Lesson Flow
Class: IX
Subject: EOGRAPHY
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The department of Social Sciences aims to enable learners. to develop into responsible global citizens having mutual respect
and compassion for one another and for the cultural heritage of diverse historical and geographical backgrounds in order to
Department Goals promote universal peace and brotherhood.
ame of teachers who have
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created this plan and their email S
eema Chaturvedi
ids: [email protected]
Lesson name: CLIMATE
No. of periods required: 8
Green Board, Chalk & Duster, Smart Board, Videos on topic
VIDEO LINK-1
esources [Materials required
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for executing the plan]: VIDEO LINK-2
earning Outcomes (teacher
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resource book CBSE)/your own
1 .Infer how the factors determine the climate of India.
2.Analyse and infer the effect of monsoon winds on rainfall of the Indian subcontinent.
3.Analyse the temperatures between plateau region, Himalayan region, desert region and coastal region.
4. Enumerate and summarize the reasons for the wide difference between temperatures at different geographical locations of
India
5.Propose protocols as preventive action for various disasters
Session 1-Definition,Climatic Controls
earning Objectives/Expected
L Examine and analyse the factors that determine the climate of India
Learning Outcomes:
SWBAT Infer how the factors determine the climate of India.
ey Points Summary-The will ask the students to write key
K
points in their NB. tudents make a list of bulleted key points of the
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Assessment Strategy learning from the topic 10 min
eacher takes the student's reflection through3-2-1
T he students give their reflection/feedback on the sheet
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Reflection & Closure Strategy3- Takeaways 2- Questions 1-Suggestion. provided by the teacher 10 min
Home Assignment Read The Chapter
ritical thinking, Flexibility, Leadership, Initiative, Innovation, Social, Problem solving, Decision making, Real life connect,
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Environmental Concern, Active Engagement, Community Outreach, Experiential Learning, Differentiated Instruction,
kills Enhanced & NCF
S Scientific Temper
Connections
T hinking Flexibly, Metacognition, Questioning and posing problems, Applying past knowledge to new situations, Thinking
and Communicating with Clarity and Precision, Creating, Imagining and Innovating, Responding with Wonderment and
Awe,Thinking Interdependently, Learning Continuously
Habits of Mind
Session 2-FACTORS AFFECTING INDIA’S CLIMATE
Describe the components of the Earth's climate system.
Analyze natural factors affecting climate:
● Solar radiation: Explain the variations in solar output and their impact on climate.
earning Objectives/Expected
L ● Volcanic activity: Describe how volcanic eruptions can temporarily affect climate by releasing
Learning Outcomes:
SWBAT aerosols into the atmosphere.
Examine oceanic factors affecting climate.
Understand feedback mechanisms in climate systems.
tudying climate is not just relevant; it is crucial for addressing the complex and interconnected
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Relevance (Why?) environmental, social, economic, and political challenges posed by climate change.
Key Terms/Vocabulary jet stream,Western Cyclonic Disturbances,Coriolis force.
Resources Smart board, Google Classroom, video related to topic, Text books
Learning Activities What will the teacher do? What will the students do? Time
themes, main ideas, supporting details, textual
connections, examples, and related concepts
he teacher takes the reflection of the class throughPalm
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Mappingand takes theclearest points on the fingersand the
muddiest topics of the session on the palm.
The students do as instructed by the teacher.
Reflection & Closure 5 mins
Home Assignment Read the Chapter
ritical thinking, Creativity, Collaboration,Flexibility, Leadership, Initiative, Innovation,Real life connect, Environmental
C
Concern,Active Engagement, Community Outreach, Integrated Assessment, Experiential Learning, Differentiated
kills Enhanced & NCF
S Instruction, Scientific Temper
Connections
etacognition, Striving for accuracy and precision, Applying past knowledge to new situations, Thinking and
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Communicating with Clarity and Precision,Creating, Imagining and Innovating, Responding with Wonderment and Awe,
Taking Responsible Risks, Finding ,Learning Continuously
Habits of Mind
Session 3-THE INDIAN MONSOON
I dentify the key geographical features of the Indian subcontinent, such as the Western Ghats, the
Thar Desert, the Himalayan mountain range, and the Indian Ocean, and understand how they play a
earning Objectives/Expected
L role in the Indian monsoon.
Learning Outcomes: omprehend the two main monsoon seasons in India - the southwest monsoon (June to September)
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SWBAT and the northeast monsoon (October to December) - and how they impact different parts of the
country.
instructs them to read the title, introduction/summary and fromother groups
help their mind prepare to receive the subject at hand.
Students are also asked to Notice reading aids – Italics,
bold face print, bullet marked points to comprehend the
topic.
QUESTION- Prepare as many questions as you think will
be answered in that section.
READ- Read the whole topic and find answers to the
prepared questions
RECITE- Students will then ask their questions fromthe
other groups and seek answers. Thus the students read the
whole topic carefully and answer the questions.
REVIEW- ( Given in Assessment section)
One Minute Paper Strategy
he students are asked to write their understanding about the
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Assessment Strategy crops in the form of sketch notes. Students will write their understanding in the notebook
he teacher asks the students to give their feedback
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through thecircle of viewpointsstrategy on the sheet
provided by the teacher or they will draw in their
notebook.. The teacher then recapitulates the topics taken
he students give their reflection/feedback on the
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up in class-
sheet provided by the teacher or they will draw in
Reflection & Closure their notebook.
nalyze the key meteorological parameters used to define the onset and withdrawal of the monsoon,
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including rainfall, wind direction, and pressure patterns.
xplore the cultural and social significance of the monsoon onset, such as the celebration of festivals
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like "Mango showers" in Kerala and "Ritual of Bengal" in West Bengal.
he onset and withdrawal of the monsoon are pivotal events in the Indian subcontinent, impacting
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agriculture, the economy, water resources, climate, and various aspects of daily life. Their
relevance underscores the importance of monitoring, understanding, and effectively managing
Relevance (Why?) these monsoon phases.
Key Terms/Vocabulary burst,pulsating,Withdrawal or the retreat of the monsoon
Resources Smart board, Google Classroom, video related to topic, Text books
Learning Activities What will the teacher do? What will the students do? Time
WL SHEET-T
K eacher draws the KWL chart on the boardand
asks the students to copy it in their notebook and fill the KWL
chart-
he students copy the chart from the green board and fill
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PKA/Initiation/Warm-up the ‘Know’ and ‘Want to Know’ columns of the chart. 5 min
Read-Write-Pair
heteacherwillsharewithstudentstoreadthe The students sit in pairs and discuss and jot down the
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desiredmaterial,writearesponseontheirown, key points.
xplanation & Exploration
E Then they share their key points with their partner.
/Concept Building strategy engage partner(s) in conversation about what Then the class listens carefully and notes down the key
Mention Differentiated theyhavereadandwritten,andthensharetheir points in their NB
Instructions (if used) ideas with the class. 20 min
Assessment Strategy One-Sentence Summary- Students will do as directed by the teacher. 10 min
Learning Activities What will the teacher do? What will the students do? Time
hink-Pair-Write-T
T he teacher divides the studentsinto
groups and ask them to write two lines about the cold
cold weather season under the topics-
1.The food which you eat
2.The drinks which you prefer tudents will write down important points in the
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3.The clothes which you wear notebook.
4.The change in the climate
PKA/Initiation/Warm-up
ach group begins the answer to a question or prompt
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written by the teacher on the board. Then after 1 or 2
minutes of writing, they exchange their papers with the
other group. Then they spend 1-2 minutes responding to
xplanation & Exploration
E Written Conversations-1.Teacher will write questionson the writing/thinking on the paper they receive. Then
/Concept Building strategy the board. they pass the paper back (or on) and continue the
Mention Differentiated 2.Teacher will limit the time, using a timer or other signal, so process.
Instructions (if used) that students are always left thinking they have more to say.
Changing Points of View-Ask students to do a quick-write
a bout a topic related to the learning from lesson from a very
Assessment Strategy specific point of view. Students will do as directed by the teacher
uddiest point-T
M he teacher asks the students to write
Reflection & Closure their muddiest point in the notebook. Students will do as directed by the teacher.
Home Assignment Read the chapter
ritical thinking, Creativity, Collaboration, Communication, Flexibility, Leadership, Initiative, Innovation, Social, Problem
C
solving, Decision making, Real life connect, Environmental Concern, Active Engagement,Integrated Assessment,
kills Enhanced & NCF
S Experiential Learning, Differentiated Instruction, Scientific Temper.
Connections
etacognition, Striving for accuracy and precision, Questioning and posing problems, Applying past knowledge to new
M
situations, Thinking and Communicating with Clarity and Precision, Creating, Imagining and Innovating, Responding with
Wonderment and Awe, Taking Responsible Risks, Finding Humour, Thinking Interdependently, Learning Continuously
Habits of Mind
Session 6-The Hot Weather Season
Key Points Summary-Students make a list of bulletedkey
Assessment Strategy points of the learning from the topic. They will do as directed by the teacher.
lus/Minus/Intriguing-List things you agree with (plus), things
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you disagree with or question (minus), and something you
Reflection & Closure have found intriguing. They will do as directed by the teacher
Home Assignment Read the chapter
ritical thinking, Creativity, Collaboration, Communication, Flexibility, Leadership, Initiative, Innovation, Social, Problem
C
solving, Decision making, Real life connect, Environmental Concern, Active Engagement, Community Outreach,
kills Enhanced & NCF
S Integrated Assessment, Experiential Learning, Differentiated Instruction
Connections
ersisting, Managing Impulsivity, Thinking Flexibly, Metacognition, Striving for accuracy and precision, Questioning and
P
posing problems, Applying past knowledge to new situations, Thinking and Communicating with Clarity and Precision,
Creating, Imagining and Innovating, Responding with Wonderment and Awe, Taking Responsible Risks, Thinking
Interdependently, Learning Continuously
Habits of Mind
Session 7-The Advancing Monsoon Season
nalyze the fundamental concepts of monsoon, such as what it is, how it forms, and why it is
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essential to certain regions.
xplore the meteorological processes that drive the monsoon, including the role of temperature,
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earning Objectives/Expected
L pressure systems, and wind patterns
Learning Outcomes:
SWBAT valuate the historical patterns of monsoon onset and withdrawal in different regions, as well as the
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factors that influence these patterns.
Investigate the mechanisms behind the advancement of the monsoon, including the impact of ocean
currents, temperature gradients, and atmospheric circulation.
he advancing monsoon season is highly relevant due to its profound impact on agriculture, water
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Relevance (Why?) resources, economy, climate, environment, public health, infrastructure, culture, and more.
Key Terms/Vocabulary Dry and wet spells,monsoon trough,‘breaks’,
Resources Smart board, Google Classroom, video related to topic, Text books
ritical thinking, Creativity, Collaboration, Communication, Information literacy, Flexibility, Initiative, Innovation, Social,
C
Problem solving, Decision making, Real life connect, Environmental Concern, Active Engagement, Community Outreach,
kills Enhanced & NCF
S Integrated Assessment, Experiential Learning, Differentiated Instruction, Scientific Temper
Connections
ersisting, Managing Impulsivity, Thinking Flexibly, Metacognition, Striving for accuracy and precision, Questioning and
P
posing problems, Applying past knowledge to new situations, Thinking and Communicating with Clarity and Precision,
Responding with Wonderment and Awe, Thinking Interdependently, Learning Continuously
Habits of Mind
Session 8-The Retreating Monsoon Season,Distribution of Rainfall & Monsoon as a unifying bond
nderstand the fundamental concepts of monsoon reversal, including why and how it occurs, and
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its significance in certain regions.
xplore the meteorological processes that drive the withdrawal of the monsoon, including the role of
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earning Objectives/Expected
L temperature, pressure systems, and wind patterns during this transition.
Learning Outcomes:
SWBAT nalyze how the retreating monsoon season affects agriculture, crop harvesting, and post-monsoon
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planting in regions dependent on the monsoon for agriculture.
Investigate the mechanisms behind the retreat of the monsoon, including the role of ocean currents,
temperature gradients, and atmospheric circulation.
he retreating monsoon season is relevant due to its impact on agriculture, water resources,
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Relevance (Why?) economy, climate, environment, public health, infrastructure, culture, and more.
Key Terms/Vocabulary ‘October heat’,leeward side of the Western Ghats,drought-prone
Resources Smart board, Google Classroom, video related to topic, Text books
Learning Activities What will the teacher do? What will the students do? Time
➔
T eacher will announce the name of the topic
➔ Then start withClose Associate:ask the
students to tell a word which they can closely ➔ S
tudents will share their answers and then
associate with the term retreating monsoon. contribute in the class discussion
➔ Calls on a few students using LOLLY LOTTO
PKA/Initiation/Warm-up ➔ Share the Learning objectives
ersisting, Managing Impulsivity, Thinking Flexibly, Metacognition, Striving for accuracy and precision, Questioning and
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posing problems, Applying past knowledge to new situations, Thinking and Communicating with Clarity and Precision,
Gathering Data Through All Senses, Creating, Imagining and Innovating, Responding with Wonderment and Awe, Taking
Responsible Risks, Finding Humour, Thinking Interdependently, Learning Continuously
Habits of Mind
