Beaconhouse School System

Social studies grade 5

Term: 1

Cycle: Wednesday to wednesday

27 Novemeber – 4 December 2019

th th

topic: indus valley civilization

submitted by: ms Angbeen naqvi

 Beaconhouse School System

Name of Teacher: Angbeen Naqvi Class: V Subject: Social Studies

Topic: Role of Technology in the Economy, Indus Valley

Duration:70 Date: Nov 2019
Civilization

Attainment targets:

 Understand the importance of science and technology to improve the personal and region’s economy.
 Recognise that study periods can be divided into subsections. (IVC)
 Knowledge and understanding of events, people and changes in past

Learning Outcome: (Knowledge, Skills and Attitudes):

 Describe ways in which technology helps in benefiting personal and the country’s economic conditions
 Identify things to learn and vocabulary terms relevant to new chapter- IVC in Unit Launch
 Observe the time line of the IVC.
 Review videos on Indus Valley civilization and discuss the reasons for the settlements.

Content and Teacher’s Activity Students’ Activity Formative

Assessment
(How are you explaining and (What are the students doing to
demonstrating the topic? The help them understand the Learning Material and Resources Day to day
Time
teaching strategies/ methodology topic?) (What resources will you use that will support the teaching and assessment
selected) 70 mins
learning activities?) (How do you plan to
assess learning as it
is happening?)

Activity 1:

Using the name sticks, and ask

students: “How has trade become Oral feedback in
On their call of names in the
easier with technology? How 5 Name sticks form of answers to
would the country benefit from stick, answer questions
recall questions
technology economically?”
Day to day (written work): Ask
students to copy this question for
day to day in their pamphlets
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Q-1 A friend of yours is talented

with crafts. He/ She can make
bags/ lamps/ decoration
ornaments/ jewelry out of used
materials. Suggest:

a) 3 ways in which your friend can

use technology to promote and
run his/ her very own business (3
marks)

b) 1 way in which he/ she can use

technology to expand her business
(nationally to other cities, and
internationally without leaving his/
her city) (1 mark)

c) 1 way in which a customer, with

a faulty product can communicate
and return the product to your
friend. (1 mark)

Q-2. How does technology help in

boosting a country’s economy?
Suggest 2 ways using an example
of each way. (2 marks)

Activity 2: Make Unit Launch columns on

 Display a KWL sheet on the
MMP and ask the students-
What are civilizations? How
many do you know of? Do
you know about the Indus
Valley civilization- Harrappa?
Mohenjodaro?
their pamphlets
Think, pair and share: Prior Oral feedback, filled
knowledge of what they know 15 Unit Launch, Text Book
unit Launch
about civilization; what do they
know about Mohenjodaro and
Harappa
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 Ask students in pairs to think As groups, skim through

on these questions and give assigned topics of text book and
their feedbacks which the share what they will learn in
teacher will write in the K that topic (vocabulary included)
column (Prior Knowledge)
Fill in the Unit Launch
 Display the format for Unit
Launch and ask students to
copy it in their pamphlets
 Divide students into groups of
4-5 students and assign 1
topic of the text book to 3/4
groups (depending on the
class strength)
 Ask student groups to discuss
and share what they will learn
and the vocabulary words they
think are new or they will be
using
 Write feedback in the L
column (Things I will learn).
 Display the KWL sheet on the
MMP and explain that these
are our objectives for learning
in this unit.(later, Teacher will
put a print out of this on the
Social Softboard)
(Note: As KWL and the Unit Launch
are almost the same thing, we are
incorporating it into the unit
launch activity. The L- what I’ve
learnt will be done at the end of
the unit as a reflective note)
Activity 3:
 As groups, study and Time line resources (attached)
discuss the time lines
 Display the timelines of the 20 https://www.youtube.com/watch?v=zasCxxAeNZQ
Indus Valley Civilization on the displayed on the MMP and
MMP and ask the groups to create own on pamphlets
Till first 2 mins:
discuss and create a similar/ using pictures or text
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simpler time line on their  Watch videos and discuss https://www.youtube.com/watch?v=TCYx-

pamphlets with discussions what they’ve learnt. _WqcKc#action=share
 To get spark interest in the  Display the colour coded
unit, show the attached videos sticks to show https://www.youtube.com/watch?v=XtXUdbIKOlU#action=share
to the students. understanding of the
Images of maps (attached)
 Distribute coloured sticks to videos
the groups. Instruct them that  Make notes in form of a
after watching one video, they web/ concept map after
would be asked to raise the discussion
sticks according to the colour  Share feedback with rest of
codes (next to the board) to the groups
show what they have  Answer pamphlet
understood/ are a bit unclear questions
about/ did not understand at
all in the video.
 Maintaining the groups, show
videos (attached links) to the
students and ask groups for
feedback by asking them
:Where were they settled and
why? How did they survive?
What was so special about
them? Did they live?
 Pamphlet questions (T. Bk pg
74 Qs 2) to be answered after
discussion
Written work:
 Complete work in
 Day to day question (after 1st pamphlets using proper
Activity) vocabulary words 25 Pamphlet work
 Pamphlet work: Qs 2 of T. Bk  For 2nd pamphlet work,
pg 74 Check your peer check answers
understanding
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Wrap up: AFL strategy: As groups,

write 1 sentence of what you’ve
learnt about the Indus Valley
Civilization, and what was unclear
As groups, write feedback on
in the day’s lesson on a post it AFL- Post it notes
what they understood and what
note.Ask students to share their with comments
was unclear and paste on the
comments 5 Post it notes
Social Studies board HW: W. Bk qs 6.1 a,
HW: W. Bk qs 6.1 a, b,c pgs 42 and b,c pgs 42 and 43
43 (images and video links shown
in class will also be sent as further
reference to the students via email
to help with the homework)

How will you make the lesson inclusive?

Using name sticks, students get equal opportunity to share opinions. Group and pair work allow students of mixed abilities to work together. Coloured sticks/ traffic lights to
be shared with all levels to get instant feedback of student’s learning and understanding. Teachers are to ensure that the students are clear with what these colours mean/
when to raise them.

Use as many rows in the table as applicable – add rows if necessary

Lesson Evaluation
Strengths Areas for improvement

Identify a way forward to improve this lesson:

 Beaconhouse School System

Name of Teacher: Angbeen Naqvi Class: V Subject: Social Studies

Topic: Indus Valley Civilization Duration:70 Date: Nov 2019

Attainment targets:

 Describe with evidence some of the main events, people and changes covered in the study period.
 Understand some reasons of the main events and changes, and why people in the past acted in the ways they did.

Learning Outcome: (Knowledge, Skills and Attitudes):

 Recall reasons for settlements of IVC.

 Observe images of IVC features and discuss in groups and take notes
 Discuss the architecture of IVC and how mature it was and how it lead to a benefiting the future civilizations

Content and Teacher’s Students’ Activity Formative

Activity Assessment
(What are the students
(How are you explaining and doing to help them Time Learning Material and Resources Day to day
demonstrating the topic? The understand the topic?) assessment
60 (What resources will you use that will support the teaching and learning
teaching strategies/
mins activities?) (How do you plan
methodology selected)
to assess learning
as it is happening?)

Activity 1:

Using the feedback slips from

the previous lessons, ask
student pairs: Where was the
Indus Valley located? What
was so special about them?
Were they any different or
similar to us? If so, in what
ways?
As pairs, give feedback to
the questions- what they
Oral feedback on
remember about the Indus 5 Exit slips/ sticky notes from previous lesson
board
Valley; What are the
similarities and differences
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Write feedback as a web on

the board (web example
attached)

Activity 2:

 Divide students into

groups of 3-4 and assign
a different feature of the As groups, study the images
Indus Valley Civilization on the MMP and the ones
feature to each group taken from the board
(toys, religion, language,
way of life/ clothes etc). Discuss the images
 Display pictures of the according to the criteria /
Indus Valley (attached) instructions shared on the
and ask groups to study board
them carefully and
As a group, jot down main
discuss in terms of- what
points of discussion on a flip
they look like? what do
chart 35 Pictures (attached) T. bk pgs 62-64 pictures for group discussion, Flip charts Presentations
you think they were
made of? what were Post flip chart on the board
they used for? Is it any and give a presentation to
different or similar to the rest of the class.
the things we’ve seen in
Pakistan? if so, where? Individually, make a mind
 Ask groups to share their map of the features to
discussions as a short make own notes from own
presentation in form of a and other group’s
concept/ mind map on a presentations
flip chart.
 To offer more assistance
to all students, the flip
charts would be pasted
on the class walls in clear
areas so students can
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revisit them at their own

pace
 Ask students to
individually answer Qs 4
T. Bk pg 75

 As groups, discuss the

Activity 3:
Ask student groups- What do
you think the cities of
Mohenjodaro and Harappa look
like? Could you describe any
thing which strikes you the
most?
Keeping these things in mind,
show students pictures on the
architecture- city layout,
granaries etc and ask the groups
to discuss and share their points
of view as an oral presentation
pictures and write own
notes on pamphlets
 Present the allotted
area of architecture to
the rest of the class as
a group Oral feedback to
 Make notes (web/ in 15 Attached pictures help make mind
bullet form) of your map on board
understanding from the
presentations of other
groups
 Peer check if all
important points are
clear and noted

Written work:  Answer pamphlet

question using 10 Qs 4 of T. Bk pg 75
 Pamphlet work: Qs 4 of T. appropriate vocabulary
Bk pg 75
Wrap up:
Oral feedback
 Using the AFL strategy of
Coloured sticks/ Traffic Give feedback to questions https://www.nationalgeographic.com/history/archaeology/mohenjo- HW: W. Bk pg 44,
Lights, ask student pairs 10 daro/ 43 Qs 1 and 2 of
Clarify the points which are
to review the 6.2
murky for the others
architecture of the Indus
Valley Civilization by
asking if they understood
about: The Houses;
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Street system; Drainage

system; Citadel; Great
Baths; Granaries.
 Ask students who are
completely clear about
the said concepts to
explain it to the ones
who are unclear by
explaining it to the whole
class

HW: W. Bk pg 44, 43 Qs 1 and

2 of 6.2 (video link provided
to aid with homework)

How will you make the lesson inclusive?

Use as many rows in the table as applicable – add rows if necessary

Lesson Evaluation
Strengths Areas for improvement

Identify a way forward to improve this lesson:

 Beaconhouse School System

Name of Teacher: Angbeen Naqvi Class: V Subject: Social Studies

Topic: Developing human resources, developing ourselves for the workforce Duration:40 Date: Nov 2019

Attainment targets:

 Know what constitution is and who makes it.

 Describe the function of Judiciary, Executive and Legislative Branch of the government.
 Understand the importance of science and technology to improve the personal and region’s economy.
 Describe the interdependence of different countries in manufacturing of finished products. (e.g., raw materials, energy resources & skilled labour)

Learning Outcome: (Knowledge, Skills and Attitudes):

 Answer questions on CAT topics on Government and Democracy

Content and Teacher’s Activity Students’ Activity Learning Material and Formative Assessment
Resources
(How are you explaining and demonstrating the (What are the students doing to help them Time Day to day assessment
topic? The teaching strategies/ methodology understand the topic?) (What resources will you use
selected) 40 mins that will support the (How do you plan to assess
teaching and learning learning as it is
activities?) happening?)

Answer CAT 40 CAT paper

Distribute and collect CAT papers.
How will you make the lesson inclusive?

Use as many rows in the table as applicable – add rows if necessary

Lesson Evaluation
Strengths Areas for improvement

Identify a way forward to improve this lesson:

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Timeline Resource
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Indus Map
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How they lived 1

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