity: Day 1

Topic: Role of Government

Objective: To understand the various role played by the Government.

Duration: 20 minutes.

Procedure:

i) Students will be asked to bring a newspaper from home.

ii) List the activities that the Government is reported to be doing.

• a) ……………………..
• b) ……………………
• c) ……………………
• d) ……………………

Learning outcome:

Finally, Students will learn and understand the various types of work done by Government.

Skills Developed: 

Observation and thinking skills

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

Classwork:

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

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

Homework:

i) Draw or paste the image of the Chief Minister of your state.

ii) Draw or paste the image of the Prime Minister of your country?

Compare their work.

Values imparted:

• To respect differences.
• Understanding the problems faced by the Government.

Multidisciplinary Integrated learning:

1. English/Hindi: Write a letter to your CM mentioning the problems you face in your state.
2. History: Find out who all were the Prime Ministers of your country.

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, define Government.

• Thirdly, get familiar with types of Government.

• Finally, explain the role played by State and Central Government.

Remedial Measure:

Extra Class

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

Class VI Social Studies Lesson Plan For The Month Of August – September

Conclusion:

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

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For more Lesson plans, click on the given link.

Class VI Social Science Lesson Plan – Activity Based,

Class 6 Social Science Lesson Plan For The Month Of June – July – Detailed, Interactive, and Child Centric

and, Class VI Social Studies Lesson Plan For The Month Of August – September With Activities

CLASS VI SOCIAL SCIENCE LESSON PLAN FOR THE MONTH OF OCTOBER-NOVEMBER