General Science (PDFDrive)

Central Board of Secondary Educaon
CLASS - III
UNIT-1
MYSELF
The CBSE-International is grateful for permission to reproduce and/or translate
copyright material used in this publication. The acknowledgements have been
included wherever appropriate and sources from where the material may be
taken are duly mentioned. In case any thing has been missed out, the Board will
be pleased to rectify the error at the earliest possible opportunity.
All Rights of these documents are reserved. No part of this publication may be
reproduced, printed or transmitted in any form without the prior permission of
the CBSE-i. This material is meant for the use of schools who are a part of the
CBSE-International only.
Preface
The Curriculum initiated by Central Board of Secondary Education –International (CBSE-i) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signifies the emergence of a fresh thought
process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with
the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about
11500 schools affiliated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the
varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning
process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being
designed by CBSE-i, has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the
independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build
on values, beliefs and traditional wisdom, make the necessary modifications, improvisations and additions wherever and whenever
necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed
and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches
for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will
enable the young learners to become ‘life long learners’. The ability to stay current, to upgrade skills with emerging technologies, to
understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the
global learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking
skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt
flexibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace
of learners.
The CBSE has introduced the CBSE-i curriculum in schools affiliated to CBSE at the international level in 2010 and is now introducing
it to other affiliated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner
is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent
to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which
would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the
learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would
form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research
would be the constituents of this ‘Core’. The Core skills are the most significant aspects of a learner’s holistic growth and learning
curve.
The International Curriculum has been designed keeping in view the foundations of the National Curriculum Framework (NCF 2005)
and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of
whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise
in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve
on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of
empowerment with the help of the schools’ administering this system strongly recommends that practicing teachers become skillful
learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the
Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana
Parashar, Director (Training), CBSE along with other Education Officers involved in the development and implementation of this
material.
The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided
on the portal. Any further suggestions are welcome.
Vineet Joshi
Chairman
Acknowledgements
Advisory Conceptual Framework
Shri Vineet Joshi, Chairman, CBSE Shri G. Balasubramanian, Former Director (Acad), CBSE
Dr. Sadhana Parashar, Director Ms. Abha Adams, Consultant, Step-by-Step School, Noida
(Training), CBSE Dr. Sadhana Parashar, Director (Training), CBSE
Ideators: Classes I-V
Dr. Indu Khetarpal Ms. Anita Makkar Ms. Rupa Chakravorty
Material Developers: Classes I-V

English : Gen Science : Mathematics : Social Studies:
Ms Deepti Verma Ms. Charu Maini Ms Geetika Datta Ms Ruba Chakraborty
Ms Mahua Bhattacharya Ms Neeraj Punia Ms Geeta Kanwar Ms Ruchira Ahlawadi
Ms T Shimrah Ms Deepa Ahuja Ms Parul Makkar Ms Kanupriya Wahi
Ms Henna Sehgal
Ms Kavita Lal Performing and Physical Education Core-SEWA
Visual Arts Mr Sanjeev Dahiya Ms. Vandna
Mr Reji MK Ms.Nishtha Bharati
Ms Jyoti Chadha Ms.Seema Bhandari,
Ms Kalyani Voleti Ms. Seema Chopra
Ms. Madhuchhanda
MsReema Arora
Ms Neha Sharma
Coordinators:
Ms.Sugandh Sharma, EO Dr. Srijata Das, EO Dr Rashmi Sethi, EO Ms.S. Radha Mahalakshmi, EO
Mr. Navin Maini, RO(Tech) Ms. Madhu Chanda, RO (Inn) Sh R.P Sharma Consultant Shri Al Hilal Ahmed, AEO
(Science)
Shri R. P. Singh, AEO Ms. Anjali Chhabra, AEO
Ms. Neelima Sharma, Mr. Sanjay Sachdeva, SO Ms Savinder Kaur Ms. Kshipra Verma, EO
Consultant (English)
Myself
Contents
English 1
Nouns
Articles
Jumbled Sentences
Step by Step Writing
Mathematics 13
2D and 3D Shapes
Creating shapes using Tangram pieces
Tiling and Tessellations using a given shape
Reading Simple Maps using Directions
Identification of Point Line, Line segment and a Ray\
Digit Number
General Science 22
Prediction In Daily Life
Difference between Living and Non-Living thing
To understand the difference between Plants and Animals
Understand the states of Matter with the Help of Sense Organs
Social Studies 32
Living and Non-Living Things
Care of our Sense Organs
Eye and Ear Disorders/Braille
Performing Arts 40
Musical Notation and its Values
Visual Arts 49
Name Plate
Primary and secondary colours
Figure Drawing
Physical Education 47
Kicking and Trapping
Lesson Plan
English
Nouns .............................................................................................. 50
Arcles ............................................................................................. 53
Jumbled up Sentences ..................................................................... 56
Step by Step Wring ........................................................................ 59
Mathemacs
2D and 3D Shapes ............................................................................. 63
Create Shapes Using Tangram Pieces ............................................... 77
Tilling and Tassellaon using a given shape ..................................... 83
Reading Simple Maps Using Direcons ............................................. 91
Idenficaon of Point,Line,Line Segment and Ray ........................... 95
4 Digit Numbers ................................................................................ 99
General Science
Predicons In Daily Life ................................................................... 104
Living and Non Living Things ........................................................... 107
Diffrence Between Plants and Animals ........................................... 113
The States of Maer ....................................................................... 117
Social Studies
Living and Non-living things. Differences and Similaries .............. 123
Care for the Sense Organs .............................................................. 132
Eye Problems, Hearing Problems and Braille .................................. 148
Performing Art
Notes and its Values ........................................................................ 160
Visual Arts
Nameplate ....................................................................................... 167
Primary and Secondary Colours ...................................................... 168
Figure Drawing ................................................................................ 170
Physical Educon
Kicking and Trapping .......................................................................... 171
Assessment ............................................................................... 173

- Assessment Rubrics for English ......................................................... 174
- Assessment Rubrics for Mathematics ................................................ 176
- Assessment Rubrics for General Science ........................................... 178
- Assessment Rubrics for Social Science .............................................. 180
- Assessment Rubrics for Performing Arts ........................................... 181
- Assessment Rubrics for Visual Arts .................................................... 182
Teacher Resource Material ...................................................... 184

Worksheets ............................................................................... 200
- English ..................................................................................... 201 - 232
- Mathemacs ........................................................................... 233 - 253
- General Science ....................................................................... 254 - 280
- Social Science .......................................................................... 281 - 307
MYSELF
Syllabus Matrix
English Mathematics
2D and 3D Shapes Creang Shapes

and using
Nouns Arcles Tangram pieces
Tiling and
Tessellaons using
a given shape Reading Simple
Maps using
Direcons
Step by Step
Jumbled Sentences
Wring Idenficaon of
Point Line, Line
segment and a Ray Digit Number
Social Science Social Science
Predicon In Difference
Daily Life between Living
and Non-Living Living and Non- Care of our
thing Living Things Sense Organs
To Understand
the difference
between Plants Understand the Eye and Ear
and Animals states of Maer Disorders/Braille
with the Help of
Sense Organs
Performing Arts Visual Arts
Name Plate Primary and

secondary colours
Figure Drawing
Physical Education
Kicking and Trapping

Myself...
English
Introduction
The Unit aims to guide the students through the lessons to develop in them an ability
to read and listen to a sentence. Frame a complete sentence and thereaer rewrite it
by adding words that will allow them to make sense and be understood. The topic aims
at strengthening the students’ wring ability by providing situaons outside their usual
classroom learning.
Teachers’ Notes
The study of the English language (listening, speaking, reading, and wring) and of the
language convenons enables students to understand and appreciate language and to
use it in a variety of situaons for learning, communicaon and personal sasfacon.
The lessons aims to provide students with an ability to define different types of nouns
and also to idenfy nouns in a sentence - including proper nouns, common nouns and an
introducon to collecve nouns. Collecve nouns it the name given to groups consisng
of more than one individual or enty. The group is a single unit, but it has more than
one individual enty or member. Examples include “family”, “bunch”, “bouquet”, and
“school” etc.
The following lesson focuses on learning how to appropriately use the arcles “a” and
“an” while wring. Before starng with the lesson recap about what is an arcle, will
make the understanding of the concept clear. Students are already familiar with ‘arcles’,
so the lesson discusses the differences between indefinite arcles (a/an) and definite
arcles (the) to further reestablish the concept, e.g. English has two arcles: the and a/
an ,the is used to refer to specific or parcular nouns; a/an is used to modify non-specific
or non-parcular nouns. For example, if we say, “Let’s read the book,” we mean a specific
book. If we say, “Let’s read a book,” we mean any book rather than a specific one.
‘Jumbled up words’ is an interacve lesson that engages student to learn that a sentence
is a group of words that expresses a complete thought or idea and the acvies are
designed to nurture the ability to recognise sentences. Students will be able to idenfy
and explain the funcon of the essenal steps involved while framing a sentence.
The concluding lesson of the Unit ‘Step by Step’ aims at enabling students with the ability
to idenfy and explain the significance of the essenal literary elements of creave wring
(i.e. character, seng, climax, theme and point of view). This lesson focuses on the wring
process and how it relates to communicaon. The students will be taught what the wring
process is, its parts, and how they can use it. They will also learn various methods to
sequence happenings accurately and relate them with the possible outcomes.
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The final component of checking for understanding is provided in the form of a formal
assessment acvity at the end of each lesson. This assessment should give students the
opportunity to demonstrate proficiency in what they have just learned. When some or all
of the lesson objecves are language related, the assessment should also be focussed on
the students’ use of language.
General Objectives
To develop the ability to produce accurate language
To provide opportunity to pracce language forms
To enrich acve vocabulary
To apply standard grammar and usage to communicate clearly and effecvely in
wring.
To develop an understanding of the use, form and meaning of English grammar.
To focus on the fundamentals of grammar, sentence structure, punctuaon and
elements of phonecs.
To recognise the factors that influence the use of grammar and vocabulary in speech
and wring.
To develop an understanding of the differences between spoken and wrien English
parcularly in capitalizaon.
To use language to think and reason as well as to access, process and use informaon
for learning.
To follow standard convenons for basic spelling, punctuaon, grammar and sentence
structure.
To demonstrate abilies to use grammacally correct language while speaking and
when wring simple sentences.
Comprehend the wring process.
Respond posively to the wring process.
Specific Objectives
To foster linguisc skills.
To impart knowledge about the names given to groups of things/persons.
To state the definion of an arcle.
To name the arcles a, an and the.
To recognise that arcles are always used with nouns.
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To use arcles correctly in sentences.
To demonstrate an ability to put jumbled up sentences in the right order and also to
copy them.
To complete sentences by filling in the missing words.
To follow standard convenons for basic spelling, punctuaon and sentence
structure.
To enable the wrng of imaginave composions.
To think and write creavely.
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Topic: (a) Nouns Duration: 5 Hours
Skills Activity Multiple Intelligences

Incorporated
Listening Know the names given to a group of / Interpersonal

similar things/persons.
Follow the direcons regarding Kinesthec

singular, plural or a group of nouns
together.
I am a Spy
Listen carefully to the suggesons and Logical

clues given about the hidden object
and find it individually.
Speaking Brainstorm a list of nouns using all the Interpersonal

leers of the alphabet.
Linking Nouns
Say a number of nouns falling under

different categories in a given me
duraon.
Reading We are Together Logical
Read and analyse the picture cards and

frame groups as per the similarity of
cards.
Noun Hunt
Read various types of nouns used in

magazine/ newspaper arcles. Cut and
use them to frame a story.
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Wring Write different nouns on the board under Kinesthec
the headings-Person, Place, or Thing.
Name Poster
Make/draw a name poster for your Interpersonal / Spaal

partner- Write the proper name with
an uppercase leer, and decorate with
things/colours that he/she likes.
Autobiography Wring
Write about your own self in the form Intrapersonal

of an autobiography and underline all
the different kinds of nouns used in the
wring.
Learning Outcomes
The students will develop the ability to:
Idenfy nouns, their types (common and proper and forms (singular, plural, and
possessive).
Be familiar with of the term ‘collecve nouns’.
Disnguish between common and proper nouns.
Transdisciplinary Activities
Physical Educaon Toss the Collecve Noun
Divide the class into two teams. One team lines up on one
side of the room and the other team on the other side of
the room. Players toss the beanbag back and forth, from one
team to the other, and shout collecve nouns while running
in order to catch the bean bag. If they can't quickly think of a
collecve noun, or if they shout out a collecve noun that's
already been said or something that's not a collecve noun,
the other team gets a point. The team to get five points first
wins.
Performing Arts Noun Charades
Enact the noun wrien on an index card and let the students
take turns to guess the noun.
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Critical Thinking
C
Parcipate in a discussion: Why are proper nouns different from collecve nouns? Jot
down the interpretaons and conclusions reached aer the discussion is over.
Life Skills/SEWA
Collecve nouns represent a collecon of things/persons together. They present the group
as a complete whole. Appreciate the beauty it renders to the group. Likewise, develop the
quality to be together and united with the members of society.
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Topic: (b) Articles Duration: 3 Hours

Incorporated
Listening Listen to an English paragraph and Spaal, Kinesthec

enlist the arcles present in the
selected text
Speaking Pairwork Picture Differences Intrapersonal, Spaal
Idenfy the differences in the two

given pictures and say them aloud.
Reading Word Combinaons Scrabble Spaal, Interpersonal
Make more words by pung one

word next to the other.
Wring Picture Reading and Wring: Interpersonal, Spaal,

Kinesthec
Idenfy the picture and write it using
the correct ‘arcles’
Learning Outcomes
Idenfy the structural and funconal properes of arcles in a sentence.
Arculate arcles correctly before a noun.
Demonstrate an awareness and ability to write arcles ‘a’, ‘an’ or ‘the’ in the required
place in a sentence.
Idenfy a sentence or a word with the misappropriate use of arcles.
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Material Required
Index cards with the arcles wrien on them, any story book, magazine, picture cards
of fesvals, a set of cards with rules of arcles and three pairs of idencal pictures with
a few missing links.
Social Studies The Card Game
Ask the students to take turns in picking up a card (having

names of fesvals, internaonal days or any other relevant
topic). Allow them to read the card and decide whether it is
appropriate to use a or an in the sentence.
Next ask to turn the card over and look at the answer. If the
answer is right, one can move the number of spaces listed on
the cards.
Visual Arts Prepare cards and decorate them with all the rules for arcles
and divide the class into two groups. Ask a student from group
1 to take one card and read the rule aloud. Next the members
from group 2 must write a sentence based on that rule on the
board. The second group then chooses a card and the game
goes on.
Critical Thinking
Ask students to get any object from their bag and talk about that object for one minute.
For example: “I am holding a crayon. It is red in colour. Crayons are used to colour
our drawing books.” Make note of the lapses or errors while using arcles. Write them
down on the board (without menoning who said it), and ask the class to work together
to correct the sentences.
Life Skills/SEWA
Start by saying a sentence which has all the three arcles and then explain that the
concept is very simple. Each student in the class needs to form sentences using all the
three arcles and narrate his/her part of the enre story and then name the next student
who will connue the story from there and create a new and interesng story.
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Topic: (c) Jumbled Sentences DDuration: 3 Hours
330 Minutes

Incorporated
Listening Make Words Interpersonal
Make sentences with the given words

and say them aloud for others to listen.
Speaking Frame sentences with the correct Interpersonal, Spaal,

sequencing of words. Kinesthec
Words That Go Together:
Find pairs of words that can be found

together in a sentence. For example
‘to+the’ could go together because
they can be placed in that order,
whereas ‘the+to’ is grammacally
incorrect. Similarly, ‘give+him’ can be
used together as it is grammacally
correct.
Reading Read and idenfy a jumbled sentence Intrapersonal, Spaal

from a well framed sentence.
Sentence Fan
Make a fan, by folding alternate creases

in different direcons. Write one word
in each secon and allow others to
guess the sentence.
Wring Learn to write sentences with the Spaal, Kinesthec

proper use of punctuaon and an
understanding of correct sentence
formaon.
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Learning Outcomes
Sequence a sentence in a logical order.
Unscramble a text and organise ideas in a logical sequence.
Classify and organise a jumbled sentence logically.
Material Required
An Origami sheet, A4 sheets in pastel colour, crayons, scissors, white sheets to make
envelopes, photocopy of a list of 50 words for each student in the class, etc.
Visual Arts Help the students to create a series of sentences in a large text
on an A4 size sheet. Ask them to decorate each word in the
sentence with the help of coloured pencils/crayons. Next cut
each sentence into separate words. Put each sentence into its
separate envelope (made with the paper folding technique).
Finally number each envelope with a marker.
Divide the class into pairs or small groups. Give every team
one envelope each. Students arrange the words into a correct
sequence to make a sentence and copy it into their notebooks.
Then they illustrate the sentence and put words back into
the envelope. When they have finished, the students say the
sentence, show their notebooks, and bring their envelope to
the teacher. If a sentence is not correct, they go back and fix
the error. If a sentence is correct, they can swap their envelope
for a new one with a different sentence.
Critical Thinking
Ask the students to share a few facts about their ‘Neighbourhood’. (Students to collect
some informaon about their ‘Neighbourhood’ one day before the acvity). Write
down the main points on the board while the discussion is going on. Aer the speaking
session comes to an end, help the students to create a well- structured paragraph.
Life Skills/SEWA
Write five sentences about things you do on the weekend to help your Mum and Dad.
Write three quesons about helping at home. For example: Can I help to wash the dishes?
Write the quesons in a jumbled up form and let your friend sort out the sentences.
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Topic: (d) Step by Step Writing D

Duration: 2 Hours

Incorporated
Listening Listen to the teacher about the Intrapersonal

significance of being an effecve
writer.
Speaking Share views on the importance of Interpersonal

having good wring skills quong
examples from day to day life where
effecve wring skills are helpful.
Reading My Visit to the Sports Room Logical,
Visit the sports room and read the rules Kinesthec

to play various games, carefully. Try
and interpret the rules and the manner
in which they are presented.
Wring My Favourite Dish Interpersonal
Know and understand the correct

sequence of the steps while creang
a piece of informatory wring and
working in a group. Put in sequence
the instrucons to bake chocolate
brownies .Enjoy them once the task is
accomplished.
My Story
Select a character-person, animal, thing

- suitable adjecves, verbs, a funny
word, place and mood of individual
choice to create a short story.
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Learning Outcomes
Define elements of the wring process.
Explain the wring process.
Outline a topic for a piece of wring.
Contribute to the class discussion.
Material Required
A bucket of leer blocks, chart paper, old newspaper/magazines, noun picture cards,
charts depicng the rules of a game, Flags for flag football, a chart showing the steps
involved in step by step wring and a few chocolate brownies.
Physical Educaon Lets Play Flag Football
Organise a game of flag football aer understanding the rules

of the game.
Performing Arts My Composion
Compose a short poem on your experience of learning step by

step wring and sing the composion along with the class.
Critical Thinking
Analyse how important instrucons are to accomplish a task perfectly. Life in itself has
a proper framework in the form of daily roune.
Life Skills/SEWA
Develop the habit of following direcons in a proper sequence for day to day affairs.
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MATHEMATICS
Introduction
Learning is an ongoing process where the thirst for knowledge needs to be saated by the
teacher who acts as a mentor and a facilitator.
In class 2 the students were able to idenfy 2-D and 3-D shapes and become capable of
tracing the outline. They are well aware of flat and curved surfaces and are also competent
to use the scale for drawing lines. They are able to read as well as write numbers up to the
place of hundreds. They have acquired the vocabulary of groups, hundreds, tens and ones.
Now, in Class 3, we need to take a step further and enhance their learning abilies and
add on new concepts. The first Unit of Mathemacs will enable the students to describe
and draw various 2-D and 3-D shapes and idenfy corners, edges, faces and diagonals.
To boost their imaginave skills the elevaon and side views of simple objects will be
discussed. Creang shapes using tangram pieces will give vent to their creavity. The topics
like ling and tessellaon will be a perfect tool for sharpening the arsc skills of the young
minds, where in they will be able to decipher the shapes that will le and the ones that
won’t through hands on acvies. Following instrucons is another way through which the
students are able to read the maps. They will be proficient enough to be able to add to the
place of thousands to their vocabulary and read as well as write 4 digit numbers.
Teachers’ Notes
“Quest For More” is the need of today’s inquisive minds. The students of this age group
have to be encouraged to reflect on their own learning and to pursue imaginave acvies
and quesons. We want the students to be able to ‘hold’ an image in their mind, and
transform and manipulate it mentally. This ability will be developed through the use of
concrete materials, technology and a variety of visual representaons. They must first be
able to maneuver real world objects, idenfy them and change properes.
Gone are the days when the teacher used to teach with only paper and pen as a tool.
There has been a paradigm shi in teaching strategies and tools. Keeping in mind the
need of the hour the lesson caters to the holisc development of a child which is to be
achieved through the following acvies and tools.
Visual Aids
Group work.
Organising knowledge
Arranging shapes to create the desired paerns
Colouring acvies
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Enhancing imaginaon and applicaon
Guided physical acvies
Story narraon and poem recitaon
Creang riddles
Making composions using the side view of objects.
The above acvies cater to various mulple intelligence.
General Objectives
To understand the difference between 2-D and 3-D shapes.
To enhance their ability to read and write 4 digit numbers using place value.
To develop the vocabulary of the thousand, hundreds, tens and ones place.
To use mathemacal vocabulary to describe corners, sides, edges and diagonals.
To understand elevaon and side views of simple objects.
To observe the seven geometric shapes that make up a tangram in a variety of ways
that exhibit spaal relaonship.
To explore about ling and tessellaons.
To understand how to read maps.
To know about - Point, Ray, Line and Line segment.
To draw, label and represent the Point, Ray, Line and Line segment.
The above acvies successfully cater to various mulple intelligence.
Specific Objectives
To relate 2-D shapes and 3 –D solids to their drawings.
To idenfy shapes from pictures in different posions and orientaons.
To use a place value chart to explain the place of thousand, hundreds, tens and ones.
To observe the visual characteriscs of different shapes of a tangram.
To combine different shapes to create new shapes.
To give vent to creavity to create abstract shapes and objects.
To know about tessellaons and disnguish between shapes that le and those that
do not.
To read simple maps using direcons.
To help them recognise - Point, Ray, Line and Line segment
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Topic: (a) 2 D and 3D Shape D
Duration: 3 Hours,
30 Minutes

Incorporated
Observaon On Your Toes: Observe flash cards. Logical thinking / Spaal /

and count the number of sides of a figure Interpersonal
and jump.
Idenficaon
Our Fir Cone: Observe the cutout of
the sharpened end of the pencil.
Roll The Ball: Observe the ball to study
its surface, edges and verces.
Conceptual Organise Your Knowledge: Menon Logical / Kinessthec /

Learning the number of edges, number of faces Interpersonal
and number of verces in the graphic
organiser.
Learning By Fiddle And Discover: Create a box with Logical / Kinesthec /

Doing only square shapes and a box with Interpersonal / Spaal /
three different pairs of rectangles. Linguisc
Applicaon It’s Your Turn: Create your own Logical / Kinesthec /

riddles Interpersonal / Spaal /
Linguisc
Compare the cube and cuboid.
Relate real life objects both 2 D and 3 D
shape in space.
Learning The students will develop the ability to

Outcomes Use mathemacal vocabulary to describe corners, sides, edges
and diagonals.
Understand the concept of elevaon and side views of simple
objects.
Understand the difference between 2 D and 3 Dshapes.
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Topic: (b) Creating Shapes Duration: 3 Hours

using Tangram Pieces

Incorporated
Observaon Let’s Explore: Distribute tangram Logical thinking / Spaal /

and pieces to the students for a hands on Interpersonal
Idenficaon experiences of creang shapes of their
choice.
Do You Know: Show large cut outs of

the pieces of a tangram to make the
students recall the shapes of triangles
and squares. Introduce parallelograms.
Conceptual Making Rules: Show the figures made Logical / Kinesthec /

Learning from tangram pieces so that the rules Interpersonal / Spaal
for using them may be laid.
Learning By Creang Shapes: Make groups of Logical / Kinesthec /

Doing children to create the desired shapes Interpersonal / Spaal /
– square, parallelogram, triangle and Linguisc
rectangle.
Applicaon Back to Square: Students to Logical / Kinesthec /

reconstruct the square from which the Interpersonal / Spaal
7 pieces of tangram were cut.
Learning The students will develop the ability to :

Outcomes Observe the visual characteriscs of various geometric shapes
that make up a tangram in a variety of ways that exhibit spaal
relaonships.
Combine the pieces of tangram to form new shapes and objects
of their choice giving vent to their creavity.
Create the desired shapes and objects from the seven pieces of
tangram.
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Myself...
Topic: (c) Tiling and Tessellations Duration: 2 Hours

using a given shape

Incorporated
Observaon Let’s Observe Combinaons: Show Logical thinking / Spaal /

and pictures from daily life where Interpersonal
Idenficaon tesseillaons occur so that the students
copy and idenfy what TESSELLATION
is.
Learning By Creang Paerns: Colorimetry. Logical / Kinesthec /
Doing Give cutouts of triangles, hexagons, Interpersonal / Spaal /
squares and rectangles to the students Linguisc
to make difference paerns and to get
an idea of tessellaons.
Applicaon Making Floor Paerns: Give grid sheets Logical / Kinesthec /

of triangles, squares and hexagons to Interpersonal / Spaal /
the students to form their own floor Linguisc
paerns as per the sample designs
shown to them.
My World of Colours: Give grid sheets

for semi regular tessellaons to
students to make their own paerns
aer the sample designs showing.

Outcomes Use various shapes creavely to form beauful paerns thereby
understanding the concept of ling and tessellaons.
Understand regular and semi regular tessellaons and form
paerns on their own.
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Myself...
Topic: (d) Reading Simple Maps Duration: 1 Hour,
using Directions 30 Minutes

Incorporated
Logical and Let’s Play: Give simple instrucons to Logical / Spaal /

Mental the students to move to various sides. Interpersonal
Ability Make them clap with every step so that
they are able to follow the instrucon
and co-ordinate every move with a
clap.
Learning By Let’s Follow Instrucons: Ask the Logical / Kinesthec /

Doing children to follow specific instrucons Interpersonal / Spaal /
to understand the usage and Linguisc
significance of direcon.
Applicaon Let’s Reach School: Give the acvity Logical / Spaal /

sheet to the students to apply their Interpersonal
skills by trying to trace the path by
following simple instrucons and
hence be able to create a map.

Outcomes Understand the ulity of a map and apply it in their life.
Corelate the concept of direcon in their daily life.
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Myself...
Topic: (e) Identification of Point Line, Duration: 1 Hour
Line Segment and a Ray 30 Minutes

Incorporated
Observaon Where do the points lie? Logical thinking

and
Show the pictures of square, triangle
Idenficaon and rectangle. Make the students
observe them and idenfy the points.
Conceptual Let’s join and measure: Make the Logical / Kinesthec /

Learning students join two points to understand Spaal / Linguisc
the concept of line segment.
Ray of light: Divide the line into

two parts so that the students can
understand the concept of rays.
Learning by Let’s form a line: Ask the students to Logical / Kinesthec /

Doing draw as many points on the line as they Interpersonal / Spaal /
can so that they decipher that infinite Linguisc
points lie on the line and these infinite
points together form a line.

Outcomes Idenfy the points, line, line segment and a ray.
Draw , measure and represent point, line, line segment and a
ray correctly.
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Myself...
Topic: (f) Digit Number Duration: 1 Hours, 30 Minutes

Incorporated
Observaon Move A Step Further: Arrange tooth Logical thinking / Spaal /

and picks and make bundles to derive the Interpersonal
Idenficaon relaon amongst ones, tens, hundreds
and thousands.
Learning by Create Your Own Abacus: Make an Logical / Kinesthec /

Doing abacus and show numerals on it by Interpersonal / Spaal /
pung an appropriate number of Linguisc
beads.
Applicaon Search For Your Partner: Look for the Logical / Kinesthec /
partners by matching number names Interpersonal / Spaal
and numeral slips.

Outcomes Enhance the ability to read and write 4 digit numbers using
place value.
Develop the vocabulary of thousand, hundreds, tens and ones.
Use the place value chart to explain the concept of thousand,
hundreds, tens and ones.
Material Required
Flash cards, 6 equal cutouts in a square shape,drawing sheets, fevicol, cello tape, 3 pairs
of rectangles of different measurement, lead pencil, 30 coins, a ball, 3 dimensional
objects, bag, box of a cuboid shape, a cube, cuboid, cylinder, cone, sphere, Tangram
puzzles, A4 sized sheet and scissors. Various pictures of shapes made by using tangram
pieces, 7 pieces of tangrams(large cutouts), tangram puzzles 1 for each child, pictures of
a honey comb, wall of bricks, floor les, Small cut outs of hexagons, triangles, squares,
rectangles, pentagons, heptagons and octagons made up of plasc, coloured paper, cra
foam or any other material, Grid sheets of triangles, squares and hexagons and semi
20
Myself...
regular tessellaons, squares, coloured sheets, a scale, pencils, straws, a solid cuboid,
beads, glue, markers, Slips with numerals wrien on them and slips with number names
wrien on them.
Trandisciplinary Activities
Visual Arts My World Of Colours:- Give grid sheets for semi regular
tessellaons to make their own paerns based on the sample
designs shown to them.
Physical Educaon On Your Toes: Observe the flash cards, count the number of
sides of the figure and jump.
Let’s Play: Give simple instrucons to the students to move

on various sides. Make them clap with every step so that they
are able to follow the instrucon and co-ordinate every move
with a clap. Ask the children to follow specific instrucons to
understand the usage and significance of direcons.
Search For Your Partner: Look for partners by matching

number names and numeral slips.
Critical Thinking
Visualise the side views of simple objects.
Create riddles on different aspects of 3-D and 2-D shapes and apply skills to solve
them.
Creang abstract shapes is easy and simple but to create shapes like squares,
triangles, rectangles and parallelograms requires a lot of crical thinking in arranging
the 7 pieces of tangram correctly.
Design a cuboid box into an arcle.
Life Skills
Appreciate, understand and relate shapes to day to day life.
Idenfying tessellaons in real life and creang paerns of their own through ling
by observing the sample paerns shown to them.
Working in groups helps the students to improve their interpersonal skills.
Acvies like Let’s Play and Let’s Follow Instrucons in Lesson Plan D make the
students understand the importance of coordinaon and following instrucons in
life.
21
Myself...
General Science
Introduction
In Class–II the learner was made familiar with the different stages of growth, their general
capabilies and the funconing of their main internal and external organs. Taking forth
this understanding the learner in Class III would explore their immediate surroundings
and will learn to make simple predicons and differenate between living and non-living
things. The learner will be involved in various acvies to differenate between plants
and animals. The learner would idenfy the different states of maer using their sense
organs. Thus they would be able to appreciate the funconing of their sense organs to
explore the world around.
Teachers’ Notes
Students of Class III have entered the stage where they are inquisive about themselves
and their surroundings. This Unit on ‘Myself’ is designed to give a beauful experience to
the learners and help them develop of a scienfic temperament.
The learner of this age (8-9 years) has to be involved in observaon, play, thinking and
many more open ended acvies. This can be done through-
Exploring the immediate world of the child, using various themes to set the context.
Visits, trips, nature walks.
Gardening.
Cooking.
Caring for pets.
Playing with the things in and around the school.
Vocabulary building based on experience.
Use of pictures, storytelling, music and songs and role-play.
To take care of these objecves of imparng science educaon at the primary level, the
acvies of this unit have been designed. The acvity on making predicons will help
the learner to build the scienfic aptude of observaon and conclusion. Acvies on
observing living and non living things and the different states of maer would inculcate
the scienfic principle of observaon and classificaon.
General Objectives
To develop inquisiveness about the environment around.
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Myself...
To develop an understanding of the characteriscs of living and non living things.
To observe and understand the behaviour of plants and animals.
To idenfy the characteriscs that makes plants different from animals.
To recognise that there are different type of plants and animals in the local
environment.
To observe and understand the three states of maer i.e. solids, liquids and gas.
To understand the role of the sense organs.
Specific Objectives
To enable students to predict and draw conclusions from the given situaons by performing
a crical and logical analysis
To idenfy the living things from non living objects and demarcate the difference
between living and non living things.
To observe and understand the differences between plants and animals.
To define maer and idenfy its three states.
To idenfy the characteriscs of solids and liquids and feel the presence of gas.
To recognise and understand the role of sense organs.
23
Myself...
Topic: (a) Prediction In Daily Life

T Duration: 3 Hours

Incorporated
Observaon EXPERIMENT : Who is stronger? Logical / Intrapersonal /

kinesthec
To observe wet paper
and a wet wooden block.

Conceptual Story me: Linguisc / Kinesthec /
Learning Interpersonal
A Cricket Match
PowerPoint Presentaon on
making predicons on the various
situaons given.
Learning Write predicons on the weather Kinesthec / Logical /
by Doing condions aer seeing the PowerPoint Spaal / Interpersonal /
Presentaon. Linguisc
Students would first predict the
change in strength of paper and
the wooden block and then test
their hypothesis.
Appicaon PowerPoint Presentaon: Kinesthec / Logical /
Weather Predicons –What Spaal / Interpersonal/
Would We Do? Linguisc / Intrapersonal.
To draw conclusions from the
given situaons.
Experiment:
What is stronger? Observe a wet paper

and wet wooden block.
Review work sheets to be
completed by students.
Learning The students will be able to predict the outcome of the given
Outcomes situaons.
24
Myself...
Topic: (b) Difference between Living
T Duration:
D 4 Hours
and Non-Living thing

Incorporated
Observaon EXPERIMENT : Logical / Intrapersonal /
kinesthec
Am I Living? : Enclosing
One iron nail and one cockroach in two

different jars. OR
Observing a toy bird and a real bird

kept in two different cages.
Conceptual PowerPoint presentaon- Linguisc / Kinesthec /

Learning Characteriscs of living things. Interpersonal.
Learning Poem :We are living. Kinesthec/Logical/

by Doing Spaal/Interpersonal/
• Write the names of living and non
Linguisc
living things from the PowerPoint
Presentaon.
• Nature walk.
Appicaon PowerPoint Presentaon Logical / Kinesthec

/ Interpersonal /
Draw pictures of various living and non
Intrapersonal / Spaal /
living things.
Linguisc.
Experiment—Am I Living ?
Learning The student will be able to recognise, idenfy and disnguish

Outcomes between living and non-living things.
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Myself...
Topic: (c) To Understand the difference Duration: 3 Hours
between Plants and Animals

Incorporated
Observaon EXPERIMENT: Look at me : Logical / Kinesthec /

Interpersonal
Enclosing one plant and one caterpillar
in two different jars.
Conceptual PowerPoint Presentaon on pictures Logical thinking

Learning different types of animals and plants.
Learning Write the answer of quesons, asked Logical / Kinesthec

by doing in the PowerPoint Presentaon. / Interpersonal /
Linguisc
Appicaon PowerPoint Presentaon on pictures Logical / Kinesthec

of plants and animals showing their / Interpersonal /
behaviour. Intrapersonal / Spaal /
Linguisc
Experiment: Look at me…..
Poem- Plant and Animals
Learning The student will be able to understand the behaviour of plants and
Outcomes animals and disnguish between them.
26
Myself...
Topic: (d) Understand the States of D
Duration: 4 Hours
Matter with the help of
Sense Organs

Incorporated
Conceptual PowerPoint Presentaon on States of Logical thinking

Learning Maer.
A video on maer
Observaon Game (in different groups) Logical / Kinesthec /

Interpersonal
This is me!
(groups : solid, liquid, gas)
Learning See, smell, touch and taste the things Logical / Kinesthec
by doing given and write your observaons / Interpersonal /
Linguisc
Appicaon PowerPoint presentaon— Logical / Kinesthec

/ Interpersonal /
Different States of Maer
Game- This is me! Linguisc.
Poem- Oh, dear what can this maer

be…..
Learning The students will be able to :

Outcomes Explain maer
Tell the states of maer.
Idenfy the role of sense organs
Importance of sense organs
27
Myself...
Material Required
PowerPoint Presentaon or pictures of different climac condions, A4 sheets, a
wooden block, PowerPoint Presentaon, quiz on living and non living things, two jars,
a cockroach, an iron nail, PowerPoint Presentaon or different pictures of plants and
animals, two jars, a caterpillar/ant/grasshopper, a small plant, a toy bird and a real bird in
two different cages, PowerPoint Presentaon on different states of maer, chocolates,
any juice, toffees and incense scks.
Transdisciplinary Activity
Visual Arts Draw a landscape showing living and non-living things.
Make a picture of an animal using plant parts.
Performing Arts Recognise and classify the objects into living and non-living
things.
Playing the Game ‘Who is the best’ or any other game relevant
to the topic.
Rhythmic recitaon of the poem:
We are living
Plants and animals
What can this maer be?
English Wring poetry, wring doing words.
Mathemacs Counng and comparing the outcomes.
ICT PowerPoint Presentaon, a Video.
Social Sciences Studying different Climac Condions.
Critical Thinking
To enhance crical thinking skills of the young learners by brainstorming quesons and
acvies have been incorporated in each lesson plan. The following acvies have been
designed to induct the learners to a higher order of thinking skills.
Acvity 1: Is a Seed a living thing?
Do living things have a specific appearance or are appearances decepve?
The students will be given certain things to observe and then asked to predict whether
28
Myself...
they are living or not. Things given can include bird’s feathers, a sharpener, pencil and
kidney bean seed. Their responses would be recorded.
TABLE 1:
OBJECT APPEARS LIVING APPEARS NON LIVING
1.
2.
3.
4.
They will be asked to judge whether any of the above menoned things are living or non-
living. This acvity inculcates the scienfic aptude of making a hypothesis.
The teacher should allow the students to make guesses and then ask them to design an
experiment so that we may test whether the guess is right or not. The following acvity
of crical thinking has been designed to test the hypothesis made by the students. The
teacher acts as a facilitator as the students brain storm to design the acvity.
The above Acvity is to be performed for Lesson Plan - b
Acvity 2: Am I a Living Thing?
Take 4 pots with soil and place bird’s feathers, a sharpener, pencil and kidney beans.
Cover them with soil and water them. Observe them on the third day.
OBJECT CHANGE/NO CHANGE REMARKS
1.
2.
3.
4.
From the above acvity the students will be able to crically evaluate the results and
finally come to the conclusion that seeds are living things though they appear to be non
living.
The above acvity tests the hypothesis made in Acvity 1 of Crical Thinking.
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Myself...
Acvity 3: Is Sand Liquid?
• The teacher allows the students to explore that all liquids can be poured from one
container to another and liquids take the shape of the container. Aer this the teacher
asks that though sand can be poured into a cup why is it not a liquid?
Some more quesons for Crical Thinking
• You can’t usually see gases in the air. How can you observe gases without seeing
them?
• Can you feel water in the air?
• Does air have mass?
The above acvity is to be performed for Lesson Plan - d : States of Maer
ACTIVITY 4: Guess the state of water.
Ice Water Vapour
Take students to the Science Lab and show the above samples. Make demonstraons to
the class and ask students what should we call water-solid, liquid or gas? Make groups
and ask them to idenfy the state blindfolded using other sense organs as touch, taste
and smell.
Life Skills/SEWA
Through the experiments the students monitor the changes under controlled condions
and are able to assess the outcomes.
The acvies and quesons under crical thinking would help the students to think
out of the box.
Working in groups brings out the quality of team work for example:
Singing and dancing together on the maer song;
Working in groups to make predicons about the outcomes of the acvies.
Students learn to respect other’s views as they wait for others to finish their experiment
and listen to other’s point of view in the class.
Care for pets and living things.
30
Myself...
Acvity – Living Things Need Care!
Observe a toy bird and a real bird in a Cage.
Students would observe a toy and real bird and write their observaons in the following
table aer observing the acvies of the two birds for some me ( if the School has the
provision of a pet club students may be allowed to keep the pet for a day) –
Ate Food Drank Water Moved around Responds to movements

outside the cage.
Toy
Bird
Real
Bird
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Myself...
Social Studies
Introduction
The students are already aware of the basic concepts about living and non-living things
which have been dealt with in class II. In class III this concept would be further enhanced
by taking forth the topic in depth. The students would realise that living things have sense
organs which are of great significance and they would further appreciate the fact that
sense organs are of great importance and it is very essenal to take care of each one
of them. The children will be exposed to the idea that any form of disability can be
transformed into an ability. They would be updated about the Braille system which is the
medium of instrucon for the visually impaired.
Teachers’ Notes
The essence of childhood development at the Primary level is to become observant and
develop the ability to correlate to their surroundings/environment, being judgmental,
and arrive at conclusions. The objecve of teaching Social Science is to create and to
develop aptude and an atude, to create awareness about socio-polical-cultural and
environmental issues at the global level. The Unit on “Myself” deals with similaries and
differences between living and non- living things, taking care of sense organs, dealing with
the ear and eye problems, developing sensivity towards hearing and visually impaired.
To induce curiosity, power of self expression and total involvement in hands on acvies,
these lesson plans have been designed with open ended quesons, presentaons and life
skill situaons to make a child a “life long learner.”
To assist the facilitator, Unit-one “MYSELF” is equipped with Audio Visual aids , resource
material, visits ,trips and nature walks to cater to the different needs of the students so
that “no student is le behind”. Further emphasis is given to different groups of learners
like (Audio learners, Visual learner, Kinesthec learners) to keep them connuously
movated. The unit is supported with worksheets to reinforce the different concepts
taken up in the lesson plans. At the end of each of the lesson plan, the rubrics have been
designed to help the facilitator to assess for herself that learning has taken place during
the teaching of the enre unit.
General Objectives
To be able to idenfy living and non living things
To be able to comprehend that there are living and non living things all around us.
To be able to realise the significance of living and non living things
To be able to idenfy different sense organs in the body and realise the importance of
each sense organ.
32
Myself...
To establish the importance of one’s own and others sense organs and learning to
protect and care them.
Specific Objectives
To be able to differenate between living and non living things.
To be able to emphasise the significance of both living and non living things in this
world.
To be able to specify the characteriscs of living and non living things.
To be able to epitomize the importance of each sense organ in our daily needs.
To be able to realise the importance of taking care of each sense organ.
To sensize the children towards the people who are physically impaired and be able
to understand that certain support systems have been developed to take care of
their needs.
33
Myself...
Topic: (a) Living and Non-Living Duration: 5 Hours
Things

Incorporated
Conceptual Nature walk / Picture glossary Logical / Spaal

Learning / Kinesthec /
Find your way and run
Interpersonal /
(To idenfy and classify the living and Intrapersonal / Linguisc
non-living things)
Observaon Nature walk Logical / Spaal

/ Kinesthec /
A visit to a Natural History
Interpersonal /
Museum.
Intrapersonal / Linguisc
(Can categorise the living and non-
living things around them on the basis
of their characteriscs)
Learning Plant a sapling / Making a mask Logical / Spaal

by doing (Children come to know about / Kinesthec /
the special characteriscs of living Interpersonal /
things like – they breathe, move, Intrapersonal / Linguisc
eat, reproduce, communicate
and grow etc.)
Applicaon Tearing and Pasng; (Idenfying the Logical / Spaal /

non-living objects from the living Kinesthec / Interpersonal
ones. / Intrapersonal / Linguisc

Outcomes Recognise and understand the significant characteriscs of
living and non living things.
Idenfy living and non living things.
Differenate and categorise living and non living objects into
two different heads.
34
Myself...
Topic: (b) Care of our Sense Duration: 4 Hours
Organs

Incorporated
Conceptual Visit to a dream world/ My rule Logical/ Spaal/

Learning book(Idenfying the use of their Kinesthec/
sense organs) Interpersonal/
Intrapersonal/ Linguisc
Logical Senseless Me (Knowing the Logical/ Spaal/

importance of each sense organ) Kinesthec/
Interpersonal/
Learning Here comes the doctor / Night Logical/ Spaal/

by Doing Watch ( understanding specialised Kinesthec/
doctors related to sense organs Interpersonal/
are different. Intrapersonal/ Linguisc
Applicaon Sensory Staons (Use body parts Logical/ Spaal/

associated with sense organs) Kinesthec/Interpersonal/

Outcomes Idenfy the sense organs.
Realise the importance of each sense organ and take care of it
properly.
35
Myself...
Topic: (c) Eye and Ear Duration: 4 Hours
Disorders/Braille

Incorporated
Conceptual Know Yourself (children relate Logical/ Spaal/

Learning themselves to others - how to Kinesthec/
overcome a parcular disability) Interpersonal/
Observaon Night watch Logical/ Spaal/

Kinesthec/
Visit to a Blind School / School for
Interpersonal/
deaf and Dumb / Special Learning
Centres.
Learning Poster Time Logical/ Spaal/

by doing Kinesthec/
Protect your ears-bookmarks.
Interpersonal/
(encourage students to follow safety
measures for eyes and ears)
Applicaon My Braille message for my friends Logical/ Spaal/

(understands the relevance of Kinesthec/Interpersonal/
Braille for the blind people) Intrapersonal/ Linguisc
Visit to a Blind School / School
for Deaf and Dumb / Special
Learning Centres.

Outcomes Develop values in growing sensivity towards the physically
disabled.
Create facilies and strategies to help the hearing and the
visually impaired and acquire knowledge about the Braille
system.
Appreciate one’s abilies and in case of need be able to change
disability to ability.
36
Myself...
Material Required
A pre drawn scenery on an A4 size paper, coloured glaced papers, glue. Chart paper,
pencil, colours, scissor, a doll , a small pot, sapling, mud and water, paper plates, coon,
colours, gum, scissor, colour pens, paper strips. paper, colours and some decorave items.
old magazines, books and newspapers, charts, glue, scissors. bells, drums, whistles, pulses-
filled containers, spoons to tap, sandpaper, play dough, clay, ice, finger paint, microscope,
magnifying glass, colored water, 3-d poster, vanilla essence, perfume, chocolates, spices
medical instruments (e.g. Stethoscope etc.), Doctor’s Dress, name plates of Doctors,
wring note book, pen. (all supplies will be provided by the teacher magazines, glue/
paste, children's scissors, posterboard) booklet or a note book can be used for wring
their own instrucons. diary and pencil. book or informaon from internet, diary and
pencil. chart paper, pencils, colours, eraser, scale. The English Braille Alphabet (A to Z). A4
size drawing sheet, pens. catridge sheet.
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Myself...
Visual Art Mask making
Tearing and pasng
Hand and finger prinng
Picture Glossary
Let’s make sense
Poster making on “Ear and Eye care”.
Take an A3 size colour pastel sheet.

Use pictures / drawings to put forth your
message.
Write an interesng slogan. Be neat.
Physical Educaon Find your way and run
Sensory Staons
Senseless Me
Touch and Feel
Divide the class into 2 groups.
Take a big wooden box and put 15-20 objects
of different textures and sizes into it.
Blind fold one child from each group alternately.
Ask the blind folded child to feel and recognise
the object and idenfy any one object from the
box.
The group that idenfies the maximum numbers
of objects will be declared as the winning team.
Performing Arts Here come the doctors

Acvity Five Sense Organs Song
(This is assisted by Audio Visual Aids)
Children will listen to a song and dance and hence display
their respecve sense organs.
(All these acvies have been explained in the lesson plan.)
38
Myself...
Critical Thinking
C
Any acvity which would iniate a thinking process in a child would be considered as a
crical thinking acvity. The teacher may design a similar acvity on the lines of “Susan
is my best friend” where she triggers the imaginaon of a child by making him/her think
about the comparave analysis of living and non living things. Another acvity related to
sense organs which is designed is called “ Senseless Me ??? “This will be considered as a
crical thinking acvity where the child is forced to think how to lead their life with one
non funconal sense organ. Further the children will analyse and be made to realise and
appreciate the ways of overcoming a few disabilies.
Life Skills / SEWA

To develop the atude of recognising the socio - emoonal aspects of living things and
realising that non living things do not need these moments of realisaon.
To comprehend the significance and ulity of sense organs and be able to correlate the
fact that they need to be taken care for the best benefits throughout once life.
The skill developed through this acvity is that the cung of trees to prepare different
arcle from wood, like pencil, paper, ssue paper etc. should be reduced to the
minimum.
To sensize the children towards people who are physically impaired and appreciate the
support system created for them.
39
Myself...
Performing Arts
General Objectives
To appreciate music and dance.
To use music and dance as a means of personal expression.
To idenfy the rhythm of a simple song and sing accordingly.
Specific Objectives
To idenfy simple rhythmic paern in a song.
To respond with movements to a variety of musical moods.
To integrate the components of rhythm, music and movement.
Topic: (a) Musical Notation and Duration: Hours

its Values

Incorporated
Aesthec Understand notes and their

corresponding values.
Comprehend and pracce first
five notes on Staff.
Bars and measures, to know the
natural accents of music
Idenfy me signature to know
the number of beats coming in a
bar.
Rudiments of Indian classical
music to have a basic
understanding of it.
Learn and sing together Raga
Yaman.
Learn basic dance steps to dance
with music.
40
Myself...
Learning Play the rhythm game (clapping Logical / Spaal
by Doing notes according to its correct / Kinesthec /
-me) in groups on a simple Interpersonal /
me. Intrapersonal / Linguisc
Write and learn basic definion
of Indian classical music.
Singing Raga Yaman
Perform basic steps of the rhythm
game in groups.
(Some steps or movements on the

given rhythm)
Applicaon Make a rhythm of a song and clap

with it in sync.
Convert rhythm into a song and
sing it.
Make notes and chords of the
song and play it.
Explain definions of Indian
classical music and ask quesons
about it. .
Learn steps that go with the tune
and dance with it.
Create various dance formaons
that can make learning more
interesng.

Outcomes Understand how notes make a rhythm.
Differenate between Indian Classical and Western Classical
notes.
Comprehend how rhythm turns into song and music.
Learn dance steps and enjoy music while dancing with it.
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Material Required
Musical instruments music system to record and play back songs.
Trandisciplinary Activities
Visual Arts Make illustraons using notes, heads which are oval in shape,
bar lines which are vercal and staff lines which are straight
etc.
Physical Educaon Perform physical exercise with music.
Critical Thinking
Understand Inter dependence between music and nature.
Idenfy scinllang music found in nature.
Example- whispering pines, singing birds, water falls, etc.
Linking music with one’s own self which can control our emoons and feelings.
Example-Hearing music while feeling lonely and sad can give comfort.
Music from within –Songs comes from our heart when we feel so happy.
Life Skills/SEWA
Share informaon based on the fact that music is deeply related to the emoons and
feelings of our lives. Meditate while music is played as a medium to connect our hearts
in accord.
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Visual Arts
Introduction
This unit will help students understand the elements of art namely line, shape and colour.
They will apply them in their drawing and link this knowledge with mathemacal principles
as well as the surrounding environment.
Teachers’ Notes
The acvies designed in this Unit will develop visual spaal, logical mathemacal abilies
in the students. There will be cross curricular integraon with Maths and General Sciences
in the acvies using tessellaons, tangrams and symmetry. They need to be introduced
using brainstorming, demonstraon, discussion and audio/video aids. The experiences
have to be hands on and interacve.
General Objectives
To develop creave and aesthec sensibilies that perceive and respond to works of
art, nature and events.
To inculcate intellectual abilies that make cross curricular connecons using the
medium of art.
To recognise and analyse art from various cultures and styles.
To encourage students to recognise their own ideas, values and beliefs and communicate
them through visual arts.
To explore new techniques and processes using a variety of materials.
Specific Objectives
To understand the theorecal and praccal aspects of the elements of art namely,
line, shape and colour.
To think in terms of shapes.
To use shapes to create repeve paerns/tessellaons.
To use shapes to create idenfiable forms.
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Topic: (a) Name Plate Duration: 45 Minutes

Incorporated
Drawing Nameplate: Wring their name in a Linguisc / Spaal /

decorave style on the first page of Natural / Logical &
their book Mathemacal
Learning Outcomes
At the end of this lesson, students will develop the ability to write their name in typography
using it as an element of design.
Material Required
Construcon paper, cartridge paper, oil pastels, etc.
General Science Living and Non-Living Things:
Assembling shapes to create an idenfiable form- Divide
the class into 4 groups. Provide the shapes of the tangram.
Direct two groups to make living things out of the pieces.
The eother two groups will make non-living things. Refer to
Unit 1 Annexure 1 to give them some examples of tangram
assembly. Assemble the puzzle pieces to create a form. Trace
out the forms assembled onto their drawing sheet. Outline
the pieces using sketch pens and then colour the living/non-
living things appropriately. You can be creave; example- if
they have drawn a ger, colour it to make it look like one.
Critical Thinking
In which country did the Tangram puzzle originate?
Life Skills/SEWA
Respecng team members’ ideas and suggesons.
Could visit street children and share their Tangram puzzles with them.
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Topic: (b) Primary and
T Duration: 1 Hour
Secondary Colours 30 minutes

Incorporated
Idenfying Creang paerns using geometric Linguisc / Spaal /

Primary and shapes and colouring them using Logical / Mathemacal, /
Secondary primary and secondary colours Kinesthec
Colours
LLearning Outcomes
The students will develop the ability to :
Understand the properes of primary and secondary colours
Use primary and secondary colours in design
Use shapes to create repevepaerns/tessellaons
Material Required
Colour chart, computer, internet, poster colours, brushes and bowls.
Mathemacs Symmetrical Rangoli designs using shapes
Critical Thinking
Who was the first person to design the colour wheel?
Life Skills/SEWA
Using materials with care and purpose.
Taking care of materials: pung things back in their place.
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Topic: (c) Figure Drawing
T Duration: 45 Minutes

Incorporated
Drawing Drawing a human figure to understand Linguisc / Spaal

proporon. / Natural / Logical
/ Mathemacal
/ kinesthec /
Interpersonal
LLearning Outcomes The students will develop the ability to

draw a human figure with a rudimentary
understanding of proporon.
Material Required
Cartridge paper, scissors, glue, oil pastels, paints, origami/glazed paper, wool.
Mathematics Symmetry: Making strings of paper dolls is a good way to
pracce drawing the human body and also learn how to cut
repeve symmetrical shapes. The paper dolls in the string
can be personalised by the students as their portraits and can
become so board decoraons. Refer to Unit 1 Annexure 2
for the acvity details.
Critical Thinking
What are the similaries and differences between the proporons of the human body
and animals like a dog, chimpanzee or a giraffe?
Life Skills/SEWA
Team work, sharing dues while working in a group.
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Physical Education
Introduction
The lesson helps learner to understand the skills involved to prevent a ball from
rebounding away.
Teachers’ Notes
Physical Educaon is an integral part of the curriculum at school level which includes
training, care of the human body and maintaining physical fitness. Physical educaon is
also about sharpening the overall cognive abilies and motor skills via athlecs, exercise
and various other physical acvies.
The lesson has been planned in such a way that it provides the students with an
environment through the acquision of knowledge and skills and atudes that will help
them transfer to a healthy lifestyle.
Students learn to kick a staonary ball with the dominant foot and learn to dribble a ball
with the feet in the proper form. At the compleon of the lesson they will demonstrate
striking skills, to trap a propelled ball with the foot and also acquire the ability to
demonstrate a ground pass.
General Objectives
To develop physical fitness in order to lead a happy, vigorous and abundant life.
To develop the right atude towards and physical acvies in general.
To develop amongst the individuals a posive atudes towards play and physical
acvi¬es and culvate recreaonal hobbies.
To display good sportsmanship during play.
Specific Objectives
To demonstrate how to pass and shoot.
To understand the running strategies to successfully move the ball forward.
To demonstrate the proper dribbling technique.
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Topic: (a) Kicking and Trapping Duration: 3 Hours

Incorporated
Learning Triangle Passing Spaal

by Doing Kick and Score Interpersonal
LLearning Outcomes
Parcipate in enjoyable, challenging acvies.
Sustain connuous movement for an extended period.
Parcipate, appreciate, enjoy movements and cooperate with a partner.
Material Required
4 cones (for boundaries), 1 whistle and stopwatch (oponal).
Mathemacs (Before class, discuss the characteriscs of triangles.
Show pictures of different types of triangles, and have
students idenfy some of those triangles within the school
environment.)
If we added another person (or point) to a triangle, what
different shapes could it form? (e.g., square, rectangle,
diamond)
Life Skills/SEWA
Respond immediately if a student is kicking the ball too hard and/or not waing unl the
middle person is ready.
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Lesson Plans
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English
Lesson Plan – a
Topic: Nouns
Duraon: 5 hrs
Brief Descripon: This lesson involves the recapitulaon of common and proper nouns
and introducon of collecve nouns through live examples.
Learning Objectives
As a result of this lesson, the student will be able to :
Idenfy nouns in a composion.
Understand the concept of collecve nouns.
Material Required
A bucket of leer blocks, chart paper, old newspaper/magazines, noun picture cards.
Teacher Activity
Review nouns by asking the students to brainstorm some nouns and write them under
the following headings Person, Place, or Thing on the board.
Naming Blocks
Bring a bucket of leer blocks. Give each student an opportunity to draw one leer of
the alphabet from the bucket. Help them use each leer of the alphabet and brainstorm
a list of nouns that begin with that leer. Make the acvity more challenging by adding a
me limit.
The student who calls out the maximum number of nouns wins the game.
Name Poster
Pair up students and have each one of them make/draw a name poster for the other-
wring the proper name in an uppercase leer, and decorate with things/colours
that the other person likes. Add details about the person by menoning a few special
characteriscs which you like about him/her and highlight all the nouns menoned in the
wrien presentaon.
This acvity will foster a posive interacve me and enhance learning abilies.
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Linking Nouns
Encourage students to write or say a number of nouns in different categories in a given

me duraon.
Example(Categories)-
Ten children in the class;
Names of ten types of birds;
Ten people in my neighbourhood.
(Find out if the students begin a proper noun with a capital leer or not.)
Aer taking up all the acvies, explain that the nouns have different numbers. Ask the
students to give examples of the singular and their corresponding plural nouns. Apprise
them about the special name (collecve nouns) given to a group of similar things or
persons. Encourage the students to parcipate in the discussion by observing and analysing
a collecon of things /persons in their immediate surroundings.
Example
A collecon of people staying together with common interests and purposes: family,
A collecon of keys: bunch,
A collecon of flowers: bouquet,
A collecon of students: class.
We are Together
Distribute to the class different noun picture cards ensuring that each student gets at least
4 pictures each. Ask them to open one card from their own pile of picture cards. Invite one
of the students to come ahead and name the card that has been opened.
Example
Bee- Students with the same card will form a group. In case no other student has the card
with a picture of a bee on it, they will be asked to open their second card then third card
and so on...... Assist the students to frame groups similar to the picture cards.
The teacher to make sure that there should be three to four noun cards with the same
pictures to frame valid groups.
Once the groups are formed, e.g. bees, elephants, dancers, pearls etc., ascertain that the
collecve nouns for these groups are swarms, herds, troupe and strings respecvely.
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Ask the students to follow the direcons as one member of the group has to come forward
if the singular name of a parcular group is called; two when it is plural and the whole
group when the collecon is called.
Student Activity
Autobiography Wring
Write about your own self in the form of an autobiography. Try to include the events
which have a special place in your life. Underline all kinds of nouns used while wring.
I am a Spy
Hide an object in the classroom. Challenge one another to discover the secret object by
suggesng either the beginning leer of its name or its funcon /use.
Roll a Noun
Make a sheet with 4 squares and write 4 in the first square, a 5 in the second one, the
third one is 6 and the last one a 7. Sit around the table and take turns at the rolling of a
dice. If number 4 rolls out write a noun with FOUR leers in the box numbered as 4, if the
number that rolls out is 5 write a noun with FIVE leers in the corresponding box and so
on. (If the student rolls a 1 or 2 give them the freedom to write a noun in the box of their
choice.)
Noun Hunt
Hunt for different kinds of nouns menoned in old newspapers or magazines. Cut and
paste them in the wring notebooks. Use these words to frame a story or paragraph.
Review
Read the passage and segregate the nouns into different categories like a common, proper
and collecve noun.
Paula’s baseball team, the Kings, was one goal short of winning the state finals last year.
It was difficult to bear the loss. When the new season came, they got excited all over
again. They were sure they could bring home the trophy this me. They pracsed very
hard for long hours. Their hard work paid off when the team won the finals. Paula scored
the winning goal! The team was delighted. They received a bouquet of flowers from the
crowd of people present to watch the match. A band of musicians present also dedicated
a song to them.
Assessment
The students will be assessed based on their response during various class acvies and
the understanding shown through the worksheets.
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English
Lesson Plan – b
Topic: Arcles
Duraon: 3 hours
Brief Descripon: The lesson emphasises that there are only three arcles in English: a,
an and the. Further these two kinds of arcles are divided into the indefinite ‘a’ and ‘an’
or definite ‘the’and also states the need to know when not to use an arcle.
Learning Objectives
Recognise arcles, how they modify both meaning and spelling and how they assist in
decoding long complex words.
Idenfy and use the arcles.
Produce grammacally correct sentences.
Material Required
Index cards with the arcles wrien on them, any story book, magazines, picture cards of
fesvals, a set of cards with rules of arcles, three pairs of idencal pictures with a few
missing links.
Teacher Activity
Introduce the lesson on arcles while reading a story or an essay. Aer reading, explain
the three forms of arcles, e.g arcles act as a kind of support to a word in a sentence and
can’t really stand on its own. This is why it aaches itself to a noun e.g a boy, an apple. It’s
a word that is like an addion to a sentence.
There are two kind of arcles definite and indefinite. ‘Definite’ has the sense of being
precise to the point and exact. And of course ‘indefinite’ is the opposite. An indefinite
period of me describes a length of me which is not exact, in other words one does not
know how long it’s going on for.
So we come to two arcles: the indefinite ‘a’ or ‘an’ and definite ‘the’. Now remember we
have the alternave ‘an’ when it is used before a vowel sound. . It isn’t necessarily always
before a vowel itself. But beware with words where the first leer isn’t pronounced like
‘honest’ ‘honour’ and ‘hour’. We have to say: an honest person, It’s an honour to meet
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you and we are an hour late.
Give students a situaon wherein they have to use arcles while speaking, e.g talk in pairs
about foreigners you know -
Do you know any foreigners?
Yes, I have an aunt who is Australian.
My cousin is married to a Japanese man.
I know only one foreigner – the American who works on the beach.... and so on.
Involve half the students in the class in the enactment of a play. Give the students a script
with the missing arcles. The rest of the class also has the script and can correct any
errors the actors make. Repeat for the other half of the class.
Scavenger Hunt
Organise a scavenger hunt or a race. For a scavenger hunt, give each group of students a
limited amount of me to find items in their backpack or in their desk that they can aach
an arcle to. Prepare index cards with the arcles wrien on them in advance. In a race,
give each student a handful of index cards with arcles wrien on them, and tell them to
find items in the room that they can aach the correct index card to.
Student Activity
Pairwork Picture Differences
Idenfy the differences in two pictures that are similar but not the same. Look at both the
pictures and find the differences and say it aloud, e.g “The cat is under the table” and the
other where “The cats are under the table” (there being more than one cat in the second
picture).
Word Combinaons Scrabble
Win more words by pung words next to each other that naturally go together, e.g. “an”
with “apple” and “the” with “teacher”, along with combinaons not connected to arcles
like “have” with “been” and “make” with “breakfast”.
Video True or False
Look at the video and observe the pictures. (e.g. “The cat bites the man” when there are
several cats on screen and so it should be “A cat bites the man”). Now write down the
correct sentence. The student with the maximum number of correct entries wins the
game.
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Picture Reading and Wring
Form a group of four and take a magazine e.g Naonal Geographic. Idenfy a picture and
show the picture to another group. They will write about the picture with the correct use
of the arcles e.g a polar bear, an ant hill etc and show it to the others. If the answer is
right, they get a point and the game connues.
Review
Assign a group of students to teach the class about each kind of arcle. (Teaching the
lesson in it self an effecve way to cement the lesson in the students’ minds). Observe the
students and add inputs whenever and wherever required.
Assessment
Write 5 sentences using the arcles ( the, a, an ) - ( 15 marks ) each sentence (3 marks).
(1 mark for grammar , 1 mark for spelling and correct vocabulary , 1 mark for the correct
meaning).
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
5. _______________________________________
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English
Lesson Plan – c
Topic: Jumbled up Sentences
Duraon: 3 hours
Brief Descripon: In this lesson students use common set standards to write a grammacally
correct sentence. The lesson helps to clarify the meaning of the varied sentence structures
and have the ability to perfect a jumbled up sentence to a perfectly formed one.
Learning Objectives
To comprehend the essenal parts of speech and elements of a sentence composion.
To learn strategies to record and develop grammacally accurate sentences through a
number of innovave learning strategies and skills.
Develop the ability to analyse some of the most common grammacal errors and learn
to avoid them.
Explain the process and present informaon, ensuring that the items are clearly
sequenced.
Understand the basic structure of the English sentence.
Material Required
Origami paper, A4 sheets in pastel colours, crayons scissors, white sheets to make
envelopes, a photocopy of a list of 50 for each student in the class.
Teacher Activity
Think of a sentence suitable for the level of the class you are teaching, e.g. Grade 3 level:
‘If it rains, we will stay at home.’
Write the jumbled up sentence on the board as shown below:
‘Stay home. it will at rains, we If‘
Divide the class into two teams and ask them to find pairs of words that could be placed
together in the sentence. For example ‘to+the’ could go together because they may be
found in that order, whereas ‘the+to’ is grammacally incorrect, similarly, ‘give+him’ is
correct and ‘him+give’ is not. Ask each team in turn to give different pairs of words that
go together. The first team to give seven correct pairs gets a chance to guess the enre
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sentence. If they are wrong, give the other team a chance. The raonale is that students
think about the possible combinaons of words before they guess the enre sentence.
Write more jumbled up words on the board and let the teams take turn to guess. The
team with the maximum points wins.
Begin in the Middle
Write the middle word of a sentence on the board, and then give the class the two words
that can go on either side of it in the sentence. The students’ task is to decide which word
is placed before and which is placed aer. If they choose correctly, write the words in
their places on either side, and then give them the next pair, followed by another, and so
on unl the sentence is complete.
Thus, if the original sentence was ‘Mary said she wished she had a big new red car’, start
with ‘had’, the first pair would be ‘she’ and ‘a’ and the second ‘big’ and ‘wished’. To make
it compeve, the team loses a point for each wrong decision. If they lose three points,
they have lost the game.
Make words
Give each student a photocopy of a list of 50 mixed words. Have students make sentences
with the words. Let them read aloud the sentences. Find out who made the shortest
sentence? Who made the longest sentence and again who made the most sentences?
Student Activity
Make a fan as follows: Take two pieces of A4 sheet paper and sck them together
lengthwise (i.e. for a landscape, not portrait). Fold the paper so that it has eight secons,
i.e. fold it in half, then in half again, then
in half again. Using the folds as guides,
make a fan, by folding alternate creases in
different direcons. Now, choose an eight
word sentence, and write one word in each
secon. Write the words from the top of the
fan, and let the boom fall to the ground,
the sentence can be read vercally, i.e. from
top to boom.
Show it to the other students, and let them

guess the enre sentence. Let the fan open
completely but close it again before everyone
gets a good look. Again, ask them what the sentence is. Students making their own fans
and pracsing on each other could be the next stage.
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Let’s Scramble
Observe the following sentences carefully. In each jumbled up sentence, there is one
extra word. First rearrange each set of words to form a sentence, adding any punctuaon
if necessary and then idenfy the extra word in each sentence.
Going/ tonight./ the/let/ not/ to/ I’m /cinema
forgot /do/ homework/us/ to/ I/ my
go/ morning/ I/ to/play/ school /every
many/ there/ interesng/together/ library/ are/ in/ books/ the
Can you make one last sentence with the extra words?
Review
Explain that the purpose of giving ‘jumbled up words in sentences’ to the students is
to achieve an improvement upon the structure of sentences. Aer the speaking session
comes to an end, help the students to create a well- structured paragraph with the help
of the given jumbled up sentences.
Assessment
The students will be assessed on their response in the wring sessions and their
understanding of the concept.
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English
Lesson Plan – d
Topic: Step by Step Wring
Duraon: 2 hours
Brief Descripon: This lesson involves knowledge about the basics of step by step wring
and enables the students to be creave and enjoy wring.
Learning Objectives
Know the basic steps for step by step wring.
Develop confidence about sharing and expressing personal experiences through
wring.
Use a wider range of vocabulary.
Material Required
Charts depicng the rules of the game, Flags for flag football, chart showing the steps
involved in step by step wring, chocolate brownies
Teacher Activity
Ask the students why they think wring is important. (Listen to the students and record
their answers on the board). Depending on what they say, make the point that everybody
needs good wring skills.
Movate them by saying that wring is a very important skill. Give them a situaon and
ask them what would happen if they needed to make a call but the telephone number
was wrien incorrectly or they were going to meet somebody at an unfamiliar place but
the address was not complete. Ineffecve wring skills can cause problems, but learning
to be an effecve writer can help avoid many problems.
My Visit to the Sports Room
Take the class to the sports room. Ask them to go through the displayed charts depicng the
rules to play a specific game. Help them to read the rules. Bring the students back to class.
Discuss the instrucons with the students and ask them to analyse the instrucons.
Create a football team with two teams consisng of 11 players each.
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Measure the football field.
Set up a clock or wristwatch to me the game.
Choose the players posions.
Start the game and kick the football to the other team.
Try flag football. It is just like regular football, but you wear flags hanging from your pants
or pockets.
Encourage them to share their interpretaon with one another. Iniate a discussion on
the sequenal paern of the rules given to play the game of football, i.e., step by step
wring. Call one of the students to read the rules aloud to the class followed by another
student reading them in a different sequence. Ask them what they comprehended when
the rules were read out in a jumbled up manner-Were the instrucons clear or not?
(The students will respond in the negave.)
Conclude the discussion by saying that step by step wring is important to convey clearly
what one wants to express through ones wring.
My Favourite Dish
Ask the students what their favourite dish is. Expect different responses from them. Tell
them to ask their mothers to give them the recipe of their favourite dishes and bring in
wring the right method to cook it.
Next day, collect all the recipes and go through them to see if they are wrien following
the correct sequence or not.
The Wring Process is a series of steps to help one write effecvely. It is like using a map
to get to an unfamiliar place.
step 1 step 2 step 3 step 4 step 5
Prewring Wring Eding Proof reading Publishing
(Gather ideas) (Jot down (Make sure that (Check again (Prepare the
the ideas.) there is no that there is no dra.)
final mistake.) hidden error.)
Show the class the above wrien steps to be followed while creang a piece of wring.
(The above informaon can be wrien on the board or a chart can be prepared
beforehand.)
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Divide the class in 5 groups with the tles - Prewring, Wring, Eding, Proof reading
and Publishing. Decide upon the recipe (from the recipes brought by the students) to be
wrien following the procedure ‘step by step’. Allocate the task to be carried out by each
group based on the respecve tles.
Coat a baking pan with cooking spray or buer.
Heat the oven to 350 degree Fahrenheit.
Sieve the flour and combine it with cocoa and baking powder in a small bowl.
Sr prune puree, brown sugar, sugar and oil in another medium bowl.
Add vanilla extract and egg whites, beat well unl fluffy.
Add the above mixture to the cocoa-flour-baking powder mixture. Blend gently.
Transfer the enre mixture into a greased baking pan and bake for about 20 minutes.
Sprinkle with sugar and allow it to cool.
Cut into slices and serve.
Name of the group Task Outcome
Prewring Collecng ideas- The key Baking pan, buer, flour,

words to write the recipe will cocoa powder, baking
be gathered. powder, bowl
of different sizes, sugar,
eggs, bake, sieve, sr,
cut, beat etc.
Wring Jong down the ideas framing Write the recipe using the
sentences. ingredients given above
with a few errors.
Eding Reading the piece of wring The edited recipe.

and finding the errors.
Proof reading Going through the second The recipe with steps to be
dra of the piece of wring followed to prepare
and adding the missing links. chocolate brownies in a
proper sequence.
Publishing Preparing the final dra and The final recipe is ready!!!
sharing it with the class.
(Serve the chocolate brownies to the students as their reward).
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Student Activity
My Story
Select a character-person, animal, thing, suitable adjecves, verbs, a funny word, place,
mood (sad, happy, challenging , mysterious etc.) of individual choice to create a short
story.
Example
A wizard was trying to save a dinosaur when he suddenly saw a giant hole. There was no
escape, so, the wizard pulled the dinosaur and jumped into the hole. They tried to get out
but all in vain. Finally, the wizard said the magic word ‘Gimble’ and they both immediately
reached the forest where they were safe.
The words in bold are the examples of the selected words.
Review
Share with the class how you play indoor games at home with your family.(Ludo, Scrabble,
Monopoly, etc.)
(Make sure that the students follow the step by step method while sharing their experience
with one another.)
Assessment
The teacher will judge the students’ understanding of the topic through their response in
class acvies.
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Mathmatics
Lesson Plan – a
Topic: 2D and 3D Shapes
Duraon: 3 Hours 30 Minutes
Brief Descripon: In this lesson, the students describe and draw various 2-D and 3-D
shapes and idenfy corners, edges, faces and diagonals. A step further they learn about
the elevaon and the side views of simple objects. This is achieved through collaborave
learning, experimenng and a hands on experience.
Learning Objectives
Explain and draw 2-D and 3 –D shapes.
Idenfy shapes corners, sides edges and diagonals.
Relate 2-D shapes and 3 –D solids to their drawings.
Idenfy shapes from pictures in different posions and orientaons.
Material Required
Flash cards of different 2 –D shapes (square, rectangle, pentagon, hexagon, heptagon,
octagon and circle ), 6 equal cutouts of a square shape,3 pairs of rectangles with different
measurements, fevicol, cello tape, coins, pencils, cuer, balls, a bag, cuboid shape boxes,
coloured pens and drawing sheets.
Teacher Activity
1. Let’s Revise
2. Our first cone
3. Roll the ball
4. Summarise
5. Riddle me
Student Activity
1. On your toes
2. Fiddle and discover
3. Stack – o – Stack
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4. My secret bag
5. My imaginaon
6. Organise your knowledge
7. It’s your turn now
8. My 3-D world
Teacher Activity 1: Let’s Revise

Display the following items or their pictures and ask the students to idenfy the 2-D and
3-D objects.
Envelope Sandwich Square
Dice Book Almirah
Paper Triangle Buer
Make them Recall
Shapes that have only length and breadth are 2-D shapes. D stands for dimension and
length and breadth are the two dimensions of the shape.
length
breadth
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Shapes that have length, breadth and height are 3-D shapes. Length, breadth and height
are the three dimensions.
Examples
Tissue Box Washing machine Microwave Oven
Teacher Activity 2: Our First Cone

a) Take a lead pencil.
b) With the help of the cuer cut the pencil across
from the sharpened end.
c) Show the cut out to the students.
Discussion
1. It has length, breadth and height.
2. It is a 3-D shape.
3. Move your finger around the edge of the cone and show the edge.
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4. It has 1 curved surface and 1 plane surface.
5. Point at the p, which is the vertex.
6. Show a birthday cap and an ice cream cone. Repeat Step 1 to 5.
7. Highlight the vocabulary used to describe the figure (Edge, Surface, and Vertex).
Vertex
Curved
Surface
Edge
Plane
Cone
Surface
Teacher Activity 3: Roll The Ball

1. The ball is a perfect example of a sphere.
2. It has a curved surface only.
3. It does not have a vertex, a plane surface or an edge.
4. Give more examples from daily life which have a sphere shape;
Example: The Globe, Earth and Sun.
5. Highlight the vocabulary used to describe the figure(Edge, Surface, and Vertex).
Teacher Activity 4: Summarise

Keep a cube, cuboid, cylinder, cone, sphere and summarise.
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Cube Cuboid Cylinder Cone Sphere
Faces 6 faces of the 6 faces but 3 faces 2 faces 1 face

same shape opposite (2 plane (1 plane and (A
and size. faces have the and 1 1 curved). curved
same shape curved). surface).
and size.
Edges 12 equal 12edges Two round Only one No edge.

edges. (opposite edges. edge.
edges are
of the
same edges).
Verces 8 verces. 8 verces. No vertex. 1 vertex. No

vertex.
Teacher Activity 5: Riddle Time

Create Riddles and ask in the class.
Example 1
It is a six leer word and has the same number of faces.
Answer: Cuboid
Example 2
It looks the same from all the sides and rhymes with tube.
Answer: Cube
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Activity 1: On Your Toes
Material Required
Flash cards of different 2 –D shapes ( square, rectangle, pentagon,hexagon,heptagon,oct
agon and circle)
Bring 7 flash cards to the class.
1. Show the cards one by one.

2. Ask students to count the number of sides of the figure and jump accordingly.
3. Every me they jump they need to speak the name of the shape in the flash card.
Help them to recall that three sided shapes are Triangles (with 3 sides), Squares (with
4 sides) and Circles (with no sides).
1. Show the card.

2. Ask the students to count the number of sides.
3. Tell them that the figure with five sides is a
pentagon.
1. Show the card.

3. Tell them that the figure with six sides is a
hexagon.
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1. Show the card.
3. Tell them the figure with seven sides is a
heptagon.
1. Show the card.

3. Tell them the figure with eight sides is an
octagon.
Make the students appreciate and feel happy that they have learnt about four new shapes,
also include -
Pentagon with 5 sides.
Hexagon with 6 sides.
Heptagon with 7 sides.
Octagon with 8 sides.
(Hand over Worksheet- 1)
Activity 2: Fiddle and Discover

Divide the class into 4 groups. Hand over the material of Set 1 to 2 groups and also the
material of Set 2 to the other 2 groups.
Set 1:
6 equal cut outs of square shape, fevicol, cello tape.
Set 2:
3 pairs of rectangles of different measurement, fevicol, cello tape.
Hand over the material to each group and advise them to make a box with the given
material.
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Set 1 Set 2
Discussion
Show the box created with the material of Set 1. Explain that:
1. The shape created is a 3-D shape.
2. It is a cube.
3. All the sides of a cube are equal and square in shape (Since squares of equal size have
been used)
4. Point at the vertex, classify that the plural of vertex is Verces. Help them count the
verces.
5. Move the hand around the edges. Help them count the edges.
Cube
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6. Discuss the various possible diagonals of a cube.
7. Start wring numbers from 1 onwards on each face of
the figure ll you are le with no blank face. Find out
how many numbers can you write to find the number of
faces of the figure.
8. Highlight the vocabulary used to describe the figure
(Edge, face, vertex and diagonal).
Help the children to draw a cube

1. Draw a square.
2. Mark the centre of the square.
3. From the centre point of the square draw another square of the same measurement
as the first one.
4. Join the verces.
Discussion
Show the box created with the material for Set 2 and explain.
1. The shape created is a 3- D shape.
2. It is a cuboid.
3. Opposite sides of a cuboid are equal (Since similar rectangles are used on the opposite
sides).
4. Point at the vertex, classify that the plural of vertex is verces. Help them count the
verces.
5. Move the hand around the edges. Help them count the edges and discuss the
diagonals.
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6. Start wring numbers from 1 onwards on each face of the figure ll you are le with
no blank face. Find out how many numbers can you write to find the number of faces
of the figure.
7. Give more examples from daily life which have a cuboid shape: Washing machine,
Microwave, Shoe box, Tissue box.
8. Highlight the Vocabulary used to describe the figure (Edge, face, vertex and
diagonal).
Help the children to draw a cuboid

1. Draw a rectangle.
2. Mark any point inside the rectangle.
3. From the point draw another rectangle of equal measurement as the first one.
4. Join the verces.
Observe both the shapes together. Compare them to find out the similaries between the
two and the differences between the two.
Similaries: Both are 3-D shapes

• Have 6 faces;
• Have 8 verces;
• Have 12 edges.
Differences: All the faces of a cube are idencal whereas only opposite faces of
a cuboid are idencal.
Teacher Activity 3: Stack-O-Stack

Material Required
30 coins and cello tape for each group.
1. Hand over 30 coins and a cello tape to each group individually.
2. Ask the students to pile the coins (horizontally) one over the
other.
3. Fix the pile of coins with cello tape.
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Discussion
1. The solid object obtained has length, breadth and height.
2. It is a 3-D shape.
3. Move hands around the edges and explain that it has 2 edges.
4. Poinng at the curved surface explain that it has 1 curved surface.
5. Point at the plane surface, explain that it has 2 plane surfaces.
6. Make them observe that it does not have a vertex.
7. Give more examples from daily life which have a cylinder like shape. For example a
tube light, pencil, pop can etc.
8. Highlight the Vocabulary used to describe the figure(Edge, Surface, and Vertex).
Cylinder
Teacher Activity 4: My Secret Bag
Place different 3 dimensional objects into a Secret

Bag.
Ask students to come one by one to feel and describe

the objects in the bag.
If students have difficulty describing the figures in the

bag, prompt them by asking quesons, such as:
• “Do you feel a corner?”
• “How many corners do you feel?”
• “Do you feel any plane faces?”
• “Are there any curved edges?”
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Teacher Activity 5: My Imagination
1. Divide the class in to six groups.
2. Hand over a cuboid shaped box to each group.
3. Ask them to design it into any arcle of their choice.
Once you are sure that all 3-D shapes are clear to the students give
Worksheet 3 and 4 to them.
Activity 6: Organise Your Knowledge

In the Graphic Organiser given below 5 shapes have been menoned. Colour them pick,
blue and gray. In each of the pink cloud write the number of verces, in the blue cloud
write the number of edges and in the grey cloud write the number of faces.
Hand over Worksheet- 2
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Teacher Activity 7: It’s Your Turn Now
Ask children to frame riddles in groups.
Side Views
Show the children an object in the shape of a cube or the box created by them (Set 1).
Keep on turning the cube so that each me a new face is visible to them.
Help them idenfy that each me the side view of a cube is a square.
Fig 1 Fig 2 Fig 3

Similarly if we take a cuboid (Set 2) and turn it, the side views are rectangles.
Observe that on keeping the cylinder in different posions, the side view is a circle or a
rectangle.
Side view Side view Side view Side view
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Activity 8: My 3D World
Make a composion using the side views of various 3D shapes.
Assessment
Review
The students are able to describe and draw 2-D and 3-D shapes. They easily idenfy
edges, verces, faces and diagonals of 3-D shapes. They are able to categorise the real
life objects according to the 3-D shapes. They are able to predict the side view of various
objects.
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Mathmatics
Lesson Plan – b
Topic: Create Shapes Using Tangram Pieces
Duraon: 3 Hours
Brief Descripon: In this lesson, the students appreciate different shapes and learn to
create various shapes using the seven pieces of TANGRAM through hands on acvies.
Learning Objectives
1. Observe the visual characteriscs and geometric shapes that make up a tangram in a
variety of ways that exhibits spaal relaonships.
2. Give vent to creavity by creang abstract shapes and objects.
3. Combine the seven pieces of tangrams to create new desired shapes.
Material Required
Tangram puzzles, various pictures of shapes made using tangram pieces, 7 pieces of
Tangram shapes, 7 pieces of Tangrams (large cutouts), Tangram puzzle 1 for each child.
Revise the three shapes namely rectangles, triangles and squares.
Student Activity
1. Let’s Explore
2. Let’s make the rules
3. Back To Square
4. Do you know
5. Creang Shapes
Activity 1: Let’s Explore

Material Required
Tangram puzzles for each student (at least 1 puzzle for 2 students)
Hand over the tangram puzzle to the students. Ask them to observe the 7 pieces and
arrange the pieces as they want to construct any shape or object or an abstract thing. The
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children observe the pieces and create varied shapes which they display on their desks. A
sheet of paper may be given to them to sck the pieces and create a shape. Take a round
of the classroom and appreciate their creavity.
Next show them a few beauful shapes, figures and objects that may be constructed
using the seven pieces.
Fig 1
Fig 2
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Ask them to count the no. of pieces in each shape in fig 1.
Once they have counted they will know that the number is seven in each case.
Tell them that seven pieces are called tans and a puzzle of 7 pieces is called a
TANGRAM.
History of Tangrams
A Tangram is an ancient Chinese puzzle consisng of seven flat pieces made out of a
square which are put together to form various shapes, objects and figures. The seven
pieces are called tans.
In olden days beauful tangrams used to be made out of wood ivory, bones etc.
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Show them the picture of figure 1 once again and make them ready for the observaon
acvity.
Teacher Activity 2: Let’s Make The Rules

Material Required
Various pictures of shapes made using tangram pieces.
Show the students the picture of figure 1 once again.
Make them recall the number of pieces in each object/figure made from tans is seven. Ask
them if there is any overlapping in any picture. Let them observe and answer.
When they have observed lay the 3 rules of using tangram pieces.
Use all seven pieces.
Lay them flat without overlapping.
Each piece must touch each other.
Once they have followed hand over Worksheet 5 and 6 to them.
The teacher may either buy the tangrams or create tangrams for the whole class using
origami sheets.
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Activity 3: Back To Square 1
Material Required
7 pieces of tangram shapes
Count the seven pieces arrange them to form a square to check that these 7 pieces are
formed out of a square. Give them about 10 minutes of me for this acvity.
If they have a problem show them the soluon by using large cutouts of the tans.
Activity 4: Do You Know

Material Required
7 pieces of tangrams(Large cutouts).
Show the 7 pieces of tangram puzzle to the students.
Ask them to name the shapes of the tangram pieces. Help them to recall the shapes
of triangle and squares ll they are able to idenfy about 5 triangles and a square in
the tangram puzzle. Tell them that the third shape “ “ is a PARALLELOGRAM. Make
them observe that in a parallelogram the distance between the opposite sides remains
constant.
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Activity 5: Creating Shapes
Material Required
Tangram puzzle for each child.
Distribute a set of 7 tangram pieces to each child. Make groups of 3 and ask the students
to construct a triangle, a parallelogram and rectangle following the three rules given to
them.
Give them me first to do it on their own. You may find few genius in the class who are
able to form the shapes themselves. Then show the soluon to them one by one and help
them to create the desired shapes. Each child of the group may create only one shape so
that all the three shapes are made in by every group.
Fig.3 Fig.4 Fig.5
If they find it difficult, the shapes may be displayed (Fig 3, 4 & 5) and by seeing them, let
them recreate the triangle, parallelogram and rectangle.
Review
The students know the shape of all 7 tans and can create these shapes and many more
using the tangram pieces. They are well equipped with the knowledge of the formaon
of the shapes like a square, triangle, rectangle and parallelogram from the 7 pieces of
tangrams.
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Mathmatics
Lesson Plan – c
Topic: Tilling and Tassellaon using a given shape
Duraon: 2 Hours
Brief Descripon: In this lesson, the students appreciate various shapes and learn to
tessellate them to make beauful paerns through various colouring acvity sheets and
cutouts. They are also able to disnguish between the shapes that tessellate and those
that do not.
Learning Objectives
1. Explore the shapes and make beauful paerns with perfect combinaons leaving
no gaps
2. Acquire the knowledge of regular and semi regular tessellaon and apply the skills
to create paerns.
3. Disnguish between the shapes that le and those which do not.
Material Required
Pictures of tessellaons in real life, Small cut outs of hexagons, triangles, squares, and
rectangles made up of plasc, coloured paper, cra foam or any other material, grid sheets
of triangles, squares and hexagons and grid sheet paerns of semi regular tessellaons.
Student Activity
1. Let’s observe combinaons.
2. Creang paerns.
3. Making floor paerns.
4. My world of colours.
5. Can all shapes le.
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Activity 1: Let’s Observe Combinations
Material Required
Pictures of tessellaons in real life
Aer the students are well versed with tangram pieces tell them that in a tangram they
use three different shapes triangles, square and a parallelogram. All the pieces touch
each other. Even by using a single shape as only triangles or only squares, rectangles and
hexagons, beauful paerns occur.
Show them pictures of a honey comb, wall of bricks, floor les etc.
Let them observe the similarity. Help them analyse that in all the above pictures there is
no gap or overlapping. One shape exactly fits into another.
Activity 2: Creating Patterns-Colorometry

Material Required
Small cut outs of hexagons, triangles, squares,
and rectangles made up of plasc, coloured
paper, cra foam or any other material.
On each table place cut outs of triangles, squares,

rectangles and hexagons– all idencal.
Ask the students to place them as close to each

other so that there is no space or gap in between.
Give them some me to arrange the cut outs ll they make colorful paerns like the ones
given below.
You may start the paern for them and ask them to connue making it.
Show the above pictures on screen to make the concept more clear and tell them that
these arrangements of shapes or paerns that repeat endlessly without leaving gaps are
TESSELATION. It’s the ling of regular polygons. It’s a way to le a surface with shapes so
that there is no overlapping and no gaps.
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Activity 3: Making Floor Patterns
Material Required
Grid sheets of triangles, squares and hexagons.
Give them a set of three grid sheets for squares, triangles and hexagons. Ask them to form
their own floor designs and paerns on any one they like. Instruct them to use crayons
or any other colours. Colour all adjacent shapes leaving no gaps and create beauful
floor paerns for their rooms. Tell them that one of the designs may be like the one given
below.
GRID SHEET OF TRIANGLES
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GRID SHEET OF SQAURES
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GRID SHEET OF HEXAGONS
Appreciate them for their creavity. Display their sheets in class.
Tell the students that tessellaons may also be made by using two different regular
polygons and these are called SEMI REGULAR TESSELATIONS. The rules are the same.
Activity 4: My World of Colours

Material Required
Grid sheet paerns of semi regular tessellaons
Show them various paerns with semi regular tessellaons. Give them the grid to
colour according to their own choice and imaginaon to create beauful and colourful
paerns.
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Activity 5: Can All Shapes Tile??

Material Required
Small cut outs of hexagons, triangles, squares, and rectangles, pentagons, heptagons and
octagons made up of plasc, coloured paper, cra foam or any other material.
Give the students the cut outs of Squares, Triangles, Rectangles and Hexagons. This me
give to a few students Pentagons, Heptagons and Octagons also. (One set of idencal
shapes to be given to each student). Ask them to try to le these shapes. Help them if
required. Make the students who could arrange these shapes properly so that they le,
sit and those who could not do it stand. Make them observe the shapes that le and
the ones that do not. Help them realise that squares, equilateral triangles and hexagons
le but pentagons, heptagons(polygon with seven sides) and octagons (polygons with
eight sides) do not le. Show the gaps or overlapping that occurs if we try to tessellate
pentagons, heptagons and octagons.
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(Worksheet - 7)
Review
Students will be able to observe and appreciate tessellaons in nature and create beauful
paerns using various shapes and acvity sheets. They will be able to comprehend and
disnguish between shapes that le and the ones that do not le.
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Mathmatics
Lesson Plan – d
Topic: Reading Simple Maps Using Direcons
Duraon: 1 Hour 30 Minutes
Brief Descripon: In this lesson students interpret the instrucons given to them and
follow them. This is successfully achieved through acvies. They are able to appreciate
the ulity of maps and read them using direcons.
Learning Objectives
1. Translate the instrucons given into acons.
2. Illustrate their skills in reading maps using direcons.
3. Appreciate the ulity of maps in daily life.
Material Required
Acvity sheet.
Student Activity
1. Let’s Play
2. Lets Follow Instrucons
3. Lets Reach School
Activity 1: Let’s Play
Make the children follow simple instrucons such as

Move two steps forward.
Jump one step le.
Move three steps back.
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Jump two steps right.
Now show them a diagram of direcons and explain the concept of the four direcons.
Ask them about some common NEWS channels. Take to opportunity to tell them about
the word NEWS and how the word can be used for direcons too.
N North
E East
W West
S South
(i.e. Informaon from all four direcons).
Tell them to recall that the ‘sun rises from the east’ and ‘sets in the west’. Show them
the east and west direcon and then the north and south. Then restart the acvity,
modifying the instrucons.
Activity 2: Let’s Follow Directions

Move two steps North.
Jump one step West.
Move three steps South.
Jump two steps East.
Move one step North and so on.
This me they may stamp their feet with every move.
Once they have clearly understood about direcons give them the acvity sheet.
Activity 3: Let’s Reach School

Material Required
Acvity sheet
ACTIVITY: John has lost his way to school. Help him in reaching his desnaon by
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following the simple instrucons to trace the path and locate the school.
School
Each block has a length 100 mtrs.
Instructions
1. Start from point A
2. Move three blocks in the east direcon Stop. Draw a triangle in this block then move
two blocks in the south direcon and you will find yourself in the forest which is
indicated by.
3. Move two blocks in the east direcon and then move three blocks in the south
direcon, you will reach a hospital in the third block indicated by.
4. Move three blocks in the east direcon and you will find yourself in the farmhouse
indicated by.
5. Move two blocks in the north direcon. You will find a bridge in front of you indicated
by
6. Take one block in the north direcon aer crossing the bridge to reach the coffee
shop.
7. Now from the coffee shop move two blocks in the west direcon and you will reach in
your desnaon i.e. Your School.
Compliment the students for their wonderful achievement. They have created a MAP.
A map is a visual representaon of an area. The four direcons : North, South, East,
West help us to locate the exact posion of places. We use maps to provide different
informaon in a small space. We can understand a map if we know the direcons, scales,
symbols and colors.
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Direcons –Most maps show an arrow with a leer N at the upper right hand corner. It
means ‘North’. Using this we can find all the direcons.
N
W E
S
Scale- If we want to represent a large region, locality, city etc. on a small sheet we reduce
all distances as per the given scale. Lets say- “100 m = 1 cm” so that the scale can be
used.
Color- There is a specific colour coding for maps.
Example: Green is for Plains, Blue is for water bodies.
Symbols- To give informaon in a limited space features like buildings, road, bridges,
trees or railways lines etc. are depicted by simple drawings.
Assessment
To assess the students give Worksheet 8 to them.
Review
At the end of this lesson the students will be able to understand and appreciate the
importance of following direcons. The lesson will enable them to use their skills and
follow instrucons to trace a path and read the map correctly.
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Mathmatics
Lesson Plan – e
Topic: Idenficaon of Point,Line,Line Segment and Ray
Brief Descripon: In this lesson, the students learnt to idenfy Point, Line, Line Segment
and Ray. This is successfully achieved through story narraon in which various acvies
have been successfully incorporated though which they comprehend the difference
between Point, Line, Line Segment and Ray and also learn to represent, label and draw
them.
Learning Objectives
• Observe and idenfy the Point, Line, Line Segment and Ray
• Compare and differenate between Point, Line, Line Segment and Ray
• Draw, represent, label the Point, Line, Line Segment and Ray
Material Required
Coloured sheets, scale, pencils, etc.
Student Activity
1. Where are the points?
2. Lets form a Line.
3. Lets join and measure.
Story Narraon With Children’s Acvity
Material Required
Sheets, scale, pencils, etc.
Distribute coloured sheets, pencils & scales on each table. Tell them that today no studies
only story me. Once a boy named Pencil invites his friends Eraser and Sharpener for a
party. Aer tea he decided to do some geometry with his friends. He gave papers, pens
and scales to all as you have got and asked them to make a dot- the smallest possible dot
on the paper.
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Ask the students also to do the same. Pencil asked them to take the scale and measure the
length, breadth and height of the dot. All the students were confused. Ask the children
can you help Pencil to do that .Try measuring by using a scale. Give them me to measure
ll the me they conclude that a small dot’s length, breadth and thickness cannot be
measured as it is so less. Tell them that such a dot without any length, width or thickness
is called a point. It is represented by ‘ P’.
Activity 1: Where are The Points?

Show them the 4 verces of a square, 3 of the triangles, and 4 of the rectangles- Ask them
if they can idenfy any two points in these shapes.
Explain that the verces A, B, C, D; P,Q, R; E , F, G, H are all points.
The teacher connues with the story. Pencil asks his friends to take the point on the paper
and draw a line passing through it with a scale. He tells his friends if there are no end
points for this line then the line can be extended infinitely. Pencil then makes them mark
more points on this line.
Teacher Activity 2: Let’s Form a Line

Ask the students to follow the same instrucons as those
that Pencil gave to his friends( mark more points on the
line). Ask them how many points they can draw. Make them
conclude that infinite points together form a line.
Tell them we represent a line by pung arrows on both
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sides to show that it can be extended further
Indefinitely on both sides. This is represented by ‘PQ’
Get back to the story. Pencil makes another point on that sheet. Ask the students to do
the same. Then he made one more. Ask the students to do the same. Pencil asked his
friends to connect the two points. His friend Eraser connected them like this.
Sharpener was a step ahead. He connected them like this.
Activity 3: Let’s Join and Measure

Ask the children to connect two points on their sheets with free hands. They do it. Now
ask them to make the points again, but this me join them with a scale.
Now this line has two end points. It’s the posion of the line that could have been extended
from both sides. It’s called a LINE SEGMENT. It is represented by ‘ PQ’. Ask them to
measure it with a scale. They measure and give its length.
Tell them that a line segment has a fixed length if they try to join the end points with
another line segment the line segment will coincide with the previous one. Let them
conclude that only one segment can be drawn between two points.
If we cut a line without any end point we get two parts.
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Show them that how the two porons have only one end point. This is a Ray.
‘PQ’ tells them about the sun rays. They start from one source (end point) and go on
indefinitely.
Rays are represented by one end point and one arrow on the other side. The above
concepts of lines, line segments and rays can be reinforced by Worksheet 9 and 10.
Assessment Worksheet 11.
Review
At the end of this lesson the students will be able to understand completely Point, ray,
Line and Line Segments - their definions, representaons, drawings and differences.
Incorporaon of story narraon acvity should prove to be an effecve tool to achieve
the desired learning objecves.
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Mathmatics
Lesson Plan – f
Topic: 4 Digit Numbers
Brief Descripon: In this lesson, the students develop

the flair to read and write 4 digit numbers, develop
the vocabulary of ones ,tens, hundreds and thousands.
This is achieved through various acvies involving
students in groups and pairs. Learning by self doing is
emphasised.
Learning Objectives
As a result of this lesson, the students will be able to :
Effortlessly read and write 4 digit numbers.
Represent numbers on the abacus .
Read numbers from the abacus.
Develop the vocabulary of thousands , hundreds ,tens and ones.
Material Required
Tooth picks, slips with numerals wrien on it, slips with number names wrien on them
straws, solid cuboids, beads ,glue and markers.
Teacher Activity
1. Move A Step Further.
Student Activity
1. Create Your Own Abacus.
2. Search For Your Partner.
Activity 1: Move a Step Further

Make a pack of 10 loose tooth picks and show that
are same as
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10 one 1 ten
10 one 1 ten
100 100 100 100
are the same as

100 100 100
1000
100 100 100
10 hundreds 1 thousand
Conclude aer a discussion that-

a) 10 hundreds make one thousand
b) 100 tens also make one thousand
c) 1000 ones also make one thousand.
Recollect
We need three places i.e ones, tens and hundreds to represent a three digit number.
When we add 1 to the largest 3 digit number
1 + 999 = 1000
The result is 1000

4 3 2 1 digits
1000 is a four digit number.

1000
To represent a four digit number, we need 4 places. Therefore aer ones, tens and
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hundreds place, we open the fourth place called Thousands place.
4 3 2 1 digits
1000
Thousand place
Teacher Activity 2: Play With Your Own Abacus

Material Required
Straws, solid cuboid, beads, glue, markers.
1) Divide the students into groups.
2) Hand over the above menoned material to the groups for making an abacus.
3) Organise a compeon where each group will present a number on the abacus and
the other groups will speak out what the number is.
4) Give a smiley for each correct answer and give turns to the other groups also.
5) Aer playing ten rounds, the group having the maximum smileys will be declared the
Winner.
Handover Worksheets 12 and 13 to the students.
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Activity 3: Find Your Partner
Material Required
Slips with numerals wrien on them, slips with number names wrien on them.
Make slips equal to the number of students in the class.Prepare half the slips with
numerals wrien on them and on the other half of the slips write the corresponding
number names.. Put all the slips in a pouch and shuffle . Ask each child to pick up one slip
and hide it. Then explain that they have to look for their partners.
For example: The child holding the slip will have to look for a partner who is holding this
slip.
The partners who come together first would be declared as winners.
Assessment
Give Worksheet 14 for assessment.
Review
The children are able to confidently read and write 4 digit numbers. They are competent
enough to make their own abacus. They are able to idenfy and depict 4 digit numbers
on an abacus. They understand the relaonship between ones, tens, hundreds and
thousands.
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Assessment
Assessment is an essenal tool to devise remedial measures and aain feedback from the
students as to how much they have grasped. No unit is complete without an assessment.
Being a long unit there are no separate assessment sheets. However for every sub topics
certain acvies, acvity sheets and worksheets are specially designed.
2-D and 3–D shapes: “Worksheet 4- Crossword Puzzle”
Create shapes using tangram pieces : Worksheet 5 and 6
Tiling and tessellaons using given shape: Grid sheets of triangles, square and
hexagons, grid sheets for semi regular tessellaons. Worksheet 7
Read maps using simple direcons: Worksheet 8
Point, Line, Line Segment and Ray: Worksheet 11
4 digit numbers : Worksheet 14.
Apart from this the students are assessed on their parcipaon in class acvies and their
efficiency to apply the concepts in their day to day life.
The rubric for assessments for the above sub topics are given on the following page.
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General Science
Lesson Plan – a
Topic: Predicons In Daily Life
Duraon: 3 hours
Brief Descripon: The essence of a scienfic atude is in being observant, making

informed predicons and arriving at conclusions. The first acvity on making predicons
for an incomplete story/ situaon is helping the child realise and be able to bring together
his previous life experiences, pung them in new situaons, exercising his thought
process and thinking beyond what is obvious. In the review exercise it will be emphasised
that both plants and animals show movement, though the movement in case of plants
are not very obvious.
Through this lesson, the students will learn about the logical way of making predicons
from the situaons of our day to day life.
Learning Objectives
Observe situaons crically and try to come to a conclusion with logical reasoning.
Relate simple life processes with their outcomes.
Material Required
Power point presentaon : weather predicons – What would we do?
Wooden block
Water
Teacher Activity
Discussion
Iniate the discussion on making predicons by giving students small examples like
If you get up late in the morning for the school then what could happen?
If you forget to bring lunch to school?
You are out with your parents for shopping and suddenly it starts raining?
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Story Time
Teacher will narrate a story “A Cricket Match”
The teacher will iniate a discussion by narrang a story of a cricket match held between
the teams of Class 3 A and Class3 B where the toss was won by Class 3 A which decided
to ball. When the innings of Class 3B got over they had scored 251 runs for 6 wickets in
20 overs. When the Class 3A team started playing some changes were observed in the
weather. The sky was cloudy and aer someme it started raining. Class 3 A was at 50
runs at the end of the 10th over. Now the teacher will ask the students to predict or give
judgment to the situaon by asking:
Which team would win?
If there was no rain then would Class 3A or Class 3B win?
Does it always happen that if it’s cloudy it will rain?
To further test the ability to predict outcomes of a situaon given the teacher may ask
a few more quesons followed by showing them the weather situaons given in the
PowerPoint Presentaon and ask them to work in groups to give the correct predicon.
Brainstorming Quesons
If you have not prepared your test well then what will happen?
If the floor is wet and you came running from outside, what would happen and
why?
Show the PowerPoint Presentaon: ‘Weather Predicons-What Would We Do?’
Different climac condions would be shown and students would be asked to elucidate
about the acvies they will like to do in that situaon and why?
For example: On a windy day --- Flying kites.
On a rainy day ---Making paper boats.
Student Activity
Wring acvity
Students analyse the situaon of different climac condions shown on a PowerPoint

Presentaon- ‘Weather Predicons-What Would We Do?’ and they will write their
reason for making predicons for a parcular situaon in the notebook..
Experiment Who is Stronger
Show a sheet of paper and a wooden block to the students. Ask the students to predict:
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Which out of the two is stronger ? Dry paper or dry wood?
Ask the students to imagine a wet sheet of paper and a wet wooden block. State the
answer.
Which one would be easy to tear, wet or dry paper?
Aer taking the predicons from the students, sprinkle some water on both the
samples and ask the students to pick the samples and observe them. Students will
observe the appearance and strength of paper and wood in both the cases (wet/dry).
The students then fill the following observaon table-
Property Sheet of Paper Wooden block
Dry Wet Dry Wet
Appearance
Strength
They would compare the results of the acvity with the predicons made earlier. This
acvity would also reinforce that besides the five senses studied in grade two there is a
sixth sense which comes from the scienfic way of analysing situaons.
Review
The following worksheets would be given to the students to enhance their skill to observe,
think crically, analyse the situaon and predict results.
WORKSHEET 1 Growing Seeds - This worksheet requires the students to predict whether
a plant would grow or not in the given situaon.
WORKSHEET 2 Predicon- This worksheet brings forth the idea that though we may
predict the outcomes of certain situaons based on our previous experiences there are
many quesons which require us to wait and watch for the outcome for example by
looking at the sapling we may not be able to tell which plant it will become or whether it
will bear fruits?
Assesment
To assess the understanding and ability of the students to make predicons, the teacher
may give the assessment sheet to the students. (Worksheet)
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General Science
Lesson Plan – b
Topic: Living and Non Living Things
Duraon: 4 hours
Brief Descripon: Taking forth the experiences gained by the child in making predicons,
the students would observe and categorise objects as living or non living things. At this
stage categorising a seed as a living thing would give a firm base to the scienfic aptude
of predicon.
Through this lesson, the students will be able to disnguish between living and non living
things.
They will be able to generalise that all living things need air, water, food and shelter to
survive.
Learning Objectives
Observe and understand the difference between living and non living things.
Idenfy the features of living things and generalize their characteriscs.
Observe experimentally the behavior of living and non living things.
Conclude the differences between living and non living things aer performing
the experiment.
Material Required
Two glass jars, iron nail, cockroach, power point presentaon: Is it a living thing and
paper chits.
Teacher Activity
Iniate a discussion on the objects around. i.e. similaries and dissimilaries between
those objects. Brief them about the characteriscs of both living and non-living things.
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Acvity– Am I Living?
Take two glass jars and place an iron nail in

one of the jars and a cockroach in another
jar. Observe carefully and note down the
observaons.
The teacher may also take up the ‘Life

Skill acvity Living things need care’ (a toy
bird and a real bird), here to compare and
comprehend the difference between living
and non-living things.
Student Activity
Ask the students to :
Observe the difference in the behaviour of an iron nail in a jar and a cockroach in a jar.
Observe the difference in the behaviour of a toy bird and a real bird in cage.
Students will also make a list of things they see in the classroom and categorise them as
living and non living things.
Nature walk
The teacher would organise a nature walk for the students, split them into groups of
three to four, taking care that they take their water boles, a note pad and pencil. Before
going for the nature walk tell them that they are going as detecves to find both the living
and non-living things on the ground. Ask them to predict which will be more in number,
living or non-living things? Aer returning from the walk students should compare their
notes in the class to tell each other what their group found.
Students will record their observaons in the following table:
ACTIVITY-NATURE WALK
S.NO. LIVING THINGS NON LIVING THINGS
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Brain Storming Acvity- Is it a living thing?
Play the quiz with the students shown in the PowerPoint Presentaon-Is it a living thing?
This quiz on living and non living things will reinforce the concept of Living and non living
things in the students.
Quesons from the PowerPoint Presentaon
Living and Non-Living Things can you pick them out?
Ask yourself-
• Does it need food, air and water?
• Does it grow and change?
Now answer-
1. Is a rubber duck a living or nonliving thing?
2. Is a baby a living or a nonliving thing?
3. Is a teddy bear a living or a nonliving thing?
4. Is a grizzly bear a living or a nonliving thing?
5. Is a flower a living or a nonliving thing?
6. Is a desk a living or a nonliving thing?
7. Is a jeep a living or a nonliving thing?
8. Is a dog a living or a nonliving thing?
9. Is a cake a living or a nonliving thing?
10. Is a slide a living or a nonliving thing?
11. Is a nurse a living or a nonliving thing?
12. Is a flag a living or a nonliving thing?
13. Is a post office a living or a nonliving thing?
14. Is a bat a living or a nonliving thing?
15. Is a bus a living or a nonliving thing?
16. Is a rabbit a living or a nonliving thing?
17. Is a basket a living or a nonliving thing?
18. Is a bat a living or a nonliving thing?
19. Is a penguin a living or a nonliving thing?
20. Is a mailbox a living or a nonliving thing?
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21. Is a book a living or a nonliving thing?
22. Is an apple a living or a nonliving thing?
23. Is a fly a living or a nonliving thing?
You sure know the difference between Living and Nonliving things!
Wring acvity
The students will write the names of living and non living things while answering quesons
to the quiz on the PowerPoint presentaon- ‘Is it a living thing?’ in the following table-
S.NO. LIVING THINGS NON LIVING THINGS
Acvity: Classify as Living or Non-Living
The teacher would write the names of a few living and non-living things on 20 to 30 chits
of paper (depending on the number of students in the class) and keep them in a small
bowl .Students would come one by one and take out the chits and put them on 2 separate
boards, one marked for living things and the other for non-living things. For every correct
response give a star to the child.
Review
The teacher may make the students to sing the given poem with acons. This would
reinforce the characteriscs of living things and help them disnguish non-living things
from living things.
POEM
Living things breathe; living
things grow
Living things reproduce. Don’t

you know?
If none of that happens, it’s

just a thing.
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It’s not alive; it’s non-living.
If it’s living say “it’s alive!”
If it’s not “ Non-Living ou’ll say
You know the difference between them now.
Are you ready? It’s me to play.
A rock, non-living; A car, non-living
A tree, it’s alive!; A dog, It’s alive!
A door, non-living; A person, It’s alive!
A pen, non-living; A fish, it’s alive
Winding down now.
Do you sll want to play?
Let’s try it another way.
Tell me something livig
Tell me something non-living;
Living things breathe; Living things grow
Living thins reproduce. Don’t you know?
If none of that happens, it’s just a thing.
It’s not alive; it’s non-living.
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The following matrix may be taken up by the teacher to recapitulate the characteriscs
of living and non-living things.
Might have characteriscs

Must have characteriscs
• be used as food by other organism
• able to grow
• have roots leaves and stem
need nutrion
•fly
• need air to live
• walk
• able to reproduce
• go to school
• able to move
LIVING THINGS
They could be They are not

• insects • racks
• plants • air
• birds • water
• worms • sound
• snails • school bus
• yourself (name of student) • apple
3. Worksheet 3-Idenfy the given things as living or non living.
4. Worksheet 4- Categorise the given pictures under living and non living things by
cung and pasng.
5. Worksheet 5- Choose the correct opon and give reasons for the same.
6. Worksheet 6-. Compare the characteriscs of an object with living things in the
form of a checklist.
7. Worksheet 7-. Quiz on living and non living things. (PowerPoint Presentaon)
Assesment
A
To assess the understanding, and ability of the students to differenate between living
and non living the teacher may give the following assessment sheet to the students.
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General Science
Lesson Plan – c
Topic: Diffrence Between Plants and Animals
Duraon: 3 Hours
Brief Descripon: In the previous topic, it was observed that non-living things do not
move. So, can we say that plants also are non living as they do not show such movement.
Students with the help of an experiment will assess the behaviour of a plant and a
caterpillar.
Through this lesson, the students indenfy the different plants and animals and can
differenate between plants and animals on the basis of their behaviour.
Learning Objectives
Compare and disnguish between plants and animals.
Relate simple life processes of plants and animals.
Observe experimentally the behaviour of plants and animals.
Conclude the differences between plants and animals after performing the
experiment.
Material Required
Two glass beakers, Germinang seeds, Caterpillar/ grass hopper and Power point
presentaon on types of plants and animals.
Teacher Activity
Discussion
Talk to the students about similaries in plants and animals. Ask them about the common
characteriscs of plants and animals as all such things are called living things. Thus iniate
a discussion on living things and their characteriscs.
Nature Walk
Take the students for a nature walk to give them a real experience of the behaviour of
plants and animals. Divide the students in groups of three or four and tell them that they
have to find and name at least five plants and animals each that they see. Observe the
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difference in their properes and write as to what characteriscs are found common in all
plants and all animals respecvely.
Brain Storming
Show a powerpoint presentaon on different pictures showing the different behaviour

of plants and animals. Encourage the students to analyse the pictures, the sound they
produce and ask them to write their observaons about the pictures shown in the
presentaon in their notebook.
For example:
ELEPHANT ------ A baby elephant has grown to be a big elephant
CHICK ------ A baby chick has grown to be a big hen.
PLANT ------ Has grown from a baby plant(sapling) to a big plant.
Discuss with the students and write the characteriscs of living things as they grow,
breathe and need nutrion. Explain that animals eat food produced by plants or other
animals which have grown big only aer eang plants but plants make their own food
using sunlight, carbondioxide from the air, water and nutrients from the soil.
EXPERIMENT- LOOK AT ME!
AIM : To observe the behaviour of a

plant and an animal kept in
separate jars.
Procedure:
Take two glass jars

(transparent), one with a
growing plant in it (germinang seed)
and the other with a caterpillar/ant/
grasshopper (2 or 3 in numbers) in it. Children will observe the behaviour (movement,
feeding habit, body parts, etc.) of the plant as well as of caterpillar/ant/grasshopper).
Student activity
Students will observe the difference of behaviour of the plant in the jar and the caterpillar
/ant/grasshopper in the jar.
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Wring Acvity
Students will write the characteriscs of living things:

All living things grow, breathe and need nutrion.
Animals eat food produced by plants or other animals which eat plants.
Plants make their own food using sunlight, carbon-dioxide from the air, water and
nutrients from the soil.
The children will write the difference between plants and animals aer making
observaons of the collage experiment.
Ask the students to collect various plant parts- leaves, twigs, flower, grass, straw etc.
Dry them between the folds of blong sheets and use them to make their favourite
animal/bird along with their habitat. The sample work is shown in the teacher resource
material..
Review
The following poem may be sung with rhythmic body movements to recapitulate
the characteriscs of plants and animals. Students may be asked to learn the
poem.
Plants and animals all have needs,

They both need air and water you see.
Plants need light to make food,
And animals need food
what they need is what they’ll choose.
Plants need light to make food,

and animals need food
Both need water and air too.
Energy is a basic need,

It’s provided by light and food to eat.
Plants absorb light,
Animals eat food,
What they need is what they’ll choose.
Worksheet 8- Compare a plant and an animal whose pictures will be given.
Worksheet 9 - Name and draw the pictures of animals using plant parts.
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Assesment
To assess the understanding, and ability of the students to differenate between plants
and animals, give the following assessment sheet to the students.
a) List three characteriscs that are similar between plants and animals.
Plants are similar to animals because -
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
b) List three characteriscs that are different in plants and animals
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
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General Science
Lesson Plan – d
Topic: The States of Maer
Duraon: 4 Hours
Brief Descripon: Aer understanding, characterising and classifying living things as

plants and animals now the students should be exposed to classificaon of non-living
things such as solids, liquids and gases. They should consider the fact that both plants
and animals are living things but are different in various aspects. The students would be
given certain objects and by using their sense organs they will idenfy different states of
maer.
Through this lesson, the students will be able to idenfy different states of maer, classify
various non-living things around them as solids, liquids or gases, understand the role of the
sense organs in idenfying the states of maer and explore the different tastes and understand
the funcon of taste buds present on the tongue.
Learning Objectives
Understand that everything around us that has weight and needs space to store is
maer.
Classify non-living things around them into three different states of maer.
Give an opinion on the state of maer with the help of sense organs.
Discuss about the properes of maer.
Idenfy the sense organs and their funcons.
Material Required
Chocolate, juice, toffees, incense sck and video on properes of maer.
Teacher Activity
This is Me!
Announce in the class that a game will be played. This is me!
Divide the children into the groups named as A, B, C, D (Any name)
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Distribute or show the following things to the students - chocolate, juice and toffees.
Give each students one thing at a me and ask them to answer. The teacher writes the
responses on the board. Ask the students about their observaon of a burning incense
sck hidden in a box. Later the teacher would show them the incense sck and say
that the wonderful smell was coming because of the incense sck. In this way students
will observe each thing one by one and write their observaons in the first and second
column of the table given below.
Aer filling the first and the second columns students would observe the PowerPoint
Presentaon on ‘States of Maer’ and the teacher would iniate a discussion. Ask the
students to predict the state of the object and then complete the third column.
Table : This is Me!
Thing/object What can you do with it? It is a-
Properes of Maer
Show the video with a song “Oh dear what can this maer be?” to the students. Let them
dance and sing along with the video to reinforce the properes of maer.
Student Activity
Aer the discussion in the class the students will observe carefully hardness, smell, and
taste the given things and fill the following worksheet.
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OUR OBSERVATIONS
Group name--------
1. Write the names of the things that taste.

Sweet____________
Sour_____________
Plain________________
2. Write the colors of the following objects.
Chocolate__________
Juice____________
Toffees_________
Incense scks__________
Fumes of incense scks_________
3. Which one do you think can take the shape of container? (Put √ or X in blanks)
Chocolate__________
Juice____________
Toffees_________
Incense scks__________
Fumes of incense scks_________
4. Which one can?
Flow from one place to another________________
Spreads throughout the room____________
Cannot flow from one place to another________
Self Assessment
Students discuss among themselves about the properes of the given things and categorise
them into different states -
OBJECT AM I HARD? DO I OCCUPY SPACE? I MIGHT BE –

Solid/Liquid/Gas
CHOCOLATE
JUICE
INCENSE STICKS
FUMES OF INCENSE STICKS
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Writing Activity
The students will write the answers on the sheet “Our Observaons”.
From the game played, the children will write their observaons in a tabular form.
Critical Thinking and Visual Skills

C
The PowerPoint Presentaon shown will tell the students to use only the right path to
move. They have to complete Three Races to Win the Virtual Academic Trophy.
Review
The following worksheets followed by the poem sung as a song to recapitulate the states
of maer and students would be able to classify the non-living things as solid, liquid or
gas.
1. Worksheet 10- A game on PowerPoint Presentaon which the children would love to
play moving ahead in a race by choosing the correct opon.
2. Worksheet 11- Solve the cross word using the hints given.
3. Worksheet 12-. Idenfy the states of maer, one word answers.
4. Worksheet 13-Categorise the following objects.
5. Worksheet 14-.States of maer.
6. Poem…..
Learn the poem……..Oh dear what can this maer be…. (With rhythmic body movement)
Oh, dear, solid what can this maer be?Oh, dear,

what can this maer be?
Oh, dear, what can this maer be?
Solid or liquid or gas?
A solid has weight, takes up space,
Has a certain shape.
Liquid has weight, takes up space,
But conforms to the vessel in which it is put.
So a solid and liquid
Look different to me.
A gas is invisible, but we can prove
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It has weight, takes up space,
Have you seen a balloon filled with gas,
Where the molecules spread and they spread
Into all of the spaces you see?

so maer is anything that takes up space,
And a solid can be very heavy or light
And a liquid can change into solid and back again.
Gases will float in the air


Assesment
To assess the understanding and ability of the students to idenfy the state of maer
teacher may give the following assessment sheet to the students.
States of Maer
List the solids, liquids, and gases in each of the pictures.
Solids- _________________________________
Liquids- _________________________________
Gases - _________________________________
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Solids- _________________________________
Liquids- _________________________________
Gases - _________________________________
Solids- _________________________________
Liquids- _________________________________
Gases - _________________________________
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Social Studies
Lesson Plan – a
Topic: Living and Non-living things. Differences and Similaries
Duraon: 5 hours
Brief Descripon: Through this lesson, the students will be able to categorise living and
non living things on the basis of the characteriscs that they have learnt through different
acvies. They will be able to comprehend further the abilies of living things against
non living ones.
Learning Objectives
Idenfy living and non living things.
Differenate and categorise living and non living objects under two different
headings.
Recognise and understand the significant characteriscs of living and non living
things.
Material Required
Small pot, sapling, mud and water, a doll a pre drawn scenery on A4 size paper, coloured
glaced papers, glue. chart paper, pencil, colours, scissor, paper plates, coon, colours,
gum, scissors, colour pens, paper strips, etc.
Teacher Activity
1. Nature walk
2. Plant a sapling in a pot
3. Suzan is my best friend.
4. Make a photo story on ‘Growth of a plant in different stages’
Activity
Nature Walk
Material Required
Observe and idenfy living and non living things during the walk.
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Take the students for a nature walk to help them idenfy, observe and comprehend the
living and non living things which they can see around them.
Help them to enlist their observaons.
Teachers Guided Activity

Brief the students on what they saw during the nature walk. The teacher explains a few
enlisted observaons. For example-
Panng of the children and grasping in for more oxygen, breathlessness and their heart
thumping loudly as compared to the silent rocks, pebbles and benches.
Movements of birds and ants as compared to the non living things in the park like-
swings, benches, rocks etc.
Students’ observaons on a bud blooming into a flower as compared to balls and
rackets which do not grow further.
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The teacher explains the difference between living and non –living things based on a few
characteriscs. Students too share their experiences on the same. Aer a brief discussion
students are now able to categorise things in their immediate surroundings as living and
non-living things.
(Worksheet No. 1)
PowerPoint Presentation
Show a PowerPoint Presentaon on Living and Non-living things. Emphasise on the
differences and similaries between them.
(Worksheet No. 2)
Acvity: Plant a Sapling in a Pot
Material Required
A small pot, sapling, mud and water.
The teacher fills the pot with the mud. Plants a small sapling and waters it. Now she ask
the students to do the same and watch it grow.
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Activity
Photostory- Growth of a plant in different stages.
(Worksheet No. 4)
Activity: Story Writing

Suzan is my best friend
Material Required: A doll.

Narrate the story about a girl who is an only child and has a dream that her doll has
become her lile sister and her best friend only to wake up and find that her favourite doll
is by her side but doesn’t do anything that she saw in the dream like singing, dancing and
playing. She doesn’t even speak with her!!!
Student Activity
1. Tearing and pasng
2. Make a Mask
3. Hand and finger Prinng
4. Picture Glossory
5. Find your type and run
6. Let’s sort it out !
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Tearing and Pasng
Material Required
A pre drawn scenery on A4 size paper, coloured glazed papers and glue, etc.
Make a colourful scenery by tearing out coloured glazed paper and scking them on the
figures drawn on the sheets to make a complete scenery (the picture should have sketches
of living and non living things)
Make a Mask
Material Required
Paper Plates, coon, colours, gum, scissors, colour pens, paper strips, etc.
1) Take three paper plates. Paint them pink.
2) Paint the eyes and nose on all three of them.
3) On each plate make a different expression e g. happy / sad / angry surprised.
4) This acvity will bring out the different emoons which are felt by living things in
different situaons. It would also improve the aesthec aspect of each child .
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Happy Sad Astonish
Hand and Finger Prinng
Material Required
Paper, colours and some decorave items, etc.
Children like to perform creave acvies such as making pictures with fingers, thumb and
palm prints. Make pictures of living and nonliving things using your own imaginaon.
Picture Glossary
Material required
Old magazines, books and newspapers, charts, glue, scissor, etc.
They would be provided with old magazines, books and newspapers and asked to cut
pictures of living and nonliving things. They will be asked to create a picture glossary of
various living and non living things on separate charts.
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Picture glossary of Living Things Picture glossary of Non-living thing
(Worksheet No. 5)
Find Your Type and Run
Divide the class into 2 groups. Group A: Living things and Group B Non-living things.
Picture glossary of Living Things Picture glossary of Non-living thing
1) Prepare 15 paper chits having human names of different family members and make
another 15-20 chits with names of arcles made out of wood.
2) Distribute these chits randomly.
3) At the blow of the whistle the children will quickly divide themselves into two groups
i.e. A and B (according to names of family members and names of arcles made out
of wood.)
4) As soon as the group is complete they are advised to run to the finish line. The group
which reaches first will be declared the winner.
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5) The skill developed through this acvity is that cung of trees helps to prepare
different arcles from wood i.e. pencil, paper, ssue paper etc. but this should be
reduced to the minimum.
6) This is also to reinforce a relaonship between living and non living things and their
inter dependence.
A Visit to a Historical Museum
Plan a Visit to any Historical Museum. The teacher explains that the museum is a place
where one could see things of historical significance, things that have existed in the past
like animals which have gone exnct etc.
Students have to observe and realise that many living things which were exisng in the
past have now turned into non-living objects. Students to be explained the difference
between living and non-living things with the help of specimens shown in the museum.
Aer the visit students will be able to enlist the objects seen in the museum into two
categories i.e. Non-Living objects of the past (eg: coins, weapons, dresses, tools, jewellery
etc.) which are sll Non-Living and the other category of things which were Living earlier
in the past (eg: human beings , animals, birds etc ) have turned into Non-Living objects
now.
Let’s Sort it Out!
Teacher prepares two charts on the topics a) Living things and b) Non-Living things.
Students are guided to collect similar pictures (five per student) of the objects / things
they had seen in the museum. Students to bring their collecon of pictures and drop
them in the box provided by the teacher.
The teacher collects all the pictures in the box and asks the students to pick one picture
each turn by turn. Students are advised to use a twin tape to paste the picture on the
respecve charts. Once the class completes the pasng work the teacher appreciates and
recapitulates the disncon between the two charts decorated by the students on living
and non-living things.
(Worksheet No. 6)
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Review
Class display of Living and non-living things.
The teacher to ask each student to bring a minimum of five arcles / pictures of Living
and Non-Living things.
On a decided day the teacher asks the student to decorate the class room with all the
arcles brought by the students in an interesng and aesthec manner.
This would further enhance the students’ understanding and a complete comprehension
of the concept of living and non- living objects.
Some guest could be invited to movate the students to the best of their ability.
Assessment
Assessment Worksheet (Living and Non-Living things) to be taken up which would give
clarity to the teacher that how far the students have been able to understand the various
concepts taught in the unit.
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Social Studies
Lesson Plan – b
Topic: Care for the Sense Organs
Duraon: 4 hours
Brief Descripon: Discuss with students which are the main sense organs? followed by
their use in our body (funconing). Relate the topic to the importance of sense organs.
Elicit responses from the students about their understanding of the funconing of the
five sense organs. Connue the discussion explaining what can happen if one of the sense
organs gets damaged or stops funconing. Let students share their previous knowledge
related to this concept. They can share any related incident and follow it by highlighng
the ‘care aspect’ for the vital body parts/ sense organs. Emphasising on how to take care
of the sense organs (self & others) the students will learn about the five senses, which are
sight, hearing, touch, taste, and smell.
Learning Objectives
Idenfy the sense organs.
Realise the importance of each sense organs and taking care of them properly.
Teacher Activity
1. Virtual Visit to a Dream World
2. Sensory Staons
3. Senseless Me ???
4. Here comes the doctor!!!
Visit to Dream World
Ask each student to close their eyes and think of a place that he/she enjoys vising.
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Then ask them to imagine things that they could see, hear, touch, taste and smell at this
place. Aer about one to two minutes, ask the students to open their eyes.
The teacher will share their favourite place to visit with the students and describe what
they see, hear, taste, touch, and smell. The students will remember and relate their
favourite place to the teacher’s place. The teacher will ask the students to think about
their favourite place again and share some of their experiences with regards to their
senses at this place with their neighbour sing next to them.
The teacher explains that we all have eyes that allow us to see, taste buds that allow us
to taste, fingers that help us touch, ears that allow us to hear and a nose that allows us
to smell.
(Worksheet No. 7)
Sensory Staons
Material Required
Bells, drums, whistles, pulses-filled containers, spoons to tap , sandpaper, play dough,
clay, ice, finger paint, microscope, magnifying glass, colored water, 3-d poster, vanilla
essence, perfume, chocolates, spices, etc.
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The teacher asks the students to explore the 5 senses in the different “staons” around
the classroom. The staons are set up tables with hands-on materials for kids to touch,
smell, taste, hear and see. Some possible staon items :
Hearing: Bells, drums, whistles, pulses-filled containers, spoons to tap.
Touch: Sandpaper, play dough, clay, ice, finger paint.
Vision: Microscope, magnifying glass, colored water, 3-d poster.
Smell: Vanilla essence, perfume, chocolate, spices.
Taste: Jellybeans, cookies, mango balls (aam papad), fruit slices, salty chips, pickles.
The teacher explains and makes the students understand the funconing of different
parts of the body associated with the sense known as sense organs. Teacher to introduce
the significance of different sense organs.
Ask simple quesons like – (for the eyes).

1. What do we use to tell the difference between the sizes of objects?
2. How do we know that a skyscraper is taller than an oak tree or that the redwood tree
is the tallest tree?
3. Why is a rose red and the sky blue?
4. Why is the tennis ball shaped differently than a football?
Ask simple quesons like – for the ears
5. What helps us to know about the cars and trucks that pass by, barking dogs, the songs
of birds, footsteps, and the raindrops on the window?
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6. What helps us to listen to music and to people’s voices?
Ask simple quesons like – (for the fingers and skin).
7. How do we know the difference between wool, coon, jute and silk? Do they all feel
different?
Ask simple quesons like – (for the tongue).
8. How do we come to know that bier gourd is bier, a candy is sweet and a peanut is
salty?
What helps us to differenate between the smell of flowers, perfume, and the dinner that
mom or dad is cooking for us?
Aer listening to the answers, display pictures of the sense organs and explain their
associaon with the senses. Explain that the eyes help us to see, tongue helps us to taste,
fingers enable us to touch, ears allow us to hear, and a nose allows us to smell. Emphasize
that had our sense organs not been there, we would have missed on so many things in,
the world around us.
(Worksheet No. 6 & 9)
Explain the concept of the importance of care of sense organs. Discuss that all of the five
senses don’t always work well. Some people may not be able to see, but they are able to
hear, taste, touch, and smell. Some people are not able to hear, but they can see, taste,
touch, and smell. They use their other senses to make up for the one(s) that they lost or
don’t possess. These people sharpen their other senses to cope with the loss of a parcular
sense.
Explain to the students that we make discoveries and find out about the world by using
our five senses.
To make the lesson more interacve, discuss the life of ‘Hellen Keller’. What were the
senses that Helen Keller lived without? What effect did this have on her?, Though she was
unable to hear, speak or see, did she just give up on accomplishing anything in her life?
Discuss Did she sll have feelings even though she couldn’t speak and tell you what they
were?, How might her life have been different if she had been born now?
‘Hellen Keller’
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The teacher emphasises on “We should work on our weaknesses and make them our
strengths”.
Elicit responses. ‘Each day provides something new and different and we can use our
senses to learn about or experience’.
Senseless Me ???
The teacher blind folds a few students, es one hand of a few students, covers the ears of
a few students and directs them to do certain tasks in the class.
For example: Collect a few assignments and distribute them to the other students.
Aer this acvity the teacher asks the students to share their experience on how they felt
when one of their sense organs was non-funconal?
The teacher explains that each sense organ is as important as the others, and we should
take care of them so they can work properly and enjoy the world around us. We take care
of them by keeping them clean, protecng them and by eang the right food. The teacher
deals with the care each sense organ individually.
EYES
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With our precious eyes, we learn about the color, shape and size of things. Taking care of
them includes:
Eang yellow vegetables and fruits such as carrots and oranges will keep our eyes clear
and bright. Add food rich in Vitamin A like fish, green vegetables also in your diet.
Giving Rest to your eyes by looking at green plants or far out of the window.
Avoid reading while you are in a lying posion or

inside a moving vehicle.
Read under good light.
Don’t work on the computer for long hours. Take your
eyes off the screen for some minutes in between.
Keep sharp objects away from your eyes.
Protect them from too much sunlight by wearing
sunglasses with ultraviolet protecon.
If we face difficulty in reading or seeing distant things/
objects clearly, we should go to a doctor without
delay.
If we wear spectacles, we should get our eyes checked
regularly.
The teacher introduces the term Optometrist here and

explains that an Optometrist is the person who looks aer,
cares and treats our eye problems. Also the shops where we
get our spectacles made are called opcal shops.
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EARS
With our ears, we learn about sounds around us. Taking care of them includes
Cleaning the ears regularly. For children,
be sure that parents are the one who clean
them. Don’t put soap or water in the ears to
clean them. They should be cleaned with a
coon bud.
When taking a bath or swimming, do not let
water get into your ears. If water goes into
the ear accidently, dry it with a clean coon cloth immediately.
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(Wear Ear Plugs during Swimming)

When there are loud sounds, cover
your ears.
Do not put any small objects inside
your ears.
If you have a cold do not blow your
nose very hard to avoid damaging your
ears.
Keep pointed objects away from your
ears and visit a doctor regularly when
you have an ear problem.
Somemes ears get blocked due to
some infecon or deposion of extra
wax in them. Don’t put oil to clear
them. Get the extra wax removed by
a doctor and use the prescribed ear
drops.
NOSE
With our nose, we learn about the smell of things. Taking care includes :
Cover your nose when there is dust or smoke around.
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When cleaning your nose, use a so
clean cloth or ssue/bud. Blowing gently
somemes help.
Don’t put hot oil or wax in the nose to
clear it. It may damage the inner walls of
the nose.
Use nasal drops recommended by
specialised doctors only.
When smelling objects, avoid pung your nose too close to the objects you smell.
TONGUE
With our tongue, we learn about the taste of food.

It is a delicate organ. Taking care of our tongue
includes
Avoid eang over salted and spicy food.
Eang foods that is too hot is also a bad idea.
When brushing your teeth gently
brush your tongue too.
Always be careful when chewing

your food so that you will not
bite your tongue.(don’t talk/jump
while eang)
The teacher introduces the term ENT specialists here and explains that they are the people
who looks aer, cares and treats our ear, nose and throat problems.
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SKIN
With our skin, we learn about texture, temperature and pain. Taking care of our skin
includes:
Eat fruits and vegetables to
keep our skin healthy. Our
diet should include food
rich in Vitamin A and E
specially which makes our
skin healthy and glowing.
Wash hands as oen as
needed.
Take a bath daily to remove
dust and germs.
Use an umbrella to protect
your skin from too much
sunlight or use sun blocks
before going for a swim on
the beach.
When you have a cut or
wound on your skin, wash carefully to avoid infecons. Use some ansepc cream.
In winters, the skin becomes dry and rough. Apply cold cream or some oil to make it
so and smooth.
If you use any loon on your skin, be sure that if is safe to do so.
If some clothes or jewellery causes rash on the skin or you have a skin disease, see a
doctor for treatment.
The teacher introduces the term Dermatologist here and explains that a Dermatologist
is the person who looks aer, cares and treats our skin problems.
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The teacher reinforces that if we take proper care of our body, we will always stay
healthy and happy.
(Worksheet No. 10)
Here Comes The Doctor
Material Required
Medical instruments (e.g. Stethoscope etc.), Doctor’s dress, name plates of doctors,
wring note book, pen, etc.
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Guided Acvity (Role Play)
Students will be divided into five groups. They will enact as specialised doctors. The teacher
divides the class into groups (10 each), i.e. 5 doctors and 5 paents. Children enacng as
doctors will dress up accordingly with their medical instruments (e.g. stethoscope etc.)
Children will create 5 corners in the class where they can setup their individual chambers
with their name plates e.g.
Eye specialist: Optometrist
Ear, nose & throat: ENT specialists
Skin specialist: Dermatologist
A few students will enact as paents

vising doctors with their specific
problems. Now the children who are
enacng like paents, visit the doctors
and discuss their respecve problems.
The doctors will be giving their advice
and instrucng the paents on how to take care of their sense organs. Advice will also be
given on how to take the prescribed medicines.
(Worksheet No. 8)
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Student Activity
1. Let’s make sense
2. My rule book
3. Night Watch
Lets Make Sense
Material Required
(All supplies will be provided by the teacher: magazines, glue/ paste, children’s scissors,
and a posterboard)
Teacher Guided Pracce
Students are separated into five heterogeneous groups of four, five, or six (depending on
the class size) by the teacher. Each group will be assigned one of the five senses. They will
then look in magazines and cut out any item that is related to their sense. They will paste
the magazine clippings on a poster board and make a collage. Each group will present and
share their collage with the class. The collages will be displayed in the room.
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My Rule Book
Material Required
Book let or a note book can be used for wring their own instrucons.
Students to prepare a small booklet in which they will write their own instrucons on how
to take care of sense organs. Later they will share it with their friends.
Night Watch
Material Required: Diary and pencil.
Each student will be asked to pick a quarter of an hour of the night and observe themselves
using their sense organs during that me. They must write down all of the experiences
that they had with their senses during or aer their quarter of an hour (it is beer to write
down the experience so that the student does not forget). Each experience should be
listed under the correct sense organ on a sheet of paper.
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Poem
5 Senses
On my face I have two eyes;

Use them every day.
They are used to help me see
with a look, look here,
And a look, look there,
Here a look, there a loo,
Everywhere a look, Look.
On my face I have two eyes;
Use them every day!
On my face Ihave a nose;
Use it all the me.
When I sniff it I can tell
Vinegar from Lime.
When Isniff it I can tell
Vinegar from lime.
With a sniff, sniff here,
And a sniff, sniff there,
Here a sniff, there a sniff,
Everywhere a sniff, sniff.
On my face Ihave a nose;
Use it all the me!
In my mouth I have a tongue;
Use it when I eat.
Tasng with It I can tell
Sour from the sweet.
With a lick, Lick here,
And a lick, lick therer,
Everywhere a lick, lick.
In my mouth I have a tongue;
Use it when I eat!
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Assessment
Presentaon on the topic- Significance of the sense organs
Students to be divided into 5 equal groups.
Each group to be given one parcular sense organ on which they are to prepare a
PowerPoint Presentaon and bring out the significance of each sense organ and also
touch on the aspect of taking care of these organs.
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Social Studies
Lesson Plan – c
Topic: Eye Problems, Hearing Problems and Braille
Duraon: 4 hours
Brief Descripon: Discuss and explain what can happen if one of the sense organs gets
damaged or stops funconing. Let students share their previous knowledge related to this
concept. They can share any related incident, followed by highlighng the ‘eye problems,
specially blindness- Braille system for blind people and also hearing problems. Emphasise
on how to take care of the above menoned problems. The teacher to reinforce that
physically impaired people are part of our society and we should accept them with
dignity.
The students will now learn about a few common eyes and hearing problems.
Learning Objectives
Develop the value and being sensive towards the physically disabled.
Create facilies and strategies to help the hearing and the visually impaired and acquire
knowledge about the Braille system.
Appreciate ones abilies and in case of need be able to change disability into an
ability.
Material required
A booklet or a note book can be used for wring their own instrucons a diary and a
pencil, book or informaon from the internet, chart paper, pencils, colours, eraser, scale,
etc. The English Braille Alphabet (A to Z). A4 size drawing sheet, colour pens, catridge
sheet, scissors, etc.
Teacher Activity
1. Know thyself ( teacher guided acvity)
2. Visit to a Blind school / School for Deaf and Dumb / Special Learning Centres.
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Know Thyself
Material Required
Book or informaon from internet, diary and a pencil.
Students are supposed to visit libraries, reading resource centres, visit websites and collect
some relevant informaon about someone who has overcome a parcular disability and
have them write a biography of that person. They actually have to write a biography of a
person who is physically impaired (with eye /hearing problem/person using Braille).
The teacher explains that our eyes are really sensive and we should take care of them.
The human eye is the organ which gives us the sense of sight, allowing us to learn
more about the surrounding world than any of the other five senses.
Good eye health and clear visions are really important for every one of us.
With proper vision students gain knowledge and skills which will remain with them for
their enre life.
Also the teacher focuses on the early idenficaon of a child’s vision, as children are
oen more responsive to treatment when problems are diagnosed early.
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Visit to a blend school / School for deaf and dumb / Special learning centres.
Student will:
Observe their surroundings.
Idenfy different equipments and instruments used.
Pen down an interacon with any visually / hearing impaired person.
Suggest how you can support them and be a valuable asset for your naon/ state /
city.
Interview
For this interview, I spoke with a woman who has been blind since she was sixteen years
old. Today she is in her sixes. She has had an interesng life and has learned to deal with
her disability in many remarkable ways.
Q: Have you always been blind?
A: No
Q: How old were you when you became blind?
A: I was sixteen.
Q: What happened?
A: I had a weakness in the back of my eye.
Q: What are the advantages of being blind?
A: You learn to trust people.
Q: What was the biggest obstacle you have faced?
A: I had to learn things all over again. I also went to a special school for the blind.
Q: Do you have a guide dog?
A: Not anymore, I did when I was lile. I use a cane instead.
Q: How old were you when you learned Braille?
A: I was seventeen.
Q: What was difficult about learning Braille?
A: I had to learn the sense of touch.
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Q: Can you remember seeing anything?
A: Yes.
Q: What?
A: I remember landscapes and people. Mostly I remember everything.
Q: What do you miss most about seeing?
A: The color.
Q: How is your house different than someone else’s that isn’t blind?
A: Um, it’s prey much the same as anyone else’s. There’s not any cluer, or anything for
me to knock into. I do label things with Braille though.
Some eye problems which are commonly seen in children are:

Stye - it produces red swollen area on the eyelid. It may be seen on the eyelid margin.
Treatment is done with warm compresses and anbiocs.
Stye Red swollen area
Conjuncvis– it is an infecon which is caused by virus and which leads

to other problems like watery discharge and redness in one or both eyes.
It requires treatment with anbiocs.
Eye problems due to computer - many computer users face the problem of blurred vision
headaches, eye strains and other symptoms due to connuous working on them.
Myopia (near sightedness) – images of distant objects appear out to be

out of focus leading to headache. Glasses have to be worn to bring the
image into the correct focus.
Hypermetropia (far sightedness)-

images of near objects appear out
of focus giving way to eye strain,
eye throbbing, difficulty in reading
and squint. Glasses have to be worn
to bring the image into focus.
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Squint- it is misalignment of two eyes in which either of the eyes may turn inward/
outward/upward/downward. It occurs due to failure of the eye muscles to work together.
Treatment opons include eye glasses, eye exercises or surgery to straighten the eyes.
Aer discussing about the above menoned problems, the students will share their
opinion on the common eye injuries and ways to avoid them. Elicit response by students on
people to approach in case of these eye problems. Teacher emphasizes on the parcular
doctors dealing with such problems like:
Ophthalmologists are medical doctors who provide comprehensive eye care with
medicine and surgery.
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Pediatric Ophthalmologists have special training to treat eye problems of children.
Optometrists provide same services as Ophthalmologists, but they do not perform

surgeries.
Opcians fit and adjust eye glasses.
Teacher explains that regular eye checkups are important for all of us to keep our eyes
healthy. Students share their experiences on frequency of eye checkups they had and
follow up treatments if any of them went through. For this visit the site address:
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Roune Eye exams for children are extremely important.
Infants should have their first comprehensive

eye exam at 6 months of age.
Children then should have addional eye exams
at age 3, and just before they enter the first
grade — at about age 5 or 6.
For school-aged children, an eye exam every two
years if there is no vision correcon is required.
Children who need eyeglasses or contact lenses should be examined annually or as
recommended by their optometrist or ophthalmologist.
(Worksheet No. 11 & 13)
Aer discussing about the eyes the teacher explains the importance of ears. Teacher
emphasizes on problems faced by people due to hearing loss. Elicit response from students
on causes of hearing problems. Teacher focuses on important causes of hearing loss. It
occurs if a child:
Was born prematurely, stayed in neo natal ICU
Was given medicaon that leads to hearing loss
Has a family history of childhood hearing loss
Had complicaons at birth
Had frequent ear infecons
Exposed to very loud sounds
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Teacher connues the discussion and brings the focus on idenfying and then treatment
of problems as a main indicator. For treatment teacher explains about hearing devices
available for children.
Further special doctor –Audiologist ( a doctor who specializes in hearing problems) is
to be referred for further decisions regarding – lip reading or sign language, listening
therapy or speech therapy.
Teacher explains that it is us as teachers, students and parents who understand and help
such children in overcoming their problems. We all should try and adapt ourselves to
their needs. It is our duty to accept them as part of our society
October Is National Audiology Awareness Month.
The ear connues to hear sounds, even while you sleep.
Male mosquitoes hear with thousands of ny hairs growing on their

antennae.
Dogs can hear much higher frequencies than humans.
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(Worksheet No. 12)
Teacher then discusses ways in which people can overcome, or compensate for, various
disabilies. Focus is on a parcular disability – blindness. Teacher explains that even blind
people have the right to live their life. For this, emphasis is laid on Braille System. Elicit
response from students on:
Who was Louis Braille?
How do you think Louis Braille became blind?
How the Braille system works?
How to read and write Braille?
Latest technology in Braille..
Teacher explains that

People read Braille by moving their fingerps from le to right across the lines of
dots.
When wring Braille, people move from right to le instead, physically pressing the
dots into the paper so that they show up on the other side.
There are many methods used to write Braille, including:
Physically pressing each dot into paper using a handheld stylus to make the impressions
and a slate to hold the paper. A Braille writer, has one key for each of the six dots in a
Braille cell.
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A full QWERTY keyboard aached to a Braille printer and special talking soware like
safa and jaw in installed for blind people to work on computer.
Many people who know how to read Braille also use other methods to gain informaon.
These include:
Computer programs called screen readers that read the informaon visible on a
computer screen and play it through a speaker.
Talking books or audio books for the blind
Recordings of teachers, family members, friends or volunteers reading print material
aloud.
Student Activity
1. Poster me- Safe Eyes
2. My Braille message to my friend
3. Protect your ears – Book Mark
Poster Time - Safe Eyes
Material Required
Chart paper, Pencils, Colours, Eraser, Scale.
Teacher explains to students that many eye injuries occur during sports or recreaonal
events. Students are encouraged to explore how to take care of their eyes or how to keep
their eyes safe. Students are expected to learn how to prevent the injuries. Teachers
arrange the students into small groups and asks each group to create a poster about eye
safety during play.
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My Braille Message for My Friend
Material Required
The English Braille Alphabet (A to Z). A4 size drawing sheet, colour pens.
The teacher invites students to learn and explore The English Braille Alphabet and
encourage them to write Braille messages to one another. Students might also visit the
Braille It! Web site to have Braille messages created for them!
(Worksheet No. 14)
Protect Your Ears - Bookmarks
Material Required
Carted sheet, Pencil, Colours, Scissors, etc
Know which noise can cause damage. Wear ear plugs when you are involved in a loud
acvity. Make three bookmarks indicang sound which are normal, loud and very loud.
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Review
1. Quiz: Teacher to assist students to prepare quesons on ear and eye problems. The
whole class will be divided into two groups and each group quesons the other. Teacher
to note the score and give the feedback accordingly.
2. Interview a blind person.
Assessment
Assessment Worksheets comprising of the topics Eye/Ear problems and Braille will be
done to assess the students on the concepts taught.
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Performing Arts
Lesson Plan – a
Topic: Musical Notaon and its Values
Duraon: 3 hours
Brief Descripon: Music is a combinaon of different sounds, and sounds are in different
length .to show the length of a sound certain symbols are used in music they are called
notes.
Learning Objectives
As a result of this lesson, the students will be able to learn :
Notes and their values
Understand how bars are used to measure the rhythm.
Perform rhythm game while clapping together in sync.
The use of me signature in music
Understand the Staff and notes on line and spaces.
Comprehend C-major scale and notes.
Understand Raga yaman
Sing notes on raga yamen in Indian classical music.
Sing C-major scale in western music.
Material Required
Musical instruments, Audio player, sound recorder.
Teacher Activity
This is a whole note (semibreve) a whole note will receive four beats or count.
This is a half note (minim) and has a stem. A half note will receive two beat or count
This is a quarter note (crotchet) the head is solid it has a stem. A quarter note will
receive one beat or count.
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Bars and Measures
When we play or sing music there we can feel the natural pulse of music. Underline the
most popular music there are pulses or beats which have a regularly recurring accent.
E.g. beats 1 2 3 4 1 2 3 4 1 2
> > >
When wring this down, vercal lines called “Bar lines” are placed in front of each
accented beat
E. g. beats 1 2 3 4 1 2 3 4 1 2 3 4
As well denong the natural accents of the piece these bar lines divided the music up in
to
“bars” or” measure “
e.g. bar measure bar measure
1 2 3 4 1 2 3 4 1 2 3 4
Rhythm game
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Time Signature
Numbers are used in music to understand the number of beats come in a measure called
me signature.
Notes on the Staff
The lines of the treble staff
Notes on the treble staff may be on a line or in a space.
The notes on the lines of the treble staff follow the paern above E - G - B - D - F
Middle C
Middle C is on a line below the treble staff. This line is part of the ‘ invisible’ line which
runs between the treble and bass staves when using the Grand Staff.
The Spaces in the Treble Staff
The notes in the spaces of the treble staff follow the paern above D - F - A - C - E - G. You
can see that the notes in the middle spaces actually spell F A C E with the D below the staff
and G above the staff either an side.
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Notes of C-Major Scale
In music theory, the major scale or Ionian scale is one of the diatonic scales. It is made
up of seven disnct notes, plus an eighth which duplicates the first an octave higher.
In solfege these notes correspond to the syllables “Do, Re, Mi, Fa, Sol, La, Ti/Si, (Do)”,
the “Do” in the parenthesis at the end being the octave of the tonic starng pitch. The
simplest major scale to write or play on the piano is C major, the only major scale not to
require sharps or flats, using only the white keys on the piano keyboard:
C Major Scale
The first note of the major scale is called doh,
The second note of the major scale is called ray,
The third note of the major scale is called me,
The fourth note is called fah,
The fih note is called soh,
The sixth is called lah,
and the seventh is called te.
Notes of Indian Classical Music
Indian classical music is deeply connected to the culture and tradion of India. it mainly
divided in to two different paerns ,they are Hindustani music and karnac music.
And it has two different parts, Indian classical music and Light music.
1 Classical
The classical music of India is totally rooted into the ragas no accidentals are allowed in
this.
2 Light music
In the light music musician has the freedom to improvise the melody, pitch, rhythm,
and tonality of the melody.eg geet, Bhajan, Gazals, Folk songs etc.
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Rag Yaman
Rag yaman is the basic rag in Indian classical music which is same as the major scale of
western music. Starts from one tonic note to the other.
The notes of the rag yaman as follows
The first not of a major scale is Sa
The second note is Re
The third is Ga
The fourth is Ma
The fih is Pa
The sixth is Dha
The seventh is Ni
Basic Dance Steps
Dance in groups to form straight ,curved and zigzag paths in 4/4 me signature ( four
beats per measure )
1 2 3 4 1 2 3 4 etc
Make rhythm of a small song from the first five notes of a major scale (C - G or Doh –Soh
or Sa – pa )
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Song
Joyful joyful we adore thee God of glory Lord of love
Hearts unfold like flowers before thee
Opening to the sun above
Melt the clouds of sin and sadness
Drive the dark of doubt away
Giver of immortal gladness fill us with the light of day
All thy works with joy surround thee

Earth and heaven reflect thy rays
Stars and angels sing around thee
Centre of unbroken praise
Field and forest vale and mountain flowery meadow flashing sea
Channg bird and flowing fountain call us to rejoice in thee.
Student Activity
Make a staff and draw notes heads on it in lines and spaces.
Draw treble clef and learn the notes on lines and spaces.
Write notes of C-major scale and Name it.
Sing raga yaman .
Improvise dance steps sync with the tune.
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Review
What are the values of semibreve, minim and crotchet?
Why bars are used in music?
What are the notes on lines and spaces of a treble staff?
How do we count a common me signature?
How many notes are there in C-major scale and what are they?
Which is the basic raga in Indian classical music and how do we sing it?
What are the basic steps of dance?
Assessment
The students will be assessed on their understanding of the concept and the parcipaon
in the class acvies.
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Visual Arts
Lesson Plan – a
Topic: Nameplate
Duraon: 45 Minutes
Brief Descripon: Wring their name in a decorave style on the first page of their book
Learning Objectives
To use typography in design
Material Required
Art books, oil pastels
Teacher Activity
Direct students to inaugurate their art books by designing a decorave nameplate. Remind
them of the fonts they see on computer, the leering they see in newspapers, magazines,
etc. Allow them the freedom to design any fancy leering they like.
Student Activity
Your name should be the focus of the page. It should be boldly wrien in any script you
wish. You can choose to write it in block, in capitals or in any other way you wish. Draw
two lines to demarcate the size and width of the leering. This is important as it ensures
that all your leers are of the same size. Make sure to leave some space for a border.
Colour it beaufully.
Review
Finish your nameplate with a decorave border design.
Assessment
The assessment should focus upon the leering style, uniformity of the size of leering
and clarity of the word aer it has been coloured.
Their use of material which in this case is the applicaon of colour using oil pastels, should
also be assessed.
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Visual Arts
Lesson Plan – b
Topic: Primary and Secondary Colours
Brief Descripon: Creang tessellaons and colouring them using primary/secondary

colours
Learning Objectives
Understand the properes of primary and secondary colours
Use primary and secondary colours in design
Use shapes to create repeve paerns/tessellaons
Material Required
Colour chart, computer, internet, poster colours, brushes, bowls, oil pastels, etc.
Teacher Activity
Tuning in quesons-
What are the colours of the Sun, Blood, Grass?
Acvity 1- Discover the Properes of Primary Colours-
Create 3 zones for the 3 primary colours. Set up poster colours of primary colours at the
zones. Direct them to go to the red zone and apply red on one palm. Next they move to
the yellow zone and apply yellow on the other palm.
They rub their hands together to create the secondary colour orange. They connue the
acvity unl they have discovered the other two secondary colours, green and purple.
Now direct their aenon to the colour chart. Reinforce the topic by watching the song
and demonstraon video, ‘Primary and Secondary colour’, downloaded from Youtube.
hp://www.youtube.com/watch?v=NxQRkiT0-Ls&feature=related
Acvity 2- Visit the link below with the students and let them play the interacve
tessellaon game. hp://www.shodor.org/interacvate/acvies/Tessellate/
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Direct them to tessellate using primary and secondary colours in different combinaons.
For example, they can use red and green, blue and orange. Aer they have each had their
turn, refresh their memory about repeve shapes/tessellaons from their Maths class.
Give them card paper to make a template of any shape they wish. Direct them to use
the shape repeatedly without any gaps to create a paern/tessellaon. They will use oil
pastels, one primary and one secondary colour to colour their paern.
Student Activity
Acvity 1- Discover the Properes of Primary Colours-
Apply a primary colour on each hand. Rub together to create a secondary colour. Go
to the red zone and apply red on one palm. Move to the yellow zone and apply yellow
on the other palm. Rub your hands together to create the secondary colour orange.
Connue the acvity unl you have discovered the other two secondary colours, green
and purple.
Acvity 2 - Take card paper and cut a template of any shape you wish to make. Trace
the shape repeatedly to create a paern without any gaps in between. Use at least one
primary and one secondary colour to colour your tessellaon.
Critical Thinking
C
Who was the first person to design the Colour Wheel?
Review
Make a Colour Wheel in your books.
Assessment
Students should idenfy primary and secondary colours and understand their
properes.
Their use of material, in this case, applicaon of colour using oil pastels, should also be
assessed.
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Visual Arts
Lesson Plan – c
Topic: Figure drawing
Duraon: 45 Minutes
Brief Descripon: Drawing a human figure to understand proporon
Learning Objectives
As a result of this lesson, the students will be able to draw a human figure with a
rudimentary understanding of proporon.
Material Required
Cartridge paper, scissors, glue, oil pastels, paints, Origami/glazed paper, wool, etc.
Teacher Activity
Discuss the structure of the human body. Invite observaons of the proporon of the
body- the size of the head, arms, and legs. Divide the class into groups. Glue 4 imperial
size sheets of white cartridge paper.
Student Activity
One student in the group lies down on the sheet. The others trace along the contours of
the student. You now have a life size outline of the human body.
Use a medium of your choice to complete the colouring of the human figure. Use paints,
oil pastels or do a collage and/or get a 3D effect onto the figure. for Exampe, paper could
be folded like a fan to achieve the 3D effect of skirts; pieces of kite/ssue paper balls also
add 3D effect to the collage.
Review
Home task: Stand in front of a mirror and observe an acon pose. Draw yourself in an
acon pose.
Assessment
Aer the acvity, the student should be able to understand simple proporons of the
human body. The ability to work in a group should also be assessed.
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Physical Education
Lesson Plan – a
Topic: Kicking and Trapping
Duraon: 3 Hours
Brief Descripon: The lesson will enable the students with an ability to demonstrate the
use of good balance and coordinaon while kicking and trapping. The students will be
able to demonstrate the use of good spaal awareness.
Learning Objectives
Improve students’ abilies to kick from a distance.
Develop physical fitness components
Acquire the required skill to pass and shoot a ball
Material Required
4 cones (for boundaries), 1 whistle, stopwatch (oponal)
Teacher Activity
Create large acvity area. Form groups of 3; then distribute 1 ball to each group. Scaer
groups within the area. Direct them to stand in triangles with 5-10 paces separa ng each
group member.
Explain kicking and trapping skills to the students. Emphasize the rule to not to pass
anyone twice unl everyone has been passed once and trapped and stopped the ball
before passing it to the next player.
Next when you hear, “Switch!” change the direcon of your passes.
Student Activity
Kick and Score
Have 2 students in each group move to face each other 10 paces apart and the 3rd one
moves between them standing with their legs straddled.
The 2 on the outside soly pass the ball so it rolls through the middle person’s legs.
Accuracy and control is the key here.
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The student in the middle, turn and face whoever has the ball and stand with their legs
wide and hands up.
Block the ball to protect yourself if needed, but don’t stop it from rolling between your
legs.
When you hear ‘Switch!’ change the person in the middle. Everyone will have a turn to
be in the centre.
Review
Observe how many mes a group pass the ball around in 1 minute.
Is anyone able to score without touching the legs (of the student in the centre)
Assessment
Observe the students’ abilies to kick and dribble correctly.
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Assessment
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Assessment
English
Rubric for the Unit
Expected Indicators of the student’s performance
Learning Outcomes Beginning Developing Achieved Exemplary

The student is The student is The student is able The student is able
able to : able to : to : to :
Knowledge about List a number of Idenfy nouns in Give his/her Provide suitable
nouns nouns but does a text but takes own examples of nouns and
not demonstrate me to segregate nouns and show observe his/her
an understanding them as common understanding of the surroundings to
regarding and proper special names given discover similaries
common and nouns. to groups of things/ within the groups
proper nouns. persons. given collecve
names.
Understanding Is familiar with Possesses Is a keen learner, Possess wider
arcles a, an or the arcles and its knowledge about grasps concepts perspecve as
importance in arcles but needs promptly but needs he/she acquired
a sentence but to be exposed to guidance. extensive
needs to acquire more variety of knowledge about
knowledge about sentences arcles in a
the extensive role sentence
of arcles
Understanding Lile or no Limited evidence Some evidence of a Clear and logical

jumbled sentences evidence of a logical logical progression progression of
of a logical progression while of forming a correct forming a correct
progression of forming a correct sentence sentence
forming a correct sentence
sentence
Ability to write Several Somewhat Mostly consistent Consistent

a sentence with inconsistencies consistent with punctuaon usage in a punctuaon usage
punctuaon in the usage of punctuaon sentence in a sentence
punctuaon in a usage in a
sentence sentence
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Effecve expression Include Include some Include well-chosen Include well-chosen
insufficient and details that details to develop details to skillfully
insignificant support the the subject and the develop the subject
details and ideas subject but ideas are organized with a convincing
are incoherent the structure into logical, coherent context to provide
and lack of wring is wring structure that clarity to the reader
organizaon inconsistent is clear to the reader
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Assessment
Mathmatic
Rubric for the Unit

Recognize, Recognise & Illustrate corners, Draw the 2D & 3D Predict the
differenate and Differenate 2D sides, edges, shapes and relate to elevaon and side
illustrate 2D & 3D & 3D shapes. faces. Diagonals real life objects. views of simple
shapes and relate to of 2d & 3D objects.
real life Predict shapes.
Create
Elevaon & side Riddles
views
Shapes of tangram Shapes and Shapes and Recognise Shapes Recognise and
pieces and combine combine the combine the and apply the skill comprehend easily
them to form desired seven pieces to seve pieces to to desired shapes the desired shapes
shapes and form form abstract form meaningful of objects, squares, to be formed along
tessellaons using shapes of objects shapes of objects, triangles, rectangles with new shapes
the given shapes square, triangle, and parallelogram like trapezoid.
rectangle and without assistance.
parallelogram
with a lile help.
Disnguish between Arrange the Arrange one type Combine more Perfectly combine
shapes that le and shapes into of shapes into than one shape to shapes to new
that do not le. paerns and tessellaons with form beauful semi semi regular
tessellaons with lile assistance regular tessellaons. tessellaons.
assistance and connue the Comprehend with a Comprehends
paern on his lile assistance that easily which shapes
own. which shapes le and will not le.
which do not.
Demonstrate the
use of the concept
in real life sitaons.
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Translate Follow simple Comfortable Easily relate Easily relate
instrucons into instrucons using follow instrucons to acons instrucons to
acons and follow words like le, instrucons using North, South, acons and read
the direcons right, front and using direcons East and West. Traces the map quickly
back but gets North, South, the path comfortably using simple
confused with East, West. Trace and considerably, direcons without
North, South, the path using apply his knowledge and assistance.
East and West. Direcons with to read the map using
assistance. simple direcons.
Idenfy point, line, Draw a point, Idenfy and draw Idenfy easily and Idenfy, disnguish
line segment and line, line segment a point, line, line draw accurately a between, draw,
rays and a ray segment and point, ray, line and label and represent
without labeling ray with correct line segment of point, line, line
with teaher’s labeling. required length with segment of given
assistance and correct labeling and measurement.
instrucons. representaon. Correlate them
with examples of
day to day life.
4 digit numbers Read and write Numbers and Numbers and depict Relaonship
& explain the 3digit numbers depict on an on an abacus. between ones,
relaonship and classify abacus. tens, hundreds and
between thousands, hundreds, tens thousands.
hundreds, tens and and ones
ones.
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Assessment
General Science
Rubric for the Unit

To make predicon Analyse the Analyse &predict Analyse the Predict and foresee
by analysis of a situaon & the outcomes situaons the outcomes of
situaon predict outcomes of most of the considering all the situaons not come
on correlaon to given situaons aspects and predict across earlier.
previous similar on corelaon to the outcomes.
situaons/ previous similar
instances with situaons/
the help of peer. instances.
Differenate Recognise a few Differenate Categorise and classify Compare &

between living and things which things into two living and nonliving contrast living and
nonliving things move, eat and categories as things on the basis of non living things by
breathe as living living and non their characterisc crically assessing
things with the living things with features. their feature and
help of peers. guidance and with the help peers
support. needing.
Differenate Classify plant Classify plant Apply informaon Predict the

between and animals on and animals on and explain why characteriscs
the basis of their the basis of their a parcular living of an imaginary
Plants and animals eang habits and eang habits and organism is termed plant or animal
movement with movements as/a plant or animal. and understands
the help of peers. that plants produce
oxygen.
Recognise the Disnguish states Understand Group all the Explain the
different states of of maer on the the properes given objects into interelaonship
maer. basis of their of three forms different categories between three
physical form, of maer and and compare their forms of water
with the help of classify most properes. by varying the
peers. of the given temperature.
substances
accordingly.
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Use different sense Idenfy the state Understand Understand that Idenfy the state of
organs to idenfy of maer using the difference gaseous state may maer blindfolded.
the state of maer. all the sense of touch smell not be seen only felt. Has excellent
organs together. etc for different Is able to idenfy the command over the
Finds difficulty in states of maer. state of maer using sense organs.
comprehending Finds difficulty in eyes and one more
that gas is a state comprehending sense organ.
of maer which that gas is a state
may also be felt. of maer which
may be felt.
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Assessment
Social Studies
Rubric for the Unit

The students will be Idenfy living Idenfies Idenfy objects in The learnt concepts
able to idenfy living things class objects in his their surroundings praccally.
and non living things room objects surroundings with independently.
and immediate teacher support.
environment.
The students will be Realize the Understands and Realize the Consolidate the
able to realize the importance of takes care of importance of sense concept thought
importance of sense each sense organ. himself and his organs and people and applies the
organs peer group. related / associated knowledge in day
in taking care of these to day life.
sense organs.
The students will Idenfies the Able to idenfy Understands and Consolidate the
be able to able to physically the physically respect the physically concept and is read
develop sensivity impaired people impaired as impaired people and to accept them
towards others and learn to important and suggest the ways to as part of their
respect them. useful members help them. society.
of society
under teachers
guidance.
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Assessment
Performing Arts
Rubric for the Unit

Understanding of Understand notes Idenfy notes Clap the notes Understand the
notes and values, which are used to and their me according to their rudiments of
treble clef, notes on idenfy sounds. value. me values. western classical
lines and spaces and Indian classical
music.
Knowledge about Use different Learn bars, me Sing the notes on the Understand how
treble staff and its symbols and their signature and major scale both in western classical
notes names used to measures. western and Indian and Indian classical
write music. classical. music are sung or
played in a major
scale.
Understanding of Know rudiments Sing Raga Sing a song which is Understand the
raga yamen of Indian classical Yamen. made in c major scale. tone semitone
music. (Yamen) paern of Raga
Yamen and a major
scale.
Understand basic Perform basic Know and Dance with the song. Improvise dance
dance steps. steps of dance. demonstrate steps.
body movements.
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Assessment
Visual Arts
Rubric for the Unit

Use typography in Write his name in Write decorave Write decorave Write decorave
design typography with leering but leering and the size leering; size of
assistance. size of leers of the leers is fairly leers is uniform;
is not uniform; uniform. colours neatly.
colouring needs
improvement.
Displays knowledge Display Make an effort Idenfy and use line, intuively use line,
of the elements of knowledge of to idenfy line, shape, colour; can list shape, colour.
art, namely, line, line, shape and shape and colour. basic aributes.
shape, colour colour with
guidance.
Can understand basic Display limited Display some Display a reasonable Display good
proporons of the understanding of understanding of understanding of understanding of
human body proporon. proporon proporon. proporon
Can idenfy shapes Idenfy different idenfy some idenfy shapes idenfy and
in the environment shapes with help shapes but using the correct differenate shapes
from the teacher cannot list the vocabulary; lists using the correct
aributes of the important aributes vocabulary; Can
shapes of shapes. relate objects to
shapes effecvely
Follows instrucons Grasp very basic Display some Understand understand

instrucons understanding of instrucons well. instrucons well
instrucons and help his peer
group.
Neatness in colour Scribble colour Scribble colour Colour with strokes in Colour with strokes
applicaon inside the form; inside the form; one direcon. in one direcon
tends to stray makes an effort and stay within the
outside the form to keep the form
strokes inside the
form.
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Can apply Apply Display some Display accurate Display good
mathemacal mathemacal applicaon of applicaon of applicaon of
principles in design principles with mathemacal mathemacal mathemacal
guidance. principles. principles. principles.
Can use shapes to Create a simple Make an effort Understand how create challenging
create repeve tessellaon with to use shapes to to create a simple tessellaons.
paerns/ guidance create a simple tessellaon.
tessellaons tessellaon.
Can assemble Use shapes Display some Assemble shapes with Display creavity in
shapes to create an randomly. purpose in the ease. the use of shapes.
idenfiable form use of shapes.
Can idenfy primary idenfy primary Display some Display correct Idenfy primary
and secondary and secondary understanding understanding of and secondary
colours colours with of primary primary and secondary colours; Correctly
guidance. and secondary colours. understand how
colours. to make secondary
colours.
Teamwork; Contribute to Contribute Contribute Contribute acvely.

Communicaon the group with most of the acvely; Has good
guidance from me; needs to Communicaon skills. Can assume
the teacher; communicate leadership;
has tendency to more. Possesses excellent
disrupt. Communicaon
skills.
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Teacher Resource
Material
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Teacher Resource Material
English
Material Required
Bucket of leer blocks, chart paper, old newspaper/magazines, noun picture cards, charts
depicng the rules of a game, Flags for flag football, chart showing the steps involved in
step by step wring, chocolate brownies
Books
Acvies for Persuasive Wring for Ages 7-9 (Wring Guides) by Jillian Powell
Excing Wring: Acvies for 5 to 11 year olds by Jacqueline Harre
Grammar and Communicaon for Children [Paperback] L. Ron Hubbard (Other
Contributor)
The Amazing Pop-up Grammar Book [Hardcover] Jennie Maizels (Author), Kate Pey
Giant Jumble: Another Big Book for Big Fans [Paperback],Tribune Media Services
(Editor)
My Book of Simple Sentences: Learning about Nouns and Verbs (Kumon Workbooks)
[Paperback]
Shinobu Akaishi (Author, Editor)
Audio-video
classroom.jc-schools.net/la/acvies/nouns.html (modules on forms of Nouns-
common, proper, possessive)
Websites for Reference
www.tlsbooks.com/thirdgradeworksheets.htm, www.bradleys-english-school.com/
online/.../collnoun.html , www.superteacherworksheets.com, www.leawo.com/free-
powerpoint-templates/easter.html
www.educaonworld.com
hp://wiki.answers.com/Q/How_do_you_solve_jumbled_sentences#ixzz1US78JroO
www.primaryresources.co.uk/english/englishB11.htm
hp://semumf.tripod.com
www.teachenglishinasia.net/eslgames/sentence-jumble
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Mathmatics
Material Required
Flash cards, 6 equal cut outs of square shape, fevicol, cello tape, 3 pairs of rectangles of
different measurement, lead pencil, 30 coins, ball, 3 dimensional objects , bag, box of
cuboid shape, cube, cuboid, cylinder, cone, sphere, Tangram puzzles, A4 sized sheet &
scissors, 7 pieces of tangrams, pictures of honey comb, wall of bricks, floor les, small
cut outs of hexagons, triangles, squares, rectangles, pentagons, heptagons and octagons
made up of plasc, coloured paper, cra foam or any other material, grid sheets of
triangles, squares and hexagons, squares, coloured sheets, scale, pencils, straws, solid
cuboid, beads, glue, markers, slips with numerals wrien on it, slips with number names
wrien on it.
Audio-video
hp://www.youtube.com/watch?v=C4LzXbVwVh4&feature=list_related&playnext=1&l
ist=SP2B75B241771E55AB
hp://www.youtube.com/watch?v=-URpMO09mHw&feature=autoplay&list=SP2B75B
241771E55AB&index=2&playnext=2
hp://www.youtube.com/watch?v=426I11u5DeM&feature=related
hp://www.youtube.com/watch?v=7MsdKHxQ3Is&feature=related
hp://www.youtube.com/watch?v=FOOrpcuPRt8&feature=related
hp://www.youtube.com/watch?v=NPxyHJTM-x8&feature=related
hp://www.youtube.com/watch?v=8AExbr75LSo&feature=related
hp://www.youtube.com/watch?v=sskf3tF2heU
hp://www.youtube.com/watch?v=ZCXC3HuruRs
hp://www.youtube.com/watch?v=THAYhkJEpiw
hp://www.youtube.com/watch?v=D92Q5ngVU&feature=related
hp://www.youtube.com/watch?v=wlvn4anF-fI&feature=related
hp://www.youtube.com/watch?v=21GSlmJtVFY&feature=related
hp://www.bbc.co.uk/schools/ks1bitesize/numeracy/index.shtml
hp://www.primaryresources.co.uk/maths/mathsE3.htm
hp://nlvm.usu.edu/en/nav/frames_asid_112_g_2_t_1.html?open=acvies hp://
ejad.best.vwh.net/java/paerns/paerns_j.shtml
hp://www.enchantedlearning.com/cras/chinesenewyear/tangram/
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hp://www.squidoo.com/tangram-acvies
hp://www.abcteach.com/directory/basics/math/geometry/tangrams/
hp://www.auntannie.com/Geometric/Tangrams/Index.html
hp://www.mathsisfun.com/geometry/cuboids-rectangular-prisms.html
hp://www.scribd.com/doc/57574849/Cube-and-Cuboid-Secon1
hp://www.vias.org/comp_geometry/geom_3d_cuboid.html
hp://www.mathleague.com/help/geometry/basicterms.htm
hp://en.wikibooks.org/wiki/Geometry/Points,_Lines,_Line_Segments_and_Rays
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General Science
Material Required
Power Point Presentaon on
A. Weather predicon
B. Living & Non-living things
C. Difference of plants and animals
D. States of Maer
D. Racewaymaer
Audio-video
Video on properes of maer
hp://classroom.jc-schools.net/sci-units/maer.htm
hp://beerlesson.com/document/156327/states-of-maer-worksheet-docx
hp://www.havefunteaching.com/second-grade-worksheets
hp://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml
Acknowledgement
A special thanks to:
Author: Jefferson County Tech Center
Answer Key:
Lesson plan C:
Sample of animals/ birds made using dried plant part.
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Lesson plan D - Crical Thinking Acvity for -States of Maer

1. We can pour sand into a cup, why isn’t it a liquid?
Each parcle of sand has a definite shape and volume. When billions of grains of
sand are put together, they can be poured because they are so small.
2. You can’t usually see gases in the air. How can you observe gases without seeing
them?
We can feel the wind blow. We can observe air movement, when a flag waves, when
our hair move in air, when trees sway or when a pinwheel moves in air. We can also
smell many types of gases.
3. Can you feel water in the air? Explain.
Yes, we can feel humidity in the air on a rainy day. If we keep a glass tumbler or a jug
filled with ice we see water droplets on the outer surface of jug these water droplets
are from the air.
4. Does air have mass?
Yes, air has mass. One easy experiment to test this would be to find the mass of an
empty and an inflated balloon. The inflated balloon should be heavier.
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Lesson plan D acvity Sample table for Teacher Acvity
Thing/object What can you do with it? It is a-(write the state

of maer)
Chocolate I can eat it, I can hold it in It is a solid

my hands
Juice I can drink it, I need a It is a liquid

tumbler to hold it.
Burning incense sck I can smell it, I can’t It is a gas

hidden in a box hold it. It occupies
(Students should not space in the room.
confuse between
whether the teacher
is asking about the
sck-(a solid) or the
fumes)
Lesson plan D - Answer key for assessment sheet:

States of Maer
List the solids, liquids, and gases in each picture.
Solids- carrots, chicken, pot, cabinets, people
Liquids- water inside pot
Gases – steam from boiling water in pot
Solids- lemons ,pitcher ,people ,cups ,tree, grass, curtains

Liquids- lemonade ;sweat
Gases- the sun is made of burning gas, hot air in the room
Solids- snow, snowman, mugs, marshmallows, table, curtains

Liquids- hot cocoa
Gases – steam from cocoa, air in room ,air outside
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Soluon to work sheet 10
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Social Studies
Material Required
A pre drawn scenery on A4 size paper, coloured glaced papers, glue. Chart paper, pencil,
colours, scissor, a doll , a small pot, Sapling, mud and water, paper plates, coon, colours,
Gum, Scissor, Colour pens, paper strips. Paper, colours and some decorave items. old
magazines, books and newspapers, Charts, Glue, Scissor. bells, drums, whistles, pulses-
filled containers, spoons to tap , sandpaper, play dough, clay, ice, finger paint, microscope,
magnifying glass, colored water, 3-d poster, vanilla essence, perfume, chocolate, spices
Medical instruments (e.g. Stethoscope etc.), Doctor’s Dress, Name plates of Doctors,
wring note book, pen. (all supplies will be provided by the teacher: magazines, glue/
paste, children’s scissors, posterboard ) Book let or a note book can be used for wring
their own instrucons. Dairy and pencil. Book or informaon from interne, Diary and
pencil. Chart paper, Pencils, Colours, Eraser, Scale. The English Braille Alphabet (A to Z).
A4 size drawing sheet, colour pens. Carted sheet, Pencil, Colours, Scissor.
Vocabulary (Terms to be taught related to the theme)
Books
Aliki. My Five Senses. Harper Collins Publishers: NY, 1989.
Ardley, Neil. The Science Book of the Senses. Gulliver Books: San Diego, 1992.
Byles, Monica. Experiment With Senses. Lerner Publicaons Company: Minnesota,
1994.
Simon, Seymour. Professor I.Q. Explores the Senses. Boyds Mills Press: PA, 1993.
Audio-Video
AV Aids on Living and non living includes:
Living Things: Differences and classificaon of living and non living things.
Animals on the go
What do animal eat.
Is it alive
Animals making a living.
Powerpoint presentaon on Living and non living Things
You tube links for AV Aids used in Living and non –living things:
hp://www.teachersdomain.org/asset/tdc02_vid_alive/
hp://www.teachersdomain.org/asset/tdc02_vid_move/
hp://www.teachersdomain.org/asset/tdc02_vid_eat/
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hp://www.teachersdomain.org/asset/tdc02_vid_traps/
hp://www.youtube.com/watch?v=k3b2VCNzhZo
AV Aids on Sense organs / Caring of Sense Organs / Eye and Ear problem, Braille
includes:
Five Senses, ( Introducon and importance of 5 senses)

The sense organs
When you use your senses.
The five senses song
Song thank you for my eyes.
Eye care vision problems.
Eye care ps.
Ear care treatment.
Ear care ps
Vision source talks to optometrist daughter ( Short Story)
3D human ear
You tube links for AV Aids used in taking care of your sense organs:
hp://www.youtube.com/watch?v=0jyxhozq89g
hp://www.youtube.com/watch?v=E__H1TN0ULI
hp://www.youtube.com/watch?v=TaAC-pV_kzk
hp://www.youtube.com/watch?v=4kEM80mEm84
hp://www.youtube.com/watch?v=rQEvgH_hd1Y
hp://www.youtube.com/watch?v=xo2LP1wXNgk
hp://www.youtube.com/watch?v=L8ODqt4_Qro
hp://www.youtube.com/watch?v=isHnoxJmCNw
hp://www.youtube.com/watch?v=Ipb0sEwpWjo&feature=results_mai
n&playnext=1&list=PL478B2866C506BDFD
Av aids on Braille includes:-
Famous blind people
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Braille sign language and alphabets
How to read Braille (I)
How to read Braille ( II)
Learn Braille in one session
Learning Braille
Hoppin Hornets from South Carolina School ( Deaf and blind School)
Posive Thinking
20 words to change your life
You tube links for AV Aids on Braille :
hp://www.youtube.com/watch?v=PLZxJZ70MQ4
hp://www.youtube.com/watch?v=lM-rzVjmS-s
hp://www.youtube.com/watch?v=1yRPfyS_LfA
hp://www.youtube.com/watch?v=K9MxNkjK_XI
hp://www.youtube.com/watch?v=4r2LEE0NsIY
hp://www.youtube.com/watch?v=sqQ3gdE7ks0
hp://www.youtube.com/watch?v=IUWGBQsnz-I
All the above Av aids are taken from www.Youtube.com
All the big and small pictures used in this unit is taken from Google images / Google
clip art.
Seeing, Hearing, and Smelling the World
hp://www.hhmi.org/senses
covers brain funcons and the senses
lists and describes terms that deal with the senses of sight, hearing, and smell
Human Skin Models - the sense of touch - human
hp://www.science-store.com/science/human-anatomy/sh280.htm
provides books, charts, anatomical models
describes the senses of sight, taste, touch, hearing, and smell and explains how the
body parts that gives us these senses work
Organ Models for Kids, The Five Senses
hp://www.anatomy-resources.com/sh770.htm
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just for kids: anatomy lab, book and model kit, visible man and woman,
skeletal, torsos, senses and teeth, organs
kids can learn about the human body at their own pace
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Performing Arts
Material Required
musical instruments, audio video recorder and player.
Books
A hand book of music knowledge.
Audio-Video

Music teachers resource site.(www.mtrs.co.in.uk)
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Visual Arts
Material Required
Drawing sheets, sketch pens, oil pastels, Colour chart, computer, internet, poster colours,
brushes, bowls, oil pastels, scissors, glue, Origami/glazed paper, wool, card paper cut in
the shape of Tangram puzzle pieces, etc.
Books
Math for Fun Projects, Andrew King. Copper Beech Books. 1999.
ISBN 0-7613-0789-3
Audio-Video
Primary and secondary colour’, downloaded from Youtube:
hp://www.youtube.com/watch?v=NxQRkiT0-Ls&feature=related
hp://www.shodor.org/interacvate/acvies/Tessellate/
hp://pbskids.org/cyberchase/games/area/tangram.html
hp://www.tangrams.ca/inner/tanpage.htm
hp://www.enchantedlearning.com/cras/chinesenewyear/tangram/
Unit 1 Annexure 1
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Unit 1 Annexure 2 : Strings of paper dolls
With strings of paper dolls, you can decorate a party, make the border of a bullen
board, create a frame for your favourite picture, and of course, learn some maths in the
process.
A string of paper dolls has a disnct mathemacal characterisc – repeang symmetrical

shapes.
Materials:
Paper
Scissors
Pencil
Making Paper Dolls (with reflecve symmetry)
Procedure Fold a piece of paper in half so that the 2 shorter sides are together.
Fold the resulng piece of paper again to make a zigzag fold of the paper.
Take your pencil and draw a shape on your folded square piece of paper. Try an outline
of a person. It is very important to make sure that your design touches both edges of the
square paper where the folds are. Otherwise, when you cut out your design, the shapes
will not be connected properly, and you won’t end up with a string.
Cut out the shape, while the square is sll folded. Depending
on how many mes you folded your paper, you should have 4
or 8 layers. Do not cut the places, where the shape meets the
edges of the paper. The green lines in the diagram indicate
places, where you should NOT cut the paper!! If you do, your
shapes will not be connected and you won’t get a string.
Now carefully unfold the paper, and enjoy your paper doll
string.
You can cut out several paper dolls string from the remaining paper, and connect the
string with scotch tape to make a longer one. You can also colour your paper dolls to
make them more fun.
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You have created a paper dolls string with reflecve symmetry. That means that each
shape is a mirror image of the shape next to it. You can draw the lines of symmetry in
between the shapes to see how the shapes are reflected. The lines are shown in the
diagram below. Fold the paper dolls string along these lines, and you will see that one
shape will be exactly lined up with the shape next to it.
Quesons to be answered
How many mes do you have to fold the paper to get a single string of 16 paper dolls?
The first paper doll is the string is the same as the third, is the fih, seventh, and so on.
The same paern can be seen with even numbered dolls. Why does this happen?
Try cung out different designs on the paper. For example, try a buerfly, or flower, or
star. Just remember that the shape has to touch both edges of the paper where the folds
meet each other.
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Worksheets
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English
(a) Common and Proper Nouns
Name: ___________ Class :___________
Date : ___________ Subject :___________
A common noun names a general person, place or thing.
Examples: My neighbour has a farm in the town.
A proper noun names a specific person, place, or thing. Always
capitalise the first letter of a proper noun.
Examples: My neighbour has an ostrich farm in Australia.
Underline the common nouns with a blue and proper nouns with
a red crayon. Rewrite the sentences capitalizing the proper
nouns.
1. Next wednesday is my sister‛s birthday.
_____________________________________________
2. My pet cat, mimi, is very playful.
_____________________________________________
3. The nile is the longest river in the world.
_____________________________________________
4. Singapore airport has all facilities.
_____________________________________________
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5. I forgot my books in mary‛s room.
_____________________________________________
6. dr. simpson attends to many patients every day.
_____________________________________________
7. Did you see mr. lee at the party?
_____________________________________________
8. The plane will land at heathrow airport at 5.00 a.m..
_____________________________________________
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Nouns
Name: ___________ Class :___________
Date : ___________ Subject :___________
Categorise the nouns in bold as person/place/thing or animal.
1. Rover is the name of my pet.
_____________________________________________
2) The teacher told us an interesting story.
_____________________________________________
3) The children put up a beautiful presentation.
_____________________________________________
4) The climbers reached the summit.
_____________________________________________
5) The pupils have finished their work.
_____________________________________________
6) The passengers finally reached their destination.
_____________________________________________
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7) Who invented the aeroplane?
_____________________________________________
8) My father met a japanese in the conference.
_____________________________________________
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Nouns
Name: ___________ Class :___________
Date : ___________ Subject :___________
Read the following words.
Write noun next to the words that are nouns. Write not a noun
next to the words that are not.
large__________________________________
emu __________________________________
sundae________________________________
monster _______________________________
jog ___________________________________
playful_________________________________
snowflake ______________________________
sing __________________________________
February_______________________________
squeeze _____________________________
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Write the word common for the common and collective for the
terms which refer to collective nouns.
computers ______________________________
men _____________________________________
food ____________________________________
family ___________________________________
brood ___________________________________
sheep ___________________________________
cluster __________________________________
army ____________________________________
litter ____________________________________
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Nouns
Name: ___________ Class :___________
Date : ___________ Subject :___________
Sometimes -s or –es is not added to a noun to make it plural.

Read each sentence and write the plural of the words given
in the parenthesis. If you need help, look the word up in the
dictionary.
1. My neighbour has two

________________________. (child)
2. A flock of ______________________
was grazing in the field. (goose)
3. Three ______________________
scurried through the kitchen
(mouse)
4. Cut the sandwich into two

________________________. (half)
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5. We must clean our

___________________ twice a day.
(tooth)
6. The _________________ and

________________________
got ready for the procession. (man,
woman)
7. The butcher sharpened the

________________________. (knife)
8. Those ________________________
were making a lot of noise. (lady)
9. Mother bought two

________________________ of
bread. (loaf)
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10. The shepherd was leading a pack of

________________________. (wolf)
11. The farmer had a dozen

________________________. (sheep)
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Nouns
Name: ___________ Class :___________
Date : ___________ Subject :___________
Identify the pictures and write the correct collective noun for
each one of them. Make a sentence for each collective noun.
__________________ __________________
__________________________________________
__________________________________________
__________________ __________________
__________________________________________
__________________________________________
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__________________ __________________
__________________________________________
__________________________________________
__________________ __________________
__________________________________________
__________________________________________
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(b) Articles
Name: ___________ Class :___________
Date : ___________ Subject :___________
Add a/an where ever necessary. Write Ø in the blank if the

noun is uncountable. Capitalise as appropriate.
___ apple can be red or green.
___ furniture was built out of trees.
___ Indian spoke English.
___ fireplace was necessary to warm a house.
___ turkey is a bird.
___ winter is a cold season.
___ food is important for survival.
___ children rode on the Mayflower.
___ king did not allow them to follow their religion.
___ forest is where they hunted.
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Articles
Name: ___________ Class :___________
Date : ___________ Subject :___________
Fill in each blank space with either A or AN:
1. ________ friend
2. ________ answer
3. ________ bird
4. ________ elephant
5. ________ duck
6. ________ flower
7. ________ umbrella
8. ________ interesting story
9. ________ ant
10. ________ blue whale
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Articles
Name: ___________ Class :___________
Date : ___________ Subject :___________
Read the passage and fill in the blanks with a, an or the:
This is Jack‛s room. It is __________ small

room.
It has _________ chair and _________

study table. It has blue curtains on _______
window.
________ bedcover is also blue. Jack‛s room is not clean. His

school – bag is on _________ floor. His books are lying on _____
bed. One shoe is on _______ chair. Where is ________ other
shoe?
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Jack has many toys. He has ____________

aeroplane.
He has ________ teddy. Jack has

__________ toy car.
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Articles
Name: ___________ Class :___________
Date : ___________ Subject :___________
Fill in the gaps with the correct articles:
Mrs Koala had ______ brand new baby, and ______ news spread
like wildfire. The kookaburras in ______ highest gum-trees heard
of it, and laughed and chuckled at the idea. In and out of their
burrows ______ rabbits came scuttling, their big brown eyes
opening wide with wonder as they heard the news. Over the grass
______ message went where Mrs Kangaroo was quietly hopping
towards her home. She leapt in the air with joy. “I must tell Mr
Kangaroo!” she cried and bounded away in great hops and leaps.
Even Mrs Snake, who was taking ______ nap, awoke, gave ______
wriggle, and blinked her wicked little eyes. The whole bushland
was twittering with the news, for ______ baby bear was ______
great event. Everyone brought gifts for the new baby. Mrs. Rabbit
gave him ______ apple, Mr. Kangaroo brought him honeysuckle,
and Miss Bambi gave him ______ elegant bow.
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Fill in the blanks with either “a”, “an”, or “the”.
I went to ______ airport at 6:00 AM yesterday.
I had to catch ______ flight to Paris.
The lines at______ airport were very long, so I had

to wait for ______ long time.
Once ______ plane took off, I tried to get some sleep but I couldn‛t.
Then I ate ______ pretty good meal, ______ rare occurrence on
airplanes! Later, I spoke to one of ______ flight attendants for
______ while.
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She was pretty. She told me that ______ pilot of ______ airplane
was French. I managed to fall asleep for about ______ hour. After
I woke up, I felt refreshed. I ordered ______ drink, then another.
Generally, it was ______ pretty smooth flight.
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Articles
Name: ___________ Class :___________
Date : ___________ Subject :___________
For each of the following sentences, fill in the blank with either
“a”, “an”, “the”, or “no article”.
1. ________ Chinese is a difficult language to learn.
2. ________ general‛s army attacked the city at night.
3. I like to play ________ basketball.
4. My parents gave me ________ basketball for my birthday.
5. She is ________ prettiest girl in the school.
6. I have ________ idea! Let‛s go bowling.
7. I have borrowed ________ car from her before.
8. My first apartment was on ________ narrow Street.
9. ________ dress she is wearing is blue.
10. He is ________ real gentleman.
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Articles
Name: ___________ Class :___________
Date : ___________ Subject :___________
Choose the correct article:
1. How much money do you have? Give me ________ 10

dollars.
a) NO ARTICLE b) the
2. I gave him ________ money that I found.
3. She is ________ only person here who speaks Japanese.
4. I live in ________ London.
5. This kind of ________ weather makes me happy.
a) NO ARTICLE b) a
6. He bought ________ new car.
a) NO ARTICLE b) a
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7. What does he do? He sells ________ cars.
8. I live on ________ Washington Street.
9. I drank ________ glass of milk.
a) NO ARTICLE b) a
10. Two of my classmates come from ________ Vietnam.
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(c) Jumbled Sentences
Name: ___________ Class :___________
Date : ___________ Subject :___________
A prankster has jumbled the sentences given below. Now the

sentences don‛t make any sense. Write each sentence by arranging
word in correct order on the line below it. Start each sentence
with a capital letter and end it with a full stop.
with/ of/ i/ play/ toys/ lots
____________________________
to/ i /party/ a /want/ have
____________________________
like/ sing/ to/ we/ a/ song
____________________________
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Jumbled Sentences
Name: ___________ Class :___________
Date : ___________ Subject :___________
Can you help Tommy sort out these sentences,

so that they make sense?
rainingt / It / today. / is
__________________________________
It / windy / day. / is / a
__________________________________
icecream. / like / I / eat / to
__________________________________________
Tomorrow /shopping. / go / I / will
__________________________________________
The / sky. / brightly / sun / the / in / shines
__________________________________________
come / to / Do / party? / you / want / to / my
__________________________________________
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I / doll! / pink / pretty / love / my
__________________________________________
great! /My /is / teacher
__________________________________________
cars. /drawing / I / pictures / of / like
__________________________________________
My / bike. / his / ride / brother / to / likes
__________________________________________
shopping go to mum. with like I my
__________________________________________
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Jumbled Sentences
Name: ___________ Class :___________
Date : ___________ Subject :___________
Arrange the word below in their correct order to make

sentences:
1. postman / house. / delivered / parcel / at / the / Susan‛s / A
_____________________________________________
2. pilot / man / an / the / is / who / aeroplane. / The / flies
_____________________________________________
3. swans / in / were / the / swimming / lake. / The
_____________________________________________
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4. month / is / January. / The / first / called
____________________________________________
5. eggs. / make / twelve / dozen / A
_____________________________________________
6. gang / a / robbed / thieves. / The / train / was / by / of
_____________________________________________
7. choir / Christmas / sang / Our / at / concert. / the / a /

carol
_____________________________________________
8. house / kennel. / called / a / dog‛s / is / A
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9. must / cycle / We / carefully / side / left

/ on / the / road. / the / of
_____________________________________________
10. must / stop / We / red / light / the / at / and

/ at / go / the / light. / Green
_____________________________________________
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Jumbled Sentences
Name: ___________ Class :___________
Date : ___________ Subject :___________
Put the following sentences of the mixed up story into the

correct order and write them out-
a /Cinderella /time /Once /upon /girl /was /

there /a /called.
__________________________________
her /She /stepsisters /lived /with
______________________________________
bossy /They /were /very.
_________________________________
do /She /the /had /to /housework /all.
______________________________________
an /invitation /One /ball /day /to /the /to/ the /came /family.
______________________________________
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Her /her /stepsisters/ not /would /let /go.
___________________________________
was /Cinderella /sad.
___________________________________
The/ ball /stepsisters /the /went /to/ her /without.
______________________________________
helped /The /Fairy /came /to /get /and /her/ to /Godmother /

the/ ball.
_______________________________
danced /with /Cinderella /prince /the.
_______________________________
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(d) Step by Step Writing
Name: ___________ Class :___________
Date : ___________ Subject :___________
Write a composition of about 100-125 (excluding the words

used as the beginning) words to describe what happened next
with the clues given below.
Where had Jane gone to?
How did you feel?
When and where did you find her?
What did Jane experience?
What do you learn from Jane‛s experience?
Jane and I share a very good relationship. Although she is my younger

sister, she helps me whenever I am in trouble. One morning, we
both planned an outing. We packed some eatables and set out for
the trip on our bicycle. We stopped on our way to buy some candies.
Jane decided to be with the bicycles as there was no lock in them.
When I came back, I was shocked to see that she was missing. I
called for her but ___________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
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Step by Step Writing
Name: ___________ Class :___________
Date : ___________ Subject :___________
Create two posters depicting the dos and don‛ts of an ideal

classroom. Remember to follow the step by step sequence.
Dos of my classroom
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
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Don‛ts of my classroom
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
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Mathematics
2D and 3D Shapes
Name: ___________ Class :___________
Date : ___________ Subject :___________
Observe my cartoon world and fill in the blanks of the graphic

organizer mentioning the different shapes used.
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Observe the given figure carefully and count the total number of –
Triangles: _________________
Rectangles: ________________
Hexagons: _________________
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2D and 3D Shapes
Name: ___________ Class :___________
Date : ___________ Subject :___________
CAN YOU FIND OUT
Crack the riddles on shapes and draw in the given boxes.
I am a 2- D shape having 3
sides and 3 corners. One of my
corners is at the top.
This 3 –D shape has a circle at

each end
This 3 –D shape is round like a

ball
It has got a circle at one end

and a point at the other end.
You can see a square on all 6

sides.
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2D and 3D Shapes
Name: ___________ Class :___________
Date : ___________ Subject :___________
Complete the poem by filling the blanks with appropriate words

A __________ is round and hard,
It‛s shape is called a sphere.
A dice‛s shape is called a _________
It‛s faces flat and clear.
This is a square. This is a square

It has _________sides,
sides are same
It‛s a square. It‛s a square..
This is a triangle. This is a triangle.

It only has ________sides,
That join to make three points.
It‛s a triangle. It‛s a triangle.
This is a rectangle. This is a rectangle.

With not 3 sides but _______
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Look at the board, look at the walls;

Do not miss the floor.
Clowns‛ cap is a ________

With circle at its base;
Fill up all the blanks fast
And win the race.
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2D and 3D Shapes
Name: ___________ Class :___________
Date : ___________ Subject :___________
Fill up the given crossword using the clues below
Across
2. It has seven sides
5. Cube and cuboid have _______ edges
7. All the faces of a cube are _________
8. ___________ sides of a cuboid are equal
10. This 2-D shape has six sides
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Down
Down
1. Plural of vertex
3. _________ has 2 plane surfaces and 1 curved surface
4. It has five sides
6. Shoe box is an example of its shape
9. The 3-D shape has no edge, no coloums
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Tangrams
Name: ___________ Class :___________
Date : ___________ Subject :___________
My Pets
Cat Rabbit Duck
Fill in the blanks
1. There are _____________ pieces in a set of tangram

puzzle.
2. The puzzle pieces of a tangram are called

______________.
3. There are ____________ triangular pieces in a

tangram set.
4. There is only one ______________ and ____________

square in a tangram set.
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5. There are two identical __________________ in a

set of 7 pieces of a tangram.
6. All the seven pieces of the tangram have been cut from
a ___________.
7. We can make different __________ and objects

using tangram pieces.
8. There are ________ simple rule to be followed while

making the shapes with tangram pieces.
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Tangrams
Name: ___________ Class :___________
Date : ___________ Subject :___________
Which of the following shapes have been created after following

the 3 rules for tangram play. Write Yes or No.
____________________
____________________
____________________
____________________
____________________
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Myself...
Tessellations
Name: ___________ Class :___________
Date : ___________ Subject :___________
Colour appropriately the polygon which will tile with the given
tessellations
1.
2.
3.
4.
243
Myself...
5.
244
Myself...
Reading Maps
Name: ___________ Class :___________
Date : ___________ Subject :___________
Locate the directions of the landmarks:

N
When you travel from your home to the nearest
mall, you come across certain landmarks.
W E
Mention their directions as you walk down from

your home to the mall.
S
Bus Stand
Home
Police Station
School Wall Mart

Complex
245
Myself...
Fill in the blanks:
a) The bus stand is to the________________ of your home.
b) The police station is to the _______________of the bus

stand.
c) Once you have reached the mall, the post office is to

your_____________.
d) The school is to the ______________ of the post office.
246
Myself...
Point, Line, Line Segment and Ray
Name: ___________ Class :___________
Date : ___________ Subject :___________
Q. 1. Look at the figure and name
a. Any 3 points:
__________________
b. One line:
__________________
c. Two rays:
__________________
d. 2 line segments:
__________________
Q. 2 Fill in the blanks:
a) A line segment has ___________ end points.
b) A line segment has a ____________ length which can be

measured.
c) __________ and _______________ cannot be measured.
d) Infinite ____________ can pass through a point.
e) _________ points lie on a line.
247
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
Q.1. How many line segments are there in each of the

following?
a. b.
Answer: _______________ Answer: _______________
a. b.
Answer: _______________ Answer: _______________
a. b.
Answer: _______________ Answer: _______________
248
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
Q.1. Name all the line segments in the following diagrams
a. b.
D
A B
A B
c D
c
Answer: ____________ Answer: ____________
Q2. Draw, label and represent the following in the space

provided.
i. A line segment AB of length 4 cm.
ii. A line segment PQ of length 6 cm.
iii. A line segment RS of length 5 cm.
249
Myself...
4 Digit Numbers
Name: ___________ Class :___________
Date : ___________ Subject :___________
Write the numbers represented on the given abacus.

a)
Th H T O Th H T O
b)
Th H T O Th H T O
c)
Th H T O Th H T O
250
Myself...
4 Digit Numbers
Name: ___________ Class :___________
Date : ___________ Subject :___________
Represent the given numbers on the abacus.
a)
Th H T O Th H T O
8546 9534
b)
Th H T O Th H T O
3459 2065
c)
Th H T O Th H T O
1255 5832
251
Myself...
4 Digit Numbers
Name: ___________ Class :___________
Date : ___________ Subject :___________
Have a look at my colony.
2461 4029 3690
Sana Adi Osheen
1005 9999 1111
Pary Sam Kate
Write the names of my friends whose house number is:
a) One thousand five :
b) Two thousand four hundred sixty one :
c) One thousand one hundred eleven :
252
Myself...
d) Nine thousand nine hundred ninety nine
e) Three thousand six hundred ninety:
f) Four thousand twenty nine :
253
Myself...
General Science
Predictions in Daily Life
Name: ___________ Class :___________
Date : ___________ Subject :___________
Growing Seeds
Growing Conditions Prediction
(How the seeds will be planted) Do you think it will grow a lot,
Grow a little or not grow at all?
The seed will be given water

and sunlight.
The seed will be given water,

but will not be given sunlight.
254
Myself...
The Seed will not be given

water, but will be given sunlight
The seed willnot be given water,

and willnot be given sunlight.
255
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
Observe the Sapling and Predict
I. What will happen to the Sapling
1. As days pass by?
______________________________________________
2. As months pass on ?
______________________________________________
II. Which type of fruit will it bear ?
a) Mango
b) Apple
c) Only flowers
d) Don‛t know
e) Pea
256
Myself...
III. If I grow a sapling in my backyard and it turns into a

tree after a few years , how will it benefit me ?
a) _____________________________________________
b) _____________________________________________
257
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
Radhika found a caterpillar in the garden and decided to take

it to school to show it to her friends.
She puts the caterpillar in a container with some leaves. She

then made some holes in the cover of the container.
a) Why did she make holes in the cover?
______________________________________________
b) What would happen if she had not made the holes in the
cover?
______________________________________________
c) How will the leaf help the caterpillar?
______________________________________________
258
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
1. Which of the following statements about living things is

true?
a. They don‛t need food.
b. They can respond to changes around them.
c. They cannot grow.
d. They cannot have young ones.
2. Living things die, if they don‛t get _________________
a) Air b) Food c) Water
1) a) only
2) a) and b) only
3) a) and c) only
4) a),b) and c)
259
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
From the given pictures,identify the living and non-living things.

Cut and paste them in the correct category.
260
Myself...
Living Things
Non Living
Things
261
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
Observe the pictures given below and identify them as living or

non living things. Write your answer in the space provided.
S.No. Thing Living / S.No. Thing Living /

nonliving thing nonliving thing
1 6
CLOUDS TREE
2 7
BEAR SOFT DRINK

3 8
SPIDER APPLE
4 9
BIRD FLOWER
262
Myself...
5 10
ROCKS BUTTERFLY
263
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
List of objects is given below; if they satisfy the given

characteristics mark them as living.
Object Do I Do I Do I Do I Am I a
need need need produce living-
food? air? water? young thing?
ones?
CHAIR
CATER-
PILLAR
BALLOON
PLANT
2.Which one of the following things cannot move by itself?
1) Bus 3) Bird
2)Snail 4)Fish
264
Myself...
3. The things shown below are grouped together because:
1) They can move by themselves.
2) They all have wings.
3) They can respond to changes
4) They cannot move by themselves.
265
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
1. Guess whether the thing referred to in the following sentences

is living or non-living :
a) We got it made from the carpenter who stays in the

other town.
___________________________________________
b) It recently gave birth to two little ones.
___________________________________________
c) I planted them for the well being of others.
___________________________________________
d) They threw it in the dustbin when its ink got over.
___________________________________________
e) I was resting under its shade and enjoying the cool breeze
along with its fruits.
___________________________________________
f) We should try to reuse and then send them for recycling

when they are empty.
___________________________________________
266
Myself...
2. Re-arrange the letters to make three Living and three Non
living things. The picture clues will help you.v
267
Myself...
Difference between Plants and Animals
Name: ___________ Class :___________
Date : ___________ Subject :___________
COMPARE A PLANT AND AN ANIMAL
How are
Draw your favorite they Draw a plant here
animal here similar?
(a) They are both _________________________________
How are they different ?
__________ __________
__________ The way they move __________
__________ __________
__________ __________
268
Myself...
__________ __________
The way they
__________ obtain food __________
__________ __________
__________ __________
269
Myself...
States of Matter with the help of Sense Organs
Name: ___________ Class :___________
Date : ___________ Subject :___________
SOLVE THE CROSSWORD PUZZLE
Across
3. On a warm day, the liquid water in a puddle will ------------ and

turns into a gas
5. Matter that has a definite shape and volume is in this state
6. The amount of matter something contains is its -------
7. This liquid is needed by most cars and trucks to run
270
Myself...
Down
1. You might pour this thick, red liquid on a hot dog or hamburger
2. This is the type of gas that plants need to make food
4. The amount of space that matter takes up is its
271
Myself...
General Science
Name: ___________ Class :___________
Date : ___________ Subject :___________
1. Which state of matter takes the shape of the vessel in which

it is placed?
______________________________________________
2. What is the state of matter of the fumes coming out from
incense stick.?
______________________________________________
3. What is the state of matter of the snow-flakes that fall from
sky in winters?
______________________________________________
4. Name the state of matter which does not have any definite
volume and shape.
______________________________________________
5. Name the state of matter which does not change its shape and
volume according to a vessel.
______________________________________________
6. Razia‛s mother melted chocolate in a pan,

a. The state of chocolate before melting.
________________________________________
272
Myself...
b. The state of chocolate after melting.

________________________________________
7. Sophia kept a tumbler filled with ice cold water on the table and
after some time she observed the appearance of water droplets
on the outer side of the tumbler.
______________________________________________
Name the state of matter of water which forms these

droplets.
______________________________________________
8. Ravi boiled water in a vessel –

a. What would be the change in the state of matter of
water?
________________________________________
b. What would be the state of water before and after

boiling?
________________________________________
c. Which out of the two will occupy more volume?

________________________________________
9. The gas needed by living things for respiration and staying

alive is-
______________________________________________
273
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
PUT THESE OBJECTS

IN THE CORRECT BOX
AND WRITE THEIR
NAMES
SOLID LIQUID GAS
274
Myself...
S
Name: ___________ Class :___________
Date : ___________ Subject :___________
Label each picture as solid, liquid or gas .Explain your answer.

1. State ________________
I know this because ____________________
____________________________________
_____________________________________
2. State ________________
____________________________________
_____________________________________
3. State ________________
____________________________________
_____________________________________
4. State ________________
____________________________________
_____________________________________
275
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
It spreads from
one place to It does not
have fixed
another on its shape but
own has fixed
volume
It is oxygen which is
necessary for all living
beings
It has
fixed shape
and volume
276
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
1. Identify the things as living and non- living. For living

things use
and for non-living objects use X.
277
Myself...
Q. Use the above given pictures to complete the following

sentences.
(a) It is a slow moving creature.
It is ______________
(b) If you don‛t put oil, it will not run. You put water in it
and it will rust.
It is _______________
(c) You put it in water it will move very fast. If you put it
on land it will not move.
It is ______________
(d) You put it in water it will move very fast. If you put it
on land it will die.
It is ______________
278
Myself...
(e) It‛s cries, conveys feelings.
It is ______________
(f) It makes sound that is accompanied with smoke.

The larger the sound , faster it moves
It is ______________
(g) It does not move but grows. It does not have a mouth
but takes food. It does not have fire but makes its on
food.
It is ______________
(h) It communicates with a liquid in its stomach.
It is ______________
(i) It moves but in circles. Gives you comfort in summers.
It is ______________
(j) It moves and eats and lends you its coat in the winters
to keep you warm.
It is ______________
(k) It talks but does not understand. Helps communicate

with your friend and radiates with electromagnetic
waves.
It is ______________
(l) It cuts and minces and makes a big sound, runs but
does not move, helps you to make your food.
279
Myself...
It is ______________
(m) Its tall and firm as a stick only if you can bite to make
it sweet.
It is ______________
(n) Rumbles and shakes spewing smoke from its mouth it

does not move.
It is ______________
(l) Switch it on and it glows.
It is ______________
280
Myself...
Social Studies
Name: ___________ Class :___________
Date : ___________ Subject :___________
There are some items. For each one in turn you need to choose
one of the three options.
1. Sheep
Living.
Non Living but once part of a living thing.
Was living once but now it is non living.

2. Pen
Living.

3. Snail
Living.
4. Fan
Living.
281
Myself...
5. Brain Coral
Living
Non Living but once part of living thing
Was living once but now it is non living
6. Motorcycle
Living
7. Cotton
Living
8. Knife
Living
9. Leather
Living

10. Rubber
Living
282
Myself...
11. Milk
Living
12. Plastic
Living
13. Rocks
Living
14. Water
Living
15. Water
Living
283
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
1. Write four Similarities and Differences.
Non Living Living
Similarities Differences
2. Look around you. Write the names of 5 things that can move
on its own.
(a) _________________________________________
(b) _________________________________________
(c) _________________________________________
(d) _________________________________________
(e) _________________________________________
284
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
1. - The mango tree sapling planted by my grandfather has

become a big tree.
- Ravi‛s young brother can wear his clothes as he is of the

same height.
- Little Shivani of my neighbourhood can touch the basket

ball ring now.
We can conclude that:
a. All of the above are living things
b. Living things grow tall
c. Living things grow big
d. All of the above are correct.
e. Only A and C are correct.
f. Only B and C are correct.
2. - Ashok started shivering as soon as he landed at Leh.
- Shloka started sneezing after a swim in the cold water

of Dal lake.
- Ravi had to wear gloves and two sweaters in Gulmarg to

keep himself warm.
285
Myself...
a. Living things respond to its environment.
b. Cold affects adversely to living things
c. It is difficult for living things to stay in

cold places.
d. All of the above are correct
e. Only A and B are correct.
3. - My Fishes died when I took them out of water and placed

them on the table.
- Shamim could not breath when he tried swimming under -

water in the pool.
- Astronauts have to wear oxygen masks when in space as

there is no air.
We can conclude that :
a. Some Living things need water and some need air to breath.
b. Aquatic animals need water to breath.
c. Living things other than aquatic animals need air to breath.
286
Myself...
4. - I saw pictures of dead animals in a famine struck area.
- The pup could not even walk as he had not eaten for many
days.
- Jim finished a plate of 6 pan cakes as he was very

hungry.
a. All of the above are living things
b. Living things need food to sustain

energy and live.
c. Without food Living things will die in

due course.
f. Only B and C are correct.
5. - Browny our dog gave birth to three little pups.
- A Cow in my neighbourhood has given birth to a beautiful

Calf.
- Liza‛s sister is blessed with a baby girl.
a. Living things and Non living things

reproduce.
b. All living things reproduce more of their

own kind.
c. A is correct but B is incorrect.
d. B is correct but A is incorrect.
e. Both A and B are correct.
287
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
The teacher after returning from the museum recapitulates

what the students saw in the museum with the help of the
following activity.
Scrambled Unscramble Match with the Non living/Once

Words Words meanings living, now dead
1. ymmuu Preserved dead body
2. rasuodni A huge animal who lived

a thousand years ago
3. sonic You need it to buy

things
4. gsitnpina Coloured motifs and

drawings
5. ricpseutr Religious text
288
Myself...
Assessment Worksheet
Name: ___________ Class :___________
Date : ___________ Subject :___________
1. What will happen to a chair if it becomes a living thing?

Write any three possibilities.
(a) ___________________________________________
___________________________________________
___________________________________________
(b) ___________________________________________
___________________________________________
___________________________________________
(c) ___________________________________________
___________________________________________
___________________________________________
289
Myself...
2. Comment
(a) Train can move from one place to

another. Is it a living thing or non
living?
___________________________________________
___________________________________________
___________________________________________
(b) I have a pet dog. Is it a living or non living ?

Why?
___________________________________________
___________________________________________
___________________________________________
(c) A spider fell on my sister and she screamed. Is spider a

living thing ? Why do you say that?
___________________________________________
___________________________________________
___________________________________________
290
Myself...
Care for the Sense Organs
Name: ___________ Class :___________
Date : ___________ Subject :___________
My Wonderful Body
Birds make chirping

My hat keeps it warm
and I help you to hear
& I get it cut regularly
them
You can have two of

You will see my
these. You use them
marks when you walk
to make snowballs,
in the snow
clay models
291
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
Name the sense organs used and also explain how

it is used in the following situations. Ex. Nose - to
smell the fragrance.
1. Rosy will play basketball with her friends.
______________________________________________
______________________________________________
______________________________________________
2. Go and watch Harry Potter on Friday while eating

popcorn.
______________________________________________
______________________________________________
______________________________________________
Q. Given below are some situations. Mention the problems which

the person involved may face.
a) Vivan eats lots of candies daily and does not rinse his mouth
with water after that.
______________________________________________
______________________________________________
292
Myself...
b) Siya watches TV from a very short distance for continuously
three - four hours.
______________________________________________
______________________________________________
c) Alex uses ash to clean his teeth.
______________________________________________
______________________________________________
293
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
Q1. Name 1 way to take care of each sense organ.
Ear ________________________________________
Eyes _______________________________________
Nose _______________________________________
Tongue _____________________________________
Skin _______________________________________
Q2. Name the specialist doctors who cure diseases of the

following organs:
a) Skin _________________________________
b) Nose _________________________________
c) Eyes _________________________________
294
Myself...
Q3. Mark the following statements true or false:
a) We should wash our hair once in a month. ___________
b) we should put hot oil in our ears to clean them.

___________
c) We should not play games on computer for hours together.

___________
d) We should go to the dermatologist to get our vision

checked. ___________
295
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
Q1. Sequence the sense organs to be used according to the

given situation. Number them 1-3, 1 being the first thing
that will be used.
1. The boys will go to the canteen to eat their lunch.
_______tongue
_______nose
_______eyes
2. The church bell rang to signal time for 6:30 pm mass.
______ear
______eyes
3. There is a fire far away in the city. The smoke is very

thick and the ambulance are all over.
_______nose
_______eyes
_______ear
296
Myself...
Q2. Write the letter of correct answer in the box provided.
1) What is the most sensitive part of our skin?
a. palm and lips c. lips and tounge
b. lips and forehead d. fingertips and lips
2. What body parts are special partners. They work together

very well.
a. eye and ear c. skin and eye
b. nose and tongue d. tongue and skin
3. We cannot breathe when we have colds because
a. our nose is blocked c. our nose is swollen
b. our nose is dirty d. our nose is squeezed
297
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
Sensory Word Search

Can you find the words to the senses? Circle all the words that
you see. The words can be up, down or backwards. See if you
can identify the sense (hearing, smell, taste, vision, touch) that
is connected to each word you find. Here is the puzzle:
SENSES Word List
Audition Receptors
Bitter Salty
Bright Sight
Cochlea Smell
Colour Smooth
Ear Sound
Eye Sour
Hair Cell Sweet
Hearing Taste
Loud Taste bud
Nose Temperature
Olfaction Tongue
Pain Touch
Pressure Vision
Quite
298
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
Design your own hat and sun glasses to protect your skin and
eyes.
299
Myself...
Name: ___________ Class :___________
Date : ___________ Subject :___________
Please take a moment to make your pledge to protect your

children‛s hearing.
I Pledge To:
• Always protect my child‛s hearing from loud noise
• Teach my child not to listen to music too loud or for too long
• Share the message about safe listening and the importance

of hearing health with my family and friends.
Students name:________________
Parents‛ signature: ______________
Teachers‛ signature: ______________
300
Myself...
Eye Problems
Name: ___________ Class :___________
Date : ___________ Subject :___________
Eye care survey

Age of person answering questions
0-5 5-10 10-15 15+ Males Females
Questions Answers Yes No

1. Do you wear sun glasses
when going out in sun?
2. Do you wear spectacles?
3. if yes, do you wear the

spectacles for the duration
as prescribed by the
doctor?
4. Do you feel strained
looking at the board?
5. Do you have blurred
vision?
6. Do you get your eyes
checked at regular
intervals?
301
Myself...
Braille
Name: ___________ Class :___________
Date : ___________ Subject :___________
Using the given Braille chart answer the following:
Q1 . Write your name in Braille.
_____________________________________________
Q2. Write your best friends name in Braille.
_____________________________________________
Q3. Write your teacher‛s name in Braille.
_____________________________________________
Q4. Write your school name in Braille.
_____________________________________________
Q5. Write a message in Braille for people who are physically

impaired expressing your love and not sympathy towards
them.
_____________________________________________
302
Myself...
Assessment Worksheet
Name: ___________ Class :___________
Date : ___________ Subject :___________
Read the following and tick () the correct option:
A) When you carry pointed objects like pencils or sticks you

should:
1. Always walk carrying the pointed side down.
2. Run, but be careful.
3. Run if you want to, but put pointy objects in a box or

case.
b) Check off all the things that could hurt your eyes.
1. Guns and slingshots.
2. Kitchen forks, knives, or broken toys.
3. Toy labelled for an older brother or sister‛s age group.
c) Which of the following is the National Audiology awareness

month?
1. January
2. October
3. July
303
Myself...
d) Who invented the Braille system?
1. Hellen Keller
2. Louis Braille
3. George Michel
e) Braille is a system for _______________ ?
1. People who are deaf.
2. People who are blind
3. People who cannot speak.
f) Whom should you approach if you

have an ear pain?
1. Ophthalmologists
2. Audiologist
3. Psychiatrist
g) Which of the following perform eye surgeries?
1. Ophthalmologists
2. Opticians
3. Optometrists
h) How often a person blinks his/ her eyes?
1. every 10 seconds
2. every 20 seconds
3. every 5 seconds
304
Myself...
i) Which of the following is the National Audiology awareness
month?
1. January
2. October
3. July
j) When handling chemicals that come with children‛s science

kits you should:
1. Handle them carefully so that they don‛t splash.
2. Always wear safety goggles when doing experiments with

chemicals, and have adult supervision.
3. Not worry about handling chemicals that come with kit if

they are safe on skin.
305
Myself...
Recaptulation (Myself)
Differences and similarities between living and non living things,
Care for the sense organs, Eye problems, Hearing problems &
Braille
Name: ___________ Class :___________
Date : ___________ Subject :___________
Q1. Give one difference and one similarity between living and non-
living things.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Q2. Is a flowing river living or non-living? State Yes or No. Give

reason.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
306
Myself...
Q3. List down four ways how to take care of your sense organs?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Q4. “Environmental hazards are causing hearing and eye problems”.

Do you agree? If yes, give reason.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Q5. Make a list of students wearing spectacles in your class and

ask the reason for using spectacles.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
307

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Central Board of Secondary Educaon

Material Developers: Classes I-V

Step by Step Writing

Assessment ............................................................................... 173

Teacher Resource Material ...................................................... 184

2D and 3D Shapes Creang Shapes

Social Science Social Science

Name Plate Primary and

Kicking and Trapping

Topic: (a) Nouns Duration: 5 Hours

Skills Activity Multiple Intelligences

Listening Know the names given to a group of / Interpersonal

Follow the direcons regarding Kinesthec

Listen carefully to the suggesons and Logical

Speaking Brainstorm a list of nouns using all the Interpersonal

Say a number of nouns falling under

Reading We are Together Logical

Read and analyse the picture cards and

Read various types of nouns used in

Make/draw a name poster for your Interpersonal / Spaal

Write about your own self in the form Intrapersonal

Performing Arts Noun Charades

Topic: (b) Articles Duration: 3 Hours

Skills Activity Multiple Intelligences

Listening Listen to an English paragraph and Spaal, Kinesthec

Speaking Pairwork Picture Diﬀerences Intrapersonal, Spaal

Idenfy the diﬀerences in the two

Reading Word Combinaons Scrabble Spaal, Interpersonal

Make more words by pung one

Wring Picture Reading and Wring: Interpersonal, Spaal,

Ask the students to take turns in picking up a card (having

Skills Activity Multiple Intelligences

Listening Make Words Interpersonal

Make sentences with the given words

Speaking Frame sentences with the correct Interpersonal, Spaal,

Words That Go Together:

Find pairs of words that can be found

Reading Read and idenfy a jumbled sentence Intrapersonal, Spaal

Make a fan, by folding alternate creases

Wring Learn to write sentences with the Spaal, Kinesthec

Topic: (d) Step by Step Writing D

Skills Activity Multiple Intelligences

Listening Listen to the teacher about the Intrapersonal

Speaking Share views on the importance of Interpersonal

Reading My Visit to the Sports Room Logical,

Visit the sports room and read the rules Kinesthec

Wring My Favourite Dish Interpersonal

Know and understand the correct

Select a character-person, animal, thing

Organise a game of ﬂag football aer understanding the rules

Performing Arts My Composion

Compose a short poem on your experience of learning step by

The above acvies cater to various mulple intelligence.

The above acvies successfully cater to various mulple intelligence.

Skills Activity Multiple Intelligences

Observaon On Your Toes: Observe ﬂash cards. Logical thinking / Spaal /

Conceptual Organise Your Knowledge: Menon Logical / Kinessthec /

Learning By Fiddle And Discover: Create a box with Logical / Kinesthec /

Applicaon It’s Your Turn: Create your own Logical / Kinesthec /

Learning The students will develop the ability to

Topic: (b) Creating Shapes Duration: 3 Hours

Skills Activity Multiple Intelligences

Observaon Let’s Explore: Distribute tangram Logical thinking / Spaal /

Applicaon Making Floor Paerns: Give grid sheets Logical / Kinesthec /

Poem- Oh, dear what can this maer

The above acvity is to be performed for Lesson Plan - d : States of Maer