Grade 2 CB v8

GRADE 2 COURSEBOOK
This Coursebook belongs to
AUTHOR
SANJEEV TANNA
Chief Education Officer
Sanjeev Tanna Education Private Limited (STEPL), India
NGN Soft Inc., USA
NGN.org, USA
Subject Matter Experts: Ekta Juswani, Zaheda Jeewa, Sanjeev Tanna
Editor: Akshat Negi
Cover art and Illustrations by: Aswathi Mohan Chammini
Layout and Design by: Abhishikta Dutta
NGN Learning™, NGN SEEL™ are registered trademarks in India. NGN Learning™ is an im-
print of Sanjeev Tanna Education Private Limited (STEPL) in India with complete copyright.
The moral rights of the author/s have been asserted.
Copyright © 2023 Sanjeev Tanna Education Private Limited (STEPL), India

This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or
otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in
which it is published and without a similar condition including this condition being imposed on the subsequent pur-
chaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced,
stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical,
photocopying, recording or otherwise), without the prior written permission of both the copyright owner and the
above-mentioned publisher of this book.
ISBN 978-81-965010-4-4
Published by Sanjeev Tanna Education Private Limited, India CIN: U85500MH2023PTC401066

Head Office: Sanjeev Tanna Education Private Limited (STEPL) 7, Shiladevi, Ramwadi Majas Road, Jogeshwari East,
Mumbai 400060, Maharashtra, India
Website: www.ngnlearning.com; Email: support@ngnlearning.com
Next Generation Nations (NGN.org) is an established non-profit organisation in California, USA.
Printed in India by:

PREFACE
Globally, most K–12 schools need to adequately address students’ Emotional and Mental well-being and
prepare the next generation for the challenges of everyday life. When introduced to students early, Social
and Emotional Learning (SEL) can promote positive childhood development and prepare them for future
life challenges. Most schools across the world have historically ignored life skills while focusing heavily on
STEM-based academic skills.
The NGN SEEL curriculum is a proactive and curative platform for students’ mental health, designed to
address the critical aspects of Social and Emotional Learning (SEL). In the era of Artificial Intelligence (AI)
and an ever-changing world, Emotional Intelligence (EI) through SEEL is crucial for supporting students.
Amid rising academic pressures, EI cultivated through SEEL nurtures students’ ability to manage stress,
time, and academic demands effectively, leading to improved academic performance and reduced burnout.
EI equips students with the essential skills to thrive in the AI-driven landscape and maintain positive
relationships while navigating the complexities of the modern world.
1) SEL and Evidence-based measurable outcomes: The most crucial component in a Child’s growth
and success is Social and Emotional Learning (SEL)—life skills—the ability to empathise and share with
humanity as well as with the environment. Evidence-based research has indicated that SEL can reduce
students’ emotional stress at school and home, increase class attendance, and at the same time improve
their grades significantly. In addition, through the social and emotional learning lens, students acquire
Self-esteem, Self-confidence, Emotional Intelligence, and responsible decision-making skills that can
positively influence them. Years of research support the idea that children with solid SEL skills are more
likely to graduate from high school and land a full-time job. This book draws from the valuable guidelines
outlined by esteemed organisations such as the Collaborative for Academic, Social, and Emotional
Learning (CASEL) in North America and the National Education Policy (NEP 2020), the National Curriculum
Framework (NCF), and Early Childhood Care and Education (ECCE) in India.
2) Ethical Decision-Making: Besides being emotionally intelligent, students must be able to make ethical
decisions in today’s globalised times. Children need to be taught about choices, ethical dilemmas, and
the consequences of making unethical decisions at home and in the classroom. Every day in school, we
are taught to make good choices that are good for ourselves as well as for others. Nevertheless, how can
we help children determine their “best” choice? This is where I decided to blend ethical decision-making
into the framework for SEL.
3) Cognitive-Logical Reasoning: In the 21st century, children are connected via social media, smartphones,
and other devices where they can access a wealth of information. However, children can only distinguish
lies by thinking logically and critically. Therefore, schools need to explicitly and intentionally teach students
logical thinking, problem-solving, and reasoning skills. Unfortunately, critical thinking is not innate in
children.
4) Global Issues: In an increasingly interconnected world, today’s young generation needs to learn to
be able to engage in communication with people from a wide range of different cultures and traditions.
Increasing students’ awareness, knowledge, and engagement with a global area of interest makes them
more likely to see themselves as capable of impacting them positively. In addition, if they see themselves
as impacting global issues as adults, these students are more likely to choose work, careers, college
programmes, and leadership posts that address global concerns.
Sanjeev Tanna
Author
CURRICULUM TALK
Welcome to the NGN SEEL Blended With Global Citizenship Curriculum! In this
transformative series, we embark on a journey that integrates the power of Social,
Emotional, Ethical, and Logical Learning (SEEL) with the urgency of addressing
children’s mental healthcare and impacting their well-being in today’s complex
world. The NGN SEEL curriculum offers a holistic approach to education that
empowers our students to become responsible global citizens and change-makers.
NGN SEEL
PEDAGOGICAL APPROACH
Infused with global citizenship learning elements, NGN SEEL
curriculum encompasses 7 primary competencies/domains.
UNIT 1 UNIT 2 UNIT 3

Emotions Community Ethical, Responsible
and Identity Belonging and Logical Decision
• Self Awareness • Social Awareness • Responsible

• Self Management • Social Communication Decision Making
• Positive Childhood • Relationship Skills
At the core of our curriculum lie seven essential domains of SEEL skills, carefully designed
to foster personal growth and societal impact:
1. Self-Awareness: Students explore their own emotions, strengths,

and weaknesses, laying the foundation for self-discovery and personal
development.
2. Self-Management: Equipped with tools for emotional regulation

and goal-setting, students learn to navigate challenges with resilience
and determination.
3. Positive Childhood: By nurturing a supportive and encouraging

environment, we prioritise the well-being and happiness of our students,
fostering a positive outlook on life.
4. Social Awareness: Students gain empathy and an understanding

of diverse perspectives, fostering a sense of connectedness with the
global community.
5. Social Communication: Students refine their communication

skills, recognising the power of effective expression in creating social
impact.
6. Relationship Skills: Communication, cooperation, and conflict

resolution are emphasised, empowering students to build meaningful
and inclusive relationships.
7. Responsible Decision Making: Ethical considerations are at the

forefront of our curriculum, guiding students to make responsible and
compassionate choices.
Incorporating a Global Citizenship Curriculum, our students actively engage with 21
global issues that demand collective action. From
environmental sustainability to social justice, from
poverty alleviation to technological advancement, they
develop a deep awareness of the interconnectedness of
global challenges and solutions. By understanding their
role as responsible global citizens, they discover their
capacity to influence positive change.
As students progress through this curriculum, they are

not just acquiring knowledge but also developing the
skills and mindset needed to create a better world. They
become equipped with the tools to tackle real-world
problems, fostering social impacts that resonate far beyond the classroom.
Join us in this profound journey of learning, growth, and transformation. Together, let us
empower the next generation to embrace their role as Global Emotion Voyagers, charting
a course towards a more compassionate, equitable, and sustainable future for all.
SUB-SKILLS IN GRADE 2
UNIT 1 UNIT 2 UNIT 3
Expressing self: Diversity: Wise Decision Making:
Learn how to use Respect, value, and Learn to make
mind journal to trust everyone, wise decisions in
understand about regardless of race, your daily life.
your feelings color, age, or ability.
and thoughts.
Personal Space:
Coping with Sadness: Using the NGN My
Understand how Personal Space Tool,
to use the NGN you can respect the
Triangle Breathe Tool personal space of
when you are sad. yourself and others.
Mindfulness: Turn-Taking:
Relax and live Know methods to take
in the present turns that will make
with Mindfulness you a good listener and
breathing exercises. allows other to speak.
ABOUT THE AUTHOR
Meet Sanjeev Tanna, a trailblazing serial entrepreneur who is dedicated to making a positive
impact on the next generation. In 2017, he founded Next Generation Nations (NGN.org) in
the heart of innovation, Silicon Valley, California. Sanjeev established the NGN2120 Goals
with the intention of improving the world, foreseeing a time when young people actively
participate in resolving global issues.
With the launch of NGN Learning in 2021, Sanjeev’s vision began to materialise. As the Chief
Education Officer (CEO), he spearheaded a grassroots revolution in education systems,
introducing an innovative concept known as Social, Emotional, Ethical, and Logical Learning
(NGN SEEL). This groundbreaking framework aims to empower students with essential skills
while nurturing global citizenship. Sanjeev is also profoundly concerned about the lack of
mental healthcare in schools and family environments. To combat the stigma surrounding
children’s mental health, he launched NGN SEEL initiatives that prioritise emotional well-
being.
Sanjeev Tanna’s journey has been characterised by collaboration and expertise. With the
help of renowned childhood development and counselling experts, Ms. Ekta Juswani and
Ms. Zaheda Jeewa, he meticulously crafted the NGN SEEL framework. Their combined
knowledge and dedication have paved the way for a transformative approach to teaching,
impacting teachers worldwide.
An optimist at heart, Sanjeev exudes gratitude and appreciation for those who have
contributed to his mission. He sincerely acknowledges Ms. Ekta Juswani and Ms. Zaheda
Jeewa for their invaluable guidance in shaping the NGN global citizenship blended SEEL
framework.
Sanjeev Tanna’s passion for education and his unwavering belief in the potential of the
next generation shine through in his work. Teachers worldwide are sure to embrace and
celebrate his pioneering approach to integrating SEL-Life Skills with Global Citizenship,
Ethical, and Logical Learning.
As an author, visionary, and advocate for change, Sanjeev’s character is defined by

relentless positivity and motivation. His commitment to empowering young minds to
become compassionate, responsible global citizens is a testament to the transformative
power of education. Through his book, “Global Emotion Voyagers,” Sanjeev invites readers
to join him on a journey of discovery, growth, and collective action, fostering a brighter
future for generations to come.
NGN 2120 GOALS
1 - Bite - The 2 - Aqua - The Cleanser 3 - Casa - The Home

Calmer
4 - Ease - The 5 - Healer - The Medic 6 - Go Green

Poverty Preventer
7 - Coach - The 8 - Equi-Net - 9 - Ahimsa - The Peace

School The Guardian Keeper
10 - Mr. Right 11 - Co-Equal 12 - Faith
13 - Aura - 14 - Clay - The Land 15 - Moana - The

The Air Ocean
16 - Tally - 17 - E-Brain 18 - Space - The

The Balancer Universe
19 - Gen Z 20 - Web - The 21 - Clutch - The

Connector holder
Contents
NGN Feeling Check-In
Unit 1 Emotions and Identity
Chapter 1 Self Awareness 1

Chapter 2 Self Management 17
Chapter 3 Positive Childhood 34
Unit 2 Community Belonging
Chapter 4 Social Awareness 49

Chapter 5 Social Communication 68
Chapter 6 Relationship Skills 85
Unit 3 Ethical, Responsible and Logical Decision
Chapter 7 Responsible Decision Making 100

NGN Feeling Check-In
Describe your current emotion in the NGN Feeling Check-In Meter and discuss.
Day 1 | Discuss With Friends

1. Share your emotions and think about what you should and should
not do.
Day 2 |Stand Up And Stretch

1. Stand up and stretch your body.
2. Share one word that describes how you’re feeling today.
Day 3 | Report
1. Find an object in the classroom that matches your emotions of the day.
Day 4 | Many Moods

1. Share two to three emotions that you’re feeling today.
2. Name the emotion that you would like to feel the most.
Day 5 |Group Check-In

1. Divide students into small groups.
2. Take turns and discuss how you’re feeling with each other.
Day 6 | Thumbs In The Middle

1. Take a deep breath and show a thumbs up if you’re feeling good or a
thumbs down if you’re feeling bad.
Day 7 | Fist To Five
1. Hold up a fist if you’re feeling bad, five fingers if you’re feeling great, or
anywhere in between for how you’re feeling.
Day 8 | Word Association

1. When I say “happy” or “excited,” say the first word that comes to mind.
Day 9 | Comfort Scale

1. Select your emotion. How many candies do you have if your emotion
were a candy right now?
Day 10 | One Emotion

1. Select and describe one emotion you currently feel.
Day 11 | Excitement Check-Intion

1. Is there anything you are excited about today? Share what that is.
Day 12 | Empathy Check-In

1. Ask the person sitting next to you how they feel today. You also share your
feelings.
Day 13 | Emotional Check-In

1. How are you feeling today? Take a few deep breaths and try to identify your
emotions.
Day 14 |Gratitude Check-In
1. What’s one thing that made you happy today? 2. Smile and take a
moment to feel that happy feeling.
Day 15 | Fear And Anxiety Check-In

1. Did anything make you feel scared or nervous today?
2.Take a deep breath and remind yourself that you are safe.
Day 16 | Pride Check-In

1. What’s one thing that made you feel proud today?
2. Pat yourself on the back and recognise your action.
Day 17 |Worry And Problem-Solving

Check-In
1. Is there anything you’re feeling worried about?
2.Write down your worries and come up with a plan to address them.
Day 18 | Laughter Check-In

1. What’s something that made you laugh today?
2. Laugh again or think about that moment to bring some levity to your day.
Day 19 |Excitement Check-In

1. Is there anything you’re feeling excited about?
2. Take a deep breath and let that feeling of excitement fill you up.
Day 20 | Anger And Frustration Check-In
1. Did anything make you feel angry or frustrated today?
2. Take a deep breath and count to ten.
Day 21 | Love Check-In

1. What’s one thing that made you feel loved today?
2. Hold onto that feeling and try to share love with someone else.
Day 22 | Curiosity Check-In

1. Is there anything you’re feeling confused about?
2. Write down your questions and make a plan to find answers.
Day 23 | Gratitude Check-In

1. What’s something you’re feeling grateful for?
2. Take a moment to say “thank you.”
Day 24 | Forgiveness Check-In

1. Did anything make you feel sorry today?
2. Remind yourself that mistakes happen, and try to let go of the embarrassment.
Day 25 | Curiosity Check-In

1. Is there anything you’re feeling curious about?
2. Take action and explore your curiosity.
Day 26 | Calmness Check-In
1. What’s something that made you feel calm today?
2. Take a few deep breaths and try to recreate that feeling of calm.
Day 27 | Surprise Check-In

1. Did anything make you feel surprised today?
2. Embrace it and try to find the positive in the surprise.
Day 28 | Optimism Check-In

1. What’s one thing you’re feeling joyful about?
2. Share it with your classmates.
Day 29 | Disappointment Check-In

1. Is there anything you’re feeling disappointed about?
2. Acknowledge your disappointment and think about what you can learn from it.
Day 30 | Motivation Check-In

1. What’s one thing that made you feel motivated today?
2. Use that motivation to set a goal and take action toward achieving it.
Chapter: 1
Recognising and
Expressing Emotions
Theme: Self-Awareness
WARM-UP STATION WHAT WE LEARN

Make teams of four. Each student Social Impact
describes one good quality of trees. Heal The Land: Find out why
Sokoto, Nigeria’s forests are
disappearing.
Skill Objectives
Self-Awareness: Learn how to use
Collaboration a mind journal to understand your
feelings and thoughts.
READING JUNCTION Experiential

Learning
1
2
Use the ‘NGN My
Hey, I am Clay-The Land. Mind Journal Tool’ to
NGN Goalkeeper Number write about how you
14. feel.
Clay-The Land
3
NGN MY Mind Journal Growth Panchkosh
Mindset Vikas
Step 1: Write what you are feeling. Name the emotion.
Example: Ihita felt angry and worried reading about deforestation in

Sokoto, Nigeria. So, she can write angry and worried in the first step.
Step 2: Write the reasons behind your emotions.
Example: Ihita was angry because humans cut trees in Nigeria. She loves
planting and taking care of trees. So, that made her angry.
Step 3: Think of positive actions you can take to manage

your feelings.
Example: Ihita could have talked with her mother earlier instead of
locking herself in a room. She could have taken a break and practised
deep breathing to calm herself.
4
Step 4: Think and write down what you should not be doing
that could harm yourself and others.
Example: In anger, we often express our feelings in the wrong way. Ihita
was angry. So, she locked herself in her room. She should not be doing
this.
My Approach
5
SELF-ASSESSMENT TIME
Can you share with your friends and family about
what makes you happy, angry, or sad?
SOCIAL IMPACT LEARNING
Hello again! I am
here to discuss
the reasons and
the solutions
to understand
deforestation in
Sokoto, Nigeria.
Climate Global
Change Citizenship
“Sokoto, Nigeria, lost most of its forest land between the years 2001-2020.
Even though some of the trees in Sokoto, Nigeria were cut down between
2001 and 2020, people there are working hard to plant new trees and take
care of the forests.”
Here are a few reasons why most forests in Sokoto, Nigeria, disappeared:
• Trees were cut down or burned to make space for growing food crops in
Sokoto, Nigeria.
• The forest wood dried up and caught fire because of too much heat. This
caused the trees to burn down.
6
We can suggest some solutions to the citizens of Sokoto:
• Restore the forests. Plant more trees.
• Reduce climate heat by burning less coal, oil, wood, and natural gas. So it
will reduce forest fires.
LEARNING THROUGH THE CONCEPT

Growth Panchkosh
Mindset Vikas
Benefits Of Being Self Aware

If you are aware of yourself, you can:
• Make the decision quickly.
• Speak with someone quickly and with certainty.
• Look smart in front of your friends and family.
• Let others know what you like and don’t like.
Self-awareness helps you to identify your:

• Feelings.
• Thoughts.
• Actions.
Self-Check Station 1
A. Tick all the correct answers. Assessment
of Learning
1. How did Ihita feel after reading the NGN Hero book?
Worried
Happy
7
Excited
Angry
2. What could Ihita have done instead of locking herself?
Ihita could have read a nice book.
Ihita could have talked to her mother.
Ihita could have taken a break.
Ihita could have slammed the door.
B. Judge the statement.

1. Hotter Earth causes wildfires.
True
False
2. Wildfire leads to the loss of forests.
True
False
C. Think and Answer.

1. What would you do to make the Earth greener, and reduce air pollution?
8
2. What are the benefits of being self-aware?
Assessment
D. Let’s figure out. for Learning
1. Draw a line to match the correct answers from column A with column B.
Column A (NGN My Mind Column B (Examples)

Journal Tool Steps)
Name Ihita’s emotions Talk to mom
Reason for Ihita’s emotions Worried and angry
Things Ihita could do Humans were cutting trees
Things Ihita should have avoided Locking herself inside the room
E. Mark your approach.

1. Self-awareness is about knowing your , Feelings, and
Actions.
9
- PICK -
Love Pain Thoughts
Self Awareness In Our Lives

Assessment
as Learning
F. Make inferences.
Read the situation and answer the questions.
1. While playing, Hia took John’s toy car. Hia does not want to share. This is
making John angry. Help him by completing the NGN My Mind Journal. Pick
and place your answers in the blanks.
Emotion
Reason
Positive Action
Should not do
• Hia is not taking turns

• Scream and hurt others
• Ask Hia to take turns and be fair
• Angry
10
2. Observe the images carefully and write the thoughts, feelings, and actions
in the correct boxes.
PICK - • Thoughts • Feelings • Actions

• Makes me feel scared
• I should avoid watching scary movies
• Thinking about ghost
My Progress
◊
11
THE GREY MATTER WORKOUT!
Hello, Earth Experiential
Learning
Climate
Change
Activity Type: Individual
Purpose: The purpose of the Materials Required:

‘Hello, Earth’ activity is to help you Pencil, colours,
understand what happens when trees
erasers.
are cut down and to help you come up
with solutions for the problem.
Number of people: Duration:

Minimum-1, Maximum-1 45 minutes
Instructions
Instructor
1. Review activity instructions with the class.
2. Read out the Hello, Earth colour sheets.
3. Ask students to read and colour the images.
Students
1. Review the Hello, Earth colour sheets.
2. Colour the appropriate images on the sheet.
3. Discuss the sheets.
12
Hey, I am Earth. Today, you
and I will talk about Emotions.
Step 1: Read My Feelings - Earth
NGN MY MIND JOURNAL
Angry, Worried, Scared
Human are destroying forests

and burning wood.
Ask you to be nice to me
Feel angry and try to stay calm
13
Hello Earth, Colour Sheet -
Step 1: Read and colour the image that makes you feel loved
Art
Integration
It makes me feel loved when someone takes

care of trees. Colour the things that make you
feel loved.
Getting a Hug from Mom Receiving a Gift
Spending Time with Friends
14
Step 2: Read and colour the image that makes you feel worried
Art
Integration
It makes me feel worried when someone cuts

down trees. Colour the things that make you
feel worried.
A School Test Fight with Friends
Going to a New School
15
Step 3: Read and colour the image that will make Mr. Earth happy
Art
Integration
Earth is sad because the trees are being cut.

How can we help Mr. Earth? Colour the things
that will make Earth happy.
Watering Plants Planting Trees
Cutting More Trees
16
Chapter: 2
Coping with Sadness
Theme: Self-Management

Which is your favourite subject? Social Impact
Education Access For All: Understand why
many students in Mali, Africa, need good
Now, imagine some children can’t study
Maths, Science, and English education.
your favourite subject. Will you help them?
Skill Objectives
Self-Management: Understand how to use
the NGN Triangle Breathe Tool when you
are sad.
READING JUNCTION
Experiential
Learning Collaboration
17
18
19
Hey! I am Coach-The School.
NGN Goalkeeper Number
NGN Triangle Breathe
7. I am here to help you
Tool helps you feel better
understand sadness is a feeling
when you are sad.
of unhappiness. Sadness does
not stay long, but it affects the
person who feels sad.
Coach-The School
20 20
NGN Triangle Breathe Tool
Sadness is a feeling of unhappiness. Sadness does not stay long but it
affects the person who feels sad. Use the NGN Triangle Breathe Tool to feel
better when you are sad.
Panchkosh
Vikas
s
o nd
Ho
ec
4S
ld
for
for
4S
In
ec
the
on
ea
ds
Br
START
Breathe In for 4 Seconds
Follow the sides of the Triangle:
Step 1 - Start with breathing In and count to 4 in your mind.

Step 2 - Hold the air in your tummy and count to 4.
Step 3 - Breathe Out. Count to 4 in your mind and say “I am Strong.”
Step 1: Start with breathing in and count to 4 in your mind.
Example: Whenever you feel sad or worried about something, take a

deep breathe in and count till 4 in your mind.
21
Step 2: Hold the air in your tummy and count to 4.
Example: Next, hold the air in your tummy and try to count till 4.
Step 3: Breathe out. Count to 4 in mind and say, “I am

strong.”
Example: As the final step you need to breathe out. While doing so,
count till 4 and keep repeating positive phrases such as “I am strong.”
My Approach
22
According to you, what is the importance of
education?
Hello again! I am here

to discuss the reasons
and the solutions
to understand the
limitation of access to
school.
Biliteracy Panchaadi
Learning
“In 2020, only 5 out of 10 children were able to attend schooling in Mali, but
many people are working together to help more kids go to school and
learn.”
Some children in Mali faced challenges like:

• No money to pay for the tuition fees.
• Some children could not attend schools because they worked as
labourers to support their families.
• Some kids had no access to books and school supplies.
Citizens of Mali can do the following things to provide education access to

all children:
23
• Build More Schools.
• Provide Books and Supplies.
• Help to Pay for Tuition Fees.

Panchkosh
Vikas
What Are Emotions?

Emotions are feelings you get in your mind and body on being happy, sad,
worried, anxious, angry, or scared.
Emotions In Our Lives:

• Emotions are a part of our daily lives.
• Emotions help you to act and talk better.
• Some emotions that we feel daily include anger, sadness, joy, fear, worry
and disgust.
What is Sadness?
• You are going through sadness means you are sad.
• You are sad means you are not happy.
• Sometimes you feel sad when something bad happens to you or the
people around you.
24

of Learning
1. What made Neer feel sad?
Neer was sad for the children in Mali.
Neer was sad because he couldn’t buy books and pay fees
for his caretaker’s kid.
Ms. Odina was rude to him.
Neer did poorly in his maths test.
2. If Neer had money, how do you think his sadness would turn into
happiness?
Neer could give money to his caretaker and become happy.
Neer could buy school supplies and tuition fees for his caretaker’s
son.
Neer could buy himself storybooks.
Neer could become happy with just having money to himself.

1. Neer was sad and angry. He was not able to help his caretaker’s kid.
True
False
25
2. James makes Neer understand that he should try to calm himself to solve
the problems better.
True
False

1. How can you use the NGN Triangle Breathe Tool?
2. What are emotions? What emotions do you feel on a daily basis?
D. Let’s figure out. Assessment

for Learning
26
Column A (SI) Column B (Solutions)
Lack of schools near their homes Helping kids with tuition fees
No money for paying tuition fees Giving kids jobs to earn money
Opening schools nearby
1. Feeling makes you feel sad. It is normal to feel sad

sometimes. Usually, sadness doesn’t stay for .
- PICK -
1 2 3
Unhappy Small Long
2. Pick and place the options to complete ‘The NGN Triangle Breathe Tool.’
ST
1
EP
EP
2
ST
START
STEP 3
27
STEP 1 STEP 2 STEP 3
• Breathe in for 4 seconds.

• Breathe out 4 seconds.
• Hold the breath for 4 seconds.
Coping With Sadness In Our Lives

Assessment
as Learning
F. Make inferences.
1. Luke’s best friend Naisha is moving to a different city. Luke feels sad to let
her go since he won’t be able to play and do schoolwork with her anymore.
He will miss Naisha dearly. Pick and place the things you can do when you
are sad.
• I will not talk to anyone.
• I can use ‘The NGN Triangle Breathe Tool’.
• I can ignore my feelings.
• I can talk to my friend/parents.
I CAN DO
28
2. What are the things you should and shouldn’t do when you are sad? Pick
all the correct answers from the given box and write them in the space given
below.
• Talk with trusted loved ones

• Not trying to make myself happy
• Staying sad for long
• Taking a break
• Not telling anyone
• Breathing exercises
WHEN ARE YOU SAD
THINGS YOU SHOULD DO
THINGS YOU SHOULDN’T DO
29
My Happiness Reminder Experiential
Learning Collaboration
Activity Type: Group
Purpose: The purpose of the ‘My Materials Required:

Happiness Reminder’ is to help you Pencil, colours,
bounce back during sad moments.
erasers.

Instructions
Instructor
1. Give prints to each student.
2. Review the instructions with the class.
3. Divide students into groups.
4. Ask them to read and colour.
5. Help them to exchange their sheets with their partners.
6. Encourage them to talk about what makes their partner happy.
Students
1. Read the story.
2. Colour the sheets.
3. Exchange your sheets with your partner.
4. Discuss the sheets.
30
My Happiness Reminder
Step 1: Read the story to your teammates. Use a soft tone while
reading and speaking. Take turns in reading.
Rachel is ten years old girl who lives in San Francisco, California.
Sadly, her family is poor. So it makes her sad when she sees her
friends playing with cool toys, tablets, and smartphones, wearing
new clothes, and eating tasty food. She becomes sad because her
family can not pay for all the good stuff.
Rachel, however, is a happy girl. She understands that her parents
take care of her well and try their best to keep her happy.
So what helps Rachel to feel happy always?
• Reading books.
• Getting good grades in the school.
• Playing with her old toys.
• Being with her parents.
• Playing outside with her friends, especially Tiya.
• Wishing the best for her family.
• Good thoughts.
31
My Happiness Reminder Art
Integration
Step 1: Rachel knows what makes her happy. What makes you joyful
when you are sad? Colour and answer.
Playing Friends
Toys Pets/My Pet
32
Family Drawing and Colouring
Books Recess-Break
33
Chapter: 3
MINDFULNESS
Theme: POSITIVE CHILDHOOD

Practise breathing exercises for 5 minutes Social Impact
in the class. Ask students how they feel Heal The Air: Learn why beautiful
Poland and other European countries
after it?
deal with poor air conditions.
Skill Objectives
Positive Childhood: Relax and live in
Panchkosh
Vikas
the present with Mindfulness breathing
exercises.

Learning
Climate
Change
34
35
36
You can use the ‘NGN
Hey! I am Coach - The Windmill Tool’ to focus
School NGN Goalkeeper on the present and enjoy
number 7. what you are doing now.
Coach - The School Panchkosh

Vikas
Step 1: Sit with your back straight.
Example: Neer is constantly worried about future events. He is worried

about losing. That is not letting him enjoy the present moment. So, here
is what he can do: First: Sit down. Second: Make himself comfortable.
Third: Make sure that his back is straight.
Step 2: Practise deep breathing exercises as follows:
Example: Close his eyes. Imagine that he is holding a windmill in his

hand. Take a deep breath in. Hold his breath for 3 seconds. Then,
breathe out strongly as if he is blowing the windmill. Neer, should not
open his eyes yet.
Step 3: Repeat step 1. But now, imagine you are blowing the
windmill with tiny and quick breaths.
37
37
Example: Neer has to do the same as he did earlier. Now he imagines
blowing the windmill with tiny, quick breaths.
Step 4: Practise deep breathing exercises as follows:
Example: While his eyes are still closed, he imagines blowing the
windmill with his normal breaths.
Step 5: Repeat all the steps for a few minutes. Imagine the
speed of the windmill. Keep imagining the windmill while
breathing with deep, quick, and normal breaths.
Example: He tries his best to practise deep, short, and regular breathing
exercises until he calms down and becomes aware of his surroundings.
My Approach
38
What do you do when you are worried? Do you
practise mindfulness?

and the solutions to air
pollution.
Climate Problem
Change Solving
“In 2021, the air in some European cities was not very clean, which can be
bad for our health, but people are working to make the air cleaner and
safer for everyone.”
Here are three major reasons:

• Burning coal causes air pollution.
• Increasing use of vehicles in the city also increases smoke in the air.
• When trees are cut down, it becomes difficult to get rid of pollution in the
air.
39
Solutions To Keep the Air Clean:
• Plant more trees everywhere.
• Do not cut trees.
• Use wind and solar energy.
• Reduce or stop burning or using coals.

Panchkosh Growth
Vikas Mindset
Mindfulness is about being present. Enjoy what you are doing

now.
Example Of Mindfulness
• When you eat your favourite cupcake, junk food, drinks, or ice cream,
enjoy the food’s taste, and smell.
• Do not worry about what will happen next, even if you have exams or
homework.
• Live Now!
• Be kind to yourself.
Benefits Of Mindfulness
• Mindfulness makes you more focused like a ninja.
• You will learn quickly in your classroom when you are focused and mindful.
• Mindfulness brings happiness and peace to your life.
40

of Learning
1. What was Neer’s reason for not being mindful and enjoying the present
moment?
Neer did not know how to live in the present moment.
Neer was focused only on winning the NGN Star Badge.
Neer’s team needed to plant more trees.
Neer was worried about losing the badge.
2. What did Mr. Liam tell Neer about being happy and at peace?
Neer should not enjoy and only worry about winning.
Neer should try to enjoy the present moment.
It is not about winning and losing the badge. It’s about enjoying
the activity.
Neer should worry about planting more trees.

1. Neer was worried because his team was slower than all the others.
True
False
41
1. Recall the reasons behind increasing carbon dioxide (CO2) in the
atmosphere.
2. What are all solutions to decrease the carbon dioxide (CO2) in the
atmosphere?
3. How can the NGN Windmill tool help us?
D. Let’s figure out. Assessment

for Learning
42
Column A (SI Problems) Column B (Solutions)
Burning Coal Increases CO2
Cutting Trees Improves air quality
Planting Trees Causes smoke

1. Mindfulness is about being .
2. Mindfulness makes you more .
3. Mindfulness allows us to the present moment.
- PICK -
1. Happy 2. Present
3. Focused 4. Enjoy
Mindfulness In Our Lives Assessment

as Learning
F. Make inferences.
43
On Monday, Jenny has a science test. She has swimming, music, and
soccer classes on Sunday. Jenny also needs to attend her aunt’s party.
While dancing at the party, she suddenly stops. She walks and reaches for
her bag, pulls out her science book, and starts reading it. Jenny is worried
and doesn’t know how to relax. Let’s help her.
1. Why did Jenny suddenly stop dancing at her aunt’s party? What was
Jenny worried about? Tick all the correct answers.
Jenny was worried about her science exam on the following
day.
Jenny was not living in the present moment.
Jenny was worried about her sister’s health.
Jenny was not at peace.
2. What steps can Jenny take to be more mindful? Tick all the correct
answers.
Jenny can take long deep breaths.
Jenny can be present and focus on her aunt’s special day.
Jenny can study science at her aunt’s party.
Jenny can continue worrying.
My Progress
◊
44
Mindful Solutions Experiential
Learning
Problem
Solving
Purpose: The purpose of the Materials Required:

‘Mindfulness Solutions’ activity is to Pencil, paper, eraser.
practice problem-solving with a calm
mind.
Number of people : Duration:

Instructions
Instructor
1. Review the activity sheet with the class.
2. Create teams of two.
3. Distribute the sheets among students.
Students
1. Review the situations.
2. Team member one will roll the dice.
3. Team member two will read the problem scenario based on the
number.
4. Discuss and choose the correct NGN2120 goal for the given problem.
5. Choose the best solution by discussing it with your teammate.
6. Select a team leader.
7. The team leader will discuss the solutions in class.
45
Step 1: Team member 1 will roll the dice.
Step 2: Team member 2 will read the respective problems.
1
You are angry with your
2
friend because he damaged
the plant for no reason. So
you get into a fight with Your best friend is poor.
him and are upset. Now, Her family cannot pay her
you cannot focus on school, tuition fees, so she cannot
home, and playing with attend school. You are sad,
your friends throughout and your mind is not at
the day. peace. You worry
about your friend.
3 You are standing in a queue

at a water park. A group of
teenagers stare at you and
make fun of your swimming
costume. You are upset and
4 You need to run in a race
at a health festival. One of
wish to go home. You are not the best racers is with you
enjoying anything in the competition. You are
anymore. worried.
5 You have to speak in class

about how some people
do not have access to
clean water. You are
6 You learn that a next-door
farmer burns leaves, hay,
nervous. You feel yucky
straw, and crop wastage. His
in your tummy. You
actions make the air bad.
are worried your
You are worried and can not
classmates will laugh
focus on anything.
at you.
46
Step 3: Each team will choose the best solution for the situation.
Step 4: Team leaders will discuss solutions in class.
A I will take deep breaths and

B I will take a break and try to
tell myself not to worry about calm myself by thinking about
what others say. something funny.
C C. I will do something I like. I

D I will take twenty deep
will share the problem with an breaths. I will think about
adult. good thoughts. I will do my
best.
E I will take a break and share.

F I will try to understand others’
feelings.
G I will inhale and exhale slowly.

I will motivate myself with
H I will listen to the sounds
around me. I will tell myself to
encouraging words. I will run be confident and honest. Then,
with all my strength. I will inform him politely of the
situation.
47
Mindfulness Mind - Mindfulness Poem Sheet
Step 1: Recite the poem
When you are in the moment

You think of now (X2)
It makes you happy and calms you down. (X2)
Your mind talks positively.
Good thoughts fly. (X2)
‘I am strong,’ I am happy,’ (X2)
‘I am bright like the sky.’
When you are in the moment
You think of now (X2)
It makes you happy and calms you down.
48
Chapter: 4
Diversity and Inclusion
Theme: Social Awareness

Divide the class into two groups. One Social Impact
group will use signs and the other will No One Is Left Behind: Learn why many
identify what the sign language means. Americans with special needs face
difficulties.
Skill Objectives
Social Awareness: Respect, value, and
Collaboration Communication
trust everyone, regardless of race,
colour, age, or ability.
READING JUNCTION
Experiential
SEL
Learning
49
50
My Approach
51
Hey! I am Clutch - The Holder,
NGN Goalkeeper Number 21. We all can use The NGN
Inclusion is about accepting Diversity Tool to be
and respecting people of diverse and inclusive in
different races, cultures and our lives.
abilities.
Clutch - The Holder
Step 1: We all are different and unique individuals.
Example: Individuals mean a single person. Both of them are individuals.

Both of them are special individuals in their way. Emily has a weak eye,
but she is smart and funny. James is friendly and generous and gives
respect to everyone. However, some of Emily’s friends and neighbours
do not respect and accept Emily. So, we must recognise and understand
that we are all unique.
Step 2: We must value and treat each other equally.
Example: Emily’s friends, cousins, and neighbours must treat her equally
52 52
because her physical abilities and disabilities do not make her less than
others. People must learn to value others equally.
Step 3: We should respect everyone. It doesn’t matter how

we look, what colour our skin is, how smart we are, or how
old we are.
Example: Like Emily, we are all the same regardless of our skin colour,
how smart we are, how old we are, or even how different we look.
NGN DIVERSITY TOOL SEL
Inclusion is about accepting and respecting people of different races, cultures and
abilities.
NGN Diversity Tool lays down the ways to be inclusive in our lives.
D IVERSE
We all are different and unique
I NDIVIDUALS
1 individuals.
V ALUE EACH OTHER
E QUALLY AND
We must value and treat each
R 2 other equally.
ESPECT REGARDLESS
S URS
KIN COLORS
I NTELLIGENCE
We should respect everyone.
3 It doesn’t matter how we look,
T ALENT AND
what colour our skin is, how
smart we are or how old we are.
Y EARS
53
If your friend is deaf. Would you be willing to learn
sign language to communicate with him/her?
SEL Communication

and the solutions to
understand problems
faced by people with
special needs.
Global
Citizenship
“In 2018, many people in America had some form of special needs.”
These people with special needs faced many challenges in their daily
lives, like:
• They had difficulties travelling from one place to another.
• They faced challenges when visiting small public restrooms.
• Some restaurants had narrow doors, making it hard for them to enter.
• Some people were not nice and fair to them.
54
The citizens of the USA can take many positive steps to be more inclusive
or fair. Here are some important solutions:
• Building more disabled friendly facilities like more ramps, more
wheelchairs in public places, and disabled friendly toilets.
• Respecting and treating all equally.
• Giving more work options.

SEL
Diversity
Everyone is different and unique. Our beliefs, looks, age, gender, culture, and
skills make the world Diverse. Yet, we all can have common interests.
• I love gummy bears.
• I like them too.
Inclusion
When different people are part of one group, it is called Inclusion. It includes
respecting Diversity. Inclusion does not include leaving out or separating
people.
55
Assessment
A. Tick all the correct answers. of Learning
1. Why was Emily happy with James?
James treated Emily differently.
James treated Emily respectfully.
James saw Emily as no different than others.
James thought Emily was cool and funny.

1. Many people with special needs face such challenges in the United States of
America.
True
False

1. Which solutions did Clutch give to solve the problems faced by specially
abled people?
56
2. Why was Emily sad?
Assessment
Column A (Tool Steps) Column B (Examples)
Emily must be treated

We all are unique.
just like everyone else.
We should treat others Emily’s classmate must learn

equally. to be respectful towards her.
We should respect others Emily is different and unique.

despite differences.

1. When different people are part of one group, it is called .
It includes respecting . Inclusion does not include leaving
out or separating people.
- PICK -
1. Diversity 2. Inclusion
57
Diversity and Inclusion In Our Lives Assessment

as Learning
F. Make inferences.
Tia wears beads on her hair. She knows that some people treat her differently
because of her style. She only smiles when someone makes fun of her hair.
But inside, Tia feels sad and upset. How should Tia react to people not
respecting her choice of hairstyle? Tick all the correct options to answer.
Tia should not respect those who do not respect her.
Tia should ignore those who do not respect her.
Tia should change her hairstyle.
Tia should complain to a trusted adult and ask for help.
2. Pick and write the ideas of a diversity tool in the flower petals.
IDEAS OF A DIVERSITY -
• We are unique.
• Some people are weaker than others.
• We should respect others.
• We all have different talents.
• We should treat everyone equally.
58
59
3. Pick and write all the true statements related to Diversity in the heart
and false statements in the bin.
IDEAS OF A DIVERSITY -
• Be respectful.
• Don’t play with people who are different.
• Talk about diversity.
• Tease people with special needs.
60
NGN Diversity Comic Experiential
Learning
Art
Integration
Purpose: The purpose of the ‘NGN Materials Required:

Diversity Comic activity is to teach NGN Diversity Comic
you the value of unity and respect for
Prints.
individual differences.

Instructions
Instructor
1.Give prints to each student.
2.Review the instructions with the class.
3.Divide students into groups.
4.Assign a character to each student.
5.Promote voice modulation and turn-taking among students.
6.Draw the diversity rainbow cloud.
Write down diversity words on the strips and colour the drawing.
7. Read the instruction and complete the diversity rainbow Activity 1. B.
Students
1. Read the dialogues in the comic Activity 1. A.
2. Use voice modulation.
3. Have discussions with each other.
4. Read instructions on Diversity Rainbow Activity 1. B.
5. Write any seven Diversity-Adjectives.
6. Cut the cloud and paper strips.
7. Draw the diversity rainbow cloud. Write down the diversity words on
the strips and colour the drawing.
8. Discuss all the written adjectives in the class.
61
62
63
64
Nova’s Diversity Rainbow Badge
Review Sheet
Step 1: Review Nova’s Diversity

Rainbow Badge Review Sheet.
dn
Ki
king
a
rn-t
Tu
ue
Nova’s Uniq
Diversity Rainbow
Team Work
Resp
ec tful
Sh
ar
ing
65
Diversity Rainbow
Step 2: Select any 6 of the

diversity words.
Diversity Words
Kind Respectful Cool
Togetherness Sharing Turn-taking
Asking for Solving

Helpful
Help Problems
Teamwork Unique Different
66
Diversity Rainbow
Step 3: Draw the diversity rainbow cloud and write down

their diversity words on the strips. Colour the drawing
once done.
Draw :
67
Chapter: 5
Personal Space
Theme: Social Emotional Communication

Social Impact
Name three people around you whom you
Champion Space For Planetary
feel safe with. Protection: Understand what space junks
are and why it is important to remove
them from space.
Skill Objectives
Social Emotional Communication: Using the
NGN My Personal Space Tool, you can respect
the personal space of yourself and others.
READING JUNCTION
Experiential
Learning
68
69
Hey, I am Space - The Universe,
NGN My Personal Space
NGN Goalkeeper number 18.
Tool highlights different
Sitting or standing too close to
space zones. In addition,
people might make them feel
the tool teaches kids about
uncomfortable. Being too close
their personal space.
to someone is called ‘Being in
Somebody’s Personal Space.’
Space - The Universe
NGN MY PERSONAL SPACE TOOL

Sitting or standing too close to people might make them feel uncomfortable. Being too
close to someone is called “Being in Somebody’s Personal Space.” NGN My Personal
Space Tool highlights different space zones. In addition, this tool teaches kids about their
personal space.
Panchkosh
Vikas
70
Mercury Zone
1 to 3 steps
Too close space; only your parents and guardians can be there.
Example: Only James’ parents and guardians can get close to him in
this zone. A person can be 1 to 3 steps from each other. If Nova enters
James’ mercury zone, he might not like it. She may not be respecting
James’ privacy.
Venus Zone
In the Venus zone, people can be 3 to 6 steps apart. Other

family members and good friends can enter the Venus zone.
Example: Nova can be in James’s venus zone. But, it is best to keep a

distance of 3 to 6 steps when talking or working together.
Earth Zone
The next space is the Earth zone. In the Earth zone, people
can be 6 to 9 steps apart. In this zone, not-so-close people
are included.
Example: Earth zone is a space where not so close people can talk with
you from 6 to 9 steps away. Some not-so-close neighbours or someone
you know barely come into the Earth Zone.
Mars Zone
9- 15 steps
71
The furthest space is the Mars zone. This Zone can also be
called a stranger’s Zone. This Zone includes unknown people
who we have never heard of or seen.
Example: If a stranger from this space approaches you, it can make you
feel uncomfortable, scared, or worried. Therefore, it is important to be
loud, say ‘No’ to the stranger, and ask for assistance from trusted adults.
Talking with a stranger should always be conducted at a distance of nine
to fifteen steps.
My Approach
72
Who is part of the Mercury Zone and Venus Zone in
your life?
Hello again! I am
here to discuss the
reasons and the
solutions to manage
the space debris
situation.
Problem
Solving
“1967 to the present day: There are millions of little pieces of man-made
metal trash floating around in space. These pieces of trash are called
space junk. They are like tiny bits of old satellites and rockets. Sometimes
they bump into each other and break into even smaller pieces.”
*Space Junk is a collection of wasted machine parts orbiting in space.

Humans launch these machines for space missions. In the end, these
machines are left behind in space after the work gets completed. If Space
Junk is not removed or destroyed, it could come in the way of other
working spaceships, satellites, and telescopes. The result could be an
accident among machines.
73
There are some solutions that we can try.
• Make new rules to reduce space junk.
• Remove the space junk.
• Destroy the space junk.

Panchkosh
Vikas
What is personal space?

• Personal space is a space that you need to keep between you and
someone.
• It is a space that makes you feel safe and comfortable.
• Personal space is a private and separate space.
Why is Personal Space Important?

• Keeping a certain distance between you and someone means respecting
yourself and the other person.
• Following the rules of Personal Space makes you and other people
comfortable. This way, you do not bump into each other.
Personal Space is Different with Everyone

• You can be in a close personal space with your family and friends.
• With a stranger or someone you barely know; personal space rules are
different.
Good Personal Space

Your good personal space is like having a Hula Hoop around you. You and
your Hula Hoop are in your comfortable private space. If someone enters it, it
gets tight and uncomfortable.
74
Bad Personal Space
• Sitting or standing too close to people might make them feel
uncomfortable.
• Being too close to someone is called being in somebody’s personal space.
• Entering in ‘Too Close’ space can be disrespectful.
• If someone enters your space, you can complain and say ‘No’ to the
person.
of Learning
1. What is the best zone for Nova and James to talk?
Mercury Zone (1-3 steps)
Venus Zone (3-6 steps)
Earth Zone (6-9 steps)
Mars Zone (9-15)

1. Space junk can hit and harm good satellites.
True
False
75
2. Satellites help us to take oxygen from space.
True
False

1. Why is Personal Space Important?
2. What is part of your good personal space?
Assessment
76
James and Nova can allow only their

Mercury Zone
parents, siblings, and guardians.
James and Nova should talk 3 to 6
Venus Zone
steps away from each other.
People who are not so-closed can be in
Earth Zone
this zone.
James and Nova. Be careful. Say No to

Mars Zone the stranger. Do not let them come to
this zone.

1. is a space that you need between you and someone
you know. It is a space that makes you feel safe and comfortable. Good
personal space is like having a around you.
- PICK -
1. Hula Hoop 2. Personal Space 3. Bad Personal Space
77
Personal Space In Our Lives

Assessment
as Learning
F. Make inferences.
Your parents invited some of their friends, relatives, and your friends to the
Hula Hoop party. All of you had fun while dancing and playing the Hula
Hoops game.
1. Where will you put the following people? Match the correct option from
Column A with Column B.

A complete stranger you have never
Mercury
met or spoken to is standing three
Zone
steps away from you.
Your mom’s friend wants to speak to

Venus
you and takes your hula hoop. This
Zone
person is not so close to you.
Your classmate suddenly enters your

Earth Zone
hula hoop and wishes to play with you.
Mars Zone Your father approaches and asks you

for the hula hoop.
2. Pick and write the people in the different zones of your personal space.
- PICK -
1. Brothers and 2. Best 3. Mailman 4. Gatekeeper

Sisters Friends
78
MARS
MERCURY
ME VENUS
EARTH
3. If a stranger came to your Earth and Venus zones, what would you do? Pick
and write the answers in the box.
• Say ‘No’
• Ask to keep distance
• Complain to parents
• Let them enter the space
79
Give Me Space Experiential
Learning
Purpose: The purpose of the ‘Give Me Materials Required:

Space’ activity is to understand the Pencil, paper, eraser.
concept of personal space concerning
various global issues.

Minimum-2 Maximum-3 30 minutes
Instructions
Instructor
1. Review the activity instructions.
2. Distribute the sheets among students.
3. Encourage Naming/Numbering the correct answers in the zone
boxes to save paper.
Students
1. Review the situation.
2. Write names/numbers in the given boxes.
3. Talk with your classmates and teacher about the reasons for your
selections.
80
Give Me Space Climate
Change
-A-
Nova is cleaning the Juhu beach in Mumbai, India,
with her friends, teachers, and others. How should
Nova respect the personal spaces of others and
her own?
Name/number the correct answers in the zone
boxes.
1 2 3 4 5 6
Stanger Not Close Police Best Friend Teacher

Neighbour Friend
VENUS PEOPLE
(NAME/NUMBER)
MARS PEOPLE
(NAME/NUMBER)
NOVA’S
PERSONAL SPACE
MERCURY PEOPLE
(NAME/NUMBER)
EARTH PEOPLE
(NAME/NUMBER)
81
Give Me Space Global
Citizenship
-B-
Sofia is leaving Afghanistan with her family because
fighting is taking place in her country. Currently, she is
at the airport saying goodbye to her family, friends,
and others. How should Sophia respect the personal
spaces of others and her own? Name/number the
correct answers in the zone boxes.
1 2 3 4 5 6
Who Is Librarian Security Best Brother Mom’s

She? Friend Friend
VENUS PEOPLE
(NAME/NUMBER)
MARS PEOPLE
(NAME/NUMBER)
SOFIA’S
PERSONAL SPACE
MERCURY PEOPLE
(NAME/NUMBER)
EARTH PEOPLE
(NAME/NUMBER)
82
Give Me Space Collaboration
-C-
Ihita wants to feed the needy people by giving away
food packages. However, she will have to work with
many people. How should Ihita respect the personal
spaces of others and her own?
Name/number the correct answers in the zone boxes.
1 2 3 4 5 6
Poor Neighbour Chef Best Brother Homeless

Child Friend Girl
VENUS PEOPLE
(NAME/NUMBER)
MARS PEOPLE
(NAME/NUMBER)
IHITA’S
PERSONAL SPACE
MERCURY PEOPLE
(NAME/NUMBER)
EARTH PEOPLE
(NAME/NUMBER)
83
Give Me Space Question Sheet
Read the situations and answer the questions.

Tick the correct answer and cross out
the incorrect one.
Nova’s friend Neer should be in the Mercury Zone
A police woman is a stranger. Put her in the Mars zone.
A Librarian can be in the Venus or Mars zones.
Sofia knows the airport security guard who lives in the same
building. So, the security guard can be in Sofia’s Mercury zone.
Ihita can serve food to the stranger who will come to her
Mercury zone. Her mom is watching her.
Ihita should ask the chef to stay in the Mars zone
84
Chapter: 6
Turn-Taking
Theme: Relationship Skills

Make teams of two. Ask them to describe Social Impact
two good behaviours of their teammate. Clean Water and Sanitation Access For
All: Discover the beautiful city of Doha,
First, one teammate speaks, after he/she Qatar, having water issues.
is finished, then the other speaks.
Skill Objectives
Relationship Skills: Know methods to
SEL
take turns that will make you a good
listener and allow others to speak.
READING JUNCTION
Experiential
Learning
85
86
Hey! I am Aqua - The Cleanser.
NGN Goalkeeper Number NGN Turn-Taking Tool
2. I am here to explain that talks about waiting for
turn taking happens in social turns and sharing.
situations and conversations
when one person listens while
the other person speaks.
Aqua - The Cleanser
Step 1: Instead of cutting the line when everyone is standing

ahead of you in the queue, you can wait for your turn.
Example: Instead of cutting the line when everyone was standing ahead
of Fawad in the queue he could have waited for his turn and filled his
bottle.
Step 2: There are two rules of turn-taking. When It’s your

turn, say, ‘My turn.’ When it’s your friend’s turn, say, ‘Your
turn.’
Example: When people were standing in a queue, it was their turn to fill
their water bottles. Fawad could have waited and given them a turn to
fill their bottles instead of cutting the line.
87
87
NGN TURN-TAKING TOOL
Turn-taking happens in social situations and conversations when one
person listens while the other person speaks.
NGN Turn-Taking Tool talks about waiting for turns and sharing.
Turn me around and wait for

your turn until the sand runs
out.
My Turn
Till the sand is there in the clock, it’s your turn.
You can say “My Turn.”
Your Turn
When the sand runs out, say “Your Turn” and give
your friend the chance to speak or play.
88
Do you speak in between when your friend is talking
or do you wait for your turn? Give your reason.
Communication

and the solutions to
understand how to
maintain groundwater
level.
Global Problem
Citizenship Solving
“In 2021, Qatar was one of the countries that faced severe water shortage
issues, but many smart people are finding new ways to save water and
make sure everyone has enough to drink.”
Here are a few reasons why Qatar’s groundwater level is decreasing:

• Rising Global Temperature and Climate Change.
• Less Seasonal Rainfall.
• High Water Consumption.
The citizens of Qatar can do many things to maintain the groundwater

levels:
• Run Awareness Programs like- “Save Water.”
89
• Recycle and Retreat Water.
• Save Water at Homes- Instead of washing machines and cars with water,
wipe them with a wet mop.

Communication
What Is Turn-Taking?
You take a turn when you are talking, playing, and sharing with someone.
This means you listen or wait and let the other person speak or act. Your turn
comes after the other person has finished talking or acting. This way, you
and the other person can go back and forth.
Why Is Turn-Taking Good?

• Turn-taking makes you a good listener.
• Turn-taking allows you and others to speak freely.
• Turn-taking gives solutions to problems quickly.
• Turn-taking is fun.
• Turn-taking creates respectable surroundings.
90
Assessment
A. Tick all the correct answers. of Learning
1. Why did Amira argue with Fawad?
Fawad wasted water.
Fawad yelled at Amira.
Fawad was not taking turns.
2. Tick all the reasons behind decreasing groundwater levels in Qatar.
Increasing heat on earth.
Excess use of water.
Drinking more water.
Taking baths daily.

1. Turn-taking is about waiting for your turn and letting the other one play first.
True
False
91
1. Why Is Turn-Taking Good?
2. If you see your friend is not behaving nicely with you, would you get upset
like Amira?
Assessment
Fawad could have given a turn to the

Wait for
children standing before him instead of
turn
cutting them in the queue.
Fawad could have waited for his turn in
Take turn
the queue.
Fawad could have asked for his turn

Give turn
once everyone filled their water bottles.
92
1. There are two rules of turn-taking. When It’s your turn, say,
When it’s your friend’s turn, say, .
- PICK -
1. ‘Your Turn’ 2. ‘My Turn’
Turn-Taking In Our Lives Assessment

as Learning
F. Make inferences.
1. Which one of the following is not an example of turn-taking? Pick an

option to answer.
• You asked your friend to wait while you are playing

with a toy.
• You asked your friend to leave as it’s your toy.
Answer -
93
2. Joana’s friend has got a new toy aircraft, and Joana wants to play
with it. What should she do? Pick an option to answer.
• Joana should ask her friend to give her the toy.
• Joana should ask her friend to give her the toy after
she is done playing.
• Joana should take the toy and ask her friend to wait
for her turn.
Answer -
My Progress
◊
94
Let’s Solve It Together Experiential
Learning
Collaboration
Purpose: The purpose of the ‘Let’s Materials Required :

Solve It Together’ activity is to make Pencil, paper,
you understand the concept of
erasers.
turn-taking.
Number of people Duration:

Instructions
Instructor
1. Review the activity sheet with the class.
2. Assign a dialogue sheet randomly to each team.
Students
1. Review the dialogue sheet.
2. Discuss in the group.
3. Assign roles to each other.
4. Role-play the dialogues in your team.
5. Take turns while reading the dialogue.
95
95
Let’s Solve It Together Situation Cards Climate
Change
Samantha, Lysa, and Yusra are talking about keeping Piha

Beach, New Zealand, clean. However, during
their conversation, Lysa feels that Samantha
and Yusra keep talking over her. So, Lysa asks
them to let her speak and take turns.
“ Samantha: Hey, Yusra. Check out this news story in the

paper.
Yusra: Yes, I saw this. So many fishes are dead. We should
do something to protect our sea life.
Lysa: Yes, you all... I...
Yusra: How about we visit Piha beach?
Samantha: Sounds awesome. We can also create posters.
Lysa: I would also like to contribute...
Samantha: I will bring my art material.
Lysa: Please allow me to speak as well. We can all take
turns and speak.
96
Let’s Solve It Together Situation Cards SEL
Nathan’s entire class is participating in a food donation

drive. Everyone is giving away food boxes.
Unfortunately, Nathan left all his food boxes
at home. To participate, he would like his
friend Nancy to share her food boxes with
him. Let’s help Nathan to get Nancy to share
and let him distribute food boxes.
“ Nathan: Hey, Nancy. Can I have your food boxes?

Nancy: Why? Use your food boxes.
Nathan: I agree. But I left my food boxes at home.
Nancy: I see. But I also want to give away food boxes to
these needy people.
Nathan: Nancy, can I request we take turns? You can
distribute the food boxes first. Leave a few boxes for me. I
will wait for my turn and distribute the boxes after your turn.
Nancy: That sounds fun. I like turn-taking.
Nathan: Thank you, Nancy.
97
Let’s Solve It Together Situation Cards Climate
Change
Luke and Irene are speaking about how rainforests in

the Amazon are being cut down for many
reasons. Hearing this, Tae also wishes to
share how he saw a guy chopping off some
trees in his backyard. How can Tae politely
ask his friend to let him also share his
experience?
“ Luke: So many rainforests in the Amazon are being cut down daily.
Irene: I agree. We should plant more trees. Not the other way.
Tae: Can I share my experiences...
Luke: Did you know that wildfires also destroy amazon rainforests?
Tae: I saw two big vans outside my house today, and...
Irene: Yes, hotter Earth temperatures can lead to wildfires.
Tae: Guys, could you please let me speak? It is my turn.
Irene and Luke: Sorry. Go ahead, Tae. You speak, we will listen.
Tae: Thank you. Two guys came to cut my neighbour’s 20-year-old,
50-foot palm tree today.
Irene: Did someone stop him?
Tae: Yes. My father asked my neighbour. He replied Palm tree was
blocking his view of the mountain.
Irene: This is such a disappointment.
Tae and Luke: Yes!
98
Let’s Solve It Together Situation Cards Art
Integration
Nova and Neer are making a poster on providing clean

water to rural people in Africa. However, Nova
wants to colour the poster first. How can she
request Neer?
“ Nova: Neer, Let’s make posters to help people living in rural

Africa.
Neer: Yes, Nova. I have heard some people need clean
drinking water in their daily lives.
Nova: Okay. Let’s draw and colour one poster together.
Neer: Yes, let me bring my new crayon set.
Nova: Is it okay if I sketch and draw it first?
Neer: Well, I also want to go first. But since you are my best
friend, sure, go ahead. I will wait for my turn.
Nova: Thank you, Neer.
99
Chapter: 7
Wise Decision Making
Theme: Responsible
Decision Making

Make a list of healthy activities you should Social Impact
do daily. Access to Clean Energy For All: Check
out how a few people in Ghana deal
For e.g. Brushing teeth after waking up with limited electricity.
and before sleeping. Skill Objectives
Responsible Decision Making: Learn to
make wise decisions in your daily life.

Learning
100
101
The NGN Wise Decision-
Making Tool (WDM)
Hello, my name is Go Green. helps you choose and
NGN Goalkeeper Number 6. make wise, safe, and
responsible decisions.
Go Green Climate
Change
102
Step 1: Understand the problem:
• Identify the problem.
• Ask whether you can solve the problem on your own or not.
• Do you need someone’s help to make a decision?
Example: Jaha needs to understand the problem. So, the problem is that
she gets tooth pain whenever she eats sweets like candies.
Step 2: List out all choices for the problem, including - both
good and bad:
• Write and discuss all the options available for the problem.
• Understand both good and bad decisions.
Example: In step two, she can try to understand all the choices available
to her.
Choice 1: Does not listen to parents. Eat candies anytime.
Choice 2: Listen to parents. Do not eat sweets.
Choice 3: Does not eat candies when her parents are not around her. Eat
candies quietly.
Choice 4: Eat no candies till they show the doctor.
Step 3: Know what each choice means:
• Write and discuss all the options available for the problem.
• Understand what will happen with each option selected.
103
103
Example: Let us understand what can happen with each choice.
Choice 1: She gets tooth pain.
Choice 2: She may not get tooth pain.
Choice 3: She gets tooth pain.
Choice 4: She may not get tooth pain.
Step 4: Decide wisely on the best option:

• Decide the safest and the best option that helps you and
others.
Example: Decide which choice is the best.
My Approach
104
If your friend falls down. What would you do? Is it a
wise decision?
SEL

and the solutions
to understand the
shortage of electricity
in Ghana.
Global Problem
Citizenship Solving
“2022: Many people in Ghana needed access to electricity and clean water.
Some hospitals, schools, libraries, and villages in Ghana could not run
properly without electricity. However, caring individuals and organisations
came together to bring electricity and clean water to many places in
Ghana.”
Reasons behind the shortage of electricity in villages of Ghana:

• Problem in electricity supply wires.
• Electricity production was difficult due to low water levels.
• There was not enough electricity available due to lack of fuel supply.
Solutions to provide electricity in villages of Ghana:

• Install solar panels to use clean energy sources of electricity.
105
• Fix faulty main power lines of electricity.
• Create more clean energy sources like wind energy and solar energy.
LEARNING THROUGH THE CONCEPT Panchkosh

Vikas
What is a Choice?
To make a ‘Choice’ means to select or choose or make a decision on two or
more options.
• You like swimming and music both. You wish to take both classes, but both
are at 5:00 PM. So you need to select one and make a wise decision.
• You like both vanilla and chocolate ice cream. But your mom gives you a
choice to select one. You choose vanilla ice cream.
Decision
Decision means your final choice and selection.
Example: You decided to eat vanilla ice cream over chocolate.
Decision-Making
Decision Making is the process of selecting a wiser choice over other options.
Example: You made a decision with an action to eat vanilla ice cream.
Benefits Of Making Wise Decisions

• It helps you in solving problems.
• It helps in letting you understand the results of your actions.
• It helps you in learning good behaviours for the future.
• It helps you to become a better person in school, at home, and with loved
ones.
• It allows you to make mistakes and learn from them.
• It builds your confidence.
106
What is Responsibility?
Responsibility means completing the task that you have with you on time.
Examples Of Responsibility
• It is your responsibility to keep your clothes clean while you are playing.
• It is your responsibility to maintain your hygiene by taking a shower daily.
• It is your responsibility to do your homework and do well in exams.
My Progress
◊
107

of Learning
1. Tick all the correct statements from Jaha’s story.
Jaha had a choice not to eat candies.
Jaha had tooth pain because she made a wrong choice in eating
candies.
Tooth pain was not a problem. Jaha’s decision to eat candies and
not listen to her mom was the main problem.
2. Tick all the solutions to solve the issue of electricity in Ghana.
Install solar panels.
Avoid using clean energy sources.
Fix faults in main power lines.
Keep the lights and fan on throughout the day.

1. Jaha had two choices at the NGN Clean Energy Event’s treat counter. One
was to eat sweets, and another was not to eat sweets.
True
False
108
2. It was Jaha’s responsibility to decide not to eat sweets.
True
False

1. What are the benefits of making wise decisions?
2. What are the solutions to provide electricity in villages of Ghana?
109
Assessment
Column A (Tool Steps) Column B (Jaha’s Example)

Jaha gets tooth pain whenever she eats
Understand the problem. sweets like candies.
List out all choices for the problem. Jaha could choose not to eat sweets,
listen to her parents, or eat candy quietly.
Know what each choice means. Every choice had a good and bad result.
For example, eating candies would give
her a toothache. Not eating sweets would
save her from severe toothache.
Choose the best choice. Jaha had two best options. One to listen
to her parents. Another is not to eat
sweets.

1. A is your final choice and your final selection.
2. means taking useful actions to make a wise decision.
- PICK -
1. Decision 2. Best 3. Decision Making
110
Wise Decision Making In Our Lives Assessment

as Learning
F. Make inferences.
You saw some of your friends walking backward just for fun. One of
your friends fell on the road while walking backward, bleeding from the
nose and wrist. But you also started following your friends and walking
backward. Your mom asks you not to choose silly and wrong options.
You did not listen to her. On one occasion, you also fell down the stairs
of your building while walking up backward. You got injured. You made
a wrong decision. But your mom decided to take you to the doctor. She
made a wise choice using the NGN Wise Decision Making Tool.
1. Use the NGN Wise Responsible Decision-Making tool and tick all the
choices you have.
You had a choice to not follow your friend.
You had a choice to listen to your mom.
Mom made the wise decision to take you to the

hospital.
You did not know how to choose the correct option.
2. What actions of yours and your mothers were you not responsible for?
Your mother asked you not to walk backward.
You followed your friends.
Your mom decided to take you to the doctor.
You fell and got injured.
111
Wise Decisions Experiential
Learning
Purpose: The purpose of the ‘Wise Materials Required:

Decisions’ activity is to help you Pencil, colours,
understand the concept of wise
erasers.
decision-making and make better
decisions with the help of situations.
Number of people Duration:

Instructions
Instructor
1. Review the activity instructions with the class.
2. Review the Wise Decisions colour sheets.
3. Divide students into pairs.
4. Ask students to read and colour the correct answers.
Students
1. Review the Wise Decisions colour sheets.
2. Discuss in the group.
3. Colour the appropriate answers on the sheet.
4. Discuss the answers.
112
Wise Decisions
Read the given scenarios and colour all the correct answers.
Aruto recently moved to a new school. He is eager to make

new friends. Glancy, one of his classmates, invites him to
join his group. But she asks Aruto to do something. Glancy
asks him to steal a student’s schoolbag and lunch box.
Further, Aruto has to pull one of their classmate’s hair. Let’s
help Aruto using the NGN Wise Decision Making Tool.
1. What Is The Problem?
Aruto is asked
Auruto is new to his Aruto is too nice to Aruto’s new friends
to trouble his
school. everyone. are wrong.
classmates.
2. What Are the Available Choices?
Aruto can say NO

Aruto can follow Aruto can complain Aruto can ask ask his
to Glancy and walk
Glancy. to his teacher. parents to guide him.
away.
3. Select and write down the best solution/solutions to the problem.
4. Is the decision safe/fair?
Yes No
113
Wise Decisions
Anaisha is the president of the NGN Heal the Land campaign. She is
responsible for keeping her classroom clean and tidy. One
of her best friends, Radha, always carries plastic waste and
creates a mess in class. Anaisha did not speak with Radha
about her bad habits because she was concerned she would
feel bad. Now Anaisha has a problem. Use the NGN Wise
Decision-Making Tool to help Anaisha make wise decisions.
Anaisha is afraid Radha’s habit of Radha is not

Radha will fight with
Radha will not be her creating a mess is the respecting Anaisha’s
Anaisha.
friend. problem. responsibility.
Anaisha can speak to Anaisha can clean up Anaisha can take her Anaisha can ignore
her best friend. the mess instead. teacher’s help. the incident.
Yes No
114
Wise Decisions
Lysa is a rich girl. She has a big house, nice cars, drivers,
and helpers. However, since Lysa is the only child of
her parents, she is often alone at home. So Lysa’s
mother hires a new helper; her son is about Lysa’s age.
Tyler’s family is poor. However, Lysa always treats Tyler
nicely. Together, they study and play. Lysa shares her toys
with Tyler. Lysa’s friend asks her not to play with the helper’s
son. Use the NGN Wise Decision-Making Tool to understand
Lysa and Tyler’s relationship.
Lysa and Tyler are Lysa does not have a

Lysa is rich. Tyler is poor.
friends. friend.
Lysa can avoid Tyler should avoid Lysa can treat Tyler Lysa can be fair and
talking to Tyler. playing with Lysa. unfairly. equal to Tyler.
Yes No
115
NOTES:
116

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GRADE 2 COURSEBOOK

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The moral rights of the author/s have been asserted.

Copyright © 2023 Sanjeev Tanna Education Private Limited (STEPL), India

Published by Sanjeev Tanna Education Private Limited, India CIN: U85500MH2023PTC401066

Next Generation Nations (NGN.org) is an established non-profit organisation in California, USA.

Printed in India by:

UNIT 1 UNIT 2 UNIT 3

• Self Awareness • Social Awareness • Responsible

1. Self-Awareness: Students explore their own emotions, strengths,

2. Self-Management: Equipped with tools for emotional regulation

3. Positive Childhood: By nurturing a supportive and encouraging

4. Social Awareness: Students gain empathy and an understanding

5. Social Communication: Students refine their communication

6. Relationship Skills: Communication, cooperation, and conflict

7. Responsible Decision Making: Ethical considerations are at the

As students progress through this curriculum, they are

As an author, visionary, and advocate for change, Sanjeev’s character is defined by

1 - Bite - The 2 - Aqua - The Cleanser 3 - Casa - The Home

4 - Ease - The 5 - Healer - The Medic 6 - Go Green

7 - Coach - The 8 - Equi-Net - 9 - Ahimsa - The Peace

13 - Aura - 14 - Clay - The Land 15 - Moana - The

16 - Tally - 17 - E-Brain 18 - Space - The

19 - Gen Z 20 - Web - The 21 - Clutch - The

Unit 1 Emotions and Identity

Chapter 1 Self Awareness 1

Unit 2 Community Belonging

Chapter 4 Social Awareness 49

Unit 3 Ethical, Responsible and Logical Decision

Chapter 7 Responsible Decision Making 100

Day 1 | Discuss With Friends

Day 2 |Stand Up And Stretch

Day 4 | Many Moods

Day 5 |Group Check-In

Day 6 | Thumbs In The Middle

Day 8 | Word Association

Day 9 | Comfort Scale

Day 10 | One Emotion

Day 11 | Excitement Check-Intion

Day 12 | Empathy Check-In

Day 13 | Emotional Check-In

Day 15 | Fear And Anxiety Check-In

Day 16 | Pride Check-In

Day 17 |Worry And Problem-Solving

Day 18 | Laughter Check-In

Day 19 |Excitement Check-In

Day 21 | Love Check-In

Day 22 | Curiosity Check-In

Day 23 | Gratitude Check-In

Day 24 | Forgiveness Check-In

Day 25 | Curiosity Check-In

Day 27 | Surprise Check-In

Day 28 | Optimism Check-In

Day 29 | Disappointment Check-In

Day 30 | Motivation Check-In

WARM-UP STATION WHAT WE LEARN

READING JUNCTION Experiential

Step 1: Write what you are feeling. Name the emotion.

Example: Ihita felt angry and worried reading about deforestation in

Step 2: Write the reasons behind your emotions.

Step 3: Think of positive actions you can take to manage

SOCIAL IMPACT LEARNING

LEARNING THROUGH THE CONCEPT

Benefits Of Being Self Aware