Hindu Activities - Grade 5 Schemes of Work Term 1 2023

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HINDU ACTIVITIES
GRADE 5 SCHEMES OF WORK TERM 1 2023

WEEK LESSON STRAND SUB STRAND SPECIFIC LEARNING OUTCOMES KEY INQUIRY QUESTIONS LEARNING EXPERIENCE LEARNING RESOURCES ASSESSMENT METHODS REFL
 1  1         PREPARATIONS
 2  1  CREATION   Concept of 

By the end of the Sub strand the learner should be able to:

  1. Identify the concepts of creation for knowledge
  2. Discuss the concepts of creation
  3. Appreciate different views on concepts of creation for spiritual growth 
  1. What is a creation concept?
  2. Why is it necessary to know the different creation concepts?
  3. Why is the concept of creation a wonder of Paramatma? 
  • Learner could be guided to: Visit places of worship accompanied by parents /guardian /teacher to inquire more about the concepts of creation different creation concepts Watch a video on discourse by a spiritual teacher on creation elders/parents questions on different concepts of creation
  • Research on different creation concepts 
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
  
   2    (SRISHTI) Creation as
per
Hinduism and
Jainism
(Scriptural
stories)
2 Concept of 

By the end of the Sub strand the learner should be able to:

  1. Identify the concepts of creation for knowledge
  2. Watch a video clip on creation
  3. Appreciate different views on concepts of creation for spiritual growth 
  1. What is a creation concept?
  2. Why is it necessary to know the different creation concepts?
  3. Why is the concept of creation a wonder of Paramatma?
  • Learner could be guided to: accompanied by parents/guardian/teacher to inquire more about the concepts of creation different creation concepts Watch a video on discourse by a spiritual teacher on creation questions on different concepts of creation
  • Research on different creation concepts 
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   3    Creation as
per
Hinduism and
Jainism
(Scriptural
stories)
 3 Concept of Creation as per
Hinduism and Jainism (Scriptural stories) 

By the end of the Sub strand the learner should be able to:

  1. Identify the concepts of creation for knowledge
  2. Discuss the concept of creation as watched in the video
  3. Appreciate different views on concepts of creation for spiritual growth
 
  1. What is a creation concept?
  2. Why is it necessary to know the different creation concepts?
  3. Why is the concept of creation a wonder of Paramatma? 
 
  • Learner could be guided to: accompanied by parents/guardian/teacher to inquire more about the concepts of creation different creation concepts Watch a video on discourse by a spiritual teacher on creation questions on different concepts of creation
  • Research on different creation concepts 
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
 3  1   Concept of Creation as per
Hinduism and Jainism (Scriptural stories) 

By the end of the Sub strand the learner should be able to:

  1. Mention the different concept of creation
  2. Describe the different concepts of creation to one’s faith for deep understanding
  3. Appreciate different views on concepts of creation for spiritual growth 
  1. What is a creation concept?
  2. Why is it necessary to know the different creation concepts?
  3. Why is the concept of creation a wonder of Paramatma? 
  • Learner could be guided to: accompanied by parents/guardian/teacher to inquire more about the concepts of creation different creation concepts Watch a video on discourse by a spiritual teacher on creation questions on different concepts of creation
  • Research on different creation concepts 
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   2   Concept of Creation as per
Hinduism and Jainism (Scriptural stories) 

By the end of the Sub strand the learner should be able to:
d. List the different concept of creation
e. Describe the different concepts of creation to one’s faith for deep understanding
f. Appreciate different views on concepts of creation for spiritual growth 

  1. What is a creation concept?
  2. Why is it necessary to know the different creation concepts?
  3. Why is the concept of creation a wonder of Paramatma? 
  • Learner could be guided to: accompanied by parents/guardian/teacher to inquire more about the concepts of creation different creation concepts Watch a video on discourse by a spiritual teacher on creation questions on different concepts  of creation
  • Research on different creation concepts
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia
 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects

 

 
   3   Medicinal and sacred plants and trees  By the end of the Sub strand the learner should be able to:
  1. Identify the most common medicinal plants for familiarization.
  2. Illustrate the right use of medicinal plants for safety.
  3. Nurture the medicinal plants for preservation of environment.
  1. How are medicinal plants important?
  2. What are the appropriate ways of using medicinal plants?
  3. Why is it important to nurture Medicinal plants?
 
  • Create a nature corner for medicinal plants
  • Discuss, in groups, on the right use of medicinal plants
  • visit a temple/botanical garden to study medicinal plants, take photos and create a photo montage
  • watch a TV lesson showing the different stages of growth of medicinal plants
  • use search engines to learn the inter-dependency of plants and human life
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
 4  1   Medicinal and sacred plants and trees 

By the end of the Sub strand the learner should be able to:

  1.  Identify the most common medicinal plants for familiarization.
  2. Illustrate the right use of medicinal plants for safety.
  3. Nurture the medicinal plants for preservation of environment. 
     
  1. How are medicinal plants important?
  2. What are the appropriate ways of using medicinal plants?
  3. Why is it important to nurture Medicinal plants?
  • medicinal plants
    discuss, in groups, on the right use of medicinal plants visit a temple/botanical garden to study medicinal plants, take photos and create a photo montage
  • watch a TV lesson showing the different stages of growth of medicinal plants search engines to learn the inter-dependency of plants and human life
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia
 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   2    Medicinal and sacred plants and trees 

By the end of the Sub strand the learner should be able to:

  1. Identify the most common medicinal plants for familiarization.
  2. Illustrate the right use of medicinal plants for safety.
  3. Nurture the medicinal plants for preservation of
    environment. 
  1. How are medicinal plants important?
  2. What are the appropriate ways of using medicinal plants?
  3. Why is it important to nurture Medicinal plants? 
  • participate in a tree planting activity carried out in the school compound/community
  • Collect different leaves of medicinal plants available in their locality and make a scrap book. 
  •  Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   3  THE ENLIGHTENED
BEINGS 
Contribution of Enlightened Beings in reforming society: Tirthankara Abhinandan nath 

By the end of the sub-strand the learner should be able to:

  1. Name the Enlightened Beings for familiarization   
  2. Identify the contributions of Enlightened Beings for spiritual wellbeing
  3. Appreciate the teachings of Enlightened Beings for peaceful living  


  1. Who are the Enlightened Beings?
  2. What are the common teachings of Enlightened Beings?
  3. How do we emulate the Enlightened Beings in our lives?

Learner could be guided to:

  • read the life histories of the four Enlightened Beings in the  Scripture through digital devices
  • Listen to the stories of Enlightened Beings from a resource person/audiovisual device
  • Research and write essays on the lives of Enlightened Beings.
  • Scriptures,
  • Magazines,
  • Digital devices, 
  • findings in class
  • Newspapers,
  • animated movies,
  • Realia 
 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects

 

 
 5  1   Contribution of Enlightened Beings in reforming society: Tirthankara Abhinandan nath 

By the end of the sub-strand the learner should be able to:

  1. Recognize the reforms done by Enlightened Beings to improve life in the society
  2.  Implement the teachings of Enlightened Beings for righteous living
  3. Appreciate the teachings of Enlightened Beings for peaceful living 
  1. Who are the Enlightened Beings?
  2. What are the common teachings of Enlightened Beings?
  3. How do we emulate the Enlightened Beings in our lives? 
  • Play/Perform skits based on the reforms done by great Enlightened Beings
  • sketches of Enlightened Beings using digital devices/drawing books.
  • part in quiz competitions on reforms of Enlightened Beings.
  • animated films on Enlightened Beings using digital devices 
  • Scriptures,
  • Magazines,
  • Digital  devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   2   Contribution of Enlightened Beings in reforming society: Swami Narayan 

By the end of the sub-strand the learner should be able to:

  1. Name the Enlightened Beings for familiarization
  2. Identify the contributions of Enlightened Beings for spiritual wellbeing
  3. Appreciate the teachings of Enlightened Beings for peaceful living 
  1.  Who are the Enlightened Beings?
  2. What are the common teachings of Enlightened Beings?
  3. How do we emulate the Enlightened Beings in our lives? 

Learner could be guided to:

  • read the life histories of the four Enlightened Beings in the Scripture through digital devices
  • listen to the stories of Enlightened Beings from a resource person/audiovisual device
  • Research and write essays on the lives of Enlightened Beings
  • Present their research findings in class 
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   3  

 3 Contribution of Enlightened Beings in reforming society:

Swami Narayan

 By the end of the sub-strand the learner should be able to:

  1. Recognize the reforms done by Enlightened Beings to improve life in the society
  2. Implement the teachings of Enlightened Beings for righteous living
  3. Appreciate the teachings of Enlightened Beings for peaceful living 
  1. Who are the Enlightened Beings?
  2. What are the common teachings of Enlightened Beings?
  3. 3. How do we emulate the Enlightened Beings in our lives?
  • Play/Perform skits based on the reforms done by great Enlightened Beings
  • sketches of Enlightened Beings using digital devices/drawing books. 
  • Take part in quiz competitions on reforms of Enlightened Beings.
  •  Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies/films on Enlightened Beings
  • using digital devices
  • movies,
  • Realia
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
 6  1   Contribution of Enlightened Beings in reforming society:
Sri Guru Arjan Dev ji 


By the end of the sub-strand the learner should be able to:

  1. Name the Enlightened Beings for familiarization
  2. Identify the contributions of Enlightened Beings for spiritual wellbeing
  3. Appreciate the teachings of Enlightened Beings for peaceful living 
  1. Who are the Enlightened Beings?
  2. What are the common teachings of Enlightened Beings?
  3. How do we emulate the Enlightened Beings in our lives? 
  • Learner could be guided to: read the life histories of the four Enlightened Beings in the Scripture through digital devices
  • Listen to the stories of Enlightened Beings from a resource person/audiovisual device
  • Research and write essays on the lives of Enlightened Beings
  • Present their research findings in class 
 
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   2   Contribution of Enlightened Beings in reforming society:
Sri Guru Arjan Dev ji

 By the end of the sub-strand the learner should be able to:

  1. Recognize the reforms done by Enlightened Beings to improve life in the society
  2.  Implement the teachings of Enlightened Beings for righteous living
  3. Appreciate the teachings of Enlightened Beings for peaceful living  
  1.  Who are the Enlightened Beings?
  2. What are the common teachings of Enlightened Beings?
  3. How do we emulate the Enlightened Beings in our lives?
  •  Play/Perform skits based on the reforms done by great Enlightened Beings sketches of Enlightened Beings using digital devices/drawing books.
  • part in quiz competitions on reforms of Enlightened Beings.
  • animated films on Enlightened Beings using digital devices 
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   3   Contribution of Enlightened Beings in reforming society: Ananda 

By the end of the sub-strand the learner should be able to:

  1. Name the Enlightened Beings for familiarization
  2. Identify the contributions of Enlightened Beings for spiritual wellbeing
  3. Appreciate the teachings of Enlightened Beings for peaceful living  
  1. Who are the Enlightened Beings?
  2. What are the common teachings of Enlightened Beings?
  3. How do we emulate the Enlightened Beings in our lives?

Learner could be guided to:

  • read the life histories of the four Enlightened Beings in the Scripture through digital devices
  • listen to the stories of Enlightened Beings from a resource person/audiovisual device
  • research and write essays on the lives of Enlightened Beings
  • Present heir research findings in class
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
 7  1   Contribution of Enlightened Beings in reforming society: Ananda 

By the end of the sub-strand the learner should be able to:

  1. Recognize the reforms done by Enlightened Beings to improve life in the society
  2.  Implement the teachings of Enlightened Beings for righteous living
  3. Appreciate the teachings of Enlightened Beings for peaceful living 
  1. Who are the Enlightened Beings?
  2. What are the common teachings of Enlightened Beings?
  3. How do we emulate the Enlightened Beings in our lives?
  • Role play/Perform skits based on the reforms done by great Enlightened Beings
  • draw sketches of Enlightened Beings using digital devices/drawing books.
  • take part in quiz competitions on reforms of Enlightened Beings
  • watch animated films on Enlightened Beings using digital devices
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   2   SCRIPTURES
(Naitik Niyams)

Role of Scriptures in instilling moral values (Through scriptural stories) Ramayan, Uttradhayan (Ch. 7-12) 

By the end of the Sub strand the learner should be able to:

  1.  identify the teachings of Scriptures at family level for developing moral values
  2.  explain the teachings that promote moral values in families as per Scriptures of the four faiths
  3.  appreciate the role of Scriptures for character development in the family 
  1.  How do Scriptures contribute to the instilling of moral values?
  2. How do we apply moral values in different situations? 

Learner could be guided to:

  • use search engines to identify the role of Ramayan, Uttradhayan (Ch. 7-12.
  • listen to stories from a resource person/audio-visual device to know about the role of the Scriptures
  • tell stories from scriptures that promote the moral values
  • recite mantras/shabads/stavans/hymns from Scriptures based upon their roles to instil moral values
  • hold group discussions on the role of Scriptures.
  •  Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   3   Role of Scriptures in instilling moral values (Through scriptural stories) Ramayan, Uttradhayan (Ch. 7-12)


By the end of the Sub strand the learner should be able to:

  1. identify the teachings of Scriptures at family level for developing moral values
  2. explain the teachings that promote moral values in families as per Scriptures of the four faiths
  3. appreciate the role of Scriptures for character development in the family 

  1. How do Scriptures contribute to the instilling of moral values?
  2. How do we apply moral values in different situations? 

Learner could be guided to:

  • use search engines to identify the role of Ramayan, Uttradhayan (Ch. 7-12).listen to stories from a resource person/audio-visual device to know about the role of the Scriptures
  • tell stories from scriptures that promote the moral values
  • recite mantras/shabads/stavans/hymns from Scriptures based upon their roles to instil moral values 
  • hold group discussions on the role of Scriptures.
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia
 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects

 

 
 8  1   Role of Scriptures in instilling moral values (Through scriptural stories) Panca Sila 

 By the end of the Sub strand the learner should be able to:

  1. identify the teachings of Scriptures at family level for developing moral values
  2. explain the teachings that promote moral values in families as per Scriptures of the four faiths
  3. appreciate the role of Scriptures for character development in the family
  1. How do Scriptures contribute to the instilling of moral values?
  2. How do we apply moral values in different situations? 

Learner could be guided to:

  • use search engines to identify
    the role of Panca Sila,
  • listen to stories from a resource person/audio-visual device to know about the role of the Scriptures
  • tell stories from scriptures that promote the moral values
  • recite mantras/shabads/stavans/hymns from Scriptures based upon their roles to instil moral values
  • hold group discussions on the role of Scriptures.
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   2   Role of Scriptures in instilling moral values (Through scriptural stories) Panca Sila 

By the end of the Sub strand the learner should be able to:

  1.  identify the teachings of Scriptures at family level for developing moral values
  2.  explain the teachings that promote moral values in families as per Scriptures of the four faiths
  3.  appreciate the role of Scriptures for character development in the family
  1. How do Scriptures contribute to the instilling of moral values?
  2. How do we apply moral values in different situations? 

Learner could be guided to:

  • search engines to identify the role of Panca Sila
  • listen to stories from a resource person/audio-visual device to know about the role of the Scriptures
  • tell stories from scriptures that promote the moral values
  • recite mantras/shabads/stavans/hymns from Scriptures based upon their roles to instil moral values
  • hold group discussions on the role of Scriptures. 
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   3    Role of Scriptures in instilling moral values (Through scriptural stories)
Sri Guru Granth Sahib ji 

By the end of the Sub strand the learner should be able to:

  1.  identify the teachings of Scriptures at family level for developing moral values
  2.  explain the teachings that promote moral values in families as per Scriptures of the four faiths
  3. appreciate the role of Scriptures for character development in the family
  1. How do Scriptures contribute to the instilling of moral values?
  2. How do we apply moral values in different situations?

Learner could be guided to:

  • search engines to identify the role of Sri Guru Granth Sahib ji.
  • listen to stories from a resource person/audio-visual device to know about the role of the Scriptures
  • tell stories from scriptures that promote the moral values
  • recite mantras/shabads/stavans/hymns  from Scriptures based upon their roles to instil moral values
  • hold group discussions on the role of Scriptures.
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
 9  1    Role of Scriptures in instilling moral values (Through scriptural stories)
Sri Guru Granth Sahib ji 

 By the end of the Sub strand the learner should be able to:

  1. identify the teachings of Scriptures at family level for developing moral values
  2. explain the teachings that promote moral values in families as per Scriptures of the four faiths
  3. appreciate the role of Scriptures for character development in the family 
  1. How do Scriptures contribute to the instilling of moral values?
  2. How do we apply moral values in different situations? 

Learner could be guided to:

  • search engines to identify the role of Sri Guru Granth Sahib ji.
  • listen to stories from a resource person/audio-visual device to know about the role of the Scriptures
  • tell stories from scriptures that promote the moral values
  • recite mantras/shabads/stavans/hymns from Scriptures based upon their roles to instil moral values
  • hold group discussions on the role of Scriptures. 
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   2 WORSHIP
(Ishwar bhakti) 
 Features and Importance of Jain
Derasar and Sikh Gurdwara

 By the end of the Sub-strand the learner should be able to:

  1. Describe the features of places of worship for familiarization
  2. Identify places of worship
  3.  appreciate the relevance of different features at a place of worship 
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. What features are found in a Sikh Gurdwara? 

Learner could be guided to:

  • Collect pictures for Jain Derasar and Sikh Gurdwara from magazines/newspapers/digital devices.
  • Take photos at the places of worship
  • Create a montage using photos from the places of worship
  • hold group discussions on the different features of Jain Derasar and Sikh Gurdwara
  • visit places of worship to witness activities carried out at different times.
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated movies,
  • Realia 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects
 
   3   Features and Importance of Jain
Derasar and Sikh Gurdwara 

By the end of the Sub-strand the learner should be able to:

  1. Describe the features of places of worship for familiarization
  2. Identify places of worship 
  3. appreciate the relevance of different features at a place of worship Gurdwara? 
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. What features are found in a Sikh Gurdwara

Learner could be guided to:

  • Collect pictures for Jain Derasar and Sikh Gurdwara from magazines/newspapers/digital devices.
  • Create a montage using photos from the places of worship
  • Hold discussions on the different features of Jain Derasar and Sikh Gurdwara
  • Visit places of worship to witness activities carried out at different times.
  • Scriptures,
  • Magazines,
  • Digital devices,
  • Newspapers,
  • animated
  • movies,
  • Realia
 
  • Observation,
  • QA,
  • Essay writing,
  • Role modelling,
  • projects

 

 
  10 ASSESSMENT









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Read 196 times Last modified on Monday, 21 November 2022 13:40

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