Central Board of Secondary Educaon
CLASS - II
UNIT-2
MY FAMILY
AND FRIENDS
The CBSE-International is grateful for permission to reproduce and/or translate
copyright material used in this publication. The acknowledgements have been
included wherever appropriate and sources from where the material may be
taken are duly mentioned. In case any thing has been missed out, the Board will
be pleased to rectify the error at the earliest possible opportunity.
All Rights of these documents are reserved. No part of this publication may be
reproduced, printed or transmitted in any form without the prior permission of
the CBSE-i. This material is meant for the use of schools who are a part of the
CBSE-International only.
Preface
The Curriculum initiated by Central Board of Secondary Education –International (CBSE-i) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signifies the emergence of a fresh thought
process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with
the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about
11500 schools affiliated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the
varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning
process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being
designed by CBSE-i, has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the
independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build
on values, beliefs and traditional wisdom, make the necessary modifications, improvisations and additions wherever and whenever
necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed
and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches
for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will
enable the young learners to become ‘life long learners’. The ability to stay current, to upgrade skills with emerging technologies, to
understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the
global learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking
skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt
flexibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace
of learners.
The CBSE has introduced the CBSE-i curriculum in schools affiliated to CBSE at the international level in 2010 and is now introducing
it to other affiliated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner
is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent
to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which
would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the
learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would
form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research
would be the constituents of this ‘Core’. The Core skills are the most significant aspects of a learner’s holistic growth and learning
curve.
The International Curriculum has been designed keeping in view the foundations of the National Curricular Framework (NCF 2005)
and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of
whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise
in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve
on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of
empowerment with the help of the schools’ administering this system strongly recommends that practicing teachers become skillful
learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the
Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana
Parashar, Head (Innovations and Research) CBSE along with other Education Officers involved in the development and implementation
of this material.
The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided
on the portal. Any further suggestions are welcome.
Vineet Joshi
Chairman
Acknowledgements
Advisory
Conceptual Framework
Shri Vineet Joshi, Chairman, CBSE
Shri G. Balasubramanian, Former Director (Acad), CBSE
Shri Shashi Bhushan, Director (Academic), CBSE Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Head (I & R),CBSE
Ideators
Ms. Jaishree Srivastava
Dr. Kamla Menon
Dr. Meena Dhami
Ms. Neelima Sharma
Dr. N. K. Sehgal
Ms. Aditi Misra
Ms. Amita Mishra
Ms. Anita Sharma
Ms. Anita Makkar
Dr. Anju Srivastava
Ms. Anuradha Sen
Ms. Archana Sagar
Ms. Geeta Varshney
Ms. Guneet Ohri
Dr. Indu Khetrapal
Dr. Indu Khetarpal
Ms. Vandana Kumar
Ms. Anju Chauhan
Ms. Deepti Verma
Ms Ritu Batra
Material Production Group: Classes I-V
Ms. Rupa Chakravarty
Ms. Anita Makkar
Ms. Anuradha Mathur
Ms. Kalpana Mattoo
Ms. Savinder Kaur Rooprai
Ms. Monika Thakur
Ms. Seema Choudhary
Mr. Bijo Thomas
Ms Kalyani Voleti
Dr. Rajesh Hassija
Ms. Rupa Chakravarty
Ms. Sarita Manuja
Ms. Seema Rawat
Dr. Uma Chaudhry
Ms. Nandita Mathur
Ms. Seema Chowdhary
Ms. Ruba Chakarvarty
Ms. Mahua Bhattacharya
Material Production Groups: Classes VI-VIII
English :
Science :
Mathematics :
Geography:
Ms. Rachna Pandit
Ms. Neha Sharma
Ms. Sonia Jain
Ms. Dipinder Kaur
Ms. Sarita Ahuja
Dr. Meena Dhami
Mr. Saroj Kumar
Ms. Rashmi Ramsinghaney
Ms. Seema kapoor
Ms. Priyanka Sen
Dr. Kavita Khanna
Ms. Keya Gupta
Ms. Seema Rawat
Mrs. N. Vidya
Ms. Mamta Goyal
Ms. Chhavi Raheja
Ms. Suparna Sharma
Ms. Leela Grewal
English :
Ms. Sarita Manuja
Ms. Renu Anand
Ms. Gayatri Khanna
Ms. P. Rajeshwary
Ms. Neha Sharma
Ms. Sarabjit Kaur
Ms. Ruchika Sachdev
Geography:
Ms. Deepa Kapoor
Ms. Bharti Dave
Ms. Bhagirathi
Ms. Archana Sagar
Ms. Manjari Rattan
Political Science:
History :
Ms. Leeza Dutta
Ms. Kalpana Pant
Ms. Kanu Chopra
Ms. Shilpi Anand
Material Production Groups: Classes IX - X
Mathematics :
Science :
History :
Dr. K.P. Chinda
Mr. J.C. Nijhawan
Ms. Rashmi Kathuria
Ms. Reemu Verma
Ms. Charu Maini
Ms. S. Anjum
Ms. Meenambika Menon
Ms. Novita Chopra
Ms. Neeta Rastogi
Ms. Pooja Sareen
Political Science:
Economics:
Ms. Sharmila Bakshi
Ms. Archana Soni
Ms. Srilekha
Ms. Mridula Pant
Mr. Pankaj Bhanwani
Ms. Ambica Gulati
Ms. Jayshree Srivastava
Ms. M. Bose
Ms. A. Venkatachalam
Ms. Smita Bhattacharya
Coordinators:
Dr. Sadhana Parashar, Head (I and R) Ms. Sugandh Sharma, E O (Com) Dr. Srijata Das, E O (Maths)
Dr. Rashmi Sethi, E O (Science)
Shri R. P. Sharma, Consultant
Ms. Ritu Narang, R O (Innovations) Ms. Sindhu Saxena, R O (Tech) Shri Al Hilal Ahmed, AEO
Ms. Seema Lakra, S O
Ms. Preeti Hans, Proof Reader
My Family and Friends
Contents
English – Punctuaon, Asking quesons, Blend Words(bl, sl)
1
Environmental Education – Joint and Nuclear family and the
6
professions of family members, Sharing and caring within the
family and celebrang special occasions with them, The early man
Mathematics – 3 digit numbers (Numbers on abacus, number names,
10
numerals, expanded form, comparing, sequencing and ordering)
Performing Arts – Knowledge about singing songs, Basic dance movements
13
Visual Arts – Different shape and lines
15
Physical Education – Mental well being and exercise and basics
18
of a physical acvity
Lesson Plan
20
English
- Punctuaon ................................................................................................. 21
- Asking quesons .......................................................................................... 23
- Blend Words (bl, sl) ..................................................................................... 26
Environmental Educaon
- Joint and Nuclear family, and the occupaons of family members ............ 28
- Sharing and Caring, and Celebrang different occasions with the family ... 31
- Early man ..................................................................................................... 33
Mathemacs
- 3 digit numbers ............................................................................................ 35
Performing Art
- Song related to fesval/region .................................................................... 51
Visual Arts
- Element of Art - line ..................................................................................... 55
- Cave Art Earliest form of line drawings ........................................................ 57
Physical Educon
- Card - 3 .............................................................................................................. 59
- Card - 4 ................................................................................................................ 61
Assessment ........................................................................................... 63
- Assessment Rubrics for English ........................................................................ 64
- Assessment Rubrics for Environmental Education .......................................... 65
- Assessment Rubrics for Mathematics .............................................................. 66
Teacher Resource Material .............................................................
68
Worksheets.......................................................................................
74
- English .................................................................................................... 75 - 83
- Environmental Educaon ....................................................................... 84 - 91
- Mathemacs ........................................................................................ 92 - 116
MY FAMILY AND FRIENDS
Syllabus Matrix
English
Punctuaon
Asking quesons
Environmental Education
Joint and Nuclear
family and the
professions of
family members
Sharing and caring
within the family and
celebrang special
occasions with them.
Blend Words(bl, sl)
The early man
Mathematics
Performing Arts
3 digit numbers (Numbers on abacus,
number names, numerals, expanded
form, comparing, sequencing and
ordering)
Knowledge about singing songs
Basic dance movements
Visual Arts
Physical Education
Different shape & lines
Mental well being, exercise and
basics of physical acvity
English
General Objectives
•
To recognize structures and words that help to develop simple and guided
writing.
•
To develop awareness about the advantages of extensive reading.
•
To reinforce grammatical points that have been learnt already.
Specific Objectives
•
To develop ability to frame appropriate questions.
•
To understand the significance of using punctuation marks.
•
To identify blend words on listening.
Duration: 6hrs
(a) Punctuation
Skills
Listening
Beep! I am Here
Listen to the story. Show the card with correct
punctuation mark when the teacher says ‘beep’
while narrating the story.
Speaking
Read the words aloud to identify whether
the word begins with a vowel sound or a
consonant sound. Share the rules of using
articles appropriately with your friends.
Reading
Error Correction
Read the sentences written on the board
carefully and observe the missing punctuation
marks.
Writing
Stop says ‘ . ‘ and ’
‘
Frame statements and questions related to
them. Use correct punctuation marks at the
end of each one of them.
1
Multiple
Intelligences
Musical / Logical / Kinesthetic / Spatial
Learning
Outcomes
The students will be able to :
- Understand the use of articles.
- Respond confidently about the kind of
nouns where an article is to be used.
Transdisciplinary Activities
Visual Arts
Write down the names of animals you know, have seen
or have heard about before. Use ‘a’/ ‘an’ as required, e.g.
a panda, an ostrich etc. Draw their picture and put it on
the display / bullet in board.
Critical thinking
Day and night are also like punctuation marks. The day gears us up to begin (as a
capital letter) and the night asks us to relax (as a full stop) and recreate. Know their
significance in correct use of language.
Life Skills/SEWA
Make a graph depicting your family members’ names, their likes and dislikes, their
daily routine (the activities they perfom daily). Use correct punctuation marks,
wherever required.
2
(b) Asking questions
Duration: 4 hrs
Skills
Listening
Listen to the question words and frame
questions for the given statements.
Speaking
Lets know each other
Ask a few questions and interview your partners
to know about each other.
Guess! What I Thought
Analyze and interpret what the person must
have thought while framing questions.
Reading
Group Act: Comprehend the given passage
and frame questions based on it.
Writing
Listen to the poem and fill in the blanks with
appropriate question words.
Multiple
Intelligences
Interpersonal / Logical
Learning
Outcomes
The students will be able to :
- Learn to work in a team.
- Develop social skills.
- Learn to frame questions.
Transdisciplinary Activities
Physical
Education
Draw a large grid on the ground. Toss a coin. Heads=go
forward 2 squares, Tails= go forward 1 square. If you
don’t answer the question asked by your teacher / partner
correctly, you have to go back where you were before!
3
Critical thinking
Ask the students to listen to the following poem and analyze whether it makes sense
or not. Then fill up the blanks with the appropriate question words to complete it.
Little Tom Tucker
Sings for his supper;
______ shall he eat?
White bread and butter.
______ shall he cut
Without a knife? _____
____________________
Life Skills/SEWA
The art of questioning gears up one’s inquisitiveness and makes one confident to ask
questions. This enables the individual to know and learn more.
(c) Blend Words(bl, sl)
Duration: 3 hrs
Skills
Listening
Listen to the words and find the correct blend.
Speaking
Frame a word chain and share as many blend
words as possible. Find words beginning with
sl, containing sl, ending with sl.
Reading
Read the sentences and circle all the blend
words used in them.
Writing
Crossword puzzle
Form a dictionary with words beginning with bl
and sl blend words. The words will be arranged
as per the order of occurrence of the third letter
of each word in the English alphabet.
4
Multiple
Intelligences
Interpersonal / Spatial / Logical.
Learning
Outcomes
The students will be able to know a variety
of blend words and write them.
Material Required
Picture cards, word slips, two different colours of dry erase marker, slips of sentences
using incorrect grammar / punctuation / spelling, large punctuation card, pencil,
paper, question card and coloured markers.
Transdisciplinary Activities
Performing
Arts
If you think you know this word, shout it out!
If you think you know this word, shout it out!
If you think you know this word,
Then tell me what you’ve heard,
If you think you know this word, shout it out!
This stanza is to be sung to the tune of “If You’re Happy
and You Know It, Clap Your Hands.”
Life Skills/SEWA
Find a few poems on blend words. Record them in your voice and gift it to one of
your family members.
5
Environmental Education
General Objectives
•
To enhance curiosity to think and ask questions.
•
To develop the understanding of the emergence of family structures.
Specific Objectives
•
To develop ability to identify two types of family structures, i.e. Joint family and
Nuclear family.
•
To create awareness about the division of work at home and the professions of
the family members.
•
To develop the understanding of the need and importance of sharing and
caring.
•
To help the students in appreciating the feeling of togetherness.
•
To develop knowledge about the food, clothing and shelter etc. of early man.
(a) Joint and Nuclear family and the
professions of family members
Duration: 5hrs
Skills
Conceptual
Discuss Joint and Nuclear Family System.
Learning
Discuss various professions and relate it to the
professions of family members.
Poem: Community Helpers
Learning by
doing
Make a Family Tree with pictures of family
members.
Bulletin Board activity: I Love my family
because…
Observation
Parent’s visit to school
Activity - Which family member do I
resemble?
Neighbourhood visit - Identify joint and nuclear
family in your neighbourhood.
6
Application
Make a family book - Bring photographs of
your family members and write a line about
each member
Understand the specific features of a joint and
nuclear family (worksheet).
Multiple
Intelligences
Spatial / Interpersonal / Intrapersonal / Linguistic
Learning
Outcomes
The students will be able to :
- Explore and understand the concept of the
two types of family structures.
- Understand the different professions.
(b) Sharing and caring within
the family and celebrating
special occasions with them.
Duration: 4hrs
Skills
Conceptual
Learning
Discuss the importance of sharing and
caring.
Discuss on being together during celebrations.
Learning by
doing
Role play
Card making - ‘Thank You’ card
Self expression Activity - Collect pictures of
family celebration.
Observation
Powerpoint Presentation on different festivals
of the country / world.
Application
Card making
Identify and introduce the family members
(worksheet).
Multiple
Intelligences
Spatial / Kinesthetic / Interpersonal /
Linguistic
7
Learning
Outcomes
(c) The early man
The students will be able to :
- Understand the importance of sharing and
caring within the family.
- Understand about the importance of
celebrating different occasions together.
Duration:4 hrs
Skills
Conceptual
Learning
Discuss the evolution of Human beings - from
ape to modern man.
Learning by
doing
Clay modeling utensils, weapons and tools
used by early man.
Observation
Making pre-historic paintings with simple
lines.
Screening of Flintstones.
Application
Food, clothing and shelter of early man
(Worksheet).
Multiple
Intelligences
Logical / Spatial / Interpersonal / Intrapersonal /
Linguistic
Learning
Outcomes
Students will be able to develop awareness
about the early man and link it with modern
times.
Material Required
A4 size sheets, construction paper, PPT, videos and images showing various
family celebrations, early man, pre-historic paintings, flash cards showing different
professions.
8
Transdisciplinary Activities
Visual Arts
Draw picture of family structure and make a collage.
Make a scene with the help of charcoal.
Performing
Show and tell: A family tree.
Arts
Poem enactment: Community Helpers
Role play of family member / professions.
Life Skills/SEWA
Neighbourhood visit - Find out how a joint / nuclear family function.
Celebrating Parents day in school to honour the contribution made by them in our
life.
9
Mathematics
General Objectives
•
To develop an understanding of 3 digit numbers.
•
To use numbers to identify and count objects.
•
To understand the sequence of numbers.
Specific Objectives
•
To read and write three digit numbers in figures as well as in words.
•
To represent the numbers on Abacus.
•
To identify the position of numerical digit and the value that it represents.
•
To categorize numbers into groups of ones, tens and hundreds.
•
To compare and order numbers according to their place value.
(a) 3 digit numbers (Numbers on abacus,
number names, numerals, expanded form,
comparing, sequencing and ordering )
Duration:13 Hrs
Skills
Observation
and
Identification
Recognize abacus as a counting frame .
Observe how groups of hundreds, tens and
ones form three digit numbers, e.g
4 groups of hundreds =400
2 groups of tens= 20
5 ones = 5
400 + 20 + 5 = 425
Observe 3 digit numbers in books, magazines,
newspapers or places and identify what they
represent.
Logical and
Mental
10
Recall number names and numerals with
the help of activities- “Be quick and careful”
and “We challenge you”.
Write forward or backward counting from any
given number through ‘Number roll’ and ‘Lets
make number train’ activities.
Compare and order the given set of numbers
verbally.
Comprehend and specify the place value of
a desired digit in a number with the help of
Number Card Activity “Reach the correct
place”. Associate the number with greater and
smaller value.
Form smaller and greater numbers from the
given set of numbers through ‘We can create’
and ‘Spot the greatest and the smallest’
activities.
Application
‘My own abacus’
Apply the knowledge of place value to put
beads on abacus in order to represent the given
number on it.
”Find my position”
Compare and order the height of the family
members.
“Make and break”
Explain the concept of ordering things in ascend
and descending order.
Use the knowledge of comparing numbers in
real life situations, e.g compare the price of
items in canteen, grocery shop or fare from one
place to another, etc.
Multiple
Intelligences
Spatial / Linguistic / Kinesthetic / Naturalistic
Learning
Outcomes
The students will able to :
- Demonstrate the skill to represent the
11
-
numbers on abacus with the given place
value.
Read and write numbers simultaneously
with verbal sequence.
Acquire the knowledge to compare numbers
with the help of place value and put them
in ascending and descending order.
Material Required
Paper strips, 3 Knitting needles/straws / thin rods, 2” by 4 “ thermocol, 30 colourful
beads ( 10 of each colour), black marker, 10 slips with number names written on them,
cup full of beans, small paper bag, medium size paper bags, whistle, 3 chairs,28
number cards.( 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 200,
300, 400, 500, 600, 700, 800, 900 ), three sets of number cards (0 - 9),10 straws,
scissors.
Transdisciplinary Activities
Performing
Arts
To find the rhyming words for the numerals.
Visual Arts
Drawing pictures by joining the numbers.
Life Skills/SEWA
Imagine life without numbers and realize their significance in day to day life. Discuss
that with more love, patience and less hatred the world can become a peaceful place
to live.
12
Performing Arts
General Objectives
•
To appreciate the depth of music and dance.
•
To recognize music and dance as means of expression based on various
moods.
•
To understand that fitness plays an important role to achieve expertise in
dancing.
Specific Objectives
•
To perform individually with confidence.
•
To understand the need for synchronization while singing in pair / group.
•
To know about basic dance steps.
K
Knowledge
about singing songs
aand Basic dance movements
Duration: 3 hrs
Skills
Aesthetic
Discuss about different rhythms in music
Share information about various dance
movements from the book ‘Dance’ by Bill
T. Jones and practise the same to learn basic
dance steps.
Learning by
doing
Listen to the recorded song and identify
the beat and tempo. Sing it together with the
class.
Sing the rhyme ‘If you’re happy and you know
it’ individually, in pair or in group.
Lets Get Started (Refer to the lesson plan)
Application
Role play based on the storybook ‘Caps for
Sale’ by Esphyr Slobodkina
Enjoy the different moods in singing and
dancing by chanting rhythmically. Clap, march,
tap, swing, rock to the beat while chanting the
words.
13
Multiple
Intelligences
Intrapersonal / Kinesthetic / Linguistic
Learning
Outcomes
The students will be able to :
- Sing individually with clarity and confidence
and in synchronization with others.
- Demonstrate the basic dance movements
Material Required
Audio player, CDs for playing songs, Bill T. Jone’s book ‘Dance’, ‘Caps for Sale’ by
Esphyr Slobodkina
Transdisciplinary Activities
Visual Arts
Draw a scene of the monkeys and the peddler from the
story ‘Caps for Sale’.
Physical
Warm up and perform stretching movements before any
Education
dance performance.
Life Skills/SEWA
Thank your family and celebrate those special days which mean a lot to each of the
family members by presenting a performance individually to or with cousins.
14
Visual Arts
General Objectives
•
To recognise the development of art in past and present cultures.
•
To inculcate intellectual abilities to enhance cross cultural connections.
Specific Objectives
•
To understand the theoretical and practical aspects of the elements of art, namely
line, shape and texture.
•
To express themselves using the principles of design, i.e. pattern, movement,
rhythm.
•
To develop fine and gross motor coordination.
Different shapes and lines
Duration: 3 hrs
Skills
Observation
Examine works of art with the purpose of
identifying different kinds of lines and share
their observations.
Pictures of Cave Art: Discuss the simplicity of
the lines that create forms.
‘Early Man’ - The theme chosen for the cave
walls and the reason for drawing on caves.
Observe how lines can be used to colour a
picture.
Learning by
doing/creating
Stand, lie on the floor, hold hands, etc. in
order to form a line.
Make flashcards of the different types of lines.
Provide an actual learning experience of Cave
art by setting up an area for the students where
they can draw like cave men i.e. pasting paper
15
for drawing along the corridor, use charcoal to
draw, etc.
Get creative about the way the students
experience learning.
Create any form, e.g. fish, flower using lines.
Express and record an event/happening with
the family
Expression
Activity: Take a dot for a walk: Start from a
point and complete a form on the floor. Find a
form in the simple scribble. Colour the form
Adequate research through books and
presentations can enhance the experience.
Tuning in questions:
Why did early man draw on the cave walls?
What kind of animals lived during the time of
early humans?
What did they use to draw on the cave walls?
Find out more:
How did the cavemen sign their work?
In the world where can we find cave art?
Fill the form with different kinds of lines, with
colours.
Topics for memory drawing: My birthday party;
a visit to the amusement park etc.
16
Multiple
Intelligences
Linguistic / Naturalistic / Logical
Learning
Outcomes
The students will be able to:
-
Identify different types of lines
Understand that line can create form.
Recall and draw details of events.
Work amicably in a group.
Material Required
Colour chalk, drawing paper, sketch pens, construction paper, cartridge paper, brown
paper, glue, cellotape, charcoal, sketch pens, drawing paper, pencil, oil pastels,
drawing paper, pencil.
Transdisciplinary Activities
Performing Arts Tableau showing paintings of early man
Life Skills/SEWA
Acknowledge the use of natural colours in place of artificial colours and its relevance
in today’s world
17
Physical Education
General Objectives
•
To understand the health benefits that students get from physical education
•
To perform relaxation techniques to beat stress.
Specific Objectives
•
To list positive effects of exercise on mental health
•
To help realize the benefits of exercise
Mental well being and exercise and
basics of a physical activity
Duration: 3 hrs
Skills
Learning by
Design a poster to promote physical
doing
activity
Jump and hop [PEC-3]
Application
Relay race [PEC-4]
Perform various exercises, i.e. yoga,
rhythmic, aerobic, etc.
Multiple
Interpersonal / Cognitive
Intelligences
Learning
The student will be able to:
Outcomes
– Demonstrate controlled breathing
technique.
– Perform the physical exercises with
accurate coordination, agility and
balance.
Material Required
Physical Education Cards.
18
Transdisciplinary Activities
Mathematics
Divide the students in three groups.
Group 1 performs various action in combinations such as
walk, hop, run and so on. Group 2 says the action words
in a sequence and Group 3 counts from a given number
for one action, then the next action.
All groups perform in turns.
Performing
Arts
Poem frogs jump caterpillar humps………… Perform /
exact the poem.
Life Skills/SEWA
Jog and run every day to be physically fit and active.
19
Lesson Plans
20
English
Lesson Plan-a
Topic: Punctuation
Duration – 6hrs
Brief description–This lesson explains the importance of punctuation in writing and
introduces some of the common punctuation marks.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Understand the importance of punctuation in writing.
•
Learn that a proper noun always begin with a capital letter.
•
Understand and name the common punctuation marks (full stop, comma,
question mark)
•
Punctuate simple sentences correctly.
Material Required
2 different colours of dry erase markers, slips of sentences using incorrect grammar,
punctuation, and/or spelling, large punctuation cards.
Teacher
T
Activity
Activity 1
Error Correction
a.
Divide the students into groups. Give a sentence to each group that needs to
be corrected and 2 coloured markers. Explain that the sentence is to be written
with one colour and the corrections have to be made with another.
b.
The first student of each group will write the sentence given to him on the
board. After all the sentences have been written on the board, each student
will go to the board and make one correction. After making correction, the
student will handover the marker to the next student.
c.
The group decides if the sentence is correct. The group that announces that
the assigned work is done, will not be given another chance to make more
corrections.The group that finishes with no mistakes wins.
21
Activity 2
Beep I am Here
Make cards that have large punctuation marks written on them. Read a simple story to
the students. Whenever you reach a punctuation mark say ‘Beep!’ The students show
the card with missing punctuation mark.
Student Activity
From the business section of a phone book, choose and write five proper nouns and
five common nouns. Create a chart to categorize and label the proper nouns (with
capital letters) and common nouns. Make a sentence using nouns with appropriate
punctuation marks.
Stop says ‘.’ and ‘
‘
Students will choose a proper noun and write two sentences using the noun- one
ending with a full stop and another with a question mark.
Review
Punctuate the given sentences (worksheet).
Assessment
Write four sentences ending with full stops and question marks.
Read a story aloud without modulation. The students identify where the correct
punctuation marks will be used.
22
English
Lesson Plan-b
Topic: Asking questions
Duration – 4 hrs
Brief description–This lesson involves the use of question words to spur the students
to think more deeply about the text. Questions end with a question mark. (?)
Learning Objectives
As a result of this lesson, the students will be able to :
•
Speak confidently when using question forms.
•
Recognize the difference between a subject and an object.
•
Ask questions and develop comprehension skills.
Material Required
Pencil, paper, question cards, coloured marker.
Teacher Activity
Explain that words like “who”,”what”,”when”,”where” are QUESTION WORDS.
We use “who” for people, “what” for things, “when” for the time of action, “where”
to refer to a place and “how” for the way something is done.
E.g. What are Sumit’s hobbies?
How do you make sandwiches?
Provide some statements to the students and ask them to frame questions for them.
Example:
Statement: Ms. Jones is our teacher.
Question: Who is she?
Statement: She is reading a book at the moment.
Question: _______________________
Statement: We are going to visit France.
Question:________________________
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Statement: I usually get up at 7o’clock.
Question:________________________
Statement: These are my toys.
Question:_________________
Lets know each other
Prepare cards for the students. Make the students sit in a circle. Give each student a
card and ask the students to write a question on the card that they would like to ask
the student to their right.
Student A asks his/her question to student B, sitting on his/her right. Student B answers
and the rest of the team decides whether the question and the answer were formed
correctly.
Student B asks his/her question to student C, and so on. Do the activity till everybody
asks a question and gives an question.
Student Activity
Guess! What I Thought
The teacher selects a student and makes him/her stand facing the class. This student
will think of either a person or an object in the classroom. The rest of the class will
now ask questions to find out who/what the person/object is. The class can ask yes/
no questions only.
Example: The student thinks of the ‘blackboard’ in the classroom. The other students
ask questions to guess the object.
Class question
Student’s answer
1.
Is it living?
No
2.
Is it big?
Yes
3.
Is it black?
Yes
4.
Is it square?
No
5.
Is it hung on the wall?
Yes
6.
Is it the blackboard?
Yes
The class is allowed to ask ten questions only.
Play this game until at least 10 to 15 students get the chance to think of a person or
an object. Ensure that all the students get a turn.
24
Note: It will be a good idea to find out at the beginning, whether the object is a
living or non- living thing. The suitable questions can be asked for the same.
Review
Extending the theme ‘My Family My Friends and fusing it with the concept of asking
questions, the students will be given a worksheet to find out more about their family
members.
First arrange the following words in the correct order and add a question mark (?) at
the end. Then find out the answers from your family members.
a.
Questions for your father another.
1.
Your birthplace is where
__________________________________________________________________
2.
Grandpa’s house is where
__________________________________________________________________
3.
Your office is where
__________________________________________________________________
b.
Questions for your grandparents.
1.
Is my great grandpa’s birthplace where
__________________________________________________________________
2.
Where your mother is
__________________________________________________________________
3.
My aunt’s photo is where
__________________________________________________________________
Frame similar questions for the other family members and friends.
Assessment
The students will be assessed on the basis of their ability to frame questions.
Comprehend the given passage and frame questions based on it.
25
English
Lesson Plan-c
Topic: Blend Words (bl, sl)
Duration – 3 hrs
Brief Description–This lesson involves knowledge about blend words and enriching
students vocabulary.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Identify the words with blend sound just by listening to them.
•
Provide suitable examples of blend words.
Material Required
Picture cards, word slips
Teacher
T
Activity
“Snail Talk”
Place a small number of picture cards in front of students. Say a word using “Snail
Talk”- a slow way of saying words (e.g., /bbbbbllllaaaakkkk/). Students look at the
pictures and guess the word.
Student Activity
Collect as many blend words (bl, sl) as possible and list them down. Bring the list to
class and share it with others. Cross the common words and write down each of the
new word on a chart paper. Decorate the chart and display it in class.
26
Review
Keep a blending bowl in class with word slips having different blend words and other
words too. Call each student to find and pick out words with blend sounds from the
whole lot within the given time period, e.g. one minute. The student with maximum
number of blend sound word slips would be the winner. (The teacher would keep on
adding word slips with blend words during the game.)
Assessment
The students will be assessed on their response to the classroom activities, group
discussions and worksheets.
27
Environmental Education
Lesson Plan-a
Topic: Joint and Nuclear family, and the Occupations of family members
Duration: 4 hrs
Brief Description – This lesson includes recapitulation of the concept of Joint and
Nuclear family and the relationship with each member. Also create awareness about
the profession of various family members.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Develop awareness about the two types of family structures i.e., Joint family and
Nuclear family.
•
Recongnize the relations within a family.
•
Create awareness about the division of work at home and about the professions
of the family members.
Material Required
Flash cards of different professions.
Teacher
T
Activity
Joint and Nuclear family:
Engage students in a discussion based on their daily lives and ask them about the
members of their family. Based on the discussion; revise the concept of Joint and
Nuclear family. Explain the various relationships that exist within the family. For
example: Father’s father is a grandfather.
Discussion (Various professions of the family members):
Engage students in a discussion related to the family members and the work that
they perform during the day. Question them about the work done by members of
their family. A power point presentation related to various professions during the
discussion will further reinforce the concept .
28
Parent’s visit to school:
Parents will visit the school and talk about the professions that they are involved in.
Student Activity
Family tree:
Draw a family tree with labeled pictures of the family members pasted on the family
tree. Display the family tree and speak about various family members and its type
(Joint or Nuclear).
Family Book:
Create a family book and paste pictures of family members and write a few lines
about them.
Poem/Song:
Learn and sing a song on people of various professions “Community Helpers”.
Worksheet:
Answer the various questions related to different professions.
Review
Physical Features:
A good collection of family photos makes this activity very entertaining. See if students
can determine which family members they resemble, i.e. in features, habits, etc.
I Love My Family because....
Encourage students to finish the sentence “I Love My Family because...” write down
on a card and put it on a bulletin board.
Neighbourhood visit:
Visit a few house in your neighbourhood and collect information about the types of
family (joint or nuclear).
29
Assessment
30
•
Based on the student’s responses, the teacher will assess how well they
understand the topic.
•
Assess student’s knowledge of the concepts through the worksheets.
Environmental Education
Lesson Plan-b
Topic: Sharing and Caring, and Celebrating different occasions with the family
Duration : 4 hrs
Brief Description: This lesson will talk about sharing and caring within the family and
celebrating special occasions with them.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Understand the need and importance of sharing and caring.
•
Appreciate the feeling of togetherness and love shared within the family.
•
Develop awareness about various occasions that are celebrated in the family.
Material Required
PPT /images of different celebrations, construction paper, glue, colours.
Teacher Activity
Discussion:
Engage students in a discussion based on their daily lives. Share instances on how the
family members help each other and share and care for them. Explain the need and
importance of living together and caring for each other. Examples on the importance
of living together and not alone (animals also live in a family) will strengthen the
concept.
Celebrating different occasions
Ask the students to name the special occasions related to the celebration of different
occasions and festivals when the family members get together. Discuss its significance
and relevance.
Take up the experiences from daily lives and further talk about the kind of events and
occasions which are celebrated in the family.
Display pictures of various celebrations and festivals. The students observe the
photographs and the teacher then asks the following questions.
31
•
What do you think is being celebrated?
•
Who is in the picture?
•
What special foods, decorations, gifts, clothing, and greetings can you see?
•
Where is the event taking place? (e.g. temple, church, home, park, street.)
•
What time of year is it? (e.g. winter, summer, snow, sunshine.)
Student Activity
Role Play:
Involve the class in a group role play activity, provide various situations and let them
enact accordingly. Take up the role of different family members and enact their
duties.
For example: Grandmother is going out of town, visualize the role of different family
members and enact necessary action according to the situation.
Other situations can include: inviting and attending guests at home.
Self expression activity:
Make greeting cards for each family member; write why you love that member of the
family and why he/she is special.
Collect pictures and make albums of such events and include details of culture and
traditions that are a part of each celebration, share it with the class.
Make invitation cards for your friends inviting them to family celebrations, like
birthdays, wedding etc.
Review
Worksheets:
Identify the names of different family members in the word grid.
Introduce the family members.
Answer questions related to family members.
Choose any one of the occasions and write how you celebrate it with your family.
Assessment
Draw a picture of your family members using various shapes. Write their favourites,
i.e. friend, food, festival and flower.
32
Environmental Education
Lesson Plan-c
Topic: Early man
Duration : 4 hrs
Brief Description–This lesson creates awareness about the early man.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Understand how civilization has changed and developed.
•
Develop awareness about the food, clothing and shelter etc. of early man.
Material Required
Picture/images of early man, picture/image of pre-historic times.
Teacher
T
Activity
Discuss about the ancient times and the early man. Focus on how the early man used
to wander from one place to another and gradually how they started settling down
together as a family in one place and took up activites like hunting, agriculture for
their living.
Use PowerPoint presentation and images and videos related to early man in order to
make the topic interesting.
Explain the invention of wheel and fire by early man.
Student Activity
Screening of Flintstones:
The movie Flintstones has animated characters from the pre-historic age. Discus about
the food, clothing, shelter etc. that is shown in the movie.
Clay modelling:
The students will make utensils, weapons and tools that were used by early man to
hunt and do other things with clay.
33
A pre-historic paintings activity (used at that time by early men to communicate with
each other).
On a handmade sheet make images / pictures using organic colours after studying
some images of such paintings on computer. Different symbols and patterns of pre
historic paintings, like symbols for hunting, cooking etc. would be painted.
Review
Draw and colour picture of an early man and write a few lines.
Assessment
Depict through pictures how time has changed since early man to the modern man.
34
Mathematics
Lesson Plan-a
Topic: 3 digit numbers
Duration : 13 hrs
Brief Description - The unit deals with 3 digit numbers: Number names and numerals,
place value, expansion of number with respect to place value and counting them in
different ways starting from any number. This has been successfully achieved through
the effective use of abacus and many other interesting activities. The unit enables
the students to compare and order numbers using the concept of place value. The
students learn to arrange the numbers in ascending and descending orders and form
the greatest and the smallest number with and without repetition, from a given set of
numbers.
Learning Objectives
As a result of this lesson, the students will be able to:
•
Differentiate between the concept of Ones, Tens and Hundreds.
•
Recognize and represent the numbers on the abacus.
•
Expand the numbers with respect to place value.
•
Compare and order the numbers in ascending and descending order.
•
Form the greatest and the smallest numbers with and without repetition.
Material Required
Paper strips, 3 Knitting needles/straws / thin rods, 2” by 4“ thermocol, 30 colourful
beads (10 of each colour), black marker. 10 Slips with number names written on
it, cup full of beans, small paper bag, medium size paper bags, whistle, 3 chairs,
marker, 28 number cards. (0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, 50, 60, 70, 80,
90, 100, 200, 300, 400, 500, 600, 700, 800, 900 ), three sets of number cards (0-9),
10 straws, scissors.
Teacher Activity
The students have prior knowledge of reading and writing 3 digit numbers (unit 1).
Revise 3 digit numbers.
Student Activity
Number roll activity.
Decorate the class with the number rolls.
35
Activity : My own abacus
Material required: 3 Knitting needles / straws / thin rods , 2” by 4 “ thermocel, 30
colourful beads (10 of each colour)
Show the students the abacus-a counting frame with three vertical rods each
representing Ones(O), Tens (T) and Hundred (H) respectively and each having some
beads.
The number of beads in hundreds rod represents the number of hundreds.
The number of beads in tens rod represents the number of tens.
The number of beads in ones rod represents the number of ones.
Read the number shown on abacus.
To build enthusiasm for the topic ask the students to make their own abacus.
Maths lab activity:
Instruct the students to take the thermocel block and make three holes at equal
distances on its top. Insert the straws/ thin rods in these holes and let the students
put the beads of three different colours in them.
Thermocel
Thin rod needles
Beads
H
T
O
Finally, ask the students to add the age of all the family members and show the
answer on their abacus. Further, give them more three digit numbers to show on the
abacus.
Hand over worksheet to the students.
36
Student Activity
Recapitulates number names and numerals through activities “Be quick and careful”
and “We challenge you”
“Lets make number train” activity
To make the students understand the sequence of numbers and to develop the
capability to count forward or backward from any given number.
Following activity helps the students to understand the concept of place value and
expanded form.
The students are divided into groups of 4.
Each group is given large cups full of beans. They count out beans in groups of ten,
place each group into a small paper bag, seal the bag and label the bag “10” with a
marker. Continue until each group has 18 bags of 10 beans each. Each group has 18
bags of 10 beans along with 9 more beans.
Write the number 6 on the board, and ask students to count out 6 beans. Then write
the number 16 on the board, and ask them to count out 16 beans. The students
discover that they don’t have enough individual beans, then encourage them to use
their bags of beans as well. The students eventually discover that 1 bag of 10 beans
+ 6 beans = 16 beans.
Ask the following question “How many tens bags are used?” and “How many ones
beans are used ?”
Help the students to observe the number 16 written on the board, which has a ‘1’ in
the tens place and a ‘6’ in the ones place.
Now hand out paper lunch bags to each group. Instruct them to put ten of the “ten
bags” in the lunch bag, and label it 100. Then write the number 116 on the board and
ask them to count out 116 beans, using the lunch bag. The students already have one
‘ten bag’ and 6 ‘one beans’. Ask how many hundreds bag are used?
Explain 116 has 1 in hundreds place, 1 in tens place and 6 in ones place.
So, the value of 116 = 1 hundred + 1 ten +6 ones
= 100 + 10 + 6
Write more numbers on board and asks the students to figure out how many bags of
beans they would need for each number without counting out beans.
Afterwards define place value as the value of each digit in the number, e.g. in 456 the
place value of 4 in hundreds place is 4 hundred or 400,the place value of 5 in tens
37
place is 5 tens or 50 and the place value of 6 in ones place is 6 ones or 6
Further give details, the sum of place values of all digits gives expanded form of the
number.
456 = 4 hundreds + 5 tens + 6 ones
= 400 + 50+ 6
Comparing and ordering of three digit numbers.
Since the students have the previous knowledge of three digit numbers and the
concept of place value, recapitulate the concepts. Also clarify that numerals have
places which help us to read them.
Write three digit numbers on board and ask the students to read the number followed
by an activity to introduce the concept of comparing numbers.
Activity:
Let ‘s find out
Bring a packet of sweets in the class and randomly select two students from the class
and ask them to come in front. Give 5 sweets to one student and 9 to the other one.
Now, question the class:
Who has got more sweets?
After getting response from students, students recall that 9 is a bigger number than 5.
Again question, Is 23 a bigger number than 26? Let’s count and see.
Take some sweets in hand and start counting 1, 2, 3…5….9…..12…16…20…23.
Then take some more sweets in hand and counts 26 sweets and explain 26 is a bigger
number than 23.
Explain that it is easier to compare one digit or two digit number by counting. To
compare three digit numbers by counting is time consuming so ,they are compared
with the help of place value concept.
Write 9 and 356 on the board and explain the rules for comparing numbers.
19
356
The number which has more digits is always greater
19 is a 2 digit number and 356 is 3 digit number. So,356 is greater than 19.
Remember the old friend ‘Al the alligator’ (from class1) who was always hungry
and liked to eat greater number. So, his mouth was alway open toward the greater
number.
38
A story related to ‘Al the alligator’.
‘One day ‘Al the alligator’ was very hungry . He was searching
for food. Suddenly, it saw the group of 366 fishes coming from
one side and group of 19 fishes from other side. Now towards
which side will the ‘Al the alligator’ open his mouth. Towards
19 or 356.
19
356
Obviously the hungry Alligator will open his mouth towards more fishes, i.e.356.
19
356
So, among 755 and 27 raspberries. Towards which side will the Alligator open its
mouth?
755
27
Alligator opens his mouth towards 755 because 755 is greater than 27. Take more
examples, discuss signs used for greater than (>) or less than (<) and equal to (=).
39
For greater than : >
For smaller than : <
For equal
: =
So, 755 > 27 or 19 < 356.
Explain if both the numbers have same number of digits then, we compare with the
help of place value.
Write two / three digit numbers on the board.
367
298
Both the numbers on the board have three digits: In this case, first look at the digits at
hundreds place. Between two or three digit numbers, the number having greater digit
at the hundreds place is greater.
H
T O
3
6
7
2
9
8
In the above example, 3 and 2 are at hundreds place. 3 is greater than 2, so 367 is
greater than 298.
367 > 298
Take more examples and continue to the next rule.
Now, if two numbers have the same digits at their hundreds place, then look at the
tens place. The number having greater digit at the tens place is greater.
40
634
674
In the above example, the digits at the hundreds place is same. What digit is it?
So, look at the digit at the tens place and see which one is greater?
H
T O
6
7
4
6
3
4
‘7’ at tens place is greater than ‘3’, so 674 is greater than 634.
674 > 634
OR
634 < 674
Once the students are thorough with the concept, proceed further.
What happens when both the digits at the hundreds and tens place are same?
Then compare digits at the ones place.
For example –
986
982
Both 986 and 982 have same digits at the hundreds and tens place, only the digits at
the ones place are different. The number with greater digit at ones place is the greatest
number.
986 > 982
H
T O
9
8
6
9
8
2
OR
982 < 986
41
Sometimes, it happen that both the numbers have the same digits at hundreds, tens
and ones place. In that case both the numbers are equal. For example –
117 = 117
All the digits in both the numbers are
same. They are equal to each other.
Ordering of three digit numbers
The students have developed the ability to pick the greatest and the smallest number
from a series of numbers. Initiate the topic, ordering of number by asking the following
questions.
Which number comes after 6?
Which number comes after 37?
Can 46 come after 78 or 57 come after 59?
No. 46 cannot come after 78 because numbers follow an order. For example 100,
101, 102, 103…
The students count in chorus with the teacher till 150.
Activity: Find my position
Provide each student with a drawing sheet and ask them to draw their family members.
Once all the students have drawn their family members, ask them to draw again in
increasing and decreasing order of their height
For example:
Family members:
1
42
2
3
4
Increasing order of height:
Decreasing order of height:
Once the students finish their drawings explain that increasing order is also known as
ascending order and decreasing order is known as descending order. Further explain
that in ascending order numbers are arranged from the smallest to the greatest and in
descending order numbers are arranged from the greatest to the smallest.
Ascending order
54, 78, 89, 90, 105, 239, 467, 568, 579, 670, 740,
…………999 (numbers in forward sequence)
Descending order
987,876,654,432,222,109,100,87,76,56,43,22,1
1,…..0 (numbers in backward sequence)
Give them examples from real life situations. Growth of a plant from a seed and
waxing of moon are the examples of increasing order and waning of moon and melting
of ice cream are examples of decreasing order.
43
Forming the greatest and the smallest numbers with or without repetition.
Activity: We can create
Make 30 number slips. Each number slip has a digit written on it. The class is divided
into 5/6 groups depending upon the class size. Each group randomly picks 6 number
slips and rearranges the digits to form the smallest and the greatest three digit number.
Explain that in order to create the smallest three digit number arrange digits in
ascending order and to get the greatest 3 digit number arrange digits in descending
order. Further explain if one of the digit is 0 than it never comes at highest place, i.e
hundreds but it comes at tens place while forming the smallest number. If 0 comes at
hundreds place it will be a 2 digit number since 044 is read as 44.
Group 1
4
5
0
7
9
4
Smallest number: 404
Greatest number: 975
Have variations in this game where the students are not allowed to repeat the digits.
Activity can be timed where the group which finishes first wins.
Student Activity
Activity 1
Number roll activity: Each student is given a long paper strip on which the starting
number is written and they write numbers in increasing order as long as they like.
Activity 2
Be quick and careful
10 slips with the numerals of the subsequent number names. (Number of the slips
may vary according to the strength of the class).
The teacher shuffles the slips and distributes it to the class. Explain to the students that
they are supposed to look for their partners and the pair that comes first would be the
winner. The student who are not able to find their partners within 5 minutes will be
out of the game.
44
Criteria for looking for the partner – The numeral on the slip should match the number
name on the slip.
The students play the game followed by the worksheet.
Activity 3
We challenge you
Divide the class in 6 groups. Give the following names to the groups - Grand father,
Grand mother, Father, Mother, Brother, Sister.
Ask all the following members of the group to make a flash card of numeral of their
choice.
•
Grand father
•
Father
•
Brother
Ask all the following members of group to make flash cards of number name of their
choice.
•
Grand Mother
•
Mother
•
Sister
After making the flash cards, the students come one by one and show their flash card
and their opponent group gives the answer. On showing the flash card with number
name the opponent team needs to write a numeral on the slip and show.
45
Let the students enjoy the challenge game. Guide them when they go wrong.
Activity 4
Lets make number train
Material Required: Number Slips of a particular series of three digit numbers (one
number on one slip).
Distribute the slips in the class and give time to the students to make a train according
to the number slips that they have.
346
345
344
342
341
340
343
When students take smaller number as an engine they count forward to the greater
number. When they take bigger number as an engine, they count backward to the
smaller number.
46
Activity 5
Reach the correct place
Material Required: Whistle, 3 chairs, marker, 28 number cards.( 0, 1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 200, 300, 400, 500, 600, 700, 800,
900)
Distribute the cards randomly to the students. Write a three digit numeral on the
black board. Explain to the students that they are supposed to sit on the three stools
according to the numeral written on the board. Demonstrate by writing 246 on the
board and ask the student holding the 200 card sits on the stool marked hundred, the
student holding the 40 card sits on the tens stool and the student holding the 6 card
sits on the ones stool.
200
40
6
H
T
O
47
After playing for 10 minutes, students exchange their cards with their partners.
Write the numerals along with its expanded form on the board and take care that each
student gets at least two to three chances to come and sit on the respective stools.
Activity 6
Number card activity
Prepare three sets of number cards. Set one has nine number cards. Each number card
has one digit written on it from 1-9 and it is named as Hundreds.
Second and third set have 10 cards each with digits from 0-9 written on each card and
they are named as Tens and Ones respectively.
The students form pairs. The first pair comes to the table. The first student picks one
card from each of the set and forms a three digit number. The second student does
the same. They disclose their three digit numbers and the one with greater number
wins. For example:
The cards picked out by the first student reads as:
H
T
O
2
7
0
The cards picked by the second student read as:
4
5
0
In this case the second student wins as his or her card at hundreds place has a greater
number than the card of the first student.
Continue this game till all the students get a chance.
Worksheets can be done after this activity.
48
Activity 7
Break and Make
Each student is given 10 straws and a pair of scissors in the class. Each student cuts
the straws in different sizes. On a horizontal base, paste five straws in ascending order
according to their heights and remaining five straws in descending order according to
their heights. For example:
Ascending order
Descending order
Give worksheets to reinforce the concept.
Activity 8
Spot the greatest and the smallest
The students are divided into10 groups. Each group plays turn by turn. Flash cards of
numbers 0-9 are distributed to the first group. Three stools in the room are labelled
as Hundreds, Tens and Ones . Call out three digits and the students with relevant
number card rearrange themselves to form the greatest three digit number and sit on
the respective chair to form the number.
For e.g. if the teacher calls out the digits 7, 8 and 5; first they form 875 as the greatest
number and then 578 as the smallest number
Also ask the group to form five more numbers from the digits. Observe those numbers
that come between the smallest and the greatest number.
49
For example:
Number:
7, 8, 5
H
T
O
After each of the activities, worksheet can be given to the students to ensure that
they have understand the concept.
Review
Students observe 3 digit numbers in books, magazines, newspapers or places and
identify what they represent.
Give examples of situations where the student have applied knowledge of comparing
numbers in real life situations, e.g compares the price of items in canteen , grocery
shop or distances /fare of one place to another etc.
Assessment
The students are assessed on their knowledge related to the topic, participation in
class activities and how efficiently they are able to apply the concept learnt in their
day to day activity.
50
Performing Arts
Lesson Plan
Topic: Song related to festival/region
Folk or traditional dance on recorded music
Duration: 3 hrs
Brief Description–This lesson promotes awareness about the culture and tradition of
a place / region. It helps in understanding the bond shared by the people.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Understand the need of synchronization when singing a duet or in choir or
individually.
•
Perform the basic dance movements.
•
Understand that singing and dancing are indispensable part of all family
celebrations and festivity.
Material Required
Audio player, CDs for playing songs, Bill T. Jones’ book. “Dance”, “Caps for Sale” by
Esphyr Slobodkina
Teacher and Student Activity
Introduce the lesson by asking students the following questions•
Which fruit do you like the most?
Expecting students to respond in different manner, the teacher brings in the
concept of different moods in music too.
•
Sing “If you’re Happy and You Know it,” or another favourite song on feelings
after discussing any happy moment of each of the student with their respective
families.
•
Invite discussion about emotions by asking questions such as “How do you
feel when you woke up this morning?” or “What makes you happy / sad / angry
/ joyful?”
•
Do you eat the same fruit or food everday or do you like different types of furits
or food, depending on your mood, the me of the day and season?
51
Sing or play the song from a CD / play a melody on an instrument. [Here the
students learn by ear and it compliments skills in listening and reading].
It is preferable if the teacher sings for the students. If a tape recorder is used
,it is vital that it includes a tape counter and that is being rewound properly.
Similarly, it is important that the teacher remains involved, using the tape
-recorder as a resource rather than as a substitute.
Explain the terms ‘beat’ and ‘tempo’‘Beat’ is the word used to describe the sensation experienced as pulse, which
is the underlying ‘throb’ in music.
‘Tempo’ refers to the speed or pace of music.
Activities for developing the beat and tempo includes:
•
Chanting rhythmically.
•
Clapping, marching, tapping, thigh slapping, arm-swinging or rocking the beat,
while chanting the words.
•
Using gestures.
•
Working as a unit in a circle: clapping the hands of the adjacent student.
•
Using a familiar tongue-twister.
8 BASIC DANCE STEPS
walk, side steps, rock steps, triple steps, chasse’s, balance steps, the pivot and the
box step
Initiate a classroom interaction on the fact that music without dance is incomplete by
asking the following questions•
Do you feel like dancing whenever a piece of music is turned on?
•
Do you dance when there is a celebration at your home?
•
Do you know that dancing is a very good exercise?
•
Do your parents/family members like to dance?
Share information about what dancers need to know and do by asking if any of
the students know how a dancer gets ready to do his/her work. [All dancers must
carefully warm-up their muscles by exercising and stretching before they begin their
performance. This builds strength, skill and prevents injury.]
52
Let’s get started
•
Standing in their ‘personal space’, students make lines with their arms by
stretching them straight and high overhead. Then, lift each leg straight to the
side in a line.
•
Curving their arms around and their backs over a medium level.
•
Let students make a shape with arms and legs twisted while sitting or lying on
the floor.
•
Students need to remember their shapes for lines on a high level, curves at a
medium level, and twists at a low level.
•
Putting all the shapes together by holding each shape for 8 counts before
changing to the next one. Put on the music. Encourage everyone to start in the
high position and start counting.
•
Students share their ‘shape dance’.
Read of the story, ‘CAPS FOR SALE’ and hold a discussion about the movements of
the peddler and the monkeys followed by a question answer drill.
•
Why does the peddler need to walk so carefully? What would it be like to carry
things on your head while moving without spilling them?
•
What strategies would you use to keep things on your head from falling off?
•
When the peddler scolds the monkeys, what do they do?
Show the illustrations included in the book. Incorporate the students’ responses to
the previous questions and select two or three of the illustrations to demonstrate
how gestures and movements convey feelings or actions. [For instance, the peddler
is stomping and shaking his fist at the monkeys. Monkeys are making sounds and
wagging their fingers back at the peddler.]
Help students reinterpret what they know about the story.
Ask students to point out other actions or gestures they see in the story.
Encourage students to invent and demonstrate some of the motions of the peddler or
the monkey. One or two students enact at a time, while the others observe.
Let students try out different facial expressions of the peddler and monkeys in
connection with the parts of the story.
53
Review
Organize a role play based on the story ‘Caps for Sale’ and develop the skill of narrating
stories through dance.
Retell the story by incorporating movements with words and assigning students the
various roles. There can be more than one peddler [The teacher decides where the
action will take place and ask the students to use the movements they have been
practising to represent the peddler and monkeys.]
Assessment
The students will be assessed on the following grounds :
•
Clarity of sound the students have achieved when singing individually.
•
How far students are able to coordinate while singing in a group or in pairs.
•
How each student experiments with different steps of dancing.
•
To what extent are the students able to coordinate with one another while
performing the actions such as jumping, turning, freezing.
•
What are the different ways students learn to do an activity: by watching others
by counting, by trying out different shapes on themselves.
By the end of this unit the students will be able to know the fact that coordination
and synchronization are important while singing and performing basic dance
movements.
54
Visual Arts
Lesson Plan-a
Topic: Element of Art - line
Duration: 1 hrs 30 min
Brief Description–This lesson introduces the drawing of different types of lines and
creating forms from them.
Learning Objectives
As a result of this lesson, the students will be able to understand that:
•
A line can create form/s.
•
Lines can be drawn in many ways.
Material Required
Drawing paper, pencils, coloured chalk, sketch pens, copies/visuals of art work where
lines are predominant.
Teacher Activity
Define a line and draw different kinds of lines: straight, zigzag, wavy, dotted lines on
the board. Ask the students to form the lines one by one by forming a human chain.
They further brainstorm and come up with more types of lines.
Student Activity
Form the types of lines with their bodies, e.g. they can stand, lie on the floor, hold hands
etc. in order to become the line. Achieve the desired result by using imagination.
Make flash cards of different types of lines to display on the
board with the given cards. Label the cards using thick and
thin pens.
Activity: Take a dot for a walk: Students are divided into
groups and given coloured chalk. Starting from a dot, without
lifting the chalk, they draw a line in a simple, freehand
scribble on the floor which ends again at the dot where it
began. Then they try to find a form in the scribble. They can
go around their drawing and try to find a form or as many
forms as they can. They use colour chalk to coloured the
form identified.
55
Review
Task in the sketch book:
Lines create forms. Using lines, draw an outline of a house. Draw youself and your
family members using as many kinds of lines as possible inside the house.
Form groups and try to identify different kinds of lines in the given copies of artwork.
Note down observations and present the findings to the rest of the class.
56
Visual Arts
Lesson Plan-b
Topic: Cave Art
Earliest form of line drawings
Duration: 1 hrs 30 min
Brief Description–This lesson provides knowledge related to line drawings, in ancient
times.
Learning Objectives
As a result of this lesson,
The students will be able to understand that the
earliest forms of line drawings were made by early
man in caves.
Material Required
Brown paper, charcoal, glue
Teacher Activity
Tuning in: Set the tone by narrating the story of the discovery of the oldest cave
paintings in the world, the Lascaux caves in France. [Find this interesting story on
– The Hidden Treasure of Lascaux from http://www.jamesmdeem.com/cavestory3.
htm].
Pictures / PPT of Cave Art, discussion about Early
man will add more meaning to the lesson. Get
creative about the way the students experience
learning. Provide an actual experience of Cave art
by setting up an area for the students where they
can draw like cave men. A corridor or a corner in
the art room can be converted into a cave or cave
wall and students can draw on the walls. Dressing
them up as cavemen adds to the experience. An invitation can be extended by the
cavemen in the morning assembly to other classes.
57
Student Activity
Dress up as cavemen. In a segment of the morning
assembly, talk about the life and times of early
humans, their way of living, their food habits,
etc. Invite the classes to come to the cave and
watch the cavemen’s drawing. Draw the hunters
and other things one wishes to draw. Once the
students finish, they trace their handprint near
their work to denote their signature, just as early man used to do.
Review
Make a scrapbook: Students collect and paste pictures of early man and cave art.
Suggested activities:
•
Combine line and colour: Draw a simple form, using specific colours, eg. the
Indian tricolour. Play with different kinds of lines to create a symbolic line
drawing.
•
Memory Drawing: My family, My mother, My father, My sister and I in he
park, How I spent my summer holidays, etc.
•
String art: Draw a simple line drawing on a dark colour paper. Apply glue on
the line and lay white string along the drawing, carefully following the line.
•
Exploring lines in different media: pencil, oil pastel, paint, sketch pens, etc.
Assessment
The students are assessed for their drawing and creative skills, perfection in drawing
different types of lines and uniqueness in creating forms with the help of various
lines.
58
Physical Education
Card 3
Jumping and hopping
Use these activities to:
•
Jump in different ways
•
Leap from one foot to the other
•
Combine stepping and jumping actions
•
Improve muscle power.
Activities
Class Activity
•
•
•
Jump from two feet to two feet (1) and from one foot to the same foot (hopping). (2)
Leap from one foot to the other. (3)
Jump from one foot to land on two feet (4) and from two feet to land on one. (5)
59
•
•
Combine different stepping and jumping actions (6):
• step, jump, step
• jump, jump, leap
• step, step, leap
• step, jump, step
• hop, step, jump.
Combine stepping, jumping and hopping actions to the beat of 1,2, 3.
In Groups
•
•
Run, jump and hop in and out of the ring and cones.
Jump over rings, bean bags, ropes or low cones.
Variations
•
Children make their own jumping challenges.
Equipment
•
Lime powder or markers.
•
Cones.
Safety Measures
•
Space activities.
•
Watch out for others.
•
Make sure surface is not slippery.
Links to other subjects
English: listening with understanding
•
Focus on children’s understanding of key spatial words like, ‘in’, ‘out’, ‘over’.
Mathematics: Geometry
•
Combine the stepping and jumping actions making different 2-D shapes e.g.
rectangle, square, triangle, circle. Use their names correctly.
Curriculum links
•
Linked to the learning objective no. 2 in the CBSE School Health Manual and the
Theme on Movement Awareness in the NCERT Syllabus: Can I hop and jump to
count?
Self Assessment
•
60
Can I hop, step and jump in a sequence?
Physical Education
Card 4
Simple Relay Races
Use these activities to:
•
Use running, jumping and throwing techniques to participate in simple relay
races
•
Have fun with others
•
Understand which team wins and why
•
Learn to take turns and try hard for the team.
Activities
Class Activity
•
•
•
•
Score three points for winning the race, two for second place and one for third
place.
Run around cone and run back. (1)
Roll a football around cone and back. (2)
Run with bean bag on head and back (if bean bag falls off put it back on and carry
on). (3)
61
•
•
•
Run with ring in hand: from throwing line throw ring into a hoop. The team score
a point if successful. Run back to the next player. (4)
Keep a bean bag on a tennis racquet while running to cone and back. (5)
Roll a hoop to a cone and back. (6)
Variations
•
•
•
•
Play as a shuttle relay.
Increase the distance over which the activities take place.
Keep a ball on a tennis racket.
Run backwards.
Equipment
•
Lime powder or markers.
•
Cones to run around.
•
Bean bags, ring and various balls.
•
Tennis rackets or bats.
•
Hoops to roll.
Safety Measures
•
Keep spaced out.
•
Watch out for others.
•
Be careful when retrieving objects.
Links to other subjects
English: building a working proficiency in the language
•
Run and pick up letters from a hoop or box. Children make words with the
letters.
Mathematics: Numbers
•
Run and pick up numbers from a hoop or box. Children arrange the numbers up
to one hundred in ascending or descending order.
Curriculum links
•
Linked to the learning objective nos. 1 and 18 in the CBSE School Health Manual
and the Theme on Movement Awareness in the NCERT Syllabus: What are the
fundamental movements?
Self Assessment
•
62
Did I enjoy myself with my friends?
Assessment
63
Assessment
English
By the end of this unit, the students will be able to :
•
Punctuate the sentences properly.
•
Insert missing punctuation marks in a text.
•
Frame suitable questions for the statements.
•
Use various words with blend sounds.
Rubrics for the unit:
Expected
Outcomes
Knowledge of
Punctuation Marks
Indicators of student’s performance
Beginning
The student is able to:
use capital letter in
the beginning of the
sentence but unable
to capitalize a letter in
between a sentence,
e.g. a proper noun.
Developing
Achieved
The student is able to:
punctuate sentences
well but lacks in using
correct punctuation
marks in a text.
The student is able to:
begin all sentences
with capitals,
capitalizes proper
nouns and corrects
punctuates the
sentences correctly.
End a statement with
a full stop (period)
but cannot identify
a question. Hence,
doesn’t use the
question mark when
required.
64
Asking questions
Use few correct
question words while
framing questions.
Frame simple
questions with
assistance.
Frame questions for
any given statement
independently. Come
up with innovative
ideas to frame
statements and
questions related to
them.
Blend words
Read the blend words
but finds it difficult
to identify them on
listening.
Identify blend words
by their sound and
frame words with the
same blend sound.
Identify blend words
and frames sentences
using them.
Environmental Education
By the end of the units, the students will be able to :
•
Acquire awareness of two types of family structures i.e joint and nuclear.
•
Develop understanding of the need and importance of sharing, caring and
celebrating with the family.
•
Learn more about the life of early man.
Rubrics for the unit:
Expected
Outcomes
Indicators of student’s performance
Beginning
Developing
Achieved
Joint and Nuclear
family and the
occupation of
family members.
The student is able to:
differentiate between
joint and nuclear
family, though has
lesser knowledge
about occupations of
family members.
The student is able to:
respond well during
the class discussions
and explain the
concepts well.
The student is able to:
describe and elaborate
the two types of
family structures and
occupations of the
family members.
Sharing and caring
within the family
and celebrating
different occasions
with the family.
Relate previous
knowledge of the
various family
celebrations with their
daily experiences.
Elaborate the need
and importance of
celebrating family
occasions.
Appreciate the feeling
of togetherness and is
aware about the need
and importance of
celebrating different
occasions together.
Early man
Tell about the early
man very briefly.
Respond well during
the class discussions,
and participates
actively in the related
activities.
Explain about the life
of early man, their
food, shelter and
clothing.
65
Mathematics
By the end of this unit, the students will be able to :
•
•
•
•
Read and write 3 digit numbers.
Express number as sum of the place value of the digit.
Compare and order numbers with the help of place value.
Form the greatest and the smallest numbers from the given set of numbers.
Rubrics for the unit:
Expected learning
Outcomes
Indicators of student’s performance
Beginning
Developing
Operate the abacus
and relate it to the
place value.
The student is able to:
Identify the abacus
as a counting frame.
Correlate the place
values with the digits
in the numbers with
constant guidance.
Make one’s own
abacus with assistance.
The student is able to:
Identify the abacus
but at time gets
confused while
correlating the place
value with a digit in a
number. Follow the
teacher’s guidelines
to make ones own
abacus.
Acquire knowledge
about place value,
expanded form,
comparing and
ordering of the
numerals.
Recall the place value
of each digit in the
numeral but finds it
difficult to express a
number as the sum of
the place value of all
its digit.
Identify smaller or
greater number from
the group but fails to
express it by using
signs.
Write numbers
in increasing or
decreasing order after
continuous prompting.
Recall the place value
of each digit and
express the expanded
form of number only
in one way. i.e.
234 = 2 hundreds
+3 tens + 4 ones
The student is able to:
Recognize the abacus
and correlates wwthe
place values to the
digits in a number
with clarity. Follow the
teacher’s guidelines
to make ones own
abacus and represent
different numbers on it
independently.
Define place value
accurately and expand
the given number in
both ways.
Compare and order the
numbers using signs.
Reflect the complete
clarity of ascending
or
order as increasing
234 = 200+30+4
order and descending
Compare the numbers
order as decreasing
by using signs.
order.
Identify the smaller
and greater number
from a given set of
numbers.
Write numbers
in increasing or
decreasing order
though gets confused
sometimes.
66
Achieved
Form the greatest
Form greater or
Form greater and
Form greater and
and smallest
smaller number
smaller numerals
smaller numerals with
numerals from the
without repetition of
with and without
and without repetition
given set of digits.
digits.
repetition.
accurately. Recall
Write the smallest
that while forming
digit starting with 1
the smallest number
and to understand
0 never comes at the
‘o’ / zero as one of
highest place.
the special digit is
Formulate other
difficult.
numbers formed with
the given digits.
67
Teacher Resource
Material
68
Teacher Resource Material
English
Material Required
2 different colours of dry erase markers, slips of sentences using incorrect grammar /
punctuation / spelling, large punctuation cards, pencil, paper, blank cards, coloured
markers, picture cards, word slips.
Books: e- books- Phonics Monster, The Grammar Plan ( Book 1), Parts of Speech by
Brian Giles
Audio-video:
Websites for Reference
teacherexpress.scholastic.com
A to Z Phonics.com
Environmental Education
Material Required
OHP, LCD, Construction paper
Audio-video: PowerPoint presentation 1 (Professions)
PowerPoint presentation 2 (Festivals)
PowerPoint presentation 3 (Early Man)
Early humans (PPT)
Journey of mankind (http://www.bradshawfoundation.com/journey/)
Websites for Reference
http://www.bradshawfoundation.com/journey/
Mathematics
Material Required
Paper strips, 3 pointed Knitting needles / straws / thin rods , 2” by 4“ thermocol,
30 colourful beads (10 of each colour), black marker, 10 slips with number names
written on them, cup full of beans, small paper bag, medium size paper bags,
whistle, 3 chairs, marker, 28 number cards (0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30,
40, 50, 60, 70, 80, 90, 100, 200, 300, 400, 500, 600, 700, 800, 900), three sets of
number cards (0-9),10 straws, scissors.
69
Websites for Reference
Math.pppst.com
www.primaryresource.co.uk
Performing Arts
Material Required
Recorded song , tape recorder
Books: Dance’ by Bill T. Jones’
‘Caps for Sale’ by Esphyr Slobodkina
Audio-video:
Websites for Reference
www.lessonplanspage.com
Visual Arts
Material Required
colour chalk, drawing paper, sketch pens, construction paper, cartridge paper, brown
paper, glue, cellotape, charcoal, sketch pens, drawing paper, pencil, oil pastels,
drawing paper, pencil.
Books:
Audio-video:
Websites for Reference
http://harcourtschool.com/activity/cavepaintings/cavepaintings.html
http://www.jamesmdeem.com/cavestory3.htm
http://www.alifetimeofcolor.com
Physical Education
Material Required
Physical Education Cards (PEC) and PEC Kit.
70
bl-Blends Vocabulary Puzzle
Directions : Complete the letters in the puzzle using the word bank below.
block, bleed, blend, blank, blow, blast, black, blame, blue, bloom, blind, blush.
71
My FAMILY
I love my family so much.
To be a part of a family like mine
is so divine
where love is shown
hurt is shared
our love for each other is never impaired
we talk
we laugh
we cry
but we are a family
and we do it all together
for as a family
we do it all as one
you hurt one
you hurt all
and as a family unit
we will all stand tall
for we are family
a family full of strength
a family full of love
a family no one can touch
that’s why I love my family so much.
Mahfooz Ali
72
Song: Community Helpers
Community helpers, Community helpers,
Community helpers, All around,
They are people we rely on,
To help make a great town.
There are doctors and nurses,
Firefighters and police,
Emergencies are why we need them,
Any day of the week.
There are farmers, chefs, and bakers,
Waiter and waitresses,
Feeding people is their job,
They give us food that’s good to eat.
There are electricians, carpenters and plumbers,
On worksites.
They make houses and our buildings,
Safe and sound and build right.
Do you know of any more people,
Who are in your neighbourhood?
They work together to build a community,
That we live in happily.
73
Worksheets
74
English
(a) Punctuation
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I.Rewrite the sentences using punctuation marks.
1.
the capital of switzerland is berne
___________________________________________
2.
mike met mrs smith in spencer street
___________________________________________
3.
dr. jones came home yesterday
___________________________________________
4.
washington and new york are two cities in united states of
america
___________________________________________
5.
tom and mary went to frankfurt last thursday
___________________________________________
6.
the ship sailed across the indian ocean
___________________________________________
7.
the entire family sat on the banks of the river ganges
___________________________________________
8.
tokyo is the capital of japan
___________________________________________
75
Punctuation
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Can you frame questions for these statements? Don‛t forget
to put question mark at the end.
1.
You are going to the shop.
____________________________
2.
We are best friends.
____________________________
3.
I went to school yesterday.
____________________________
4.
The crow drank the water in the tank.
____________________________
5.
It will be Frank‛s birthday tomorrow.
____________________________
6.
Anna ate the sandwiches.
____________________________
7.
Halloween is on October 31.
____________________________
8.
You are going for a movie.
____________________________
76
Punctuation
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Commas are used to separate words in lists and to show
short pauses in writing.
Use a coloured pencil to add commas wherever required.
1.
The first four days of the week are Sunday
Monday Tuesday and Wednesday.
2.
Please go to the store and buy oranges apples
and pears.
3.
Please work neatly quickly and quietly.
4.
The most popular sports in our school are
cricket football basketball and hockey.
5.
My best friends are Sally John Julie and
Michael.
6.
Jim Aryan Stella Sam Ben and David are in
my class.
7.
I have black blue and red pens.
8.
Carrots spinach peas and broccoli are good
for our health.
9.
My favourite pets are dogs cats goldfish and
hamsters.
10.
This year it rained heavily in June July August
and September.
77
Punctuation
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. A statement sentence ends with a full stop. A question
sentence ends with a question mark.
There are two sentences in each line. Punctuate them correctly.
1.
I have read that book have you read it
______________________________
2.
My brother‛s name is david have you met him
______________________________
3.
Which green vegetable is this
______________________________
4.
The largest city in Victoria is Melbourne have you
ever been there
______________________________
5.
Which is the tallest building in the town is it the city library
______________________________
6.
Is that peter standing over there why is he
laughing
______________________________
78
(b) Asking questions
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Choose the correct question word:
1. Q) “_________” do you go to school?”
(Where, who, what)
A) “I go to school in California.”
2. Q) ”________does Jack work?”
(Who, where, when)
A) ” He works every evening.”
3. Q) “ _______ cars does your family
have?”
(how much, how
many, What)
A) ”We have two cars.”
4. Q) ” _______ does the dog want?”
A) ” She wants a big bone”.
5. Q) “_______ do you eat for lunch
everyday?”
(how many, where,
what)
(why, what, where)
A) ” I eat rice and vegetables”.
6. Q) “_______ dog is hungry”?
(who, where, which)
A) The black dog is hungry but the white dog is not.
79
Asking questions
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. The following is a conversation between two friends. Fill in
the blanks with question words.
Hi, I‛m
Mary.
Hello, I‛m
Salil
Salil: Hello Mary! ________ are you?
Mary: I‛m fine, Thank you!
Salil: ________ were you last evening? I was looking for you.
Mary: I visited my grandparents.
Salil: I see. ________ did you do there?
Mary: I played with my uncle and watched a movie. I enjoyed myself a lot.
Salil: Very nice!
Mary: ________ did you do, Salil?
Salil: Nothing special. I just played with my dog for sometime and
then, read a story.
80
Asking questions
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Choose the correct word from the bracket and complete the
questions.
1.
_______________ kind of music do you like?
(how/what)
2.
_______________ does one make chicken curry?
(when/ how)
3.
_________________ is the queen of England?
( where/ who)
4.
____________ is the highest waterfall in the world.
(what/which)
5.
________________did Paul go to bed last night?
(who/when)
81
(c) Blend words
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I.
Read the sentences and circle all the ‘bl‛ and ‘sl‛ blend
words. Circle words that begin with other blend sounds
and win a smiley.
1.
Bob will slip and glide on a wet sled.
2.
We can plant a rose and play in the backyard.
3.
The big plane flew slowly at night.
4.
Look! The blue sky looks beautiful.
5.
The princess is in a deep slumber.
II.
Write sentences using the given blend words.
black, blanket, blue, sledge, slice
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
82
Blend words
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Circle the correct blend for each picture. Write the blend
word on the line.
Bl
Sl
Bl
Sl
Bl
Sl
Bl
Sl
83
Environmental Education
(a) Joint and Nuclear Family
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Read the words in the box below and use them to answer
the following questions.
writer
banker
doctor
teacher
postman
policeman
fireman
chef
artist
engineer
Who am I?
1.
I treat patients in the hospital, who am I?
___________________________________
2.
I teach in a school, who am I?
___________________________________
3.
I work in a bank, who am I?
___________________________________
4.
I write stories, who am I?
___________________________________
84
dentist
Joint and Nuclear Family - Worksheet contd.
5.
I catch thieves, who am I?
___________________________________
6.
I work with tools and machines, who am I?
___________________________________
7.
I make paintings, who am I?
___________________________________
8.
I take care of your teeth, who am I?
___________________________________
9.
I work in a post office and deliver letters, who am I?
___________________________________
10.
?
I fight with fire and drive a fire engine, who am I?
___________________________________
11.
I cook food in a restaurant, who am I?
___________________________________
85
Joint and Nuclear Family - Worksheet contd.
Match jobs to their places of work.
86
1.
Doctor and nurse
work in a restaurant
2.
Teacher
works in a police station
3.
Police officer
work in a hospital
4.
Waiter and chef
works in a post office
5.
Postman
works in a school
Joint and Nuclear Family
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Read the sentences given below and fill up the blanks using
the correct word from the bracket.
I am Gargi,
I live with my parents and brother.
I live in a ______________________
(joint/nuclear) family.
I am Raman.
I
live
with
my
parents
and
grandparents.
I live in a ____________________
(joint/nuclear) family.
87
(b) Sharing and Caring
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Find the names of different family members in the following
grid:
aunt
brother
88
father
niece
nephew
son
sister
daughter
uncle
mother
Sharing and Caring
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Introduce your family.
There are ___________ members in my family.
Name of the
member
Age
Relationship
to you
Hobbies
Best thing about
him/her
What do the members of your family call you?_______________
Do you have a pet? ___________________________________
Write one sentence to describe your family. ________________
_________________________________________________
89
Sharing and Caring
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. We all celebrate different festivals and occasions with our
family. Pick up one of such occasion and write how you celebrate
it with your family.
Name of the celebration: _____________________
How I celebrate?
90
When?
Who?
Date: Day/month
People who share the joys in
the form of celebration
What?
Where?
What do you do during the
celebrations
Places: At home, in a
restaurant, park, church,
temple...
(c) Early Man
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Draw picture of an early man.
Write five lines about the early man, describing their food,
clothing and shelter.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
91
Mathematics
(a) Abacus and Place Value
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Count the number of beads in the abacus. Write the numeral
and number name.
1.
H
T
O
Numeral-
92
T
O
H
T
O
Numeral-
Numeral-
2.
H
H
T
O
Numeral-
Abacus and Place Value
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. In this crossword write the numerals for the number names
given in the clues below One is done for you -
A 1
1
B 7
C
D
E
F
G
H
I
J
K
L
N
M
O
Across
A
–
One Hundred Seventeen
C
-
Eighty Eight
E
-
Sixty Seven
93
Abacus and Place Value - Worksheet contd.
F
-
Twenty Four
G
-
Twenty Nine
H
-
Seventy One
I
-
Five Hundred fifty seven
K
-
Sixty Two
L
–
Sixty Eight
N
–
Ninety One
O
–
Thirty Four
Down
94
A
–
One Hundred Forty Two
B
–
Seventy Five
C
-
Eight Hundred sixty two
D
-
Eight Hundred Seventy Nine
H
–
Seventy Seven
I
–
Fifty Six
J
–
Five Hundred Twenty Nine
L
–
Sixty Three
M
-
Eighty Four
Abacus and Place Value
Name: ___________
Class
:___________
Date : ___________
Subject :___________
We make a family
I.Ask the favourite digit from 0 to 9 from your family members.
In case you don‛t have a brother or sister then write down your
own lucky number.
Your Brother
Your Father
Your mother
Solve the following.
A.
Your Sister
H
T
O
Your mother‛s number at hundreds places
Your brother‛s/sister‛s number at tens place
Your father‛s number at ones place
3 digit numeral obtained
Number name ___________________________________
Next 6 numbers _______________________________
95
Abacus and Place Value - Worksheet contd.
H
T
O
B. Your sister‛s/brother number at hundreds place
Your father‛s number at tens place
Your mother‛s number at ones place
3 digit numeral obtained
Number name ___________________________________
Next 6 numbers ________________________________
H
T
O
C. Your father‛s number at hundreds place
Your mother‛s number at tens place
No number in ones place
3 digit numeral obtained
Number name ___________________________________
Next 6 numbers ________________________________
96
(b) Numbers
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Look at the place value cards arranged in the column below.
Write the numbers and their expanded form.
H
T
100
100
100
10
10
1
1
10
10
1
1
1
1
100
– Hundreds
O
10
– Tens
– Ones
T
O
Count and Write
Expanded form
H
100
10
10
100
10
– Hundreds
– Tens
1
1
1
1
– Ones
Count and Write
Expanded form
97
(c) Numbers
Name: ___________
Class
Date : ___________
Subject :___________
I.
149
98
:___________
Place > or < in each circle. Answer the questions.
>
147
Which place do we compare?
ONES
650
640
Which place do we compare?
_____
134
144
Which place do we compare?
_____
239
339
Which place do we compare?
_____
879
859
Which place do we compare?
_____
600
900
Which place do we compare?
_____
115
119
Which place do we compare?
_____
701
801
Which place do we compare?
_____
Numbers - Worksheet contd.
II.
Sarah‛s family threw a surprise birthday party for her. The presents
she got have two numbers written on it. Rearrange each set of
numbers to solve the statements given below.
556
980
565
110
111
556 < 565
____ < ____
565 > 556
____ > ____
983
389
392
____ < ____
____ < ____
____ > ____
____ > ____
99
Numbers - Worksheet contd.
392
700
876
____ < ____
____ < ____
____ > ____
____ > ____
821
100
500
808
550
559
____ < ____
____ < ____
____ > ____
____ > ____
Numbers
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I.
Tom‛s father is a scientist. He took Tom with him to see
a science fair. After they were back, his father asked
him a few questions. Can you help Tom answer them?
•
There were 986 people at the science fair in the morning and
998 in the evening. At what time of the day were there more
people?_______________________________________
•
A music system costs about $ 367 at the fair and about $
230 at the local market. Where is it cheaper? __________
•
At the Toni‛s toy stall about 100 varieties of toys were
displayed and at the city toy stall about 50 varieties of toys
were on display. Which stall more collection of toys? ________
•
About 470 tickets were sold for the movie” Wonder of
machines “and 800 tickets were sold for the movie” Journey
to space”. Which movie were the visitors more interested in ?
___________________________________________
•
178 students from Bluebell Public School, 189 students from
St. Mary‛s school and 67 students from Springdale‛s school
attended the fair. Which school had the maximum attendance
at the fair? ___________________________________
101
Numbers - Worksheet contd.
II. Put ‹, › or =.
39 ____ 45
98 ____109
337 ____ 337
259 ____ 459
660 ____ 662
235 ____ 235
975 ____ 507
441 ____ 451
102
Numbers
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Jack has lost his way back home. He is missing his parents
and wants to reach home as soon as possible. Colour the
boxes from 350 to 374, in order to make a path for him
from start to finish.
Start
349
350
351
300
321
347
399
321
334
353
352
333
332
312
300
311
354
342
367
368
369
375
384
355
388
366
399
370
357
356
377
321
365
300
371
358
304
317
344
364
342
372
359
360
361
363
383
373
384
387
399
329
339
374
362
394
Finish
103
Number - Worksheet contd.
II. Read the clues given below and guess the number.
•
I come before 100.
I am
•
I come after 229.
I am
•
I come between 583 and 585.
I am
•
I come after 609.
I am
•
I come between 919 and 921.
I am
•
I come before 700.
I am
•
I come after 867.
I am
•
I come between 721 and 723.
I am
104
(c) Order of numbers
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Write the numbers in order from smallest to greatest (in
ascending order)
•
321, 231, 123
•
821, 816, 900
105
Order of number - Worksheet contd.
106
•
411, 87, 3
•
930, 929, 999
Order of number - Worksheet contd.
II.
Jenny‛s mother has baked chocolate number cookies for
her. Arrange the number cookies from greatest to smallest
(in descending order).
• 1
531
841
790
630
444
777
822
935
• 2
107
Order of number - Worksheet contd.
• 3
100
190
11
99
304
302
320
230
• 4
108
Order of numbers
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Arrange the numbers in ascending order.
a)
265, 256, 56, 65, 652
_____________________________________________
b)
72, 27, 207, 720, 270
_____________________________________________
c)
872, 672, 827, 627, 726
_____________________________________________
d)
404, 440, 44, 4, 444
_____________________________________________
e)
53, 55, 50, 5, 555
_____________________________________________
In the table given below write the smallest and greatest number
of each line.
Smallest
Greatest
a) __________
a) __________
b) __________
b) __________
c) __________
c) __________
d) __________
d) __________
e) __________
e) __________
109
Order of number - Worksheet contd.
II. Arrange the numbers in descending order.
a)
66, 630, 666, 663, 6
_____________________________________________
b)
111, 110, 118, 100, 10
_____________________________________________
c)
80, 800, 8, 888, 85
_____________________________________________
d)
903, 983, 90, 19, 999
_____________________________________________
e)
200, 20, 2, 12, 222
_____________________________________________
In the table given below write the greatest and the smallest
number of each line:
110
Greatest
Smallest
a) __________
a) __________
b) __________
b) __________
c) __________
c) __________
d) __________
d) __________
e) __________
e) __________
Order of numbers.
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Using the given, digits form the greatest and the smallest
three-digit numbers.
Digits
Greatest number
Smallest number
6, 3, 4
0, 8, 9
5, 4, 2
1, 7, 7
1, 3, 0
9, 1, 2
111
Order of numbers.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
II. Fill in the blanks.
112
1.
The smallest one digit number is 1, the smallest two digit
number is 10 and the smallest three digit number is______.
2.
The greatest one digit number is 9, the greatest three digit
number is 999, and the greatest two digit number is _____.
3.
The greatest three digit number formed by using the digits
6, 2, 9 is ________.
4.
The smallest three digit number formed by using the digits 9,
0, 3 is _______.
5.
Among the numbers 19, 191, 199, 119, 911, the greatest number
is_________ and the smallest number is _______.
6.
Among the numbers 405, 504, 450, 540 and 445, the
greatest number is _________ and the smallest number is
_________.
Numbers
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Complete the number grid and answer the following.
855
861
868
877
a)
The number between 858 and 860
____________
b)
The number after 878
____________
c)
The number before 861
____________
d)
880 comes just after
____________
e)
871 comes just before
____________
113
Numbers - Worksheet contd.
II. Circle the largest number and underline the smallest number
in the box.
a) 606, 432, 789, 666, 890, 910, 900,
b) 345, 578, 100, 78, 45, 289, 12,
c) 667, 112, 335, 889, 990, 24, 450
III. Put <, > or = signs.
675
801
717
771
917
809
630
613
713
599
872
822
239
239
398
399
IV. Arrange the numbers in ascending order:
114
671, 589, 711
______________________
940, 650, 750
______________________
721, 755, 715
______________________
Numbers - Worksheet contd.
V.
Arrange the numbers in descending order.
824, 864, 830
_______________________
555, 566, 588
_______________________
220, 250, 230
_______________________
VI. State true or false.
a)
The greatest two digit number is 98.
b) The smallest number formed by digits
3, 1, 9 is 139.
c)
The greatest digit formed by digits
4, 9, 9 is 949.
d) The smallest one digit number is 0.
e)
The greatest three digit number is 999.
f)
The smallest number formed by digits
0, 3, 1 is 013.
g)
The smallest two digit number is 10.
115
116