SDG-2024-25, STD-X

SUB-ENGLISH
LEARNING OBJECTIVES AND PEDAGOGICAL PROCESSES
NAME OF THE LEARNING PEDAGOGICAL ACTIVITIES TO ACHIEVE
CHAPTER/ OBJECTIVES PROCESS THE LEARNING
TOPIC OBJECTIVES
CH.1. The learners will be able to: The learners: · vocabulary drill
A LETTER TO • Read the literary text with • Participate in interactive
GOD · drafting a character sketch
comprehension and reasoning tasks and activities.
skills. · story diagram
• Respond to complex texts in
• Take notes and respond
accordingly, making use
order to demonstrate transition
of appropriate
from learning to read to
vocabulary, and sense of
reading to learn.
audience while listening.
• Write paragraphs based on
visual /verbal clues in order to• Read texts
demonstrate creativity, critical independently,
thinking skills. comprehend, and
• Use grammatical items in respond to questions /ask
writing in order to demonstrate questions on the text.
knowledge and understanding. • Read the literary texts
SDG 1-NO POVERTY with understanding for
SDG 13- CLIMATE ACTION pleasure and enjoyment
• Make use of meaningful
resources generated by
the teacher.
CH.2. • Understand the qualities of a • Read about the freedom • Prepare a list of qualities
NELSON good leader struggle of South Africa required for a good leader
MANDELA – • Apply the new vocabulary learnt and appreciate the ideas referring to personality of
A LONG
in speaking & writing • Read texts Mandela
WALK TO
FREEDOM • Analyse the causes of apartheid independently, • Make a timeline
and develop an insight into the comprehend and respond PPT on Nelson Mandela
lives of freedom fighters. to questions /ask
• Create a timeline of African questions from the text.
freedom struggle • Read the nonfiction with
SDG 16 – PEACE, JUSTICE AND understanding for
STRONG INSTITUTIONS pleasure and enjoyment
SDG-10-REDUCED
INEQUALITIES

CH.3.TWO • Read, comprehend, and respond • Understand writer’s points • Crossword puzzle
STORIES to the text independently of view and express their • Concept map on self
ABOUT • Use the figurative meaning of understanding of the texts confidence
FLYING
words and phrases as given in the • Make use of their
text experiences and relate
• Read stories - both fiction and with their learning.
nonfiction with understanding • Promote core values such
for pleasure and enjoyment. as courage, self-confidence
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SDG 15- LIFE ON LAND
SDG 17- PARTNERSHIP FOR
THE GOALS
CH.4. • summarise The Diary of a
FROM THE Young Girl by Anne Frank
DIARY OF • identify specific textual
ANNE references that reflect Anne
FRANK Frank's experience in the annex conversation and
• learn how to make a diary entry discussion
SDG-4
QUALITY EDUCATION
CH.5. • read literary texts to discuss the • read texts independently,
GLIMPSES chapters with understanding and
OF INDIA comprehension
• figure out the meanings and
respond to questions
independently
• use passive voice in sentences
correctly
SDG 8- DECENT WORK AND
ECONOMIC GROWTH
SDG 13- CLIMATE ACTION
SDG 15 – LIFE ON LAND
CH.6. • familiarize themselves with the
MIJBIL THE theme of the lesson.
OTTER • develop the skill to scan for
information.
• seek meaning in reading using
variety of strategies such as
prior knowledge, inferring,
predicting and confirming.
SDG 15- LIFE ON LAND
CH.7. • recognize the importance of
MADAM being sensitive towards an
RIDES THE individual’s feelings.
BUS • evaluate the lessons and
experiences through travelling.
• identify emotions with reference
to the event.
• review new words and phrases
in expression.
• develop writing skills
SDG 15-LIFE ON LAND
SDG 17-PARTNERSHIP FOR
GOALS
and dealing with
difficulties etc. through
reading of the texts.
•take notes and respond • writing a diary entry
accordingly, making use of • group discussion
appropriate vocabulary • Literature Circle Jobs
•engage students in
•read texts independently,
comprehend, and respond
to questions /ask questions
on the text.
• writing Inquiry letter
comprehend, and respond • mind mapping
to questions /ask questions • MCQ Test
on the text.
• appreciate nuances and
shades of literary meanings
• make use of their
experiences and relate with
their learning.
• frame questions to assess
students’ comprehension.
• participate in interactive • write a paragraph
tasks and activities. describing an otter
• read texts independently • vocabulary drill
• read the literary texts with • mind mapping
understanding for pleasure
and enjoyment
• make use of meaningful
resources generated by the
teacher
• understand writer’s point • diary entry on a bus
of view and express their journey
understanding of the texts • writing a letter to the
• make use of their editor about the bad
experiences and relate condition of the road
with their learning. • Literature Circle Jobs
• promote core values such
as goal-setting, courage
and planning etc. through
reading of the texts.
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CH.10. • read stories and literary texts - • read texts independently,
SERMON AT both fiction and nonfiction with
BENARES understanding and enjoyment in
order to demonstrate ability to
discuss about these with
comprehension and reasoning
skills
• read, comprehend, and respond
to complex texts independently
in order to demonstrate
transition from learning to read
to reading to learn.
SDG 15-LIFE ON LAND
CH.11. ● know about the marriage
THE traditions of India and Russia
PROPOSAL ● develop critical thinking skill
and make rational judgment
while dealing with social issues
● develop confidence essential to
speaking clearly, lucidly and
thoughtfully
● students will learn to work in
collaboration while working in
groups
SDG 3- GOOD HEALTH AND
WELL BEING
SDG -17 PARTNERSHIP FOR
GOALS
CH.1.DUST • Identify and appreciate significant • how we learn about the
OF SNOW literary elements such as
figurative language—metaphor,
symbol, simile, intention/point of
view, rhyme scheme.
• understand the thought and
imagination contained in the
poem
• think about different human
emotions and their effects
• express their feelings in the form
of self-composed short poems
SDG 13- CLIMATE ACTION
• writing a paragraph on
comprehend, and joys and sufferings of life
respond to questions /ask • class discussion on ‘4
questions on the text. Truths Life as Seen by
• use subject / context / Siddharth’
content related
vocabulary to express
their understanding of the
texts and tasks.
• appreciate nuances and
shades of literary
meanings in a variety of
literary devices like
symbols, metaphors etc.
and understand the
writer’s point of view,etc
• frame questions to assess • participate in debates/
their comprehension. discussion on the
• promote core values topic ‘Money makes a
such as tolerance, good marriage.’
appreciation of diversity • listen to and discusses
and civic responsibility literary /non- literary
through discussion, etc. inputs in varied
• develop critical thinking contexts in order to
on issues related to infer, interpret and
society, family, appreciate.
adolescence, etc. This • Role Play
will lead to develop their
abilities for problem-
solving, conflict
resolution and work
collaboratively
• making a concept map
real world verses on negative elements of
how we experience the nature and their role in
real world can often be our life.
completely different • write a letter to the editor
• on the basis of a visual of a regional daily with
given, compose a four regard to importance of
line poem positivity in life.
• narrating about day-to-
day experiences
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CH.2. • speak with coherence and
FIRE AND cohesion while participating in
ICE interactive tasks in order to
demonstrate fluency in the
language
• Identify and appreciate
significant literary elements
such as figurative language—
metaphor, symbol, point of
view, rhyme scheme.
• understand the thoughts and
imaginations contained in the
poem
• think about different human
emotions and their effects
SDG 13- CLIMATE ACTION
SDG 16- PEACE AND JUSTICE,
STRONG INSTITUTIONS
CH.3. • read the poem with proper
A TIGER IN intonation and rhythm.
THE ZOO • understand the importance of
freedom.
• recognize and appreciate the use
of figures of speech used in the
poem.
• realize the necessity of being
affectionate towards all animals.
• agree with the fact that all
animals are happy only in their
natural habitat.
SDG 16- PEACE AND
JUSTICE, STRONG
INSTITUTIONS.
CH.4. • enjoy reading the poem for
HOW TO pleasure and understanding
TELL WILD • enrich their vocabulary and
ANIMALS use the appropriate words in
relevant contexts
• know about some wild animals
and their habitats
• acquaint themselves with the
features of wild animals as
given in the text
SDG 15-LIFE ON LAND
• Segregation of negative • a group discussion on
qualities with regard to the topic: Fire and Ice
Ice and Fire. are equally
destructive.
• Description of pictures
relevant to passion and • Write a small poem
on Peace or
coldness.
Prosperity.
• peer discussion on day-
to-day qualities
affecting our peace and
harmony.
• appreciate nuances and
shades of literary
meanings in the poem
• edit writings of self /peers • listen to and speak on
using appropriate relevance of freedom to
punctuation marks such as our life.
capital letters, comma, • reading aloud and
semicolon, inverted reciting poems with
commas; grammar and proper stress, pause, tone
correct spelling. and intonation.
• use creativity and • Literature Circle Jobs
imagination and connect
the discourse with real life
contexts while expressing
themselves through
speech / writing
• appreciate nuances and • reciting the poem with
shades of literary proper stress, pause, tone
meanings in a variety of and intonation
poems and literary • refer to dictionary,
devices like periodical and book for
onomatopoeic sounds, learning new words
metaphors, alliteration,
etc.
• make use of their
experiences and relate with
their learning.
• frame questions to
assess their comprehension.
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CH.5. • read the poem with coherence
THE BALL and cohesion.
POEM • show fluency in language.
• read, comprehend and
respond to the complex text
independently.
• know poetic devices, rhyming
scheme, new words and
philosophy of life.
SDG 3- GOOD HEALTH AND
MENTAL WELLBEING
CH.6. • speak with coherence and
AMANDA! cohesion while participating in
interactive tasks in order to
demonstrate fluency in the
language
• appreciate nuances and shades
of literary meanings, talks about
literary devices like
onomatopoeic sounds,
alliterations, allusions, poet’s /
writer’s point of view, etc.
SDG-3 GOOD HEALTH
AND WELLBEING
Ch.7. • talk on key contemporary issues
THE TREES like social justice, environment,
gender, etc. In speech and
writing in order to demonstrate
awareness and empathy for key
issues, research skills and ability
to reason
• appreciate nuances and shades
of literary meanings, talks about
literary devices like
onomatopoeic sounds, symbols,
metaphors, alliterations,
comparisons, allusions, poet’s /
writer’s point of view, etc. In
order to demonstrate
understanding of their
significance in literature and
narratives.
• identify and appreciate
significant literary elements
• engage them in • reciting the poem with
conversation, dialogue, proper stress, pause, tone
discussion and discourse and intonation
in peer-peer mode, and • vocabulary drill
with teacher on the theme-
we can lose to gain.
• Literature Circle Jobs
• read texts independently,
comprehend, and respond
to questions /ask questions
on the text.
• participate in interactive • mind map on teenage
tasks and activities. fantasies
• take notes and respond • group discussion on the
accordingly, making use need to narrow the
of appropriate generation gap and foster
vocabulary, and sense of mutual respect and
audience while listening. understanding
• read texts independently, • Literature Circle Jobs
comprehend, and
respond to questions /ask
questions on the text.
• make use of meaningful
resources generated by
the teacher.
• take notes and respond • sharing of anecdotes
accordingly, making use on trees
of appropriate • discussion –class on
vocabulary, and sense of “Can there be a forest
audience while listening. without trees? Where
• read texts independently, are the trees in the
comprehend, and poem, and where do
they go?”
respond to questions /ask
questions on the text. • class discussion on
the importance of
• read the literary texts trees for life to
with understanding for survive
pleasure and enjoyment
• make use of meaningful
resources generated by
the teacher.
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such as figurative language –

metaphor, imagery, symbol,
simile, intention / point of view,
rhyme scheme, etc.
SDG 5-GENDER EQUALITY
SDG 16-PEACE AND
JUSTICE, STRONG
INSTITUTIONS
CH.8. • appreciate nuances and shades • engage in creatively
FOG of literary meanings, talks about expressing the
literary devices like metaphors,
alliterations, comparisons,
poet’s / writer’s point of view,
rhyming scheme etc. in order to the poem
demonstrate understanding of
their significance in literature
and narratives.
• listen for information, gist and
details and responds to
questions accordingly, in order
to demonstrate comprehension
and ability to infer.
SDG-13 CLIMATE ACTION
CH.9. • appreciate nuances and shades
THETALE of literary meanings and literary
OF devices like onomatopoeic
CUSTARD sounds, metaphors, alliterations,
THE allusions, poet’s point of view,
DRAGON etc in order to demonstrate
understanding of their
significance in literature and
narratives.
• listen for information, gist and
details and respond to questions • enhance their vocabulary
accordingly, in order to
demonstrate comprehension and
ability to infer.
SDG-10
REDUCED INEQUALITIES
SDG-15 LIFE ON LAND
• debate on ‘Nature is
more powerful than the
understanding of the poem humans ’.
• critically analyse the • JAM session on ‘change
theme imparted through is an unavoidable and
natural process’.
• read, comprehend, and • vocabulary games
respond to complex texts
independently in order to
demonstrate transition
from learning to read to
reading to learn.
• classify the different • singing in rap
types of poems (sonnet, • writing of similar
ballad, parable) and poems(ballad) on pets
specifically detailing • mind Map
about Ballads
• imbibe the essential
virtues as the moral
respond to the poem in
the context of a real-life
situation
and comprehension of
the poem
• analyse the poem
through appropriate
inferential question

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CH.10. • identify and appreciate significant • infer the contextual • recite the poem with
FOR ANNE literary elements such as meaning of words proper stress and
GREGORY figurative language – metaphor, • speak with coherence intonation.
imagery, symbol, simile, and cohesion while • comprehend the
intention, rhyme scheme, etc. participating in essence of the poem
• listen for information, gist and interactive tasks in and presents it to the
details and responds to questions order to demonstrate whole class
accordingly, in order to fluency in the language • present idea about
demonstrate comprehension and • analyse the poem in divine and platonic
ability to infer. real life situation and love
infer the essence
• use the figurative meaning of • restate divine love and
words and phrases as given in the its root in inner beauty
texts read in order to demonstrate
understanding of how they are
used to make the poem interesting
and realistic.
SDG -3- GOOD HEALTH AND
WELL BEING
CH. 1. THE • read the literary text with • take notes and respond • drafting a table for
TRIUMPH OF comprehension and reasoning accordingly, making use balanced diets
SURGERY skills. of appropriate • story diagram
• respond to complex texts in vocabulary, and sense of • providing an alternative
order to demonstrate transition audience while listening.
from’ learning to read’ to ending to the story
‘reading to learn’.
• read the literary texts
with understanding for
• write paragraphs based on visual
pleasure and enjoyment
verbal clues in order to
demonstrate creativity, critical • make use of meaningful
thinking skills. resources generated by
• use grammatical items in the teacher.
writing in order to demonstrate
knowledge and understanding.
SDG-3-GOOD HEALTH AND
WELL BEING
CH. 2.THE • read and understand the story, • read the text • drafting a character
THIEF’S plot and characters. independently, sketch
STORY • read the literary text with comprehend and respond • role play of a thief
comprehension and reasoning to questions /ask • providing an alternative
skills. questions from the text. ending to the story
• discriminate the good from the • read the text with
evil. understanding for
• develop moral values and pleasure and enjoyment
ethics • compare and contrast the
• speak while participating in characters
classroom discussion
SDG-4 QUALITY EDUCATION

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 SDG-2024-25, STD-X
CH.3. • read the literary text with
THE comprehension and reasoning
MIDNIGHT skills.
VISITOR • respond to complex texts in
order to demonstrate transition
from’ learning to read’ to
‘reading to learn’.
• speak while participating in
classroom discussion
• Identify the figurative
language and understand their
significance in literature and
narratives.
SDG- 3- GOOD HEALTH AND
WELL BEING
Ch: 4. • read the literary text with
A comprehension and reasoning
QUESTION skills.
OF TRUST • realize the significance of wit
and presence of mind
• write paragraphs based on visual
verbal clues in order to
demonstrate creativity, critical
thinking skills.
SDG-3 GOOD HEALTH AND
WELLBEING
SDG-17 PARTNERSHIP FOR
GOALS
CH.5. • read and understand the story,
FOOTPRINT plot and characters.
S WITHOUT • read the literary text with
FEET comprehension and reasoning
skills.
• discriminate the good from the • make connection by
evil.
• develop moral values and ethics this story with other
• speak while participating in
classroom discussion • write paragraphs based on
SDG-4- QUALITY
EDUCATION
CH. 6 . • read and understand the text,
THE plot and characters.
MAKING OF • read the literary text with
A comprehension and reasoning
SCIENTIST skills.
• begin with small discoveries on
their inclination and inculcate
• participate in interactive • drafting a character
tasks and activities. sketch
• take notes and respond • story diagram
• role play
accordingly, making use
of appropriate
vocabulary, and sense of
audience while listening.
• read texts independently,
comprehend, and
respond to questions /ask
questions on the text.
• participate in interactive • role play
tasks and activities. • group discussion ‘Never
• read texts independently, Trust a Stranger in a
comprehend, and Strange Circumstance’
respond to questions /ask • Literature Circle Jobs
questions on the text.
• read the literary texts
with understanding for
pleasure and enjoyment
• connect and apply the
learning to activities.
• read and understand the • prepare and present a
story, plot and characters. short skit in the class
• read the literary text with using the visual tools
comprehension and • Just A Minute on
reasoning skills.
“Had I been
comparing and contrasting invisible……..”
stories.
visual verbal clues in
order to demonstrate
creativity, critical thinking
skills.
• use visual aids, and • preparing a diagram
locally developed on the life cycle of
learning materials to butterflies
complement and • compare and contrast
supplement the textbook Griffin and Ebright as
and supplementary scientists
reader. • collage making of
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 SDG-2024-25, STD-X

the habits thereof. • make connection by different species of

• learn about Richard Ebright and comparing and butterflies
his journey to become a contrasting this story
scientist. with other stories.
SDG-4- QUALITY • speak about various
EDUCATION stage, species and
15-LIFE ON LAND growth of butterflies.
CH.7. • just A Minute on
THE • read the literary text with ‘Vanity and Pride’, or
• read the text with
NECKLACE comprehension and reasoning ‘The Dangers of
understanding for
skills. Debt’
pleasure and enjoyment
• identify the use of situational • role play
• compare and contrast the
irony in a short story.
characters • Literature Circle Jobs
• analyze and explain how the
• make use of their
characters are developed
experiences and relate
through irony.
with their learning.
• identify and appreciate
• participate in role play
figurative language – irony,
simile, point of view etc. in
order to demonstrate
understanding of their
significance.
SDG-1-NO POVERTY
SDG- 17-PARTNERSHIP FOR
GOALS
CH. 8. • understand the significance of • read the text • interviewing inspiring
BHOLI education in life independently, personalities
• analyze and explain the comprehend, and • dramatization
development of the characters respond to questions
• interpret significant details of /ask questions on the
texts, scripts, discussions and text.
debates • compare and contrast
SDG-4- QUALITY the characters
EDUCATION • make use of their
5-GENDER EQUALITY experiences and relate
with their learning.
CH.9 • discuss the concept of Aliens, • read the text with • JAM on ‘If I were one
THE BOOK Martians. understanding for of the crew of the Mars
THAT • think futuristically. pleasure and enjoyment Mission, I would like to
SAVED THE • understand the plot and • compare and contrast the find out…’
EARTH characters characters • sketching a Martian
• sequence the incidents in the • discuss about the • Literature Circle Jobs
play. fictional Mars Mission
• appreciate the humour in the • describe the humour in
play. the play
• summarise the play
• stage the play.
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 SDG-2024-25, STD-X

SDG-9 INDUSTRY,
INNOVATION AND
INFRASTRUCTURE

SUBJECT -HINDI COURSE B (085)

Blue Print (PA-I)
Learning Objectives:-
क्रम पाठ अपेक्षित सीखने के प्रततफल शििािास्त्र गततविधियााँ
संख्या का नाम
1. बड़े भाई ● विद्यार्थी बड़ों की कद्र करना सीखते हैं I प्रश्नोत्तर सम्पूणत
साहब ● ज़िम्मेदार के महत्ि को समझकर अपने विधि, ददनियात हे तु
कततव्य का पालन करते हैं I व्याख्यान समय साररणी
● मह
ु ािरे दार भाषा का प्रयोग करना सीखते हैं I विधि, संिाद तैयार करना |
● ररश्तों की अहममयत को समझते हैं और विधि,
माता–वपता का आदर करना सीखते हैं I सि
ृ नात्मक
● कक्षा में आयोज़ित गततविधियों में भाग लेते लेखन |
हैं ,ज़िससे िे सामाज़िक दातयत्ि से पररधित
हुए हैं I
● पढ़ाई के सार्थ-सार्थ यह पाठ दतु नयादारी से
भी पररधित कराता है ,इसे विद्याधर्थतयों ने
आत्मसात ककया I
SDG-4 - गुणित्तापूणत मिक्षा
2. डायरी का ● विविि सादहज़त्यक वििाओं एिं डायरी वििा प्रश्नोत्तर स्ितन्त्रता
एक पन्ना से पररधित होते हैं | विधि, प्रििन संग्राम में
● किल्म एिं विज्ञापन को दे खकर उनकी विधि, प्रािीन मदहलाओं की
समीक्षा कर पाते हैं | लेखनी पर भूममका के बारे
● दृश्य एिं श्रव्य के माध्यम से भाषा का ििात , पीपीटी में िानकारी
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प्रयोग करते हैं | | एकर करना|

● दे खी हुई घटना का िणतन कर सकते हैं |
● आलंकाररक भाषा को पहिानने में सक्षम हो
सकते हैं |
SDG-16 – िांतत, न्त्याय और सदृ
ु ढ़ संस्र्थान
3 ततााँरा ● विद्यार्थी पाठ के मुख्य बबन्त्दओ
ु ं को रे खांककत अमभनय विधि लोककर्था
िामीरों कथा करने और सारांि बताने तर्था मलखने में स्पष्टीकरण, आिाररत नाटक
अपेक्षक्षत कुिलता प्राप्त कर रहे हैं। पीपीटी मंिन |
● पुस्तकालय एिं अन्त्य ई-संदभत-स्रोतों के
िररये कर्था एिं लोककर्था सादहत्य की
परं परा के विषय में िानकारी एकर करने
में रुधि ले रहे हैं।
● विमिष्ट िब्द-प्रयोगों,व्याकरणणक
संकल्पनाओं के िानने एिं भावषक कौिलों
के प्रयोग में अपेक्षक्षत दक्षता प्राप्त कर रहे
हैं।
● उनकी स्िामभव्यज़तत तर्था विविि विषयों
पर स्िलेखन की क्षमता में उन्त्नयन हो
रहा है।
● िे अपनी पाठ्यक्रम संबंिी आिश्यकताओं
की पूततत करने में उत्तरोत्तर सक्षमता प्राप्त
कर रहे हैं।
● ततााँरा की लोक-तनष्ठा और कततव्यतनष्ठा
से प्रेररत होकर अपने िीिन में
सामद
ु ातयकता तर्था सहकाररता के भाि को
प्रमख
ु स्र्थान दे ते हैं ।
SDG-8 -सम्मानिनक कायत और आधर्थतक
विकास
SDG-11 सतत िहर और समुदाय
4. तीसरी ● विमभन्त्न किल्मी गीतकारों के बारे में प्रििन विधि तीसरी कसम
कसम के िान पाएाँगे| अर्थतबोि किल्म की
शिल्पकार ● कविता, कहानी, नाटक, धिरकला या ककसी विधि समीक्षा |
िैलेंद्र अन्त्य मिल्प का रूप िारण करके समाि के

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 SDG-2024-25, STD-X

समक्ष ककस प्रकार उपज़स्र्थत हो िाती है , यह

िान पाएाँगे |
● विद्यार्थी किल्म दतु नयााँ के बारे में िान
पाएाँगे |
● विद्याधर्थतयों में कल्पनािज़तत का विकास
होगा |
SDG-4 - गुणित्तापूणत मिक्षा
SDG-8 -सम्मानिनक कायत और आधर्थतक
विकास
5 अब कहााँ ● विद्यार्थी समस्त प्राणणयों के दख
ु सुख में समूह िक्ष
ृ ारोपण
दस
ू रे के दख
ु भाग लेंगे। पररििात (स्लोगन लेखन
से दख
ु ी होने ● आदित नागररक बनेंगे। 'बदलते धिर सदहत )
िाले ● विद्यार्थी सामाज़िक गततविधियों में रुधि िातािरण का
लेने के मलए उत्सुक होंगे। िीि-िंतुओं
● मानिता एक महान गुण है इस बात को पर प्रभाि '
सीखेंगे।
SDG-13 – िलिायु पररिततन
SDG- 15 – भूमम पर िीिन
6 पतझर में ● विद्यार्थी पाठ का सारांि अपने िब्दों में िािन
टूटी पवियााँ बता पाते हैं । विधि, िापान के

● पस् पयतटन स्र्थलों

ु तकालय की पस्
ु तकों द्िारा िापान के व्याख्यान
बारें में िानकाररयााँ एकर करते हैं । विधि, पर मभवत्त

● संयत पबरका का
ु त और ममश्र िातयों को पहिान कर पीपीटी
दोनों में अंतर बताते हैं । तनमातण

● अपनी समझ के आिार पूछे गए प्रश्नों के

उत्तर दे ते हैं ।
● कक्षा में होने िाली गततविधियों में भाग
लेते हैं और दस
ू रों की मदद भी करते हैं ।
● िांतत और िततमान काल के महत्त्ि को
समझ पाते हैं ।
● विद्यार्थी िापान के विकास और उद्यममता
को समझ पाते हैं ।
SDG-3- उत्तम स्िास््य और खुिहाली

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SDG-12 – सतत उत्पादन और उपभोग

7 कारतस
ू ● विद्यार्थी पाठ का सारांि अपने िब्दों में अमभनय विधि, स्ितन्त्रता
बता पाते हैं । लेखन सेनातनयों के
● संयुतत और ममश्र िातयों को पहिान कर विधि,पीपी बारे में
दोनों में अंतर बताते हैं । टी िानकारी
● अपनी समझ के आिार पूछे गए प्रश्नों के एकबरत करना |
उत्तर दे ते हैं ।
● कक्षा में होने िाली गततविधियों में भाग लेते हैं
और दस
ू रों की मदद भी करते हैं ।
● विराम धिह्नों का उधित प्रयोग करते हैं।
● विद्यार्थी राष्रप्रेम की भािना को समझते
हैं।
SDG-16 – िांतत, न्त्याय और सुदृढ़ संस्र्थान
SDG-17 -लक्ष्य हे तु भागीदारी
1 साखी ● अपने पररिेिगत अनुभिों पर अपनी गीत विधि, ककसी अन्त्य
स्ितंर एिं स्पष्ट राय मौणखक एिं मलणखत खंडान्त्िय संत कवि के
रूप से व्यतत कर सकेंगे। विधि, दोहों का
● पदठत िस्तु को व्यािहाररक रूप से प्रयोग पीपीटी संकलन
कर पाएाँगे।
● विविि सादहज़त्यक वििाओं के अंतर
समझते हुए उनके स्िरूप का विश्लेषण
कर पाने में समर्थत होंगे।
● प्राकृततक एिं सामाज़िक मद्
ु दों,घटनाओं के
प्रतत अपनी प्रततकक्रया को बोलकर/मलखकर
ििात करें गे।
● बाह्य आडंबर का खंडन कर मानि सेिा में
खुद को तनयोज़ित करें गे।
● अपने पररिेि को बेहतरीन बनाने की
कोमिि में सि
ृ नात्मक प्रयास कर पाएाँगे।
● ज्ञान के महत्ि को समझकर उसका सही
ददिा में उपयोग करने के मलए सिेत
होंगे।
SDG-10 – असमानता में कमी

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SDG-17 -लक्ष्य हे तु भागीदारी

2. पद • काव्य के प्रतत िड़
ु ाि बढ़े गा । गीत विधि, पदों का सस्िर
• सामाज़िक बौद्धिक विकास होता है । अर्थत बोि िािन
• ईश्िर के प्रतत आस्र्था और अटूट विश्िास विधि,
का भाि विकमसत होता है । स्पष्टीकरण
• क्रूरता और अत्यािार के प्रतत आिाि उठाने पीपीटी
का साम्यत होते हैं ।
· श्रीकृष्ण की लीलाओं एिं मीरा के बारे में
अधिक ज्ञान/िानकारी प्राप्त करते हैं ।
SDG-4 - गुणित्तापूणत मिक्षा
3 मनुष्यता • विद्याधर्थतयों में धिंतन-मनन की प्रिवृ त्त के गीत विधि, त्याग ,बमलदान
विकास हुआ । खंडान्त्िय अर्थिा
• विद्याधर्थतयों ने इस पाठ से नैततक और विधि, परोपकार
मानिीय मूल्यों को आत्मसात ककया । व्याख्यान, पर ककसी
• विद्याधर्थतयों ने मानि िीिन के मूल लेखन पीपीटी अन्त्य कवि
कततव्य को समझा । की कविता
• कविता के िररए अपने अनुभि एिं का गायन
कल्पनाओं को सि
ृ नात्मक ढं ग से प्रस्तुत
करने में सक्षम हुए ।
• विद्याधर्थतयों में परोपकार की भािना िागत
ृ
हुई ।
• दहंदी भाषा के प्रतत रुधि उत्पन्त्न हुई ।
SDG-8 -सम्मानिनक कायत और आधर्थतक
विकास
SDG-10 – असमानता में कमी
4 पिवत प्रदे ि • पितत श्रंख
ृ ला और ऋतुओं के बारे में सस्िर िािन, पंत िी की
में पािस िानकारी प्राप्त की। अर्थतबोि अन्त्य
• िे सिलता के मलए उच्िाकांक्षी हुए। व्याख्यान कविताओं
• कविता को याद कर पाए। का िािन
• कविता का सही उच्िारण और लयबद्ि
तरीके से िािन कर पाए।
SDG-13 – िलिायु पररिततन
5 तोप · िरोहर हमारी संस्कृतत की पररिायक हैं गीत विधि , ककसी

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इसके बारे में िान पाएंगे | अर्थत बोि, ऐततहामसक

· विविि सादहज़त्यक वििाओं को समझते हुए व्याख्यान, इमारत के बारे
उनका विश्लेषण कर पाएंगे | लेखन में लेखन
· कविता को पढ़कर विद्यार्थी उसके मख्
ु य
भाग को समझने में सक्षम हो पाएंगे |
· कोई भी िज़तत ककतनी ही विनािकारी
तयों न हो एक न एक ददन उसका नष्ट
होना तनज़श्ित है यह िान पाएंगे |
SDG-16 – िांतत, न्त्याय और सुदृढ़ संस्र्थान
6 कर चले हम • विद्यार्थी उदत ू िब्दों का प्रयोग अपनी गीत विधि, दे ि-भज़तत पर
फफदा अमभव्यज़तत में कर पा रहे हैं | अर्थत बोि एकांकी
•कविता का भािार्थत समझकर प्रश्नों के उत्तर विधि, मंिन |
दे ने में सक्षम हुए | स्पष्टीकरण
• कविता के मूल भाि, दे िभज़तत से प्रेररत हुए | ,पीपीटी
• दे िभज़तत की अन्त्य कविताओं से
तुलनात्मकमुहािरों के अर्थत और उनका
िातयों में प्रयोग करने में सक्षम हुए |
SDG-4 - गुणित्तापूणत मिक्षा
SDG-17 -लक्ष्य हे तु भागीदारी
7 आत्मराण • टै गोर की कविताओं के बारे में िान पाएंगे | गीत विधि ,अर्थत सख
ु -दख
ु िीिन
• ॰कविता के भाि को अपने िब्दों में मख
ु ररत बोि, के दो पदहये -
कर पाएंगे | व्याख्यान,लेख इस पर
• अपने आत्मबल को सदृ
ु ढ़ कर पाएंगे | न पररििात
SDG-8 -सम्मानिनक कायत और आधर्थतक
विकास
SDG-17 -लक्ष्य हे तु भागीदारी
1 हररहर काका • पाररिाररक एिं सामाज़िक संबंिों में व्याप्त अमभनय विधि, नाटक मंिन
स्िार्थत लोलुपता की भािना को उिागर करके व्याख्यान विधि
मनुष्य के पतन को रोकने का प्रयास करते
हैं ।
• िन या संपवत्त के लोभ के मलए करीबी
संबंधियों के दश्ु मन बन िाने को प्रदमितत
करने में सक्षम हुए |

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 SDG-2024-25, STD-X

• िमत की आड़ में िमातधिकाररयों द्िारा

समाि का ठे केदार बन िाने को प्रदमितत कर
पते हैं ।
• रिनात्मक तर्था कल्पनात्मक िैली के
तहत अपने अनभ
ु िों की अमभव्यज़तत,
स्िरधित कहानी के माध्यम से करने के मलए
आत्मविश्िास में बढ़ोत्तरी हुई ।
• नकारात्मक गुणों को त्याग कर सकरात्मक
भािों को अपनाए ।
SDG-10 – असमानता में कमी
SDG-16 – िांतत, न्त्याय और सुदृढ़ संस्र्थान
2 सपनों के से • विद्यार्थी पाठ के मुख्य बबन्त्दओ
ु ं को व्याख्यान खेल-कूद पढ़ाई
ददन रे खांककत करने और सारांि बताने तर्था विधि के सार्थ-सार्थ
मलखने में कुिलता प्राप्त कर रहे हैं। अर्थतबोि विधि िरूरी - इस
• पुस्तकालय के माध्यम से अन्त्य आत्मकर्थाओं पर पररििात
को पढ़ने तर्था उनके विषय में िानकारी
एकर करने में रुधि ले रहे हैं।
• विमिष्ट िब्द-प्रयोगों एिं भावषक कौिलों में
अपेक्षक्षत दक्षता प्राप्त कर रहे हैं।
• उनकी अमभमभव्यज़तत तर्था विविि विषयों
पर स्ितः लेखन की क्षमता विकमसत हो
रही है।
• िे अपनी पाठ्यक्रम संबंिी आिश्यकताओं
की पतू तत करने में सिल हो पा रहे हैं।
SDG-4 - गण
ु ित्तापण
ू त मिक्षा
SDG-17 -लक्ष्य हे तु भागीदारी
3 टोपी िुक्ला •विद्याधर्थतयों ने बाल-मनोविज्ञान की िानकारी व्याख्यान गुरु और मिष्य
प्राप्त की। विधि, प्रििन के
• कहानी में आए तत्कालीन मिक्षा व्यिस्र्था की विधि बीि संिाद
कममयों के बारे में िाना।
• आि के संदभत में उन कममयों को ककस प्रकार से
दरू ककया िाए, उस पर ििात भी की।
• पररिार में प्रेम संबि
ं ों की आिश्यकता को समझा।
• दो अलग अलग िमों की परं परागत वििेषताओं
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 SDG-2024-25, STD-X

को समझा।
• कहानी को सुनकर उसका सारांि मलखा।
• कहानी के संिादों को अपने िब्दों में मलखकर
कहानी की रिना की।
• कहानी का नाट्य-रूपांतरण ककया।
SDG-4 - गुणित्तापण
ू त मिक्षा
SDG-17 -लक्ष्य हे तु भागीदारी

ODIA (Code: 013)

LEARNING OBJECTIVES AND PEDAGOGICAL PROCESSES
ACTIVITIES
NAME OF
TO ACHIEVE
THE
LEARNING OBJECTIVES PEDAGOGICAL THE
CHAPTER/ PROCESS LEARNING
TOPIC
OUTCOMES
ବନ୍ଦେ ଉତ୍କଳ ଜାତୀୟତାବାଦୀ ନ୍ଦେତନା ଓ ନ୍ଦଦଶାତ୍ମନ୍ଦବାଧ ଭାବନା ଛାତ୍ରଛାତ୍ରୀମାନଙ୍କ ସେନ୍ଦ ାଗ ଛେ ଲାଳିତୟ ସେିତ
ଜନନୀ ମଧ୍ୟନ୍ଦେ ଜାଗ୍ରତ ନ୍ଦେବ। ଧମମୀପନ୍ଥା ପଦୟ ଆବୃ ତ୍ତି
SDG-15 କେି ନ୍ଦବ
ଭୀମଙ୍କସି ଙ୍ଘ ମୋଭାେତେ ବିଭିନ୍ନ ପବମ ଅଧ୍ୟାୟ ସମ୍ବନ୍ଧନ୍ଦେ ଜାଣିନ୍ଦବ। ତତ୍କାଳୀନ ସାେଳା
ନାଦେଡ଼ି ଉତ୍କଳେ ସାମାଜିକ, ସାାଂସ୍କ ୃତିକ େଳଣୀ ତଥା ୋଜନ୍ଦନୈତିକ େିତ୍ର ବିଷୟନ୍ଦେ ମୋଭାେତନ୍ଦେ
ଅବଗତ ନ୍ଦେନ୍ଦବ। ଅୋଂକାେ,ଅଭି ମାନ(ଗବମ) େ ନ୍ଦଶଷ ପେି ଣତି ବିଷୟନ୍ଦେ ଭୀମଙ୍କ ସମ୍ପକମନ୍ଦେ
ଅନୁ ସନ୍ଧିତ୍ସା ମୂଳକ
ଜାଣି ଭବିଷୟତ ପାଇ ଁ ସତକମ ନ୍ଦେନ୍ଦବ। ବିପଦ ସମୟନ୍ଦେ ଭଗବାନ କିପେି ବର୍ଣ୍ଣିତ ଏକ କାୋଣୀ
ସୋୟ େୁ ଅନ୍ତି ତାୋ ଜାଣିନ୍ଦବ। ନ୍ଦଦବନ୍ଦଦବମୋନ୍ଦଦବଙ୍କ ଅସ୍ତ୍ରେ ଶକ୍ତି କେିନ୍ଦବ
ବିଷୟନ୍ଦେ ଅବଗତ ନ୍ଦୋଇ ଏକନିଷ୍ ଠ ନ୍ଦେବା ଶିଖ ିନ୍ଦବ।
SDG-416
ୋଘଙ୍କ ଲଙ୍କା କବିସମ୍ରାଟ ଉନ୍ଦପନ୍ଦ୍ର ଭାଂଜଙ୍କ ଉଚ୍ଚନ୍ଦକାଟିେ ସାେିତୟ ସୃଷ୍ଟି ସେିତ ପେି େିତ ୋମାୟଣେ ବର୍ଣ୍ଣିତ
ାତ୍ରାନୁ କୂଳ ନ୍ଦେନ୍ଦବ। ‘ବ’ଆଦୟ ନିୟମନ୍ଦେ େେିତକାବୟ ‘ନ୍ଦବୈନ୍ଦଦେୀଶ ବିଳାସ‘ ୋମେନ୍ଦ୍ରଙ୍କ ମୋନ
ଅନୁ ସନ୍ଧିତ୍ସା ମୂଳକ
ସମ୍ବନ୍ଧନ୍ଦେ ଜ୍ଞାନଲାଭ କେି ନ୍ଦବ। ୋମାୟଣ ବିଷୟନ୍ଦେ ଜାଣିବା ସେିତ ଗୁଣାବଳୀ
ୋମେନ୍ଦ୍ରଙ୍କ ଠାେୁ ସତୟନିଷ୍ ଠ ,ଏକାଗ୍ରତା ନ୍ଦଧୈ ୟମ ଶୀଳ ଗୁଣ ଶିଖ ିନ୍ଦବ। ସମ୍ବନ୍ଧନ୍ଦେ ଏକ
SDG-416 କାୋଣୀ କେିନ୍ଦବ
େିଲିକାନ୍ଦେ ପ୍ରକୃତି ଶିକ୍ଷାେ ଗନ୍ତାଘେ। ମାତୃ ଭାଷା ମାଧ୍ୟମନ୍ଦେ ଜନ୍ଦଣ ସବୁ ନ୍ଦକ୍ଷତ୍ରନ୍ଦେ ସେନ୍ଦ ାଗ ଧମମୀ େିଲିକାନ୍ଦେ
ସାୟାଂତନ ଦୃ ଶୟ ଆଗକୁ ାଇ ପାେି ବ ଏୋ ଶିକ୍ଷାକେି ନ୍ଦବ। ପୂଜୟପୂଜା ପେମ୍ପୋ ଆମେ ପନ୍ଥା ସୂ ୟମ ାସ୍ତେ େିତ୍ର
ଅଗ୍ରଗତିେ ପାନ୍ଦଥୟ ଜାଣିବା ସେିତ ପ୍ରାେୀନ ସାେିତୟେ ଭାବ ଜାଣି ତାକୁ ଅଙ୍କନ କେି ନ୍ଦବ
17
 SDG-2024-25, STD-X

ପାଠ କେି େସ ଆସ୍ଵାଦନ କେି ନ୍ଦବ। ନ୍ଦଲାଭେ କୁପେି ଣାମ ସମ୍ପକମନ୍ଦେ

ଜାଣିନ୍ଦବ।
SDG-315
ମଙ୍ଗନ୍ଦଳ ଅଇଲା ୋମାୟଣ ସମ୍ପକମନ୍ଦେ ଅବଗତ ନ୍ଦେନ୍ଦବ। ସତୀ ସୀତାଙ୍କ ଠାେୁ ତୟାଗପୂତ ସେନ୍ଦ ାଗ ଧମମୀ ନ୍ଦୋଖୀୋଗନ୍ଦେ
ଉଷା ଜୀବନ ନ୍ଦଶୈଳୀ ଶିଖ ିନ୍ଦବ। ନିନ୍ଦଜ କଷ୍ଟ ପାଇ ଅନୟକୁ ଆନେ ପ୍ରଦାନକେି ବା ପନ୍ଥା କବିତାଟିକୁ ଗାୟନ
ବ୍ରତନ୍ଦେ ବ୍ରତୀ ନ୍ଦେନ୍ଦବ। ପ୍ରକୃତି ସେିତ ଏକାକାେ ନ୍ଦୋଇ ି ନ୍ଦବ। ଉପକାେୀେ କେି ନ୍ଦବ
ଉପକାେକୁ ମନ୍ଦନେଖ ି କୃତଜ୍ଞତା ଜ୍ଞାପନ କେି ବାକୁ ଭୁଲି ନ୍ଦବ ନାେି।ଁ
SDG-15
ଜାଗ ବନ୍ଧନ େୋ ମନୁ ଷୟ ଭଗବାନଙ୍କ ସୃଷ୍ଟିେ ନ୍ଦେଷ୍ଠ ଅବଦାନ ନ୍ଦବାଲି ଜାଣିନ୍ଦବ। ଜୀବନନ୍ଦେ ସେନ୍ଦ ାଗ ଧମମୀ ଖଟିଖ ିଆ େମିକ
ନ୍ଦ ନ୍ଦତ ପ୍ରତିକୂଳ ପେି ସ୍ଥିତି ଆସି ନ୍ଦଲ ମଧ୍ୟ େନ୍ଦତାତ୍ସାେ ନ୍ଦେନ୍ଦବନି। ଦୁ ୁଃଖୀ- ପନ୍ଥା ମାନଙ୍କ ଉପନ୍ଦେ
ଦେି ଦ୍ରଙ୍କ, ନ୍ଦଶାଷି ତ- ନିନ୍ଦେଷି ତ ଓ ନି ାମ ତିତ ଜନତାେ ଦେଦୀବନ୍ଧୁ ନ୍ଦେନ୍ଦବ। େେିତ ନ୍ଦ ନ୍ଦକୌଣସି
ସାମୟବାଦୀ ନ୍ଦୋଇ ସମସ୍ତଙ୍କୁ ସମାନଦୃ ଷ୍ଟିନ୍ଦେ ନ୍ଦଦଖ ିବା ସେିତ ନ୍ଦଦଶେ ଏକ କବିତା ଆବୃ ତ୍ତି
ସ୍ଵାଧୀନତାକୁ ବଜାୟ େଖ ିବାକୁ ନ୍ଦେଷ୍ଟା କେି ନ୍ଦବ। କେି ନ୍ଦବ
SDG-1.2.3
ସବମାଂସୋ ମାଟି ମାଟି ମା’ପେି ସେନଶୀଳା ନ୍ଦେନ୍ଦବ। ନକାୋତ୍ମକ ନ ନ୍ଦୋଇ ସକାୋତ୍ମକ ସେନ୍ଦ ାଗଧମମୀ ମାଟି ସମ୍ପକମନ୍ଦେ
ମନ୍ଦନାଭାବ ନ୍ଦପାଷଣ କେି ବା ଶିଖ ିନ୍ଦବ। ମାଟିମା’ ପ୍ରତି ତ୍ନଶୀଳ ନ୍ଦେନ୍ଦବ। ପନ୍ଥା ନିଜସ୍ଵ କବିତା
SDG-15,4,3 ନ୍ଦଲଖ ିନ୍ଦବ
ଜନ୍ମଭୂମି ଜନ୍ମଭୂମିକୁ ଭଲପାଇବା ଶିଖ ିନ୍ଦବ। ଗ୍ରାମ ଜୀବନନ୍ଦେ ଭାଇୋୋଭାବ ଓ ସେନ୍ଦ ାଗ ଧମମୀ ଭାଷଣ
ଶୃଙ୍ଖଳିତ ଜୀବନଧାୋ ବିଷୟନ୍ଦେ ଜାଣିନ୍ଦବ। ଗ୍ରାମୟଜୀବନନ୍ଦେ ୋଜନୀତିେ ପନ୍ଥା ପ୍ରତିନ୍ଦ ାଗିତା
ପ୍ରନ୍ଦବଶ ଫଳନ୍ଦେ ସେଳତାେ କିପେି ବିନ୍ଦଲାପ ନ୍ଦେଉଛି ତାୋ ଜାଣିନ୍ଦବ।
ନ୍ଦ ନ୍ଦକୌଣସି ପେସ୍ଥିତିନ୍ଦେ ମଧ୍ୟ ଜନ୍ମଭୂମି ପ୍ରତି ବିମଖ ୁ ନ ନ୍ଦେବା ଶିଖ ିନ୍ଦବ।
SDG-15

ସଭୟତା ଓ ବିଜ୍ଞାନେ ଅବଦାନ ବିଷୟନ୍ଦେ ଜାଣି ତାକୁ କା ୟମ ନ୍ଦେ ଲଗାଇବାକୁ ନ୍ଦପ୍ରେଣା ଅନୁ ସନ୍ଧିତ୍ସା ମୂଳକ
ବିଜ୍ଞାନ ପାଇନ୍ଦବ। ସଭୟତାେ ବିକାଶନ୍ଦେ ବିଜ୍ଞାନେ ଅବଦାନ ବିଷୟନ୍ଦେ ଜାଣିନ୍ଦବ। ବକ୍ତୃତା
ବିଜ୍ଞାନକୁ ଅବଲମ୍ବନକେି ଆଧୁନକ ି ଗ
ୁ କିପେି ଆଗକୁ ବଢିପାେି ବ ତାୋ ପ୍ରତିନ୍ଦ ାଗିତା
ଶିଖ ିନ୍ଦବ।
SDG-11
ମାତୃ ଭାଷା ଓ ମାତୃ ଭାଷାେ ଉପାନ୍ଦଦୟତା ଓ ତାୋ କିପେି ନ୍ଦଲାକଶିକ୍ଷା ପାଇ ଁ ଉପନ୍ଦ ାଗୀ ଅନୁ ସନ୍ଧିତ୍ସା ମୂଳକ ପ୍ରବନ୍ଧ ଲି ଖନ
ନ୍ଦଲାକଶିକ୍ଷା ତାୋ ଜାଣିନ୍ଦବ। ଜନତାେ ସାମୂେକ ି ଶିକ୍ଷା ପାଇ ଁ ମାତୃ ଭାଷାେି ଁ ପ୍ରକୃତ ମାଧ୍ୟମ
ଜାଣିନ୍ଦବ। ଇାଂନ୍ଦେଜୀ ଭାଷା ଶାସିତଙ୍କୁ ଶାସକଙ୍କ ଠାେୁ ଦୂ ନ୍ଦେଇ େଖ ିଛି।
ମାତୃ ଭାଷା ଶିଖ ିବା ସେିତ ତାେ ଉନ୍ନତି ପାଇ ଁ ପ୍ରନ୍ଦେଷ୍ଟା କେି ବା ଶିଖ ିନ୍ଦବ।
SDG- 4,17
ନନ୍ଦେନ୍ େୁ ମାନବନ୍ଦସବା େି ଁମାଧବ ନ୍ଦସବା। ଏକନିଷ୍ ଠ ନ୍ଦେନ୍ଦଲ କା ୟମ ନ୍ଦେ ସଫଳତା ସେନ୍ଦ ାଗ ବିନ୍ଦବକାନେଙ୍କ
ବିନ୍ଦବକାନେ ମିନ୍ଦଳ ତାୋ ବିନ୍ଦବକାନେଙ୍କ ବିଷୟ ପାଠ କେି ଜାଣିନ୍ଦବ। ଭାଷଣ ନ୍ଦଦବାେ ଧମମୀପନ୍ଥା ଜୀବନୀ ପାଠ
କଳା ଶିକ୍ଷା କେି ନ୍ଦବ।
SDG- 12
କାଠ ଆଧୁନିକ ମଣିଷେ ସ୍ଵାଥମ ଶଠତାେ େିତ୍ର ସମାଜେ ନିମ୍ ନ ବଗମ ନ୍ଦଲାକଙ୍କେ ସେନ୍ଦ ାଗ ଆଦିବାସୀଙ୍କ
ସେଳତା ଓ ସ୍ଵାଭି ମାନ ବିଷୟନ୍ଦେ ଜାଣିନ୍ଦବ। ସମାଜନ୍ଦେ ବାସ କେୁଥ ିବା ଧମମୀପନ୍ଥା ଜୀବନ ଉପନ୍ଦେ
ନିମ୍ବ ନ ଗମଙ୍କ ପ୍ରତି ସେନଶୀଳ ନ୍ଦେବା ସେିତ ନ୍ଦସମାନଙ୍କେ ଉନ୍ନତି ପାଇ ଁ ଗଳ୍ପ ପଠନ
ପ୍ରନ୍ଦେଷ୍ଟା କେି ନ୍ଦବ। ଆଦିବାସୀଙ୍କେ େଳଣି , ସେଳତା ଓ ସ୍ବାଭି ମାନେ
ପେି େୟ ପାଇନ୍ଦବ।
SDG- 1
କାଳେ କଳିଙ୍ଗ ଦ୍ଧ ୁ ବିଷୟନ୍ଦେ ଜ୍ଞାନ ଲାଭ କେି ନ୍ଦବ। କଳିଙ୍ଗବାସୀଙ୍କ ବୀେତ୍ବ ,ଜାତି ଅନୁ ସନ୍ଧିତ୍ସା ମୂଳକ ‘ଜାତକକଥା‘
କନ୍ଦପାଳତନ୍ଦଳ ପ୍ରୀତିେ ପେି େୟ ପାଇନ୍ଦବ। ଏେି ମାଟିନ୍ଦେ ଅନ୍ଦଶାକ େଣ୍ଡାନ୍ଦଶାକେୁ ପାଠକେି ଏକ

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 SDG-2024-25, STD-X

ଧମମାନ୍ଦଶାକନ୍ଦେ ପେି ଣତ ନ୍ଦେବାକଥା ଜାଣିନ୍ଦବ। କାୋଣୀ ବର୍ଣ୍ଣମନା

SDG- 16 କେିନ୍ଦବ
ନ୍ଦବଲ, ଆଶ୍ଵତ୍ଥ ଓ ଜନ୍ମଦାତ୍ରୀ ମା’, ଜନ୍ମମାଟିକୁ ଭଲପାଇବା ଶିଖ ିନ୍ଦବ। ବୃ କ୍ଷେ ଉପକାେି ତା ଅନୁ ସନ୍ଧିତ୍ସା ମୂଳକ ବୃ କ୍ଷ ଉପନ୍ଦେ ଏକ
ବଟ ବୃ କ୍ଷ ସମ୍ପକମନ୍ଦେ ଜାଣିନ୍ଦବ। କତ୍ତମବୟ ପ୍ରତି ସନ୍ଦେତନ ନ୍ଦେନ୍ଦବ। କବିତା ଲି ଖନ
SDG- 15
ଫଲ୍ ଗ ୁ ନ୍ଦପ୍ରମ ଶାଶ୍ଵତ। ଫଲ୍ ଗ ୁ ପେି ଅନ୍ତୁଃସଲୀଳା। ଆଥିକ ଅଭାବ ପେି ବାେେ ସେନ୍ଦ ାଗ ନାଟକ ଅଭି ନୟ
େସଖୁସି ବୟକ୍ତି ଗତ ସଜମନଶୀଳତାକୁ ନଷ୍ଟ କେି ପାନ୍ଦେ ନାେି ଁ ତାୋ ଛାତ୍ରଛାତ୍ରୀ ଧମମୀପନ୍ଥା
ମାନ୍ଦନ ଶିକ୍ଷା କେି ନ୍ଦବ।
SDG- 4
ନ୍ଦକାଣାକମ ଜାତିପାଇ ଁ ଆନ୍ଦତ୍ମାତ୍ସଗମ ଶିକ୍ଷା କେି ନ୍ଦବ। କମମଦ୍ଵାୋ ମଣିଷ କିପେି ଅମେ ସେନ୍ଦ ାଗ ନାଟକ ଅଭି ନୟ
ନ୍ଦୋଇପାନ୍ଦେ , ନ୍ଦସଥ ିପାଇ ଁ ଦୀଘମାୟୁ ନ୍ଦେବା ଜେୁେୀ ନୁ ନ୍ଦେ।ଁ କମମେ ଧମମୀପନ୍ଥା
ଉପାସକ ନ୍ଦୋଇ ନିଜ ଜୀବନକୁ ଧନୟ କେି ନ୍ଦବ, ନ୍ଦତନ୍ଦବ ାଇ ଛାତ୍ରଜୀବନ
ସଫଳ ନ୍ଦୋଇପାେି ବ ଏେି ମନ୍ତ୍ରନ୍ଦେ ଦୀକ୍ଷି ତ ନ୍ଦେନ୍ଦବ।
SDG- 4.9

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SUB-SANSKRIT
CHAPTER LEARNING OBJECTIVE PEDAGOGICAL ACTIVITIES TO
NAME PROCESS ACHIEVE THE
LEARNING
OBJECTIVES
वाङ्मयं तपः • छात्ाः सं स्कृ तश्लोकान् उचितबलघातपूववकं छन्दानुगुणम् उच्चारयन्ति। • व्यविगतरूपेण श्लोकस्पिाव
• छात्ाः ववद्यायाः महत्वं ज्ञातुं शक्नुवन्ति। /सामूवहकरूपेण
• छात्ाणां ज्ञानमयं तपः सफलं भववत। ववद्याचथवनां कृ ते अवसरः
SDG-4 (QUALITY EDUCATION) दीयते।
• खण्डान्वय/दण्डान्वय-
ववचिना पाठयेत्।
नान्तित्यागसमं • छात्ाः त्यागस्य महत्वं जानन्ति। •प्रत्यिववचिना यथासम्भवं समूहालोिनम्
सुखम् • छात्ाः भगवतः बुद्धस्य पूववजन्मनः वववविाः कथाः जानन्ति। पाठनीयम्।
• परवहताय सववस्वं त्यिव्यम् इत्येव चशचितम्। •व्याख्यानववचिमनुसृत्य
SDG-11 (SUSTAINABLE CITIES & ववषयस्य सारं विव्यम्।
COMMUNITY)
रमणीयावहसृवटः • सं स्कृ तनाटक-अंशानां सम्वादानाम् उच्चारणं कु ववन्ति। •व्याख्यानववचिमनुसृत्य समूहालोिनम्,
एषा • तेषां भावानुगुणं शारीररक वियाकलापान्प्रदशवयान्ति। ववषयस्य सारं विव्यम् नाटकाचभनयः
• इयं सृवटः अवतसौन्दयवमयी अन्ति इवत छात्ाणां ज्ञानं भवन्ति। •कोमलमवतछात्ाणां कृ ते
सरलसं स्कृ तभाषायाः प्रयोगः
• परस्परं कलहेन वववादे न ि समयं वृथा नयापयेत्।
SDG-13 (CLIMATE ACTION) करणीयः ।
SDG-10 (REDUCED INEQUALITIES)
आज्ञागुरूणांवह • गुरूणाम् आज्ञा सदै व पालनीया इवत छात्ाः जानन्ति। • व्यविगतरूपेण रसप्रश्नः
अवविारणीया • ज्ञानवृद्धः यद्यवप बालः स्यात् अवप पूजनीयः इवत छात्ाणां ज्ञानं /सामूवहकरूपेण
भववत~। ववद्याचथवनांकृते अवसरः
• कपीनां मेदसा वचिदाहसमुद्भवः दोषस्य वनराकरणं भववत। दीयते~।
SDG-4 (QUALITY EDUCATION) • प्रत्यिववचिना यथासम्भवं
पाठनीयम्।
अभ्यासवशगं • छात्ाः भगवद्गीतायाः जीवनदशवनं ज्ञातुं शक्नुवन्ति। • व्यविगतरूपेण श्लोकस्पिाव अथवा
मनः • मनः िञ्चलः परिु अभ्यासेन मनसः वनयन्त्रणं भववत~। /सामूवहकरूपेण ववद्याचथवनां अचभनयः
• छात्ाः वुवद्धनाशस्यकारणावन ज्ञातुं समथावः सन्ति। कृ ते अवसरः दीयते~।
SDG-16 (PEACE, JUSTICE & STRONG • खण्डान्वय/दण्डान्वय-
INSTITUTIONS) ववचिना पाठयेत्।
• किायां सस्वरवािनं
करणीयम्।
राटरं सं रक्ष्यमेववह • छात्ाः महाभारतग्रन्थावदनां ववषये ज्ञातुं समथावः भवन्ति। • चशिणप्रवियायाम् ववषयािाररत-चित्वणवनम्
• ववज्ञानस्य सत्प्रयोगः राटर कल्याणाय असत्प्रयोगः राटर ववनाशाय ि आचिक्येन छात्ाणां
भववत इवत सवे ज्ञातुं समथावः सन्ति। सहभावगता यथा स्यात
SDG-9 (INDUSTRY, INNOVATION & तथा वातावरणं
INFRASTRUCTURE ) वनमेयेयम्।
• ितुणाां कौशलानां
प्रयोगः ।
सािुवृवतं • प्रशिः मागवः एव अनुसरणीयः इवत ज्ञायते। • किायां श्रवण-पठन-वािन- समूहालोिनम्
समािरेत् • असािूपायेन अचजवतं िनं नश्यवत ज्ञायते। । लेखनकौशलानां प्रयोगः ।
• पावपनां ि सदा दुः खं सुखं वै पुण्यकमवणाम् इवत अस्मात्ज्ज्ञायते। • प्रत्यिववचिना यथा सम्भवं

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SDG-3(GOOD HEALTH AND WELL BEING) पाठनीयम्।

तिरुक्कुरल् - • छात्ाः िेन्नईनगरववषये ज्ञातुं समथावः भवन्ति • व्यविगतरूपेण श्लोक-स्पिाव

सूक्ति- • परेभ्यः अवहतं कमां न कु यावत्~। /सामूवहकरूपेण ववद्याचथवनां
सौरभम् कृ ते श्लोकोच्चारणाथां
• छात्ाः महाकवव-वतरुवल्लुवरस्य कववतां पवठतुं समथावः भवन्ति।
SDG-4 अवसरः दीयते।
(QUALITYEDUCATION) • खण्डान्वय/दण्डान्वय-ववचिना
पाठयेत्~।
सुस्वागिं भो! • छात्ाः अरुणािलप्रदे शस्य सं स्कृ वत-पवव-भोजन-पयाववरणववषये ज्ञातुं • छात्ाणां कृ ते प्रश्नमञ्च-कायविमः
अरुणाचलेऽ समथावः भवन्ति। सरलसं स्कृ तभाषायाः
क्तिन्
• छात्ाः अरुणािलप्रदे शस्य पयवटनस्थालानां ववषये ज्ञातुं समथावः प्रयोगः करणीयः ।
भवन्ति~। • अचभनयमाध्यमेन यथा
SDG-13 (CLIMATE ACTION) सम्भवं पाठनीयम्।
SDG-15 (LIFE ON LAND)

SUBJECT: - MATHEMATICS (SUBJECT CODE:Standard- 041&Basic -241)

LEARNING OBJECTIVES, PEDAGOGICAL PROCESS

NAME OF THE LEARNING OBJECTIVES PEDAGOGICAL ACTIVITIES TO

CHAPTER/ PROCESS ACHIEVE THE
TOPIC LEARNING
OBJECTIVES
CH:1-REAL the learners will be able to:
• peer discussion on • printed worksheet on
NUMBERS
• use the fundamental theorem of irrationality of irrationality/
arithmetic in order to calculate hcf and numbers. hcf&lcm of numbers
lcm of the given numbers in the context
• quiz on hcf and lcm
• crossword puzzle
of the given problem.
• recall the properties of irrational
• demonstration on
fundamental theorem
number in order to prove that whether
of arithmetic
the sum/ difference/ product/quotient of
2 numbers is irrational or not • use of colour paper
• apply theorems of irrational number in to find hcf of
number.
order to prove whether a given number
is irrational or not
SDG:8. DECENT WORK AND
ECONOMIC GROWTH
CH:2 • recall degree of polynomial in order to • playing games on • to differentiate
POLYNOMIALS find the number of zeroes of factorization of polynomials from given
polynomial polynomials group of algebraic
•uses algebraic and graphical method of • graph skill to explore expressions .
finding zeroes of a polynomial in the zero(s) of • to find the zero(s) of
order to establish a relationship polynomials polynomial from a given
between them • questionnaire printed worksheet.
•analyse the graph of the polynomials in onzero(s) and the .
order to find the number of zeroes of relationship between
polynomial the zero(s) and the co-
•compute zeroes of the polynomials in efficient of the
order to verify the relationship polynomial.
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between zeroes and the coefficients • presentation through

•compute the sum and product of zeroes open end interactive
of the polynomial in order to find the software
quadratic polynomial
SDG: 16. PEACE AND JUSTICE ,
STRONG INSTITUTIONS
CH:3 • formation of peer • students in groupwill be
LINEAR • state the properties of linear equation group to form linear given example cards to
EQUATIONS IN in order to classify the given equations equations frame linear equations
TWO VARIABLES as linear or non linear • graph skill to from a given situation.
• uses graphical and other methods in represent a pair of • to draw the graph and
order to finds solutions of pairs of linear equations in explore its nature.
two variables
linear equations in two variables
• demonstration of
• assignment to find the
• interpret the concepts of linear solving linear
solutions of linear
equations in order to represent any equations by algebraic
equations
given situation algebraically and method i.e elimination
graphically method and substitution
• demonstrate given two linear method
equations in order to comment on the • MCQ worksheet to find
nature/behaviour of the lines the solution of problems
representing the linear equations based on real life
• use the most appropriate algebraic situations.
method in order to solve the given pair
of linear equations
• use the concepts of pair of linear
equations in two variables in order to
represent any given situation
algebraically and find its solution
• calculate the ratio of coefficients of
linear equations in order to discuss the
nature of pair of linear equations
SDG: 5.GENDER EQUALITY
DECENT WORK AND ECONOMIC
GROWTH
CH-4 • write quadratic equation in order to • oral discussion on • worksheets on finding the
QUADRATIC represent the given situation quadratic polynomial solutions of quadratic
EQUATIONS algebraically and equations equations
• rewrite the given equations in the • use of worksheet to • assignment on finding the
standard form in order to check check whether the solutions of quadratic
whether they are quadratic or not equation is quadratic equations by using
or not.
• solve quadratic equations through • demonstration of
quadratic formula.
factorization in order to find its roots
finding solutions of
• worksheets on nature of
• solve quadratic equations through quadratic equation
roots of a quadratic
middle term splitting in order to find equation.
• discussion to frame
its roots quadratic equation
• use the quadratic formula in order to from a given situation
find the roots of quadratic equation
• substitute the value of the roots of a
given equation in order to verify
roots of that quadratic equation
• examine the discriminant of
quadratic equation in order to find
out the nature of its roots
• describe the nature of the roots of a
quadratic equation in order to
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determine that whether a given

situation is possible or not
SDG: 5.GENDER EQUALITY
DECENT WORK AND ECONOMIC
GROWTH
CH-5 • produce patterns in order to observe • representation of • activity to represent
ARITHMETIC that succeeding terms are obtained activity sheet showing different sequences by
PROGRESSION by adding a fixed number to the different sequences using match sticks and
preceding terms. • providing some slips also to find the general
• calculate the nth term of a given ap contain some real life term.
in order to find its terms and their situations • identifying AP from a set
nature • oral presentation of sequences.
• calculate the nth term of a given ap • creating design using • presentation of sum of n
ap
in order to solve for a real-life word natural numbers on the lab
problem • paper cutting and activity record.
pasting activity to
• calculate the sum of a given ap in verify the sum of first
order to get the solution for a real- n natural numbers.
life word problem
• calculate the last term of the given
ap in order to find the solution for a
real-life word problem
• use appropriate formula to calculate
the last term of the given ap.
SDG: 5.GENDER EQUALITY
DECENT WORK AND ECONOMIC
GROWTH
CH-6 • distinguish between congruency and • providing printed • separation of pair of
TRIANGLES similarity and understand the concept worksheet on similar similar figures from
of similar figures figures other set of figures
• compute the angles and ratio of sides • discussion of basic • verification of BPT by
of polygons in order to determine their proportionality paper folding method.
theorem
similarity
• demonstration of
• analysis of given figures
• compute the angles and ratio of sides criteria of similarity in
to set the criteria of
of triangles in order to determine their similar triangles.
triangles
similarity
• written quiz
• apply basic proportionality theorem
and its converse in order to determine
the ratio of sides in the given
triangle(s)
• apply various criterions of similarity in
order to prove whether given triangles
are similar or not
• show similarity of triangles in order to
solve for given real life word
problems.
SDG: 9. INDUSTRY INNOVATION
AND INFRASTRUCTURE
SDG: 10.REDUCED INEQUALITIES
CH-7 • identify x and y coordinate in order • snake-ladder game
COORDINATE to plot points on the graph • providing printed • students in group will find
GEOMETRY
• apply and derive distance formula in worksheet to find the the distance between any
order to determine the distance distance two cities on a coordinate
between two coordinates on the • demonstration of plane
graph section formula • using section formula to
• apply distance formula in order to find a point between two
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solve various mathematical and real- given points with a given

life situations graphically ratio
• apply and derive section formula in
order to divide the line segment in a
given ratio
• apply distance and section formula
in order to determine the
vertices/diagonals/mid points of
given geometrical shapes
SDG: 3.GOOD HEALTH AND WELL
BEING
CH-8 • describe trigonometry in order to • demonstration of t-ratios • proving trigonometry
INTRODUCTION study the relationship between side • quiz on t-ratio ratio of some specific
TO and angle of a triangle • explanation of identity angles
TRIGONOMETRY • define and distinguish various sin2 𝜃 + cos 2 𝜃 = 1 • printable assignment to
trigonometric ratios in order to • providing printed prove identities
describe and verify sine, cosine, worksheet to recall basic • mcq worksheet based on
tangent, cosecant, secant, cotangent ratios identity
of an angle sin2 𝜃 + cos 2 𝜃 = 1
• use given trigonometric ratio(s) in
order to find and verify other
trigonometric ratios/angles of the
triangle
• compute the trigonometric ratio of
00, 300, 450, 600, 900 in order to
know and apply the value of specific
angles
• compute and apply trigonometric
identities in order to simplify and
solve mathematical problems
SDG: 9.INDUSTRY INNOVATION
AND INFRASTRUCTURE
CH-9 • identify line of sight in order to • explanation of • each group will make a
SOME determine angle of elevation and different terms related clinometers.
APPLICATIONS angle of depression. to application of
OF • apply trigonometric ratios (of trigonometry.
TRIGONOMETRY specific angles) in order to determine • group activity
heights and distances of the objects.
SDG: 9.INDUSTRY INNOVATION
AND INFRASTRUCTURE
CH -10 • draw, identify and differentiate • demonstration cum • verifying the lengths of
CIRCLES between secant and tangent of a discussion of terms the tangents drawn
circle in order to prove and apply related to circles from an external points
various theorems related to • activity method to are equal.
circles verify the properties of • printable worksheets
• prove and apply theorems related tangents of a circle. related to the concepts.
to tangent of a circle in order to
determine number of tangents
from the given point(s)
• prove and apply theorem related
to tangent of a circle in order to
determine length of the tangent.
SDG: 9. INDUSTRY INNOVATION
AND INFRASTRUCTURE
SDG: 10.REDUCED INEQUALITIES

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CH -11 •
describe the relationship between • discussion based on • art integrated activity on
AREAS RELATED circumference and diameter of a parts of the circle. the concept of parts of
TO CIRCLES circle. • explanation on areas circle.
• apply the concepts of of different parts of • oral assessment on the
circumference and area in order circle and the concept
to solve in for various circular combination of
objects in real life. figures. • worksheet on areas of
combination of figures.
• describe sector and segment of a
circle in order to differentiate
between the two.
• describe minor and major sector of a
circle in order to differentiate between
the two
• describe minor and major segment of a
circle in order to differentiate between
the two
• apply the formula of area of sector and
segment of a circle in order to compute
the area of a specified region .
• calculate the length of an arc of a circle
in order to comment whether it is the
major arc or minor arc .
• calculate the area of various
combinations of plane figures in order to
apply the concepts of circles,
quadrilaterals and triangles.
SDG: 9. INDUSTRY INNOVATION
AND INFRASTRUCTURE
SDG: 10.REDUCED INEQUALITIES
CH-12 • to be familiar with the term-combination • group discussion • worksheet (objective)
SURFACE AREAS of solids initiated with a • worksheet (subjective)
AND VOLUMES • to relate examples from real life practice sheet
• to learn how to find out the volumes and • experimental activity • comparing the volume
on conversion of of a right circular
surface areas of combination of solids
cylinder and a right
• apply formulas of volume of 3d solids in solids
circular cone with same
order to derive the volume of a new • demonstration of
base and height
solid. formula of
• apply formulas of volumes of 3d solids combination of solids
in order to derive the volume of the new
converted solid
• use concepts of surface areas and
volumes for a variety of 3-d objects in
order to apply into real life.
SDG: 9.INDUSTRY INNOVATION
AND INFRASTRUCTURE
CH-13 • calculate the mean of the grouped data • explanation of measure • printable assignments on
STATISTICS by direct method, assumed mean of central tendency measure of central
method and step-deviation method • discussion of finding tendency
• calculates mean, median and mode in mean, median and mode • oral assessment
order to apply them to real life of grouped data.
contexts
• compute the mean and mode of the
given data in order to interpret the two
measures of central tendency
• apply formula for the median of a given
grouped data in order to calculate
missing values of frequency
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• differentiate between mean, median and

mode with examples in order to
understand most effective measure of
central tendency in various cases.
SDG: 3.GOOD HEALTH AND WELL
-BEING
8.DECENT WORK AND ECONOMIC
GROWTH
13.CLIMATE ACTION
CH-14 • differentiate between empirical • explanation of • making mind map
PROBABILITY probability and theoretical probability different terms related • printable assignments
• calculate the probability of given to probability on the concepts.
events in an experiment and comment • demonstrating by
whether they are complementary throwing two dices
events/sure event/impossible event simultaneously to
• represent using organized lists, tables, show the outcomes.
or tree diagrams in order to list the
sample space for compound events
• calculate the probability of various
events in order to rank them from
most to least probable
SDG13: CLIMATIC ACTION

SCIENCE - 086
LEARNING OBJECTIVES AND PEDAGOGICAL PROCESSES
ACTIVITIES
NAME OF THE
PEDAGOGICAL TO ACHIEVE THE
CHAPTER/ LEARNING OBJECTIVES
PROCESS LEARNING
TOPIC
OBJECTIVES
CH -1: Learners can: • identify the chemical The following
CHEMICAL • identify the characteristic features and changes in everyday life. activities will be
REACTIONS principle of chemical reactions. • recognise the difference performed by the
AND • use of chemical symbols, formulae in order between reactions, such as students on:
EQUATIONS to acquire the skill of writing chemical exothermic and • burning of
equations. endothermic, oxidation and magnesium
• apply the law of conservation of mass in reduction, etc. ribbon
order to balance the chemical equations for • study how chemical • decomposition of
various reactions. equations are balanced using ferrous sulphate /
• categorise the given chemical reactions on simple mathematical skills. lead nitrate
the basis of their properties. crystals
• predict the reaction as oxidation or • displacement of
reduction based on the addition/removal of iron in copper
oxygen/hydrogen/electrons to the reactants sulphate solution
to form products. • double
• plan and conduct simple activities/ displacement for
experiments to verify the types of reactions barium chloride
and seek answer to their own queries. and sodium

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 SDG-2024-25, STD-X

SDG 03 - GOOD HEALTH AND WELL sulphate solution.

BEING • perform role play
SDG 15 -LIFE ON LAND to explain
SDG 09 - INDUSTRY INNOVATION different types of
AND INFRASTRUCTURE chemical
reactions.

CH-2: • observe the action of given substances • investigate to understand the • students will
ACIDS, BASES with various indicators in order to difference between identify acids and
AND SALTS categorize them as acids or bases. properties of acids and bases bases by using
• detect the formation of hydrogen gas / through chemical tests. litmus paper or
carbon dioxide gas when metals / metal • recognise different types of litmus solution.
carbonates / bicarbonates react with salts and their uses. • the following
acids and bases • observe the action of activities will be
• analyse the reaction taking place indicators in acidic and basic performed by the
between an acid and a base (alkali, medium. students on:
metal oxides) using an indicator. • metals such as
• detect the strength of given substance zinc, magnesium
based on their position in the PH scale. with dilute HCL /
• identify the positive and negative H2SO4.
radicals present in a salt in order to • metal carbonates
predict a salt’s family and PH range. / bicarbonates
• classify salts into acidic, basic and with acids.
neutral type. • neutralisation
• analyze the preparation of different salts reaction of any
and use them in day-to-day life. acid and base.
• create a concept map to show the • use PH paper to
preparation of different salts starting identify the
from common salt. strength of acid
SDG 03 - GOOD HEALTH AND WELL and bases.
BEING • prepare a concept
SDG 09 -INDUSTRY INNOVATION map on chemical
AND INFRASTRUCTURE properties of
SDG 14 - LIFE BELOW WATER acids and bases.
SDG 15 - LIFE ON LAND

27
 SDG-2024-25, STD-X

CH-3: • identify the electropositive and • recognise the difference • quiz on

METALS AND electronegative elements. between metals and non- reactivity series
NON-METALS • differentiate metals and non-metals by metals by their physical of metals.
their physical and chemical properties. properties such as hardness, • the following
• classify highly reactive, moderately malleability, ductility, activities will
reactive and low reactive metals on the conductivity, etc. be performed
basis of reaction with oxygen / water / • investigate chemical by the students
dilute acids. properties of metals and on:
• explain the formation of ionic bond and non-metals with acids, bases • reaction of
analyse their properties. and salt solutions. metals and non-
• construct a flow chart for the process of • discuss the basic metals with
extraction of most reactive, moderately metallurgical processes of oxygen.
reactive and least reactive metals. different metals on the basis • reaction of
• create a concept map for the chemical of their reactivity. metals and non-
properties of metals. • perform games or role play metals with
SDG 08 -DECENT WORK AND to explain the different water.
ECONOMIC GROWTH properties of metals and • reaction of
SDG 09 - INDUSTRY INNOVATION non-metals metals and non-
AND INFRASTRUCTURE metals with
dilute acids and
bases.
• displacement
reactions to
show the order
of reactivity of
metals.

CH-4: • classify the different allotropes of carbon. • design the models of • use of ball and
CARBON AND • differentiate saturated and unsaturated diamond, graphite, fullerene stick model to
ITS hydrocarbons. and different simple explain the
COMPOUNDS • classify carbon compounds into hydrocarbons. structure of
homologues series in order to predict their • observe how carbon different carbon
properties. compounds burn in oxygen compounds.
• construct the possible isomers of different in order to classify them as • the following
carbon compounds. saturated or unsaturated. activities will
• explain the formation of covalent molecules • discuss the process of be performed
by sharing of electrons. micelle formation in order to by the students
• illustrate the chemical properties of carbon understand how soap works on:
compounds (like combustion, oxidation, in hard water and soft water. • physical and
addition and substitution) along with chemical tests
balanced chemical reactions. to distinguish
• differentiate between esterification and between ethanol
saponification. and ethanoic
• create a concept map for reactions of carbon acid.
compounds. • reaction of
SDG 15 - LIFE ON LAND ethanoic acid
SDG 03 - GOOD HEALTH AND WELL with solid
BEING sodium
carbonate /
bicarbonate.

28
 SDG-2024-25, STD-X

• formation of
ester from
ethanol and
ethanoic acid in
presence of
conc. sulphuric
acid.
CH:5- • explain the process of conversion of • ppt presentation on different • differentiate
LIFE CO2& H20 into carbohydrates, in order to topics related to life organisms based
PROCESSES understand how autotrophs, obtain processes. on their type of
nutrition.
• illustrate the process involved in human • concept map on different
nutrition, such as
autotrophic,
digestive system, in order to explain how physiological processes that
saprophytic
humans, obtain nutrients from food list occur in plants and animals.
parasitic and
the enzymes & their functions involved • conduct activity on- holozoic
in human digestive system, in order to ---to prepare temporary mount nutrition.
understand breakdown of food in of leaf peel to show stomata.
humans. ---light is necessary for
• plan and conduct
• outline and explain the ways of experiments to
photosynthesis.
breakdown of glucose by various show variegated
---CO2 is given out during
pathways, in order to explain how energy leaves perform
respiration.
is obtained in organisms. photosynthesis.
• illustrate the process involved in human • draw labelled
respiratory system, in order to explain diagrams\flow
how humans, take in oxygen and expel chart\concept
CO2.
maps of
• illustrate the process of transport of
oxygenated & de-oxygenated blood by digestive,
human heart, in order to explain how respiratory,
oxygen is transported to cells. circulatory and
• outline the process of double circulation excretory system.
of blood in human, in order to explain
how oxygenated & deoxygenated blood • exhibit creativity
is compartmentalized. in designing
• describe the function of blood vessels, models using
platelets & lymph in human body in eco-friendly
order to understand how human resources, such as
transportation system works. working model of
• explain the function of xylem (vessels respiratory.
and tracheids) in plants, in order to digestive and
explain how plants take up water from excretory
soil. systems.
• explain the function of transpiration in
order to explain how water travels up in
plants.
• explain the function of phloem & ATP,
in order to explain how food is
transported in plants.
• illustrate the process involved in human
excretory system, in order to explain how
waste is transported out of humans' body.
• describe transpiration and other ways in

29
 SDG-2024-25, STD-X

which plants shed extra wastes, in order

to explain excretion in plants.
SDG 14 LIFE BELOW WATER
SDG 15 LIFE ON LAND

CH: 6 • draw the structure & explain the • PPT presentation on • explain the
CONTROL functioning of a neuron, in order to explain transmission of
structure and function of
AND how electrical signals travel in human body. electrical and
human brain and endocrine
COORDINATI • outline the working of a reflex arc, in order system of human being. chemical
ON to explain how reflex actions, take place in signals in
humans. • Conduct activity on- human body.
• illustrate the location and functions of ---phototropism. • explain the
different parts of human brain, in order to ---geotropism working
understand working of human brain. ---hydrotropism principle of
• examine tropic movements in order to • draw the flow chart to show reflex action in
understand how plants respond to the pathways of electrical human being.
environmental triggers like light, gravity, impulses in a neuron. • perform
water. activities on
• illustrate the function of endocrine glands different tropic
in human body, in order to understand movement in
functioning of hormones. plants.
SDG 14 - LIFE BELOW WATER • locate various
SDG 15 - LIFE ON LAND endocrine
SDG 03 - GOOD HEALTH AND WELL glands and can
BEING explain the
function of
each.
• draw labelled
diagrams of
reflex arc,
neuromuscular
junction and
neuron.

CH-7: • list down the reasons for changes in DNA • experiment to show the • can draw
HOW DO copying and their effect on niche, in order growth of Rhizopus on moist conclusion, such
ORGANISMS to understand importance of variations. slice of bread, vegetative as DNA copying
REPRODUCE? • illustrate the process of fission in amoeba, propagation in Bryophyllum. is the basic event
Leishmania &Plasmodium, in order to in reproduction.
understand how unicellular organisms • to observe permanent slides • explain the
divide. of binary fission in Amoeba, processes of
• illustrate the process of fragmentation in budding in yeast and budding budding in

30
 SDG-2024-25, STD-X

Spirogyra, spore formation in Rhizopus, in Hydra. Hydra, fission in

budding in Hydra and regeneration in • to identify unisexual and Amoeba,
Planaria in order to understand how bisexual flower from a group Leishmania
multicellular organisms with simple body of flowers. &Plasmodium.
design divide. • PPT presentation on HIV • draw labelled
• illustrate the process of vegetative AIDS and child bearing and diagram/flow
propagation in plants like sugarcane, roses, women’s health. chart of male and
grapes in order to understand how plants female
reproduce without seeds. reproductive
• label the different parts of a flower and system, L.S. of
explain their functions in order to bisexual flower,
understand how flowers reproduce to form germination of
fruit. pollen grain on
• illustrate the male reproductive system and stigma of a
the female reproductive system in order to flower. formation
understand its function in reproduction . of egg till child
• list down the ways to avoid fertilization, in birth, pathway of
order to avoid pregnancy and maintain movement of
reproductive health. sperm in human
SDG 04 - QUALITY EDUCATION male reproductive
SDG 05 - GENDER EQUALITY system.
SDG 03 - GOOD HEALTH AND • applies scientific
WELL BEING concept in daily
life and solving
problems. such as
how to take
precautions to
prevent STDs,
using vegetative
propagation to
develop sapling
in gardening.
CH- 8 • explain the combination of sex • to solve the problems • draw
HEREDITY chromosomes, in order to understand how related to monohybrid cross conclusions
sex is determined in humans. and dihybrid cross. such as
• state and explain Mendel's traits of • make a graphic organizer on traits/features
inheritance, in order to understand how DNA. are inherited
traits are inherited from one generation to through genes
next. present on
SDG 05- GENDER EQUALITY chromosomes.
• take initiative to
know about
scientific
discoveries/inve
ntions such as
Mendel’s
contribution in
understanding
the concept of
inheritance.

31
 SDG-2024-25, STD-X

• differentiate between reflection and

CH: 9. refraction , concave mirror and convex • get familiar with new • draw the ray
LIGHT- mirror , real image and virtual image. cartesian sign convention diagrams for
REFLECTION • plan and conduct experiments on using illustrated cards and the formation
reflection of light by plane mirror ,
AND may be given ample of image by
refraction by glass slab and convex lens
REFRACTION etc . opportunities to apply the spherical
• explain the process of formation of sign convention in various mirrors and
image by various types of mirrors and situations of reflection by lenses for
lenses. spherical mirrors and different
• draw ray diagrams for the formation of refraction by lenses. positions of the
image by plane and spherical mirrors. object.
• analyze the bending of a ray of light while
• draw the ray diagrams for • finding the
travelling from one transparent medium to
another transparent medium. the formation of image by focal length of
• calculate refractive index, position of spherical mirrors and lenses concave mirror
object, image and focal length of optical for different positions of and convex
devices in various situations using the the object. lens by
data given. • observe the refraction of obtaining the
• compute the values of power for various light through a rectangular real image of
types of lenses. distant object
glass slab.
• use scientific convention to represent
on the screen.
formulae and equations such as sign
• solve the
conventions in optics.
numerical on
SDG 9- INDUSTRY, INNOVATION AND
mirror and lens
INFRASTRUCTURE
by using mirror
SDG 11- SUSTAINABLE CITIES AND
formula and
COMMUNITIES
lens formula.
• Quiz in the
form of MCQ.
CH: 10. • differentiate between myopia and • draw the ray diagram for • draw the ray
THE HUMAN hypermetropia, atmospheric refraction and the image formation by diagram for
EYE AND scattering etc. normal eye, defective eye the correction
THE • relate processes and phenomena with and their correction. of myopia and
COLOURFUL causes and effects such as blue colour of • observe the refraction and hypermetropia.
WORLD sky with scattering of light. dispersion of light through • measure the
• explain the phenomena such as twinkling a glass prism. angle of
of stars, formations of rainbow etc. incidence,
• plan and conduct experiments to verify the angle of
refraction of light through a glass prism. refraction and
• draw labelled diagram for refraction of angle of
light through glass prism. deviation
• analyze and interpret the data and the during the
figures such as ray diagrams for refraction
refraction of a
of a ray of light through prism.
SDG: 04 -QUALITY EDUCATION monochromati
SDG 03 - GOOD HEALTH AND WELL c ray of light
BEING through a glass
prism.
• test in the form
of work-sheet.
• differentiate between closed circuit and • explore the relationship • design the simple
CH: 11. open circuit, series and parallel circuits. between two physical electric circuit

32
 SDG-2024-25, STD-X

ELECTRICITY • draw labelled diagrams for different quantities, such as, between using various
electric circuits. potential difference across a electrical
• analyse and interpret the V-I graph. conductor and electric current components.
• calculate the equivalent resistance of a flowing through it; design, • verifying the
system of resistors and electric power. conduct, and share the ohm’s law by
• use scientific conventions to represent findings of an activity doing activity.
units of various quantities such as current, • the learners may be facilitated • numerical on
potential difference, power, heat etc. to draw a graph, such as v-i various terms on
• handle tools and laboratory apparatus graph for analysing the electricity.
properly; to measure current and potential relationship between the • survey on the
difference by using ammeter and potential difference across a consumption of
voltmeter. conductor and the current electrical energy
• derive formula for equivalent resistance of through it. by analysing the
resistors in series and parallel. • activity to discuss the factors electric bill given
• draw conclusion such as P.D across a on which the resistance of by electricity
metal conductor is proportional to the conducting wires depends. board.
electric current. • observe the series and parallel • objective test in
SDG 09-INDUSTRY, INNOVATION AND combination of resistances the form of
INFRASTRUCTURE and derive the expression to worksheet.
SDG 11-SUSTAINABLE CITIES AND find the equivalent resistance
COMMUNITIES of the combination of two
SDG 12-RESPONSIBLE resistors.
CONSUMPTION AND PRODUCTION • discuss the day to day activity
on the practical applications
of heating effect of electric
current.

CH: 12. • plan and conduct experiments to know • observe the magnetic field • designing the
MAGNETIC different patterns of magnetic field lines pattern around a bar magnet magnetic field
EFFECTS OF around current carrying conductors of sprinkling the iron fillings lines around
ELECTRIC different shapes. around it. - bar
CURRENT • relates the process and phenomena with • demonstrate the deflection of magnet
causes and effects such as deflection of the pointer of magnetic - current
compass needle due to magnetic effect of compass placed closed to carrying
electric current. current carrying straight straight
• draw labelled diagrams of magnetic field conductor. conductor
lines produced by permanent magnet, • draw the magnetic field lines - current
electromagnets and current carrying around a bar magnet, current carrying
conductors. carrying straight conductor, coil circular
• take initiative to know about the scientific and solenoid using magnetic loop
discovery and inventions such as Oersted’s needle. - current
discovery. • experiment to observe the carrying
• communicates the findings and conclusions force experienced on a current solenoid
effectively from the experiments and carrying conductor placed • identify the
activities of magnetic effect of electric perpendicular to a magnetic direction of
current in written form by using appropriate field. force on a
figure. • draw the schematic diagram charged
• analyse and interpret the data about the of a common domestic circuit. particle
figures based on different activities, moving in a
experiments and situations regarding the uniform

33
 SDG-2024-25, STD-X

magnetic field lines. magnetic field.

• draw the labelled diagrams for house hold
circuits.
• apply scientific concepts of heating and
magnetic effects to overcome the problems
of domestic electric circuits.
SDG 09 INDUSTRY , INNOVATION
AND INFRASTRUCTURE
SDG 11SUSTAINABLE CITIES AND
COMMUNITIES
SDG 12 RESPONSIBLE
CONSUMPTION AND PRODUCTION
CH-13 • classify biotic and abiotic components • on ozone layer depletion, • differentiate
OUR and their interaction with each other, in • how to manage e - waste, materials/objects
ENVIRONME order to describe an ecosystem. • if we don't make changes in based on
characteristics,
NT • tabulate the organisms feeding on one the natural environment, our such
another (producers, consumers, future generations would lead biodegradable
decomposers) and energy transfer a happy and normal life. and non-
between them, in order to form a food • only humans are responsible biodegradable
chain or a food web. for modification in natural substances.
• describe the formation & properties of and artificial environment. • apply learning to
hypothetical
ozone, in order to identify ways to • no modification is possible
situations, such as
protect it from depletion. without the natural what happens if
• classify different waste products as environment. all herbivores
biodegradable or non-biodegradable, in • everything is born from removed from an
order to assess their effect on natural environment. ecosystem?
environment. • design an artificial • apply scientific
SDG 11 -SUSTAINABLE CITIES AND concepts in daily
aquatic/terrestrial ecosystem.
life and solving
COMMUNITIES
problems, avoids
SDG 13-CLIMATE ACTION using appliances
responsible for
ozone layer
depletion.
• make efforts to
conserve
environment
realizing the
inter-dependency
and
interrelationship
in the biotic and
abiotic factors of
environment,
such as
appreciates and
promotes
segregation of
biodegradable
and non-
biodegradable
wastes. takes
steps to promote
sustainable
34
 SDG-2024-25, STD-X

management of
resources in day-
to-day life,
advocates use of
fuels which
produces less
uses energy
efficient electric
devices, uses
fossil fuels
judiciously, etc.

SOCIAL SCIENCE CODE: 087

LEARNING OBJECTIVES AND PEDAGOGICAL PROCESS
HISTORY
LEARNING PEDAGOGICAL ACTIVITIESTO
NAME OF THE CURRICULAR COMPETENCIES OBJECTIVES PROCESS ACHIEVE THE
CHAPTER /TOPIC GOALS The learners will be LEARNING
able to: OBJECTIVES

C-2.4 Explains the • Infer how the • Presentation and • pictureAnalysis

growth of new ideas in French discussion on the • find out the
Europe and Asia Revolution had French Revolution differencebet
(humanism, an impact on after watching ween the
mercantilism, the European animations/films/r two Maps of
industrialisation, countries in eading stories or Europe.
I The Rise of CG-2 Analyses colonialism, scientific
the making of novels related to
Nationalism in important developments and nation state. French revolution.
Europe phases in explorations, • Comprehend Use of graphic
world history imperialism, and the the nature of organizers to
and draws rise of new nation- the diverse explain unification
insight to states across the social of states to form
world) and how it movements of one nation.
understand the
affected the course of the time. • Map activity
present - day human history. • Analyse and familiarising the
world. CG-3 C-2.5 Recognises the infer the location of various
Understands various practices that evolution of places studying the
the idea of a arose, such as those in the idea of map of Europe
nation and the C-2.4, and came to be nationalism after the Congress
emergence of condemned later on which led to of Vienna 1815 and
(such as racism, the formation locating important
the modern
slavery, colonial of nation states places on the
Indian Natio invasion, conquests, political outline
in Europe and
and plunder, elsewhere. map of Europe.
genocides, exclusion • Evaluate the • World Café on
of women from reasons which changes after 1815
democratic and other led to the First in Europe.
institutions), all of World War. • Role play on the
which have also SDG-16- social revolutions
impacted the course PEACE,JUSTICEA of Europe.
of world history and ND STRONG
have left unhealed INSTITUTIONS
wounds.

35
 SDG-2024-25, STD-X

C-3.2 Identifies and • Illustrate • Sequence chart/ • MapSkill

analyses important various story Board/ • Role Play
phases of the Indian facets of Story telling • DiaryWriting
national freedom Nationalisti pedagogy to
struggle against British c Illustrate various
II Nationalism in CG-3 colonial rule, with movements facets of
India Understands special reference to the that Nationalistic
the idea of a movement led by ushered in movements that
nation and the Mahatma Gandhi and the sense ushered in the
other important figures of sense of
emergence of
as well as those that led Collective Collective
the modern to independence, and Belonging. Belonging
Indian Nation. understands the specific • Evaluate the • Students will
Indian concepts, values, effectivene examine textual
and methods (such as ss of the content and
Swaraj, Swadeshi, strategies other references
passive resistance, fight applied by and Present
for dharma self- Gandhiji through PPT.
sacrifice, ahimsa) that and other • Viewing the
played a part in leaders in relevant
achieving the Snippets from
Independence. movements the movies/
organised video clippings
by him. depicting
Summarise various events
the effects involving
of the First Gandhiji and
World War other leaders
that and present
triggered findings
the two
defining
movements
(Khilafat
&Non
Cooperatio
n
Movement)
in India
SDG-16-
PEACE,JUSTICEA
ND STRONG
INSTITUTIONS
C-2.3 Traces aspects • Summarize the • Initiate an Inquiry • Pictureinterpreta
III. The Making of of continuity and changes that based learning using tion
a Global World change in different transformed the world café’ strategy • ConceptMap
phases of world world in terms of and present your • FlowChart
history (including economy, findings through
Subtopic 1 The political, cultural café conversation
cultural trends, social
premodern world and strategy of each
and religious reforms,
and economic and technological area (transformed
Subtopic 2 19th political areas. the world in terms
century 1815 - of economy,
transformations)
political,cultural and
1914 technological
C-7.4 Traces the aspects.)
CG-7 Develops • Depict the global
36
 SDG-2024-25, STD-X

Subtopic 3 The an beginning and interconnectedn

inter- war understanding importance of large- ess from the
economy of the
scale trade and Premodern to • Art integration and
commerce (including the present day. gallery walk to
economy of a e-commerce)
Subtopic 4 • Enumerate the depict the
nation, with between one country destructive interconnectedness.
Rebuilding of specific and another – the key
impact of • Students examine
world economy: reference to items of trade in the
colonialism on the photographic
the post war era. beginning, and the
India. the livelihoods of display/ new paper
changes from time to
time. colonised cutting that depict
Inter disciplinary people. the destructive
Project with • Refer Annexure impact of
Refer Annexure IV
chapter 7 of IV colonialism on the
Geography: livelihoods of
Lifelines of colonised people
National Economy and present their
understandings in
and chapter 4 of
SDG-17- the form of
Economics: Newsletter/ cartoon
PARTNERSHIPFORTHE
Globalization and strips/ Inter
GOALS
the Indian Disciplinary Project
Economy

C-2.4 Explains the • Watch • Enumerate • Timeline

growth of new ideas relevant economic, political, • PosterMaking
and practices across Videos/ social features of
CG-2 Analyses the world (including Visuals/ Pre and Post
the important humanism, documentarie Industrialization.
phases in mercantilism, s/ the movie • Analyse and infer
industrialisation, clippings on how the
world history
IV The Age of scientific features of industrialization
and draws Pre & Post
Industrialisation developments and impacted colonies
insights to explorations, economic, with specific focus
understand the imperialism, political, on India
present-day colonialism, the rise of social
world new nation-states features of
across the world, and Pre and Post
various technologies Industrializati
including the most on
current) and how they
affected the course of SDG--9-
world history INDUSTRY,INNOVAT
ION AND
INFRASTRUCTURE
C-2.4 Explains the growth • Enumerate the • Flow chart to • CollageMaking
of new ideas and development of depict the development • Concept Map
Print from its of Print. on
practices across the • Declamation on
beginnings in EvolutionofPri
world (including the proound
East Asia to its nting Press
humanism, mercantilism, transformation of
expansion in people due to the print
industrialisation, Europe and revolution
scientific developments India. • Use of Venn
and explorations, • Comment on the diagram to compare the
V CG-2 Analyses imperialism, colonialism, statement that advantages of
the important handwritten books and
the print
37
 SDG-2024-25, STD-X

Print culture and phases in the rise of new nation- revolution was the printed books
the Modern World world history states across the world, not just a way of Interpret and infer from
producing book pictures, cartoons,
and draws and various technologies extracts from
but profound
insights to including the most propaganda literature
transformation on important events
understand the current) and how they of people. and issues with focus
present-day affected the course of Compare and on print culture
world. CG-9 world history. contrast the old
Understands tradition of
and handwritten
appreciates the manuscripts
versus the print
contribution of
technology.
India through • Summarise the
history and role of Print
present times, revolution and
to the overall its impact.
field of Social SDG-
Science, and 4:QUALITYEDUCATI
ON
the disciplines
that constitute
it.

POLITICAL SCIENCE

CURRICULAR GOALS NAME OF COMPETENCY LEARNINGOUTCO PEDAGOGICAL ACTIVITIES

CONTENT MES PROCESS TO ACHIEVE THE
LEARNING OUTCOMES
CG-5 Understands C-5.4 Analyses the basic • Enumerate the • Read • Map skills-
the Indian features of a democracy need for power relevant BelgiumandSr
Constitution and and democratic sharing in democracy. Newspaper i Lanka.
explores the government – and its • Analyse the articles/ • Cartoon
Challenges faced by clippings on Interpretation.
essence of Indian history in India and
countries like Belgium Power sharing • A debate on need
democracy and the across the world – and and Sri Lanka ensuring and present of powersharing.
characteristics of a compares this form of effective power the findings in
democratic government with other sharing. the form of
government forms of government • Compare and flow chart.
contrast the power Discuss various
1.Power - Sharing sharing of India with forms of
Sri Lanka and Belgium. power-sharing.
• Summarize the • Classroo
purpose of power m discussion
sharing in preserving on challenges
the unity and stability faced by
of a country SDG--9- Belgium& Sri
INDUSTRYINNOVATIO Lanka in
N AND ensuring
INFRASTRUCTURE effective
power sharing
• Socratic
discussion on
38
 SDG-2024-25, STD-X

Power Sharing
Techniques
used by India,
Sri Lanka and
Belgium

CG-5 C-5.2 Appreciates • Infer and Group discussion • Tabular

Understands the fundamental appreciate how on the distribution Presentation
Indian Constitutional values federalism is of powers of Scheduled
Constitution and and identifies their being practised Languages
between Union
explores the significance for the in India. of India.
and state
2 Federalism essence of Indian prosperity of the • Analyse and • Debate on
democracy and Indian nation infer how the Government and
Local- Self
the policies and present the Government.
characteristics of politics that has outcomes through
a democratic C-6.2 Understands that, strengthens presentations.
government despite C-6.1, forms of federalism in
inequality, injustice, and practice. Debate on policies
CG-6 Understands SDG-16- and politics that
discrimination have
and analyses social, PEACEJUSTICEAND strengthens
occurred in different
cultural, and STRONG
sections of society at Federalism in
political life in India INSTITUTION
different times (due to practice and
over time – as well present through
internal as well as
as the underlying mind map
outside forces such as
historical Indian
colonisation), leading to
ethos and
political, social, and
philosophy of unity
cultural efforts,
in diversity – and
struggles, movements,
recognises
and mechanisms at
challenges faced in
various levels towards
these areas in the
equity, inclusion,
past and present
justice, and harmony,
and the efforts
with varying outcomes
(being) made to and degrees of success.
address them

CG-6 Understands C-6.2 Understands that, • Examines the role • Skit/ street play • Data
and analyses social, despite C-6.1, forms of and differences to enumerate interpretati
cultural, and inequality, injustice, and of Gender, how the on
political life in India discrimination have
religion and differences in • CartoonAnalysis
Caste in gender, religion
over time – as well occurred in different
practicing and caste
as the underlying sections of society at Democracy in impact the
3.Gender, Religion historical Indian different times (due to India. practicing
and Caste ethos and internal as well as • Analyses the healthy or
philosophy of unity outside forces such as different otherwise in a
in diversity – and colonisation), leading to expressions Democracy.

39
 SDG-2024-25, STD-X

recognises political, social, and based on these. • Graphic

challenges faced in cultural efforts, • differences are method to
these areas in the struggles, movements, healthy or analyse and
past and present and mechanisms at otherwise in a infer how
democracy different
and the efforts various levels towards
• SDG- 5: GENDER expressions
(being) made to equity, inclusion, EQUALITY. based on
address them justice, and harmony, differences in
with varying outcomes Gender,
and degrees of success Religion and
Caste are
healthy or
unhealthy in a
democracy
CG-5 Understands C-5.3 Explains that • Understand the • Mock • Collage on
the Indian fundamental rights are process of parties election to different
Constitution and the most basic human getting elected. learn the PoliticalPart
rights, and they flourish • Know the process. y Symbols.
explores the
significance of • Role play • Electionresu
4.Political Parties essence of Indian when people also
right to vote and and create lt analysis.
democracy and the perform their exercise the duties awareness
characteristics of a fundamental duties as citizen of of
democratic nation. fundament
government • Examine the role, al duties.
purpose and no. of • Use flow
Political Parties in chart to
Democracy bring out
• Justifies the the role,
contributions /non purpose
contributions and no. of
made by national Political
and regional Parties.
political parties in • Read
successful newspaper
functioning of s, watches
Indian democracy video
SDG- clippings to
16.PEACE,JUSTICEA justify the
ND STRONG contributio
INSTITUTIONS ns /non
contributio
ns made by
national
and
regional
political
parties in
successful
functioning
of Indian
Democracy

40
 SDG-2024-25, STD-X

CG-5 C-5.5 Analyses the Enumerates how a Graphic organizer • CartoonAnaly

Understands the critical role of non-state success of democracy to enumerates sis from News
Indian and non-market depends on quality of how a success of Clippings.
Constitution and
participants in the government, economic democracy • GroupDiscussion
explores the
functioning of a wellbeing, in equality, depends on • Quiz
essence of Indian
democracy and democratic government social differences, quality of • Collage
the and society, such as the conflict, freedom and government,
characteristics of media, civil society, dignity. economic
5.Outcomes of a democratic socio-religious wellbeing, in
Democracy government institutions, and equality, social
community institutions differences,
conflict, freedom
and dignity.

ECONOMICS

CONTENT CURRICULAR COMPETENCY LEARNINGOUTC PEDAGOGICAL PROCESS ACTIVITIES

GOALS OMES OUTCOMES
1. CG-8 Evaluates the C-8.1 Gathers, Hot seat strategy • Collection
comprehends, and Enumerate and to ofHuman
Development economic analyses data related examine the different enumerate Developm
development to processes involved different entReport
income, capital, in developmental by UNDP.
of a country in poverty,and settingdevelopmental Goals that • Designata
terms ofits impact employment in one’s Goals that helps in helps in nation bleonthe
on the lives of locality, region and at nation building. building..Case features
the Analyse and infer study to analyse of
its people national level. how the per capita and develop
andnature C-8.4 Describes India’s income depicts the infer how the per ment
recent path towards economic condition capita goals.
again becoming one of of the nation. income depicts
the three largest Evaluate the the economic
economies of the development goals condition of the
world, that have been set nation.
and how individuals for the nation by the Graphic organizer
can Planning to compare
contribute to this commission of India the t relation
economic progress. -with specific between HDI
C-8.5 Appreciates the reference to their (Human
connections between efficacy, implemental Development
economic strategies, relevance Index)
development to current and PCI (Per
and the environment, requirements of the Capita National
and the broader nation. Income)
indicators of societal Declamation to
Compare and
wellbeing beyond GDP Analyse the
contrast the per
growth and income multiple
capita income of
some countries and perspectives on
infer reasons for the the
variance. need of
Analyses the development.
multiple perspectives Debate on
on the need of ‘Health and
41
 SDG-2024-25, STD-X

development. Education are the

true
indicators of
SDG- development.’
4:QUALITYEDUCATION

2.Sectors of the CG-7 Develops C-7.1 Defines Analyses and infer Data analysis of • Dramati
IndianEconomy an keyfeatures of the how the various zationo
understanding of economysuch as economicactivities in sectors and their n
theeconomy of a contributionin GDP differen
production, different
nation, (Gross domestic tsectors.
distribution, demand, sectors contribute to
with specific Product) and NDP • GraphA
reference supply, trade, and the overall growth (Net nalysiso
to India. commerce, and factors and development of Domestic Product). f
that influence these the Indian economy. Research based Sectorial
aspects (including Propose solutions to strategy to Contribu
technology) C-7.2 identify problems propose solutions tions
Evaluates the in different sectors
to identified • Situatio
importance of the problems in nCard
based on their different sectors
three
understanding. based on their
sectors of production
(primary, secondary, Summarize how the understanding.
and organised and Read Newspaper
tertiary) in any unorganised sectors articles and
country’s are providing group discuss to
economy, especially Summarize
employment and the
India C-7.3 how the organised
challenges faced by and
Distinguishes
them. unorganised
between ‘unorganised’
and ‘organised’ sectors Enumerates the role sectors are
of the economy and of unorganised providing
their sector in impacting employment and
role in production for the
PCI (Per Capita
the challenges faced
Income) currently by them.
local market in small, and proposes
medium, and large- Role plays of case
suggestive steps to studies
scale
production centres reduce the explaining
(industries), and unorganised sector underemployment
recognises the special for more productive /disguised
importance of the unemployment.
contributions to
Class
socalled GDP.
conversation/group
‘unorganised’ Enumerates and
discussion on how
sector in Indian infer the essential
to create
role of the Public
economy more employment.
and Private sectors

42
 SDG-2024-25, STD-X

and its connections

with the present trends of
the self-organising PPP and efficacy of
the initiative.
features of Indian
SDG-8:DECENT WORK
society.
AND ECONOMIC
GROWTH

3 CG-8 Evaluates the C-8.1 Gathers, Enumerate how • Group • Demon

comprehends, and money plays as a discussion to stratio
Money and economic analyses data related medium exchange in • Enumerate n of
Credit development all transactions of how money differe
to
of a country in goods and services plays ntmedi
income, capital,
terms of
since ancient times • as a medium umsof
poverty, to the present times. exchange in all exchan
its impact on the and employment in Analyse and infer • transactions of geofdif
lives one’s various sources of ferent
goods and
of its people and locality, region and at Credit. • services since times.
nature the Summarizes the ancient times • Data
significance and role • to the present Interpre
national level.
of self-help groups in times. tation
Markets. the betterment of • Case based
C-8.3 Understands the study to
these economic condition Analyse
features in the context of rural people/ • and infer
of women. various
ancient India, with its SDG-G-1: NO sources of
POVERTY. • Credit.
thriving trade, both
internal and external, • Guest Speaker
Programme
and
• (bank
its well-established
manager/ a
trade self-help
practices and • group
networks, member) who
business conventions, will
and diverse industries, • summarize the
all significance
• and role of
of which made India
self-help
one
groups in
of the world’s leading • the
economies up to the betterment of
colonial period the
• economic
condition of rural

43
 SDG-2024-25, STD-X

4.Globalization CG-7 Develops an society C-7.4 Traces the Enumerate the Watch videos on • Collag
and the Indian understanding of beginning and concept of globalisation e
Economy the importance globalization and its followed by an makin
interactive g with
economy of a of large-scale trade and definition, evolution,
group discussion to NewsP
Subtopics: nation, commerce (including and impact on the enumerate the aperC
What is with specific ecommerce) global economy. concept of uttings
Globalization? reference between one Evaluate the key role globalization and .
Factors that to India. country and another – of the key major its definition,
have enabled CG-8 Evaluates the the drivers ofglobalization evolution, and
Globalisation. economic key items of trade in and impact on the
global economy.
Inter development the their role in shaping
Read Textual and
disciplinary of a country in beginning, and the global economic other
Project with terms of thechanges from time landscape in various resources to
chapter 3 of its impact on the to countries. analyse and
History: “The livesof its people time. Comprehends the inferthe key
making of a and C-8.3 Understands significance of role drivers of
Global nature. these of G20 and its globalization
and their role in
World”.and features in the context significance in the
shaping the
chapter 7 of of light of India's global economic
Geography: ancient India, with its present role. landscape.
“Lifelines of thriving trade, both Discussions
National internal and external, /Debates on the
Economy” and positive impact of
Globalization on
Subtopics: its well-established SDG-
the lives of
Production trade 9:INDUSTRY,INNOVATIO people.
across practices and N AND INFRASTRUCTURE
the networks,
countriesChinese business conventions,
toys in India and diverse industries,
World Trade all
Organization of which made India
The Struggle for one
A Fair of the world’s leading
Globalisation economies up to the
colonial period.

Refer Annexure IV
5 Project work Refer Annexure III Refer Annexure III
Consumer
Rights
OR
Social Issues
OR
Sustainable
Development

44
 SDG-2024-25, STD-X

GEOGRAPHY

CONTENT CURRICULAR GOALS COMPETENCY LEARNING PEDAGOGICAL PROCESS ACTIVITIES TO

OUTCOMES ACHIEVE THE
LEARNINGOUTCO
MES

1.Resources CG-4 Develops an C-4.4 Analyses and Brainstorming on MapSkill(Soil

and understanding of the evaluates the Enumerates how the how the Resources of
Development inter-relationship interrelationship resources are resources are India- PA- I
interdependent
between human between the interdependent, Subject
in nature and the
beings natural environment justify how planning need to Enrichment)
and their physical and is essential in develop them in GroupDiscuss
environment and human beings and judicious utilization India and ionon
how their of resources and the present in the form “Conservatio
that influences the cultures across need to develop of a Venn nofland
diagram.
livelihoods, culture, regions them in India. resources”.
Use of maps,
and and, in the case of Infers the rationale charts, and
the biodiversity of India, for development of other tools to
theregion the special resources. identify patterns
environmental Analyse and and trends of land
ethosthat resulted in evaluate data and utilization.Case
study and debate
practices information related
on the
of nature conservation to non-optimal land, topic “Is the
utilization in India development
Appraise and infer acting as an
the need to conserve adversary for
all resources conservation”.
Present a report in
available in India.
the form of
suggest remedial PPT.
measures for
optimal
utilization of
underutilized
resources

SDG-1:NO
POVERTY
2. Forest and CG-4 Develops C-4.6 Develops C-4.6 Develops Examine the ReportonPeop
Wildlife an sensitivity towards sensitivity towards importance of le
Resources understanding of the the conserving Participation
the judicious use of judicious use of forests in
and wildlife and
inter-relationship natural natural their Conservation.
between human resources (by resources (by interdependency • PosterDe
beings individuals, societies, individuals, in signing.
and their and nations) and societies, maintaining the
physical suggests measures for and nations) and ecology for
the
45
 SDG-2024-25, STD-X

environment and their conservation suggests measures sustainable

how for development of
that influences their conservation India.
the SDG-15: Analyse the
role of
livelihoods, LIFE ON LAND grazing and
culture, and wood
the biodiversity of cutting in the
the development and
region degradation
3.Water CG-4 Develops an C-4.2 Explains Examine the Brainstorming •Make a
Resources understanding of the important reasons for session to collage of
inter-relationship geographical conservation of discuss the newspaper
scarcity of
between human concepts, water resource in cuttings/clippi
water
beings characteristics of key India. and present ngs showing
and their physical landforms, their Analyse and infer through water
environment and origin, how the graphic scarcity,
how and other physical Multipurpose organizers. pollution of
that influences the factors of a region. projects are Prepare a PPT water, areas
livelihoods, culture, supporting the to Summarize suffering
the roles of
and requirement of Multipurpose from drought
the biodiversity of waterin India. projects in or flood
the SDG-6: CLEAN supporting the
region. WATER AND water
SANITATION requirement of
India
4. Agriculture CG-4 Develops an C-4.3 Draws • Examine the Group •Picture
understanding of the interlinkages crucial Discussion on Identification.
role played by the
inter-relationship between various agriculture in •Map Skill
our challenges
between human components of the
economy and faced by
beings physical environment, society. farmers,
and their physical such as climate and • Analyses the such as low
environment and relief, climate and challenges faced productivity,
by lack
how vegetation, the farming
that influences the vegetation, community in of modern
India. technology,
livelihoods, culture, and wildlife
• Identifies and inadequate
and summarizes irrigation
the biodiversity of various facilities,
theregion aspects of and post-
agriculture,
including harvest losses
cropproduction,t and
ypes of farming, present the
modern findings
agricultural through
practices, and PPT/chart.
the
impact of Collect
agriculture Newspaper and have
on the a panel discussion
environment. on the challenges
46
 SDG-2024-25, STD-X

• Analyses the faced by the farming

challenges faced by community in India
the farming Use of graphic
community in India
SDG-2: organizers to
NO HUNGER distinguish the traditional
and modern farming
methods
5. Minerals and CG-4 Develops an C-4.6 Develops • Differentiates Use graphic •Map Skill.
Energy understanding of the sensitivity towards between the organizers to •Identify the
conventional and
Resources inter-relationship the nonconventional infer the resource Minerals and
sources of energy. distribution
between human judicious use of Categorize
• Analyses the to real-world
beings natural importance of situations and lists them.
and their physical resources (by minerals and the strategies for
environment and individuals, societies, natural sustainable use of
resources for natural
how and nations) and economic
that influences the suggests measures for development of resources.
livelihoods, culture, their conservation. the Use of flow chart to
country. Differentiate
and • Suggests between the
the biodiversity of strategies conventional and
theregion for sustainable use
of natural non conventional
resources sources of
SDG-7: energy
AFFORDABL
E AND
CLEAN
ENERGY
6.Manufacturing CG-4 Develops an C-4.5 Critically • Enumerates the Use of flow chart to •Map Skill
Industries impact of differentiate between•Poster
understanding of the evaluates manufacturing various
inter-relationship the impact of human industries on the designing
environment types of
between human interventions on the (Measures to
and manufacturing
beings and their environment, develop industries based control
physical including strategies on their input Industrial
environment and climate change, for sustainable materials, processes, Pollution)
development of
how that influences pollution, shortages of the and
thelivelihoods, natural resources manufacturing end products.
culture, and the (particularly water), sector. Utilizes the textual
• Differentiates information
biodiversity of the andloss of between various (data given through
region biodiversity; types of variousmaps/ graphs)
identifies practices manufacturing
industries based to enumerate
that have led to these on the impact of
environmental crises their input manufacturing
and the measures that materials, industries on the
processes, and environment
must be taken to end and develop strategies for
reverse them products, and
analyse their sustainable
significance in development of
the the
• Indian manufacturing
economy. sector.
47
 SDG-2024-25, STD-X

• Analyses the Uses case studies

relation to Infer the
between the relation between
availability of
raw availability of
material and raw material and
location location of
of the industry the industry.
SDG-13:
CLIMATE
ACTION
7.Life Lines of Inter disciplinary • Refer Annexure Refer Annexure IV •Map Skill
National IV
project with chapter 3 SDG- 11. •Flow Chart
Economy of History: The SUSTAINABLE
making of a Global CITIES AND
COMMUNITIES
world and chapter 4
of Economics:
Globalization and the
Indian Economy

48