CLASS 4 ENGLISH LESSON PLAN

Chapter 10 THE GOAT ADVENTURE

Period-1- 40 minutes
Objectives:
➢ Students will comprehend and discuss the plot, characters, and setting of “The
Goat Adventure” story.
➢ Students will identify moral lessons or values presented in the story.

Introduction (10 minutes):

➢ Begin with a brief discussion about adventures and ask students if they have
ever been on one or heard about animal adventures.
➢ Introduce “The Goat Adventure” story and show the cover of the book or
provide a brief overview of the story.
➢ Ask students to predict what might happen in the story.
Teacher modeling (30 minutes)

If available, use small toy goats for a creative play activity where students can act
out scenes from the story.

➢ Read story aloud, pausing at key points to discuss characters, plot

developments, and setting. Mention about the author “Enid Mary Blyton”
and her other stories.
➢ Encourage students to ask questions or share their thoughts during the
reading.
➢ Use the blackboard to create a story map, highlighting the main events of the
adventure.

H.W-Read pg 94 and 95 from the textbook and underline the hardwords.

Period-2 (40 minutes)

*Lesson Recap in brief. (5 minutes)
➢ Continue and complete the story.
➢ Relate the lesson to real-life situations and experiences.
➢ Ask students draw their favorite scene from the story.
➢ Ask students to reflect on what they enjoyed most.
➢ Summarize the story.
➢ Check the Word Bank for meanings.
Period-3 (40 Mints)
➢ C.W-Students will write down the keywords in the notebook. Also do
RTC(Reference To Context, QI (a) bit in the notebook. (refer Pg no 99)
➢ H.W-Read the story.
Period-4 (40 Mints)
C.W-Do Q I, (b) bit in the notebook and Q 1 & 2 (answer in brief) given in pg 99.
Period-5 (40 Mints)
C.W-Do Q 3 to 7 (answer in brief) given in pg 99 in the notebook.
Period-6 (40 Mints)

Grammar -Adverbs (refer pg 100,101 and 102)

Adverbs are words that modify or describe verbs, adjectives, or other adverbs. They
provide information about how, when, where, or to what extent an action is
happening. Here are some examples of different types of adverbs:

Adverbs of Manner:
• She ran quickly.
• He speaks softly.
• They performed the experiment carefully.
Adverbs of Time:
• They will arrive soon.
• He woke up early.
• I have a meeting tomorrow.
Adverbs of Place:
• The cat is sitting there.
• We looked everywhere for the missing keys.
• They went upstairs to the attic.
Adverbs of Degree:
• It's extremely hot today.
• She is very talented.
• He spoke quite loudly.
➢ C.W- Q no A in textbook (Pg no 103 )

➢ H.W- Q no B in textbook (Pg no 103 )

Period-7 (40 Mints)
More on adverbs: Read the passage in pg 104 and place the adverbs in the correct
columns.
 CLASS 4 SOCIAL LESSON PLAN
TERM-2 Chapter 5 Seasons and Climate

Period-1- 40 minutes

Objective:
Students will be able to understand the concepts of seasons and climate, identify factors that
influence seasons and climate, and analyze the factors affecting the climate in India.

Introduction (10 minutes):

➢ What clothes do you wear if it is cold or hot?
➢ When do you get mangoes?
➢ When do you see the leaves changing the colour?

Students understand the concept of seasons.

Teacher modelling (30 minutes)

➢ Begin with a brief review of the four seasons and ask students to share what
they already know about each season.
Seasons refer to the four distinct periods of the year—spring, summer,
autumn (fall), and winter—characterized by specific climatic condition.
These changes are primarily caused by the Earth's axial tilt and its orbit
around the Sun.(revolution)
➢ Introduce the concept of Earth's axial tilt and its role in causing seasons.
➢ Show pictures or diagrams illustrating the axial tilt and its impact on the
changing angle of sunlight throughout the year. (Use globe and refer pg. no
77 )

Periods 2- (40 minutes)

Teacher modeling- (40 minutes)

Recap of season, axial tilt and revolution.

Perihelion:
• Definition: Perihelion refers to the point in an object's orbit when it is closest
to the Sun.
Usage: For Earth, perihelion occurs around early January, when the Earth is
nearest to the Sun in its elliptical orbit.
Aphelion:
Definition: Aphelion is the point in an object's orbit when it is farthest from
the Sun.
Usage: For Earth, aphelion occurs around early July, when the Earth is farthest
from the Sun in its elliptical orbit.

Equinoxes:
Definition: At two points in the year (Mar 21st and September 23rd) the sun
illuminates the northern and southern hemispheres equally resulting in equal length
of day and night. These are known as Equinoxes.

Solstices: It refers to two points (June 21st and Dec 21 st)in the Earth's orbit around
the Sun when the axial tilt of the Earth is either inclined towards the Sun (summer
solstice) or away from the Sun (winter solstice). These points mark the longest and
shortest days of the year and occur annually.
Refer Pg 78
https://youtu.be/aSfc7gx3RLk?feature=shared

Periods 3- (40 minutes)

➢ Begin by asking students what seasons they are familiar with and what
changes they notice in the weather and environment.
➢ Introduce the concept that India experiences four main seasons, just like many
other parts of the world.
➢ Show a simple map of India and explain that due to its diverse geography,
different regions in India experience seasons differently.

Summer (March to May):

➢ Show pictures or drawings representing the summer season in India.

➢ Discuss the characteristics of summer: hot weather, longer days, and the need
for light clothing.
➢ Highlight regional variations, such as the intense heat in North India.
Rainy Season (June to September):

➢ Discuss the rainy season and its significance in India.

➢ Show pictures or drawings of heavy rainfall, flooded areas, and green
landscapes.
➢ Talk about the importance of the monsoon for agriculture.

Autumn (October and November):

➢ Show pictures or drawings representing autumn in India.

➢ Discuss the characteristics of autumn: moderate temperatures, changing
colors of leaves, and the festival of Diwali.
➢ Highlight cultural events associated with autumn.

Winter (December to February):

➢ Show pictures or drawings representing winter in India.

➢ Discuss the characteristics of winter: cool temperatures, fog in some regions,
and the need for warm clothing.
➢ Highlight regional variations, such as snowfall in the Himalayan regions.

Refer pg no 78 and 79

Period 4-(40 minutes )

Recap of Seasons
Teacher modelling ( 40 mints)

Activity: Students will get fruits and vegetables (salad) available in that season for
snacks time. Discussion for the same and also about other seasonal fruits and
vegetables. Refer pg no 80

Keep in mind that the availability of specific fruits and vegetables can vary based on
geographic location, climate, and agricultural practices. Additionally, modern
transportation and global trade can make certain fruits and vegetables available year-
round in many places. Eating seasonally often supports local agriculture and can lead to
fresher, more flavorful produce.
Period 5-(40 minutes )

Recap of seasonal fruits and vegetables.

Climate and weather:

How is the weather today?

How is the climate in your city ?

Climate and weather are closely related but distinct concepts that describe
atmospheric conditions on Earth.

Weather refers to the short-term atmospheric conditions in a specific area at

a particular time. It includes elements such as temperature, humidity,
precipitation, wind speed, and atmospheric pressure.

Meteorology -study of weather

Climate represents the long-term average of weather patterns in a specific region

over an extended period. It includes statistical information about temperature,
precipitation, humidity, wind patterns, and other atmospheric elements.

Climatology: Study of climate

Key Differences between Weather and climate

1. Weather is short-term and immediate, while climate is a long-term average over

a more extended period.
2. Weather is about the specific conditions at a given time and place, while climate
looks at the overall patterns and averages over a broader area.
3. Weather can change quickly, whereas climate describes the expected patterns
over a more extended period, providing a baseline for what to anticipate.

Key elements of weather are:

Temperature -it is measured by a device called thermometer.
Humidity-It is measured by a device called Hygrometer.
Atmospheric pressure-It is measured by a device called barometer.
Wind-Speed of wind is measured by anemometer and direction of wind is known
by using wind vane.
Period 6 and 7 -(40 minutes )

Recap on weather climate.

Factors affecting the climate of India.

The climate of a country depends upon several factors. The influence of these
factors on the climate of India is briefly described below.

Latitudinal extent: India is located near the equator, which contributes to its
overall warm and tropical climate. The position relative to the equator influences
the intensity of sunlight received throughout the year.

Altitude: The temperature decreases with increase in height. So, places in the
mountain are cooler than in the plains.

Distance from the sea: Compared to land water takes longer to heat or to cool. So
peninsular (area surrounded by water on all three sides) India is surrounded by
water in the east, west and south experiences moderate climate compared to North
India which has extreme climate.

Monsoon winds: Monsoon winds are seasonal wind patterns that result from the
differential heating of land and water. These winds are characterized by their
rhythmic reversal in direction between summer and winter. The term "monsoon" is
often associated with the seasonal winds that bring heavy rainfall, especially in
South Asia. There are two primary monsoon systems globally: the Southwest
Monsoon and the Northeast Monsoon.

Location of the Himalayas , western and Eastern ghats: The Himalayan mountains
in the North act as a barrier to the cold winds from the central Asia ,thus preventing
severe winter in India. In Peninsular India ,the western and Eastern ghats force the
monsoon wind to give plenty of rainfall in the coastal region.

Refer pg no 82 for the climatic Zone map of India.

Period 8: (40 minutes)

Recap of factors affecting climate of India

o If it is raining severely ,what will you experience? Similarly if the

weather is dry and very hot what will happen?
➢ Record the responses of students.

Calamities are events that cause great and often sudden damage or distress.
 Climate related calamities: Climate-related calamities refer to extreme events or
disasters that are influenced by changes in climate patterns.

1. Floods: They are the most common natural disaster caused due to heavy rains.
It is common in the Indo -Gangetic plains.

Impact: Floods can damage infrastructure, destroy crops, displace communities, and
lead to loss of life. Coastal areas are particularly vulnerable to flooding due to rising
sea levels.

2. Drought: It is caused due to abnormally low rainfall leading to shortage of

water.

Impact: Droughts can lead to water scarcity, crop failures, food shortages, and
conflicts over resources. They also affect ecosystems, water supplies, and
livelihoods.

3. Cyclones: Cyclone is the wind moving in a circular direction towards an area of

low atmospheric pressure.

Impact: These storms can result in strong winds, heavy rainfall, storm surges, and
flooding, causing widespread damage to coastal areas.

H.W: Pg 85 Read now I know facts

Period 9: (40 minutes)

C.W: Textbook pg no 86 ad 87 (Fill in the blanks and match the following)

Writing keywords of the chapter in the notebook.
H.W: Let us do [Q (b) -make a collage of seasonal fruits and vegetables found in
India also mention the season in which they are found. (Pg no 87 )

Period 10 and 11 : (40 minutes)

Question and answer given in pg no 87
 CLASS 4 SCIENCE LESSON PLAN
TERM-2 Chapter 1 Five kingdom
classification

Period 1- (40 minutes)

Objectives:
➢ Students will be able to define cell and compare between prokaryotic and
eukaryotic cell.
➢ Students will understand the concept of biological classification and the Five
Kingdoms of Life.
➢ Students will be able to identify and describe examples of organisms
belonging to each kingdom.

Introduction: (10 minutes)

➢ Begin with a discussion about diversity in living organisms. Ask students

what they know about different types of living things.
➢ Introduce the concept of classification by explaining that scientists organize
living things into groups based on similarities and differences.
➢ Introduce the Five Kingdoms of Life: Monera, Protista, Fungi, Plantae, and
Animalia. Briefly describe each kingdom and mention examples.

Teacher modelling: (30 minutes)

Cell:
A Cell is the basic structural and functional unit of life. It is the smallest
independently functioning unit in the structure of living organisms and is capable of
performing all the necessary processes for life. Cells are the building blocks of
tissues, organs, and organisms. They come in various shapes, sizes, and types, but all
cells share fundamental similarities in their structure and function.

Two Types of Cells:

Prokaryotic Cells:
Prokaryotic cells are simpler and primitive in structure. A body is made of organs
.Similarly a cell is composed of organelles. Like our body has brain ,the cell also
has a brain like structure called the nucleus.
Prokaryotes are single celled organisms.
Prokaryotic cells are generally smaller and are found in organisms like bacteria and
archaea.
Eukaryotic Cells:
Eukaryotic cells are more complex and evolved than prokaryotic cells.
They have a true nucleus, enclosed in a nuclear membrane, which houses the
genetic material (DNA).
Eukaryotic cells contain membrane-bound organelles such as mitochondria,
endoplasmic reticulum, Golgi apparatus, and more.
Eukaryotic cells are found in plants, animals, fungi, and protists.

H.W : Read pg no 7 and 8 from the textbook

Period -2 (40 minutes)

Recap of Eukaryotes and Prokaryotes

Teacher modelling ( 40 minutes)

The Kingdom Monera, historically classified as one of the five biological kingdoms,
includes all prokaryotic organisms.
The two main groups within the Kingdom Monera are bacteria and archaea.

Characteristics of Kingdom Monera:

Cell Structure:
Prokaryotic cells without a true nucleus.
Lack membrane-bound organelles.
Have a cell wall, but the composition varies between bacteria and archaea.
Reproduction
Reproduction primarily occurs through binary fission, a form of asexual
reproduction.
Habitats:
Found in a wide range of environments, including soil, water, extreme
environments (such as hot springs and deep-sea hydrothermal vents), and the
human body.
Nutrition: Some can chemically make their own food while others are heterotrophs.

Example: Lactobacillus and streptococcus.

Kingdom Protista
Kingdom Protista is a diverse group of simplest eukaryotic organisms that don't fit into
the categories of plants, animals, or fungi. Protists can be unicellular, multicellular, or
colonial.

Cell Structure:

Eukaryotic cells with a true nucleus and membrane-bound organelles.

Cell structures can vary widely, including cilia, flagella.

Reproduction:
Reproduction methods include binary fission, multiple fission, sexual reproduction
through the formation of spores, and alternation of generations.

Habitats:
Found in aquatic environments, including freshwater and marine habitats.
Some protists can also live in moist soil or in symbiotic relationships with other
organisms.

Nutrition;. Both Autotrophic and heterotrophic

Example: Plasmodium

H.W: Now I know (pg no 16 ) Read at home.

Period :3 (40 minutes)

Recap of kingdom Monera and Protista

➢ How many of you enjoy eating mushroom or have you seen umbrella shaped
things near trees or tree trunks during rainy season?

Record student responses

Kingdom fungi

Teacher modelling:
Kingdom Fungi comprises a diverse group of eukaryotic organisms that includes yeasts,
molds, and mushrooms. Fungi are distinct from plants, animals, and bacteria, forming a
separate kingdom based on their unique characteristics and modes of nutrition.

Characteristics of Kingdom Fungi:

Cell Structure:

Eukaryotic cells with a true nucleus and membrane-bound organelles.

Cell walls contain chitin, a complex sugar.

Nutrition:

Heterotrophic organisms that obtain nutrients by absorbing organic substances from

dead decaying matter.

Reproduction:
Reproduce both sexually and asexually.
Asexual reproduction commonly involves the production of spores.

Habitats:

Found in various environments, including soil, decaying organic matter.

Some fungi are parasitic, causing diseases in plants and animals.
Example:
Penicillium: Source of the antibiotic penicillin.
Mushroom

C.W: Fill in the blanks (textbook pg no 17 a,c,d and e)

Match the following.
Period -4 (40 minutes)

Recap of kingdom Monera, protista and fungi

Kingdom Plantae and Animalia

C.W -Completing fill in the blanks, match the following and MCQ’s given in page
no 17 and 18
H.W: Reading Glossary given in Pg 16

Period 5-( 40 minutes)

C.W: Pg no 18 (Keywords and Question and answers in the notebook)