Central Board of Secondary Education
CLASS - III
UNIT - 3
ANIMALS
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
Education plays the most important role in acquiring professional and social skills and a positive attitude to face the
challenges of life.Curriculum is a comprehensive plan of any educational programme. It is also one of the means
of bringing about qualitative improvement in an educational system. The Curriculum initiated by Central Board of
Secondary Education -International (CBSE-i) is a progressive step in making the educational content responsive to
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 CBSE introduced the CBSE-i curriculum as a pilot project in few schools situated outside India in 2010 in
classes I and IX and extended the programme to classes II, VI and X in the session 2011-12. It is going to be
introduced in classes III, VII and for Senior Secondary classes with class XI in the session 2012-13.
The Senior Secondary stage of education decides the course of life of any student. At this stage it becomes
extremely important for students to develop the right attitude, a willingness to learn and an understanding of the
world around them to be able to take right decisions for their future. The senior secondary curriculum is expected
to provide necessary base for the growth of knowledge and skills and thereby enhance a student’s potential to face
the challenges of global competitiveness. The CBSE-i Senior Secondary Curriculum aims at developing desired
professional, managerial and communication skills as per the requirement of the world of work. CBSE-i is for the
current session offering curriculum in ten subjects i.e. Physics Chemistry, Biology, Accountancy, Business-Studies,
Economics, Geography, ICT, English, Mathematics I and Mathematics II. Mathematics at two levels caters to the
differing needs of students of pure sciences or commerce.
The Curriculum has been designed to nurture multiple intelligences like linguistic or verbal intelligence, logicalmathematical intelligence, spatial intelligence, sports intelligence, musical intelligence, inter-personal intelligence
and intra-personal intelligence.
The Core skills are the most significant aspects of a learner’s holistic growth and learning curve. The objective of
this part of the core of curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal
knowledge. This involves 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 CBSE-i Curriculum evolves by 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 skilful and lifelong learners and also transfer their learning
experiences to their peers through the interactive platforms provided by the Board.
The success of this curriculum depends upon its effective implementation and it is expected that the teachers will
make efforts to create better facilities, develop linkages with the world of work and foster conducive environment
as per recommendations made in the curriculum document.
I appreciate the effort of Dr.Sadhana Parashar, Director (Training), CBSE, Dr. Srijata Das, Education Officer, CBSE
and their teams involved in the development of this document.
The CBSE-i website enables all stakeholders to participate in this initiative through the discussion forums. Any
further suggestions on improving the portal are always welcome.
Vineet Joshi
Chairman
Acknowledgements
Advisory
Dr. Sadhana Parashar, Director (Training), CBSE
Shri Vineet Joshi, Chairman, CBSE
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators: Classes I-V
Ms. Anita Makkar
Sh. Akshay Kumar Dixit
Dr. Indu Khetarpal
Dr. Rajesh Hassija
Ms. Rupa Chakravorty
Prof. OmVikas
Material Production Group: Classes I-V
English :
Ms. Deepti Verma
Ms. Mahua Bhattacharya
Ms. T Shimrah
Ms. Henna Sehgal
Ms. Kavita Lal
Hindi :
Dr. Usha Sharma
Ms. Veena Sharma
Sh. Akshay Kumar Dixit
Gen Science :
Ms. Charu Maini
Ms. Neeraj Punia
Ms. Deepa Ahuja
Mathematics :
Ms. Geetika Datta
Ms. Geeta Kanwar
Ms. Parul Makkar
Social Studies :
Ms. Ruba Chakraborty
Ms. Ruchira Ahlawadi
Ms. Kanupriya Wahi
Performing and
Visual Arts :
Mr. Reji MK
Ms. Jyoti Chadha
Ms. Kalyani Voleti
ICT :
Mr. Yogesh Kumar
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Babita Mahajan
Ms. Ritu Arora
Ms. Swati Panhani
Ms. Chanchal Chandna
Core-SEWA :
Ms. Vandna
Ms. Nishtha Bharati
Ms. Seema Chopra
Ms. Madhuchhanda
Ms. Reema Arora
Ms. Neha Sharma
Physical
Education :
Mr. Sanjeev Dahiya
Ms.Sugandh Sharma, EO
Ms.S. Radha Mahalakshmi, EO
Sh R.P Sharma Consultant (Sci)
Ms. Anjali Chhabra, AEO
Ms. Kshipra Verma, EO
Coordinators:
Dr. Rashmi Sethi, EO
Mr. Navin Maini, RO(Tech)
Shri R. P. Singh, AEO
Ms. Neelima Sharma, Consultant (Eng)
Ms. Madhu Chanda, RO (Inn)
Shri Al Hilal Ahmed, AEO
Mr. Sanjay Sachdeva, SO
Ms Savinder Kaur
ANIMALS
Contents
English
1
Base Form of Verbs
Past Form of Verbs
Past Participle Form of Verbs
Creative Writing based on the Correct Usage of the Three Forms of Verbs
Mathematics
12
Addition With and Without Regrouping
Addition of Multiples of 10, 100 and Commutative Property
Word Problems and Addition Stories
General Science
21
Different Types of Animals : Similarities and Dissimilarities
Different Types of Animal Movements: Crawling , Flying and Insects
Birds
Social Science
29
Migration
Animals as Resources: Dairy, Poultry, Leather, Fishery and Sericulture
Performing Arts
36
Notes and its Values
Visual Arts
40
Drawing Animals
Origami of Animals/Birds
Physical Education
Throwing and Catching from Distance/Accuracy
43
Lesson Plan
45
English
Base Form of Verbs .........................................................................
46
Past Form of Verbs ..........................................................................
48
Past Participle Form of Verbs ..........................................................
52
Creative Writing based on the Correct Usage of Three Forms of
Verbs ................................................................................................
56
Mathematics
Addition With and Without Regrouping ........................................
58
Addition of Multiples of 10, 100 and Commutative Property ........
68
Word Problems and Addition Stories .............................................
74
General Science
Different Types of Animals : Similarities and Dissimilarities .........
81
Different Types of Animals
Movements: Crawling , Flying and Insects ...................................... 88
Birds ..................................................................................................
96
Social Science
Migration ......................................................................................... 101
Animal as Resource: Dairy, Poultry, Leather, Fishery,
Sericulture ........................................................................................ 118
Performing Arts
Notes and its Values ......................................................................... 139
Visual Arts
Drawing Animals ............................................................................. 145
Origami of Animals/Birds ................................................................. 148
Physical Education
Throwing and Catching from Distance/Accuracy............................. 150
Card 5 .................................................................................................... 152
Card 6 .................................................................................................... 154
Assessment ............................................................................... 156
Rubric for English .........................................................
157
Rubric for Mathematics ................................................
159
Rubric for General Science ...........................................
160
Rubric for Social Science ..............................................
162
Rubric for Performing Arts ...........................................
164
Rubric for Visual Arts ....................................................
165
Teacher Resource Material ...................................................... 166
Worksheets ............................................................................... 182
- English ..................................................................................... 183 - 229
- Mathematics ........................................................................... 230 - 246
- General Science ....................................................................... 247 - 266
- Social Science .......................................................................... 267 - 287
- Performing Arts ....................................................................... 288 - 291
ANIMALS
Syllabus Matrix
English
Mathematics
Base Form of
Verbs
Past Form of Verbs
Verb Past Participle
Form of Verbs
Creative Writing
based on the
Correct Usage of
Three Forms of
Verbs
General Science
Addition of
Multiples of 10, 100
and Commutative
Property
Word Problems and Addition Stories
Social Science
Different Types of Animals :
Similarities and Dissimilarities
Different Types of
Animals Movements:
Crawling , Flying and
Insects
Addition With
and Without
Regrouping
Migration
Birds
Animal as Resource:
Dairy, Poultry,
Leather, Fishery,
Sericulture
Performing Arts
Visual Arts
Drawing Animals
Notes and its Values
Origami of Animals/
Birds
Physical Education
Throwing and
Catching from
Distance/Accuracy
Animals...
English
Introduction
The Unit aims, through the lessons to develop in the students the ability to identify
the verbs present in sentences, understand the difference between the base, past and
past participle form of verbs and thereafter form sentences using these verbs. The
topic also aims at strengthening the base of the children regarding the main verbs and
further enchance their creativity in writing.
Teachers’ Notes
The study of the English language (listening, speaking, reading and writing), enables
students to understand and appreciate language and to use it in a variety of situations for
learning, communication and personal satisfaction.
The lessons aim to provide the students with an ability to define the verb forms and
identify the differences between its base forms, past and the past participles. The base
form of the verb is the simplest form of the verb depicting action words without any
addition to it such as (-s, -ed ). e.g.: rise, dance, walk, sleep, is, am, are, has, have etc. The
past form of the verb is one where the action words are followed by –ed, e.g.: rained,
danced, was, were etc. Thereafter, the students will be introduced to the past participle
form.
Hence the Unit will define verbs in its base form, past form and the past participle form.
General Objectives

To acquire skills related to listening, speaking, reading and writing.

To collect relevant information through discussions.

To develop comprehension skills and the ability to follow instructions.

To develop an ability to express in an effective and precise manner.

To enrich active vocabulary.

To comprehend the writing process.

To respond positively to the writing process.
1
Animals...
Specific Objectives
2

To understand the meaning of the term Verb.

To enhance the knowledge of the learner to use verbs appropriately.

To know about the base, past and past participle from of a verb.

To use and apply tenses appropriately while speaking and writing.

To use a wide range of vocabulary for creative writing.

To read different types of stories, poetry and information books.
Animals...
Duration: 3 Hours
(a) Base Form of Verbs
Skills
Activity
Be familiar with the term ‘Verb’.
Listening
Follow the instructions regarding the
base form.
Multiple Intelligences
Incorporated
Interpersonal /
Kinesthetic / Logical
Poem-’Ants’.
Listen carefully to the poem-’Ants’
and make a note of the basic form of
the verbs.
Speaking
A group of students perform the
actions through the activity of a
Pantomime and the other group of
students speak about the actions
being performed. The teacher will
distribute the flash cards among the
students and help them to perform
the activity.
Interpersonal
Read and analyse the Alphabet Nest
and frame verbs with the given letters.
Logical
Write- a- While.
Kinesthetic
Reading
Write about your ‘Favourite Animal’.
Writing
With the given hints, children will write
a few lines about their favourite animal
using the base form of the verbs.
3
Animals...
The students will develop the ability to:
Learning
Outcomes
•
identify verbs;
•
understand the base form of verbs;
•
use them in their day to day conversation to express
themselves.
Material Required
Colours, pencil, flash cards, board.
Transdisciplinary Activities
Physical Education
Dog and the Bone
The students will be taken out in the open. They will be divided
into two groups and will be made to play the game-’Dog and
the Bone’.
Performing Arts
Verb Charades- Here, the students will be divided into two
teams.One team will enact certain verbs and the students of
the other team will guess the words.
Critical Thinking
Students will be made to analyse the Verb Nest, think about their favourite animal and
write about it. They will be made to understand the difference between the main verb
and the helping verb, so that they can analyse why the base form is being used as the
main verb.
Life Skills/SEWA
The term ‘Verb’ basically talks about the actions being performed. In the larger context of
society, it means developing the ability to appreciate the good actions being performed.
Likewise students will be encouraged to participate in a Cleaning Drive… e.g. ban on
polybags.
4
Animals...
Duration: 3 Hours
(b) Past Form of Verbs
Skills
Activity
Multiple Intelligences
Incorporated
Listen to a story and colour the verbs
used in the past form.
Listening
Visual / Spatial /
Kinesthetic
In the given sentences, underline the
verbs in the past form.
Match the base form of verbs with
their past forms.
Find the past form in the word puzzle,
word ladder and crossword. Share it
with the class.
Logical / Interpersonal
/Intrapersonal
Comprehension Passage
Kinesthetic /
Intrapersonal
Speaking
Reading
Unscramble letters and
sentences in the past form.
Writing
write
Spatial / Interpersonal
Write a story using the past form of
the verbs.
5
Animals...
Students will develop the ability to:
Learning
Outcomes
•
identify verbs in the past form;
•
differentiate between the base and past form of the
verb;
•
differentiate between regular and irregular verbs;
•
use the past form of verbs at the required places in a
sentence;
•
write grammatically correct sentences.
Material Required
Crayons, pencils, any story book or magazines, pictures with animals in action, etc.
Transdisciplinary Activities
Performing Arts
Storytelling in the Past Tense
Introduction: This is a creative ‘past tense activity’ that ignites
the creativity in students and develops the ability to speak
freely and confidently. It can be taught in many ways.
Example: Divide students into groups pairs of 3 to 4 students
each according to their ability, i.e. into groups of average, good
and outstanding. A student will begin the story with one of the
given introductory phrases. The second student creates the
second sentence, the third another sentence and so goes the
circle. Remember that the story is about how the first student
began so the following sentences must follow this plot line.
When the story hits a dead end or gets boring, the next student
can restart and create a new story. The teacher can monitor
and interject a few lines to redirect, if necessary.
Example:
One day I woke up late for School/work….
One day I forgot to do my English homework…
One day I saw a building on fire and a woman was…
6
Animals...
(c) Past Participle Form of Verbs
Duration: 3 Hours
Skills
Activity
Spatial / Visual /
Kinesthetic
Listening
The teacher will read a letter written
by Adam to his Mom. Here the
students will fill in the blanks with
past participle verbs.
The students will write a story in the
past participle form and then share it
with the class.
Interpersonal /
Intrapersonal
Speaking
They will write any four actions
performed by the stated animals and
share it with the class.
The students will complete the
Worksheet on ‘Wall of Tenses’
Reading
Multiple Intelligences
Incorporated
Spatial / Visual /
Interpersonal /
Intrapersonal
The students will solve and share
with the class, actions performed by
animals in the past participle form.
Solve crosswords based on past
participle verbs.
Kinesthetic /
Intrapersonal /
Analytical
Writing
7
Animals...
The students will be able to:
Learning
Outcomes
•
understand the concept of the past participle form of a verb;
•
differentiate between the base form and past participle
form;
•
understand the similarity between a verb and its past form;
•
understand that in most verbs the past form and the past
participle are the same. They are formed by adding – ‘ed’
(or – ‘d’) to the base word;
•
understand that past and past participle verbs are formed
by a change of vowel or consonants or by a change of both;
•
write sentences using the past participle verbs.
Material Required
Pencil, worksheets, notebooks and board.
Transdisciplinary Activities
Visual Arts
Divide the class into small groups. Provide each group with
a list of common past participle verbs and examples of past
participle verb tenses.
for eg., Let’s review our past participle verb form. What is the
past participle of eat, write and cook?
Review common verbs with students and ask them to provide
the past participle form. Do this until students are thorough
with the concept.
Now the students will be able to identify verbs in others’ work,
too.
Provide each group with a copy of a passage, short notes,
telephone messages and highlighters or colouring pencils.
You may also use a short article for this activity.
Give the students a passage with past participle verbs.
Highlight or colour a few of these verbs.
Have them complete the activity by colouring the rest of the
past participle verbs.
8
Animals...
Critical Thinking
Analyse the use of the Past Tense in academic writing, to state facts, to make generalisations
and to report the ideas of others that describe past events that are not continuing any
more. This includes giving examples from practical experience and writing descriptions
and an analysis of past events.
Use past tense forms in the correct manner by adding ‘ed’ to present tense verbs and
reporting verbs or by using the correct ‘irregular verbs’.
One must be careful, in writing rules that apply when adding ‘ed’ to words (e.g. doubling
the last letter, dropping the final ‘e’).
Life Skills/SEWA
A verb indicates the time of an action, event or a condition by changing its form. The
simple past is used to describe an action that occurred in the past, sometime before the
moment of speaking. The regular past tense verb is marked with [ed] in the end as in
(walk - walked), while some verbs have an irregular past tense such as dig – dug, catch –
caught, sleep – slept, etc.
9
Animals...
(d) Creative Writing based
on the Correct Usage of the
Three Forms of Verbs
Skills
Activity
Duration: 2 Hours
Multiple Intelligences
Incorporated
Explain the meaning of the
term ‘Creative Writing’ and its
significance.
Intrapersonal
Discuss the meaning and share views
on the same.
Interpersonal
Children will read examples of
creative writing.
Logical / Kinesthetic
Mixed Up Verbs
Logical / Analytical
Listening
Speaking
Reading
Writing
The students will add suitable verbs to
the given nouns and then, mix them
in humorous ways, draw pictures and
form sentences.
If I were an animal I would like to
be…
Here, the children will use their
creative minds, and write a story
pretending to be one of the animals.
10
Animals...
The students will develop the ability to:
Learning
Outcomes
•
define Creative Writing;
•
explain the term;
•
form a story using the three forms of verbs;
•
contribute to the class discussion.
Material Required
Chart showing the meaning and rules of Creative Writing.
Transdisciplinary Activities
Physical Education
The students will be taken out to the play ground and the
game Simon says ‘sit down’…will be played. Then, they will
be taken back to the classroom, where they will be asked to
write some lines about their experience of the activity.
Performing Arts
My Hobby
Students will compose a short poem each based on the topic
‘My Hobbies’ and they will share it with the class. The rest
of the class will point out the verbs used in it and categorise
them.
Critical Thinking
The students will understand the use of Creative Writing and then accordingly put it in
their own words the use of three forms of Verbs.
Life Skills/SEWA
The students will perform a ‘Role Play’ on a given situation. For example:
There are many animals caged and trained to perform in the circus. Imagine you are one
such animal that performs in a circus. Speak four lines about how you feel being caged
and trapped by humans. Wherever the verb occurs in the sentence jump at that point of
time.
Through this activity the children will learn to take care of animals, not to misuse them
and to let them live in their natural habitat.
11
Animals...
Mathematics
Introduction
Learning is based on previous experiences and prior knowledge. Therefore, when teaching
any idea or skill a teacher should try to understand the “previous experiences and prior
knowledge” of students to for strengthen their foundation further.
In Class II the students added three digit numbers using the abacus and place value
blocks. They must be efficient enough to add numbers with regrouping as well as without
regrouping. They should be able to mentally add multiples of 10 and understand the
commutative property of addition. They are capable of solving word problems presented
through pictures and verbal descriptions.
In Class III they will be taught to deal with the addition of four digit numbers. They are
taught to master the skills of addition by regrouping and without regrouping. They are
competent enough to add multiples of 10 and 100 mentally. The concepts are fortified by
the effective use of the abacus. They enjoy solving addition problems presented through
pictures and verbal descriptions.
Teachers’ Notes
Each student has his or her own learning style and classroom preferences, which presents a
challenge for the teachers. Students respond best to a wide range of teaching techniques.
Involving students actively during lectures, demonstrations and interactions is the best
way out. This helps to maintain the students’ interest during class room teaching.
Most of the activities of the Unit are designed for peers or groups rather than for an
individual. As, being connected with the peers helps them feel more comfortable and
enthusiastic in the classroom, students generally want to work harder with their peers.
This arrangement also allows students to motivate one another during academic
assignments.
To make the class lively activities are designed for exploring, analysing, communicating,
creating, reflecting or actually using new information or experience. Activities are designed
to stimulate growth in more than one area.
12
Animals...
General Objectives

To understand the concept of the addition of 4 digit numbers.

To appreciate the use of mathematics in everyday life.

To be able to add multiples of 10 and 100 mentally.

To understand the commutative property of addition.

To solve word problems and relate it to day-to-day life.
Specific Objectives

To develop the ability to add 4 digit numbers using place value blocks and abacus.

To solve 4 digit addition problems with and without regrouping.

To understand and use the terms- add, plus , sum , total , addend.

To make them realise that changing the order of the addends does not affect the
sum.

To develop mental calculation strategies to add multiples of 10 and 100.

To solve addition problems presented through pictures and verbal descriptions.

To create addition stories and comprehend the word problems.
13
Animals...
(a) Addition With and Without
Regrouping
Skills
Observation
and
Identification
Activity
Mix the Two and Add: Represent
the two numbers to be added on
two different abacus. To show
addition put the beads of both the
abacus together in one abacus at the
appropriate places to make students
observe and reach the conclusion
that addition means putting things
together.
Duration: 5 Hours
Multiple Intelligences
Incorporated
Logical Thinking /
Interpersonal /
Intrapersonal
Add on the Abacus: Represent the
two numbers to be added on two
different abacus and show addition
to help students understand how
addition is done by regrouping.
Logical and
Conceptual
Learning
Learning by
Doing
14
Go and Pull Out: Give students four
digit numbers to add and ask them
to pull out the correct answer slips
from the display board to check their
calculation speed.
Logical Thinking /
Kinesthetic /
Interpersonal
Colour the Animals: Advise the
students to add four digit numbers
and colour the given animals
according to the appropriate answer
as well as colour.
Logical Thinking /
Kinesthetic
Animals...
Application
The Addition Rope: Ask the students
to add and accordingly increase the
length of the rope. This would help
the students to practice addition
and enhance their calculation speed
as they are expected to make the
longest rope.
Logical Thinking /
Kinesthetic /
Interpersonal
The students will develop the ability to:
•
Learning
Outcomes
recall the relationship between ones, tens, hundreds and
thousands;
•
add 4 digit numbers by regrouping;
•
add 4 digit numbers without regrouping.
15
Animals...
(b) Addition of Multiples
of 10, 100 and Commutative
Property
Skills
Observation
and
Identification
Conceptual
Learning
Learning by
Doing
16
Duration: 3 Hours
Activity
Keep an Eye on Tens Place- Students
observe the addition pattern of 4
digit numbers with 10 and 100. This
makes them capable of calculating
mentally.
Multiple Intelligences
Incorporated
Logical Thinking /
Interpersonal /
Intrapersonal
Regroup- Students observe the
addition pattern of 4 digit numbers
with multiples of 10 and 100.They
regroup the tens and hundreds
mentally to give the answers .This
helps them to enhance their mental
and oral calculation skills
Buck Up Groups- The group members
are given slips of 4 digit numbers,
multiples of 10 and multiples of 100
to add. They are asked to present
the addition pattern in the class. This
gives a clear idea as to where the child
goes wrong while doing calculations.
Logical Thinking /
Kinesthetic /
Interpersonal / Spatial
/ Linguistic
Are We Equal Students add the four
digit number given to them and their
Logical Thinking /
Kinesthetic / Spatial
partner by keeping their number
on the top and their partner’s
number below it. After the addition
they compare their sum with
their partner’s sum to help them
understand commutative property
better.
Animals...
Application
Only 30 Seconds The students are
asked to add 4 digit numbers and
multiples of 10 and 100 with in 30
seconds to motivate them to enhance
their calculation speed and to further
reinforce the concept of addition
Logical Thinking /
Kinesthetic /
Interpersonal / Spatial
/ Linguistic
The students will be able to:
•
Learning
Outcomes
realise that changing the order of the addends does not
affect the sum;
•
develop mental calculation strategies to add multiples of
10 and 100.
17
Animals...
Duration: 4 Hours
(c) Word Problems and
30 Minutes
Addition Stories
Skills
Observation
and
Identification
Conceptual
Learning
Activity
Multiple Intelligences
Incorporated
Judge Your Partner- Students solve
their own word problems and check
the solutions of their partners.
This enables them to have a better
understanding of the concept and
develop the habit of rechecking.
Logical Thinking /
Interpersonal
Framing Problems - Students are
given two 4 digit numbers and are
advised to create word problems
using these numbers. This helps
them master the required skills in an
easy way.
Logical Thinking /
Kinesthetic /
Interpersonal / Spatial
/ Linguistic
The Animal Chain Students continue
with addition process by taking
the reference of the answer of the
previous addition. This helps the
students to be more careful while
adding and develop the habit of
rechecking.
Learning by
Doing
18
Enjoy Calculating The students are
shown flash cards of different word
problems and are asked to solve
them with their partners. This is done
to reinforce the concept.
Logical Thinking /
Spatial
Animals...
Application
The World of Soft Toys- Students
are told about a situation in which
they are asked to mentally calculate
an answer and simply answer in
yes or no without actually doing
the calculation. This helps them
to develop the skill of doing rough
calculations mentally.
Logical Thinking /
Kinesthetic /
Interpersonal /
Intrapersonal / Spatial
/ Linguistic
Choose The Relevant - Situations with
extra information are provided so that
they become more judgmental and use
only relevant information to answer.
The students will be able to:
Learning
Outcomes
•
solve addition problems presented through pictures and
verbal descriptions;
•
comprehend word problems;
•
create addition stories.
Material Required
Place value cards of 4 different sizes, box, slips of four digit numbers, colours, print outs of
colour wheel, abacus, Number cards( 1000, 2000,……….9000,100,200,…….900,10,20,30…
…..90,0,1,2………..9 ), paper, pen, scissors, four digit numbers, slips with addition sums
and slips with their corresponding answers, display board, board pins, 3 small gifts for
winners, activity sheet, observation charts, blank slips, pen or pencil slips for the student,
slips of multiples of 10 and of 100, blank slips, flash cards with word problems., slips with
word problems , blank sheets, etc.
19
Animals...
Transdisciplinary Activities
Visual Arts
Colour the Animals: The students colour the animals according
to the given instructions.
Physical Activity
Go and Pull Out: Students solve the sums and search for the
answer slips.
Critical Thinking
•
Make 4 digit numbers. The students write different four digit numbers which sums up
a given four digit number.
•
Add, add and add, The students group multiples of 10 and 100 and then add it to a four
digit number in the minimum time.
•
My Addition Story: The students create an addition story taking clues from the given
picture.
Life Skills/SEWA
The students are able to use addition in their day to day life. They will be confidently able
to use short cuts for additions. Regrouping and making groups to simplify addition makes
calculations easier for them.
Group and the peer work helps to develop a coordial relationship among the students and
a better sense of responsibility.
20
Animals...
General Science
Introduction
In Class II the students were made familiar with the different sounds produced by animals,
their young ones subsequently they learnt to identify and associate the animals with these
attributes. Besides this in Class III, Unit-I, ‘Myself’ the students learnt to differentiate
between living and non-living things; in Unit –II they performed a brainstorming activity
on considering their pets as family members. Taking forth this understanding about
animals, in this Unit the learner will be involved in various activities to observe and
draw conclusions and to differentiate between animals and birds. They would be able to
appreciate the specific features of a few animals, specially beaks and feathers in birds and
correlate these features with the special characteristics related to movement and feeding
habits.
Teachers’ Notes
Students of Class III besides having an understanding of the animals found in their
immediate surroundings are ready to explore further the characteristics of animals and
draw the correlation between their body features, eating and moving habits, etc. The
learners would be able to develop a scientific aptitude if involved in observation, play,
tinkering and other open ended activities. The following activities would be required.
•
Photograph collection to create a scrap book.
•
Use of pictures and drawings.
•
Role play, dumb-charades.
•
Craft work i.e. playing with clay to create animal feet, beak etc.
•
Singing and recitation.
•
Vocabulary building.
The Unit has been designed to impart a scientific aptitude and make them understand the
role of special body features and adaptation of animals in performing various activities
for living.
21
Animals...
General Objectives
•
To observe and identify the similarities and dissimilarities among different animals
on the basis of their habitat, eating habits, skin covering, colour, size, shape and
movements.
•
To understand the movement of various animals based on their habitat and feeding
habits.
•
To make the children physically more active by enacting the movements of animals.
•
To observe and understand the various features of ‘birds’-their living places, food
habits and movements.
Specific Objectives
•
To identify the similarities and dissimilarities among the different animal groups.
•
To develop an understanding of the living places of different animals as well as birds as
per their basic needs.
•
To develop an understanding of different body parts of animals that help in their
movements.
•
To classify animals as aquatic and terrestrial based on their various movements like –
run, walk, fly, hop, jump, leap, gallop and crawl etc.
22
•
To make them identify a bird as per its physical features.
•
To compare the movements of different birds according to their flying habits.
•
To understand the importance of feathers for birds.
Animals...
(a) Different Types of Animals :
Similarities and Dissimilarities
Skills
Conceptual
Learning
Observations
Activity
• Brain Storming–Compare
any
two animals on the basis of their
colour, size, shape, movement,
food, i.e. habits and habitat.
• Visit to the Zoo- To observe various
types of animals in their natural
surroundings.
Linguistic / Kinesthetic
Interpersonal /
Intrapersonal
Logical / Intrapersonal
/ Kinesthetic /
Interpersonal
• Nature Walk - Animals in our
surrounding and neighbourhood
would be observed.
• Craft Work-Mask making of different
animals.
• Scrap book on different types of
animals.
Application
Multiple Intelligences
Incorporated
• Venn Diagram- Similarities and
dissimilarities among various
animals.
• Poem: ‘Jungle at Night’-enactment
and dramatisation.
Learning by
Doing
Duration: 4 Hours
• Mask making activity of different
animals.
Kinesthetic / Logical /
Spatial / Interpersonal
/ Linguistic
Kinesthetic / Logical /
Spatial / Interpersonal
/ Linguistic /
Intrapersonal
• Enactment and dramatisation of
the poem “Jungle at Night”.
23
Animals...
The students will be able to:
Learning
Outcomes
•
understand different animal groups;
•
compare and contrast the various habits of animals as
per their body structures (skin), their movement, eating
habits, habitat and mode of reproduction.
(b) Different Types of Animal
Movements: Crawling , Flying
and Insects
Skills
Conceptual
Learning
Observations
Activity
• Power Point Presentation: How
animals run and move showing
various types of movement of the
animals.
• A video showing and explaining
the various types of movements
of animals.
Game : Dumb Charades
Form two teams of students. One
student from each team will enact
the movement of an animal and
the other team members will try to
identify the animal.
Duration: 4 Hours
Multiple Intelligences
Incorporated
Logical thinking /
Linguistic
Logical / Kinesthetic
/ Interpersonal /
Intrapersonal
Activity: The students will observe the
movement of an ant for one minute.
Enacting the movement of any animal
without speaking.
Learning by
Doing
24
Craft work: Making models of a
caterpillar, fish and owl.
Logical / Kinesthetic
/ Interpersonal /
Intrapersonal / Spatial
/ Linguistic
Animals...
• PowerPoint Presentation: How
animals run and move.
Application
• Video: Various types of movements
of animals.
Logical/ Kinesthetic/
Interpersonal/
Intrapersonal/ Spatial/
Linguistic
• Game : Dumb Charades
• Activity: Observing the movements
of an ant.
The students will be able to:
Learning
Outcomes
•
classify the creatures as acquatic or terrestrial beings;
•
identify the various types of movement of animals;
•
perform some physical exercise by enacting the
movement of animals during dumb charades.
25
Animals...
(c) Birds
Duration: 4 Hours
Skills
Conceptual
Learning
Activity
• PowerPoint Presentation different
types of beaks of birds living in
different environment or habitat.
Logical Thinking /
Linguistic
• Types of beaks of different birds
through the C.C.Matrix.
• Flash Cards on the different types
of beaks of various birds.
Logical / Kinesthetic
/ Interpersonal /
Intrapersonal
• Create a small bird using clay, wire
and feathers.
Logical / Kinesthetic
/ Interpersonal /
Intrapersonal / Spatial
/ Linguistic
Observations
Learning by
Doing
Multiple Intelligences
Incorporated
• Create a Mobile using cutouts of
different birds.
• PowerPoint Presentation on types
of beaks of various birds.
Application
Logical / Kinesthetic
/ Interpersonal /
Intrapersonal / Spatial
/ Linguistic
The students will be able to:
Learning
Outcomes
26
•
recognise and relate the structure of the beak with the
food habits of the birds;
•
understand importance and role of feathers for birds;
•
compare and contrast the eating and nesting habits as
per their body structures.
Animals...
Material Required
A PowerPoint Presentation on animal, a video on different types of movements, scrap file,
pictures of different types of beaks and claws of different birds. Paper-plates, decorative
items (optional), digital watch, an ant, real/ artificial specimen of a lizard and a frog.
Transdisciplinary Activities
Visual Arts
Performing Arts
English
Mathematics
ICT
•
Make a model of a living creature. eg. caterpillar, fish, owl
and also masks of animals.
•
Make a mobile of birds of different kinds.
•
Playing the game ‘Dumb Charades’ or any other game
relevant to the topic.
•
Rhythmic recitation of the poem, accompanied with
singing and dancing.
•
Writing action words like hopping, crawling, flying,
galloping, skipping, leaping etc.
•
Writing activity: Recording of observations and compiling
the data.
•
Counting types of animals.
•
Beaks of birds.
•
Types of movements of animals;
•
Distance covered by an ant in one minute.
•
Understanding geometrical shapes while drawing a
graphic organiser.
•
PowerPoint Presentation showing movements and listening
to sounds of various animals.
•
Video explaining the movement of animals according to
their habitat.
27
Animals...
Social Science
•
Power Point Presentation showing movement and
listening to the sounds of various animals.
•
Video explaining the movement of animals according to
their habitat.
Life Skills/SEWA
Students will visit a zoo to observe the behaviour of different animals.
28
Animals...
Social Science
Introduction
Students of Class III are already aware of the basic concept of ‘Animals’. They understand
how to distinguish between wild and domestic animals. They realise that animals form
an important part of our daily lives. Unit III ‘Animals’ is planned to equip them further
to develop conceptual knowledge, to comprehend, to observe and to enhance their
capability to derive their own inferences through logical reasoning. This Unit makes them
understand that animals and birds migrate to different places for various reasons and
also how beneficial these animals can be for mankind. This Unit “provides us a complete
understanding about animals”.
Teachers’ Notes
Animals and human beings form an integral part of the Social Science curriculum. The
relation that exists between human beings and animals, its impact on the environment and
ecology are essential topics to be discussed with primary class children as the curiosity of
the child at this level has always been a source of inspiration for the curriculum providers.
Animals are responsible for maintaining the ecological balance of the environment. This
Unit deals in detail with the subtopics- “Animal Migration” and “Animal as Resource”
(Dairy, Poultry, Leather, Fishery, and Sericulture). Students at this age are in conflict
between what they know and what they see. This Unit has been designed to give wings
to their imagination and to provide ‘food for thought’ to the vital issues which need
descriptive explanation. The activities have been planned keeping in mind skills including
the Logical/ Spatial/ Kinesthetic /Interpersonal/ Intrapersonal/ Linguistic/ Musical …….into
consideration. Audio Visual Aid which is an essential part of every Unit makes each lesson
worth learning. The Rubric is a highlight for the teacher to judge how to deal with the
lesson.
General Objectives
•
To be able to understand the term ‘Migration’.
•
To be able to realise factors for ‘Animal Migration’.
•
To be able to appreciate the benefits which animals provide.
•
To develop a caring attitude towards animals.
29
Animals...
Specific Objectives
•
To be able to comprehend the significance of animals in this world.
•
To empathise and realise the reasons for animal migration.
•
To be able to identify and comprehend the difficulties/ hazards faced by animals during
migration.
30
•
To appreciate and correlate the animals / birds with their respective benefits.
•
To familiarise students with the terminologies associated with the ‘Animal World’.
•
To epitomise the fact that the animals help in maintaining the ecological balance.
Animals...
(a) Migration
Skills
Duration: 5 Hours
Activity
Multiple Intelligences
Incorporated
Spatial / Interpersonal
/ Intrapersonal /
Linguistic
Audio Visual Presentation on
Migration.
Conceptual
Learning
Story Time
To understand the concept of
migration.
Power Point Presentation on the
‘Food Chain’.
Observations
To make them understand the
difference between domestic and
wild animals, herbivores, carnivores
and omnivores.
Kinesthetic /
Interpersonal /
Intrapersonal /
Linguistic
Role Play
Act it Out.
Learning by
Doing
‘If I were a Parent’.
To
comprehend
the
responsible for migration.
factors
Paste it Down
Lets Draw and Paint
Application
Logical / Spatial /
Kinesthetic /
Interpersonal /
Intrapersonal /
Linguistic
Spatial /Kinesthetic
/Interpersonal /
Linguistic
To understand who eats whom and
how the Food Chain is complete.
31
Animals...
Learning
Outcomes
The students will be able to understand the importance of
preserving the habitat i.e. Environment as it is important for the
continuation of migration, which is vital for the survival of animals.
(b) Animal as Resource: Dairy,
Poultry, Leather, Fishery,
Sericulture.
Skills
Activity
• Life History of Silk Moth.
Conceptual /
Logical
The aim of this activity is to make
them understand the stages of the
growth of a silk moth.
• Photo Story on Silk Production.
• PPT on ‘Cow to Kitchen’.
Observations
Multiple Intelligences
Incorporated
Logical/ Spatial/
Linguistic
Spatial /Kinesthetic
/Interpersonal /
Intrapersonal
The aim of this activity is to enhance
their observation and logical skills.
• My Collage on Animal Products.
• Make your own Poultry Farm.
Learning by
Doing
Duration: 8 Hours
Spatial / Interpersonal
/Linguistic
• Model of a Fish Aquarium.
The aim of these activities is to bring
clarity about the different aspects of
animal life.
• Touch and Feel
Application
32
The aim of this activity is to enhance
their ability to identify and recognise
the different textures of similar
material.
Logical / Intrapersonal
Animals...
The students will be able to:
Learning
Outcomes
•
understand the importance of animal resources for
mankind;
•
importance of Animal conservation.
Material Required
A4 sheets, glue sticks, cellophane tape, scissors, poster colours, painting brush, old
newspapers, magazines, city and town map, video on migration of animals (AV aid
provided). PPT on ‘Food Chain’ (AV aid provided), paper and pencil to make a list /short
animal stories/ puppets/ cutouts of animals and costumes. Pictures / cutouts of animals/
birds/ insects/ pastel sheet and colours, story on “Micky the beast and his family”.Flags
/tents/ barrier/ umbrellas for marking random location on the ground / paper slips/ and
many snack items.
A different situation will be given to each group according to which they have to enact a
play. A town map, colours. pictures / cutouts of different things/ food items we get from
different animals, scissors, chart paper, glue, five boxes, / containers of different products,
photograph or cutout of each animal, A3 size pastel sheet, thermacol sheet, cardboard,
grass, chicks and other farm animals toys, toy feeders, a list of groups or organisations
working for animal welfare. A Photo Story on Silk Production (av aid provided), pictures
or cutouts of the stages of the Silk Moth, pencils, scissor, card board, chart paper, pieces
of different silk cloth, scrap file, glue, coloured marker pens, rectangular card board, box,
blue paint , cutout of fishes, colourful threads, glue, decorative items and items related to
aquatic life.
33
Animals...
Transdisciplinary Activities
Visual Arts
Paste it .
Lets Draw and Paste.
My Collage on Animal Products.
Model on Fish Aquarium.
Poster on ‘Save Silkworms’.
Physical Education
Treasure Hunt.
Trek on a Summer Day.
Live a Life.
Fun Box : Match Animals to their Products.
Map Search.
Fish me Out.
Performing Arts
Story Time
Role Play
•
Act it Out
•
If I were a Parent
(All these activities have been explained in the lesson plan.)
Critical Thinking
Q1. Animals use different information and senses to navigate. The directional indications
used by them are : smell, sight of major land forms, sun, stars of the night sky etc. Name
the manmade and natural directional indicators/ devices used by human beings.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
34
Animals...
Q2. A cow provides us milk with which we make ‘ice cream, chocolates, cakes……….etc’
Imagine the world without a cow and write 5 slogans on ‘Save the Cow’.
Draw / Paste a
Picture of Cow
Life Skills
•
To develop a sense of adventurism, agility, presence of mind and an ability to dream.
•
To be able to empathise with the situations faced by animals due to manmade/ natural
disasters which leads to their migration.
•
To appreciate and develop a caring attitude towards animals and to realise the
resources received from the animals and prevent them from extinction.
35
Animals...
Performing Arts
Introduction
Notation is the written expression of music notes and rhythms on paper using symbols.
When music is written down, the pitches and rhythm of the music is notated, along with
instructions on how to perform the music. The study of how to read notation involves
music theory, harmony, the study of performance practice and in some cases an
understanding of historical performance methods. Written notation varies with style and
period of music. In Western Art music, the most common types of written notation are
scores, which include all the music parts of an ensemble piece, and parts, which are the
music notation for the individual performers or singers.
General Objectives
•
To appreciate vocal and instrumental music.
•
To use music as a means of personal expression.
•
To identify the rhythm of a simple song and sing accordingly.
Specific Objectives
36
•
To identify simple rhythmic pattern in a song.
•
To respond with movements to a variety of musical moods.
•
To develop reading and writing music through staff notation.
•
To identify the rhythm of a simple song and sing accordingly.
Animals...
(a) Notes and Its Values
Skills
Duration: 5 hours
Activity
• Learn dotted half note (dotted
minim)
Aesthetic
• Understand eighth (quaver) notes
and its corresponding values.
(Worksheet)
Multiple Intelligences
Incorporated
Intrapersonal/
Kinesthetic /
Interpersonal
• Identify new Time signature (3/4)
• Introduction of raga, thaat, vadi,
samvadi, jati, sthai, antra, aroh,
avroh and pakad.
• Understanding raga yaman.
• Alankars based on raga yaman.
• Learn bhajan in raga yaman.
Learning by
Doing
• Play the rhythm game with
eighth notes and dotted half
note (clapping notes according to
its correct -time) in groups on a
simple time.
• Play and sing songs with eighth
notes (quaver)
• Sing aroh avroh and pakad of raga
yaman
• Sing alankars in the swaras of raga
yaman together in sync.
• Play the swaras and recognise
shudh, komal and tivra swaras.
37
Animals...
• Learn the bhajan and sing together
in rupak taal.
Application
• Make a rhythm of a song with the
eighth notes and dotted half and
clap with it in sync.
• Explain the difference between
common rhythm and 3/4
rhythms.
• Learn definitions of the raga.
• Explain the thaat, vadi, samvadi,
jati sthai, antra ,aroh, avroh and
pakad.
• Explain the lyrics of the bhajan and
play them for students to learn
and sing.
• Clap at the beats of rupak taal and
ask children to accompany the
teacher.
• Sing alankars in the swaras of raga
yaman together with the students.
The students will be able to:
Learning
Outcomes
38
•
learn dotted half and eighth notes, and their values;
•
understand how eighth notes are used to create rhythm;
•
perform music in 3/4 time signature;
•
comprehend how eighth notes are used in songs and
music;
•
learn the definitions of Thaat, vadi, samvadi, jati sthai,
antra, aroh, avroh and pakad;
•
understand the pattern of rupak and kehrva taal;
•
learn the swaras of raga yaman;
•
learn alankars in the swara of raga yaman.
Animals...
Material Required
Musical instruments, music system to record and play back songs.
Transdisciplinary Activities
Visual Arts
Make play cards using different notes, and state their time
values.
Physical Education
Perform physical exercise with music.
Critical Thinking
We Communicate by using words. Music is another way of communication using Notes.
If the notes move quickly, it suggests a happy, exciting feeling. To create a sad mood,
try using longer, lower sounds. Choose a mood or feeling and think of two words that
describe it. Now, hum a beat or melody that you think helps express this mood.
Life Skills/SEWA
Hum notes of swaras while meditation.
39
Animals...
Visual Arts
Introduction
This Unit will continue to focus expression using the elements of art, namely line, shape,
colour, principles of design, pattern, rhythm and texture. The activities will focus on
observation, memory and creative use of material.
Teachers’ Notes
The activities designed in this Unit will develop the observational skills of the students.
There will be cross curricular integration with Social Studies and General Science through
the activities. They need to be introduced by using techniques like brainstorming,
demonstration, discussion and audio/video aids. The experiences have to be hands on
and interactive.
General Objectives
•
To develop creative and aesthetic sensibilities that perceive and respond to works of
art, nature and events.
•
To inculcate intellectual abilities that make cross curricular connections using the
medium of art.
•
To recognise and analyse art from various cultures and styles.
•
To encourage students to be able to identify their own ideas, values and beliefs and
communicate them through visual arts.
•
To explore new techniques and processes using a variety of materials.
Specific Objectives
40
•
To use the elements of art namely line, shape and texture to draw animals.
•
To develop fine and gross motor coordination and spatial awareness.
•
To use materials such as clay and paper to make 3D animals.
Animals...
Duration: 1 Hour
(a) Drawing Animals
Skills
30 Minutes
Activity
Drawing lines, drawings of prehistoric
animals on clay slabs.
Multiple Intelligences
Incorporated
Kinesthetic / Spatial /
Natural
Drawing
At the end of the lesson, students will develop the ability to
use the elements of art, namely line, shape and colour to
draw animals.
Learning
Outcomes
Material Required
Clay, paints, brushes, drawing sheets, scissors, etc.
Transdisciplinary Activities
Social Science
Earliest form of line drawings: Draw some pre-historic animals
like the woolly mammoth, the sabertooth tiger, etc.
Critical Thinking
Find out where prehistoric cave art is present in the world.
Life Skills/SEWA
Understanding the need to protect animal habitats
41
Animals...
(b) Origami of Animals/Birds
Skills
Activity
Learning to fold paper to make
animals and birds.
Learning by
Doing
Duration: 1 Hour
30 Minutes
Multiple Intelligences
Incorporated
Linguistic / Logical
/ Mathematical /
Spatial / Natural /
Interpersonal
At the end of this lesson, students will develop the ability to:
Learning
Outcomes
•
fold paper to make animals;
•
use animals in artwork.
Material Required
Origami paper, Unit 3 Annexure 1.
Transdisciplinary Activities
Mathematics
Tangram of animals: Divide the class into 4 groups. Provide the
shapes of the tangram. Direct two groups to make birds out
of the pieces. The other two groups will make animals. They
will assemble the puzzle pieces to create a form. Then they
will trace out the forms assembled onto their drawing sheet.
They will outline the pieces using sketch pens and then colour
their forms appropriately. They can be creative; example- if
they have drawn a tiger, they can colour it to make it look like
one.
Critical Thinking
Try some paper folding by yourself. Attempt to make your own animal/bird/insect.
Life Skills/SEWA
Understanding the need to protect animal habitats.
42
Animals...
Physical Education
Introduction
The programme of Physical Education is based on sound psychological principles. It
develops amongst the individuals a wholesome attitude towards play and physical
activities and helps to cultivate hobbies.
Teachers’ Notes
Physical Education like general education, is to develop human personality in its totality
through well planned activity programs. In other words, physical education aims at the all
round development of the personality of an individual or wholesome development of the
human personality and it includes physical, mental, social, emotional and moral aspects
to make an individual a good citizen who is able to make a contribution to the progress
of the nation. Thus physical education means making an individual physically fit, mentally
alert, emotionally balanced, socially well adjusted, morally true and spiritually uplifted.
General Objectives
•
To develop an understanding of the benefits of participation in physical activities now
and in later life.
•
To develop a necessary knowledge on how to deal with the physical challenges and
also how to behave properly in an unconducive environment.
Specific Objectives
•
To develop in students an awareness of his/her fitness, particularly in relation to
strength, stamina, endurance and mobility.
•
To refine and adapt skills into techniques.
43
Animals...
Throwing and Catching for
Duration: 3 Hours
Distance/Accuracy
Skills
Activity
Importance of
throwing a ball.
accuracy
Multiple Intelligences
Incorporated
when
Kinesthetic
The students will develop the ability to:
Learning
Outcomes
•
make informed choices about healthy, active lifestyles;
•
make decisions about what to do to improve their
performance;
•
identify the types of activity they are best suited to.
Transdisciplinary Activities
Mathematics
Flying Saucer Math
Write one math fact on each paper plate. Take your class
outside and have them line up in front of you. When everyone
is ready, throw the paper plates as far as you can throw them.
Allow students to pick up as many plates as possible and then
blow a whistle. When students hear the whistle blow, they
are to line up. Students then take turns stating the problem
on their flying saucers along with the answers. If they are
correct, they remain in the line, if they are incorrect, they sit
outside. Any student that is sitting can ‘buy’ his or her way
back into the game by answering a problem that someone
doesn’t know in the next round.
Life Skills/SEWA
Jog and run every day for a healthy self and demonstrate behaviour that is in keeping with
the “safe” guidelines as outlined by the teacher.
44
Animals...
Lesson Plans
45
Animals...
English
Lesson Plan-a
Topic: Base Form of Verbs
Duration: 3 Hours
Brief Description: This lesson involves an introduction to Verbs. It also includes a detailed
explanation of the base form of verbs.
Learning Objectives
As a result of this lesson, the students will be able to:
•
identify action words present in different sentences;
•
understand the concept of a verb and its base form.
Material Required
Poem on ‘Ants’, colours and flash cards.
Teacher Activity
Introduction to Verbs and a brief discussion with the students about the same. A description
of the 3 forms of verbs and then a detailed discussion of the base form of the verb.
Poem -Ants
The poem will be recited and the students will be made to identify the action words
present in the poem. Then, examples of actions from their daily life will be discussed.
Word Nest
Students will be made to frame action words from the letters given in the word nest.
This activity will make them understand the base form in a better way as they will be able
to make a number of action words.
Verb Hunt
Through this activity the children will be made to search for at least 20 action words
present in the newspaper article.
46
Animals...
This will enhance the vocabulary of the students and they will understand the usage of
verb forms.
Student Activity
Write-a-While
Here, in this activity the students will write a few lines about their favorite animal/pet,
discuss its eating habits, actions performed and its personal details.
Review
Read the passage given below and encircle the base form of the verbs present:
I live in a 2-storey terrace house with my family. Downstairs there is a hallway, kitchen,
dining area and a study room. We actually use the study as a computer room and a library.
The bedrooms are upstairs. My parents have the largest bedroom. My sister and I share a
bedroom and my grandparents sleep in the third bedroom.
My bedroom is fairly large and painted blue. My parents let me choose the colour. It has
two study tables, a wardrobe and a bunk bed. I sleep on the lower bunk because the bed
is wider and I can put all my soft toys next to me. My sister occupies the upper bunk. She
has pinned posters of her favourite singers on the wall next to her pillow.
Assessment
The students will be assessed based on their response during the various class activities
and the understanding demonstrated through the worksheets.
47
Animals...
English
Lesson Plan-b
Topic: Past Form of Verbs
Duration: 3 Hours
Brief Description: In this lesson, the students will identify and use the past form of the
verbs to speak and write about things that happened in the past. The students will also
learn the difference between Regular and Irregular verbs.
Learning Objectives
As a result of this lesson, the students will be able to:
•
use the past tense to speak and write sentences about things that happened in
the past;
•
correctly identify past form of verbs within a sentence;
•
use common, regular and irregular verbs in the past form accurately;
•
identify verbs in the past form in writing and speaking;
•
use grammatically correct sentences.
Teacher Activity
Introduce the past form of the verb, give lot of examples and ask the students to share
with the rest of the class about what they had done the previous day. The verbs in the past
form are written on the board for better understanding. English verbs have the base form,
the simple past and the past participle. Most of the verbs (regular verbs), the simple past
and the past participle are spelt the same and are created by adding –ed to the base form.
For example work, worked, worked. However, there are many irregular verbs in English
language which do not match this pattern. Those verbs are mostly unpredictable, it is
hard to derive them as quickly as you talk. There are some patterns among them (springsprang, drink-drank, blow-blew, know-knew) but it is still hard to use those patterns as
rules. The only way to learn irregular verbs is to memorise them. Provide the students
with a table of the base and past form of verbs.
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Student Activity
Resources and Materials
Book (any short story that contains a lot of past tense verbs).
Overhead projector
Marker
Chalk
Chalk Board
Verb Cards
Story When I Was a Little Girl/Boy (written by the teacher)
Pictures of all the student at a younger age doing an activity
Construction paper
2-3 word rings
Concepts
1.
Verbs are words that speak about an action. Past tense verbs speak about an action
that happened in the past.
2.
You can change many verbs into the past form by adding ‘ed’ at the end of the verb.
Procedure
The teacher reads a story to the students. She emphasises on the past form verbs within
the story.
After the story, the class has a discussion about activities that they have done in the past.
As the children talk about these past events the teacher points out the past tense verbs
that the students have used in their spoken language. The teacher writes the verbs on the
board. Once the teacher feels confident that the students have understood the concept
of the past form verbs, she explains to them that at the end of the lesson that they will be
using their pictures to create a class book titled ‘When I was a Little Boy/Girl’.
‘The teacher will begin this activity by reading a story that he/she has written on him/
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Animals...
herself titled, ‘When I was a Little Boy/Girl’. All the verbs in the book will be in the past
form. The book will include a story about the teacher as a child and will also contain his/
her picture.
The students will paste their pictures on a piece of construction paper. Each student will
write at least one sentence about the activity they are performing in the picture. The
sentences will begin with: ‘When I was a Little Boy/Girl’ and the students will finish the
sentences using verbs in the past form.
Review
The teacher will review the rules for using a verb in the past form. She will also review
verbs in the base form. As the teacher reviews he/she will also give examples.
After the review is complete each student will individually read the sentences connected
with ‘When I was a Little Girl/Boy’. The students will point out the past tense verb that
they have used in their sentences. After each student has read his/her sentence the
teacher will collect them explaining that they will be laminated and put in a class book
titled ‘When I was a Little Boy/Girl’. Each student will have an opportunity to take the
book home and share it with his/her family.
Assessment
Write a few examples on the board.
Begin =Base form, Began = Past form, Hear = Base form and Heard = Past form.
Come = Base form and Came = Past form.
After that, the worksheet can be given so they can work on it independently.
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English
Lesson Plan-c
Topic: Past Participle Form of Verbs
Duration: 3 Hours
Brief Description: In this lesson, the children will be made to understand the third form of
the verb (Past Participle).Here, the difference between the base, past and past participle
form of the Verb will be taught to them.
Learning Objectives
Understand the concept of the past participle form of verbs and how it is different from the
base and past form of verbs.
The students will be able to identify the past participle form of verbs and change it from the
base as well as past form of the verb.
Teacher Activity
Material Required: Paper, pencils, etc.
Concept Taught- Differentiate as well as correctly spell verb forms.
Object of the Game- Working as a group, the students will list all three tense forms of a
verb as fast as they can. Doing this right will earn them a point. The group with the most
points at the end will win.
How to Play- The students can decide which team member will start. However, for each
round a different player must start. Once a verb is called out, the first student will write
down the correct form of the verb called out in the base form. When he or she has finished,
he/she will pass the paper to the next student, who will write down the past participle
form. When finished, he/she will pass the paper to the third member, who will write the
correct form of the past participle.
Once all three forms have been written down, they may raise their hands to signal that
they have finished. If they have written down the correct forms quickly, they receive one
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point. If not, the teacher moves on to the second fastest team and checks to see if they
have correctly written down the proper verb forms for the three tenses. One point is
awarded per round.
Tips when Playing•
All six hands must be up for the team to finish and be ready to have their papers
checked. If hands go up before the last member is done with the writing, they are
disqualified for the round. Students catch on really quick to this.
•
There should be no talking, signalling, code or anything else while the students are
writing. If one of the above occurs, the team is disqualified for the round.
•
The teacher should check to make sure there are three different forms of handwriting
on the paper.
•
Check to make sure that the other team members are not helping their own team
members by spelling the words on the desk.
•
Each group needs only one sheet of paper. Each player needs only a pencil or pen.
Nothing else should be on the desks.
•
Next, see if the students have labelled across the top of their papers the three forms of
the verb you want them to practice. Then have them draw vertical lines creating three
columns.
•
You can assign team names or team numbers, and also assign a score keeper if you
would like to.
•
Then, explain to the students that there must be absolute silence during this game.
If there is talking out of excitement, encouragement or any other factor, their
group will be disqualified.
Student Activity
Ask students what according to them are action verbs. By this time, at least half the class
will be able to give an answer like, “Action Verbs tell us about an action or tell us to do
something.”
Write the definition of an action verb on the board. Write down several examples of
action verbs.
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Mime an action verb for the class, using primarily regular verbs, such as ‘cook’, ‘answer’
‘blink’ and others as well. Get your students to call out the name of the verb you’re acting
out. Praise your students when they call out the correct verb.
Ask your students to give the form of the verb in the past participle form. Most students
should already be aware of this form and will add the appropriate ‘e’d (or –‘d’) to the base
form of regular verbs. They are also aware that it is also formed in various other ways for
irregular verbs. Help by supplying verbs like ‘drink’, ‘run’ and ‘draw’.
Write down irregular verbs on the board, asking the students for the past participle form.
For example, students should know it is not correct to say, “Yesterday I goed,” but instead
use, “Yesterday I went...”
Give worksheets that test students’ concept of past participle verbs. Ask students to
complete them individually and then review them as a class.
Divide students into groups, and ask them to mime certain base or past form verbs to
their team mates. Explain that when their team mates think of the correct verb, they
should call it out in the past participle form. Walk around the classroom as students work,
helping them if necessary.
Fill in the blanks with the past participle of the verb in brackets.
1.
Have you ___________ (see) my diary? I can’t find it anywhere.
2.
I have never ___________ (be) to Sikkim.
3.
We hadn’t ___________ (grow) tomatoes before last summer.
4.
Our team hasn’t ___________ (lose) a game yet this year.
5.
Have you ever ___________ (meet) a film star?
6.
Has he ___________ (sell) his house yet?
7.
They haven’t ___________ (speak) in years.
8.
He hadn’t ___________ (play) football in ages.
9.
Have you ___________ (find) your spectacles yet?
10. The thief had ___________(took)all the expensive jewellery.
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Review
The student will complete the following grid.
BASE FORM
PAST FORM
Ride
rode
Know
knew
Bend
bent
Choose
chose
Bite
bit
Give
gave
Go
went
Hide
hid
Grow
grew
Fly
flew
PAST PARTICIPLE
Assessment
The students will be assessed on the basis of their response during class activities and the
understanding shown while completing various worksheets.
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English
Lesson Plan-d
Topic: Creative Writing based on the Correct Usage of the Three Forms of Verbs
Duration: 2 Hours
Brief Description: This lesson involves a knowledge about the basics of Creative writing
and enables the students to enjoy writing and be creative.
Learning Objectives
As a result of this lesson, the students will be able to:
•
know the meaning of the term-Creative writing;
•
develop the confidence to put down their imagination into words and be able to
express;
•
use of a wide range of vocabulary.
Material Required
Charts describing the rules for creative writing.
Teacher Activity
The teacher will ask the students the meaning of the word ‘Creative’. Students will describe
it in their own way and then the teacher will discuss its meaning with them. Then, she
will introduce the topic of Creative Writing to the students and will discuss the important
points to remember. To explain it in a better way, the teacher will give them situations
which they might have come across and then on the basis of the same, tell the students
to put them in their own words.
ExampleI met a Tiger
Here the students will be told to imagine a situation and put it in their words. They will be
told to encircle the verbs used in the sentences.
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Mixed up Verbs
The students will be given different nouns. For e.g. lion, cat, elephant, dog etc and then,
they will be asked to write the verbs related to them. Also they will mix the verbs with
each other to form humorous sentences. They will use their imagination while drawing
these pictures and share it in the class .e.g. A fish barks!!.
Student Activity
If I were an animal I would be…
The students will write a short paragraph based on the given topic using their
imagination.
Example:
If I were a fish…
If I was a fish I would explore the water world and enjoy swimming .I would stay in water
all through my life and would also be able to quench my thirst. Many water animals would
be my friends. I might be able to see mermaids. It is said that they live in water and I have
a desire to meet them. So, I might be able to meet them but that would be possible only
if I lived in the water world.
Review
Share with the class the actions performed by different animals and then write about it.
Assessment
The teacher will assess the students on the basis of their class response.
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Mathematics
Lesson Plan-a
Topic: Addition With and Without Regrouping
Duration: 5 Hours
Brief Description: The students have been learning about the addition of numbers right
from the lower classes. They have learnt to add 3 digit numbers. In this lesson, an attempt
has been made to make them efficient in the addition of 4 digit numbers with and without
regrouping. The help of an abacus is taken to clarify and imbibe the concept.
Learning Objectives
After the completion of the lesson, the students will be able to :
•
recall the relationship between ones, tens, hundreds and thousands;
•
add 4 digit numbers by regrouping;
•
add 4 digit numbers without regrouping.
Material Required
Place value cards of 4 different sizes, box, slips of four digit numbers, colours, print outs
of colour wheel, abacus, number cards( 1000 2000,……….9000, 100, 200,……. 900, 10,
20, 30…….. 90, 0, 1, 2………..9 ), paper, pen, scissors, four digit numbers, box, slips with
addition sums and slips with their corresponding answers, display board, board pins, 3
small gifts for winners, activity sheet, etc.
Teacher Activity
•
Mix the Two and Add.
•
Add Vertically.
•
Add on The Abacus.
•
One Below the Other.
Student Activities
•
We Two
•
Go and Pull Out
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•
The Addition Rope
•
Colour the Animals
•
Enjoy Addition
•
Make 4 digit numbers
Teacher Activity 1
Mix the Two and Add
1. Write any 2 four digit numbers on the board. (Take
care that the nos. should not require regrouping for
their addition. For example 7384 and 2515
2. Represent the numbers on two different abacus.
7
3
8
4
Abacus 1
3.
2
5
1
5
Abacus 2
Help students recall, that addition of two or more numbers, means putting together
the objects of two or more collection and counting the objects of the two collections.
4.
Remove the beads at the the ones place from abacus -2 and put in the ones place over
the beads of the first abacus.
5.
Remove the beads at the tens place from abacus -2 and put in the tens place over the
beads of the first abacus.
6.
Remove the beads at the hundreds place from abacus -2 and put in the hundreds place
over the beads of the first abacus.
7.
Remove the beads at the the thousands place from abacus -2 and put in the thousands
place over the beads of the first abacus.
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8.
Help the children read the new number represented on the abacus.
Conclude
That when we add
7384 and 2515 we got 9899 as the answer.
Teacher Activity 2
Add Vertically
Instructions
1.
Take any 2 four digit numbers. For example 3254
and 2583.
2.
Write them vertically with the ones placed below
the ones place, tens placed below the tens place,
hundreds placed below the hundreds place and
thousands placed below the thousands place.
3.
Add the number at ones place.
+
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4.
Add the tens.
+
5.
Add the hundreds place.
+
6.
Add the thousands place.
+
Thus , 3254 + 2533 = 5787
(Handover Worksheet 1 to the Students.)
Student Activity 1
We Two
60
1.
Hand over 2 blank slips to each child.
2.
Ask the students to write a 4 digit no. of their choice on each slip.
3.
Collect all the slips in the box.
4.
Shuffle the box.
5.
Ask them to come one by one and pick two slips from the box.
6.
Tell them to write the number vertically on the board and add.
7.
Let others observe and rectify the mistake if he goes wrong.
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(Handover worksheet 2 to the students)
Student Activity 2
Go and Pull Out
Instructions:
1.
Give a slip to each student with an addition sum written on it.
2.
Put up the answers slips on the display board using board pins.
3.
Instruct students to solve the sum given on the slip, pull out the correct answer from
the display board and come with the two slips.
4.
The first three students who come with the correct matching slips win.
Teacher Activity 3
Add On The Abacus
Instructions
(Revise the concepts taught in Unit 1.)
•
10 tens = 1 hundred
•
10 hundreds = 1 thousand
•
The sticks of the abacus can hold only 9 beads
1.
Place 3 abacus in front of the class.
2.
Write any 2 four digit numbers on the board.
For example:- 5884 and 2254
3.
Represent 5884 on one abacus and 2254 on the other abacus.
4.
Tell them to add the 2 numbers and represent the sum on the third abacus.
5.
Add the ones’ place first. Remove the beads of the first and second abacus and put in
the ones’ place of the 3rd abacus.
i.e 4 beads +4 beads =8 beads.
This implies that the ones place of the third abacus will have 8 beads.
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6.
Now, remove the beads from the tens place of the first and second abacus and try to
put them in the tens place of the 3rd abacus.
i.e 8 beads (1st abacus) + 5 beads (2nd abacus)
= 13 beads
The beads will not fit in because the sticks can hold only 9 beads.
Then show them that 10 beads in the tens place can be replaced by 1 bead in the
hundreds place because 10 tens = 1 hundred.
Thus, remove 10 beads from the tens place and instead put 1 bead at the hundred
place.
7.
Now the tens place has 3 beads.
Next remove the beads from the hundreds place of the first and second abacus and try
to put them in the hundreds place of the 3rd abacus.
1 bead (which has replaced 10 beads of tens place)+8 beads (Ist abacus)+ 2 beads(2nd
abacus) =11 beads
Again remind them that the 10 beads at the hundreds place can be replaced by 1 bead
at the thousands place.
10 hundreds = 1 thousand
So, remove 10 beads at the hundreds place and instead put 1 bead in the thousands
place.
Now, the hundreds place has 1 bead.
8.
Thereafter remove the beads from the thousands place of the first and second abacus.
and put them in the thousands place of the third abacus.
i.e 1 bead (which has replaced 10 digits in the hundreds place)+ 5 beads(Ist abacus)
+ 2 beads (IInd abacus)
= 8beads.
The third abacus has
8 1 3 8
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Conclude that
When we add 5884+2254, we get 8138
Take more examples to clarify the concept further.
Teacher Activity 4
Exactly Below the Other
Instructions
Take any 2 four digit numbers. For example 5273 and 2868.
Write vertically, with the ones place below the ones place, tens place below the tens
place, hundreds place below the hundreds place and the thousands place below the
thousands place.
Explain:
If the sum of the ones place exceeds 9, then 10 ones are represented as ten and carried
over to the tens column.
If the sum of the tens place exceeds 9, then 10 tens are represented as 1 hundred and
carried over to the hundreds column.
If the sum of the hundreds place exceeds 9, then 10 hundreds are represented as 1
thousand and carried over to the thousands column.
For example:
+
1
1
1
Th
H
T
O
5
2
7
3
2
8
6
8
-------------------------------8
1
4
1
--------------------------------Hence , 5273 + 2868 = 8141
Take several examples to explain the concept thoroughly and make them efficient in addition.
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(Handover worksheet 4 to the students)
Student Activity 3
Addition Rope
Instructions:
1.
Ask students to take any 2 digit numbers.
2.
Give the following instructions to the students.
i
Write any 2 digit numbers in the first and the second knot of the rope.
ii
Write the sum of the numbers of the first and second knot in the 3rd knot.
iii Add the numbers of the 2nd and 3rd knot and write their sum in the 4th knot.
iv Similarly the sum of the numbers of 3rd and 4th knot in the 5th knot and so on.
Try to make the longest rope in a given time.
(Handover worksheet 5 to the students)
Student Activity 4
Colour the Animals as Per the Answers of the Sums.
64
a)
3632 + 5845(red)
b)
9325 + 100 (green)
c)
5252 + 1872 (yellow)
d)
4147 +2359 ( dark blue)
e)
2338 + 5162 ( orange)
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f)
1426 + 7058 ( brown)
g)
7551 + 2253 ( pink)
h)
5643 + 2426 ( purple)
i)
8026 + 532( sky blue)
j)
6452 + 1294( white)
(Handover worksheet 6 to the students )
Student Activity 5
Enjoy Addition
1.
Take any 4 digit number for e.g 3215
2.
Mix up the digits e.g. 2135
3.
Subtract the smaller from the greater 3215-2135
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4.
Add the digits of the answer 1080 = 1+0+8+0
5.
If you get a two digit number, add those and they will equal to 9
6.
Try this with more 4 digit numbers.
(Handover worksheet 7 to the students)
Student Activity 6
Critical Thinking
Make the 4 Digit Number
Instructions:
Write down at least 10 different ways to make the 4 digit number: 6582
For e.g.
1) 3580 + 3002
3)
5)
7)
9)
2) 5471 + 1111
4)
6)
8)
10)
Review
The students have ample practice of addition through hands on activities and worksheets.
The students are able to add four digits numbers with regrouping and without
regrouping.
Assessment
Use Worksheet 3 for addition without regrouping and use Worksheet 8 for addition with
regrouping.
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Mathematics
Lesson Plan-b
Topic: Addition of Multiples of 10, 100 and Commutative Property
Duration: 3 Hours 30 Minutes
Brief Description: The students are already familiar with the addition of multiples of 10
with 3 digit numbers. Different games are designed to reinforce the concept of addition
of the multiples of 10 and introduce the addition of multiples of 100. Oral explanations,
discussions and hands on activities play a vital role in the explanation of commutative
property.
Learning Objectives
After the completion of the lesson, the students will be able to:
•
realise that changing the order of the addends does not affect their sum;
•
develop mental calculation strategies to add multiples of 10 and 100.
Material Required
Observation charts, blank slips, pen or pencil slips to the student, slips of 4 digit numbers,
slips of multiples of 10,slips of multiples of 100, slips with 4 digit numbers and blank slips,
etc.
Teacher Activity
•
Keep an Eye on the Tens Place
•
Regroup
Student Activity
•
Only 30 Seconds
•
Buck Up Groups
•
Are We Equal
•
Add, Add and Add
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Teacher Activity 1
Keep an Eye on the Tens Place
Instructions:
Ask the students to observe the chart and observe the pattern of addition that in being
followed.
2348 + 10 = 2358
5662 + 10 = 5672
1584 + 10 = 1594
Discuss
6207 + 10 = 6217
•
In all cases 10 is added.
5132 + 10 = 5142
•
In the solution only the tens place has changed.
•
The tens place has increased by 1.
3054 + 10 = 3064
4823 + 10 = 4833
Discuss
6476 + 10 = 6486
2348 + 100 = 2448
5662 + 100 = 5762
3695 + 100 = 3795
4261 + 100 = 4361
•
In all the cases 100 is added.
•
In the solution only the hundreds place has
changed.
9252 + 100 = 9352
1369 + 100 = 1469
6422 + 100 = 6522
8826 + 100 = 8926
7624 + 100 = 7724
68
•
The hundreds place has increased by 1.
Animals...
(Handover worksheet 9 and 10 to the students)
Teacher Activity 2
Regroup
Instructions:
Ask the students to observe the chart and observe the pattern of addition.
2348 + 20 = 2368
2348 + 30 = 2378
Discuss
2348 + 40 = 2388
•
In all cases multiples of 10 are added.
2348 + 50 = 2398
•
In the solutions there is no change in the ones
place.
2348 + 60 = 2408
2348 + 70 = 2418
•
The numbers at the tens place are added.
•
If the sum of the tens place is greater than 9, then.
regroup 10 tens as 1 hundred.
2348 + 80 = 2428
2348 + 90 = 2438
5262 + 200 = 5462
Discuss
5262 + 300 = 5562
•
In all the cases multiples of 100 are added.
5262 + 400 = 5662
•
In the solution, there is no change in the ones and
tens place.
5262 + 500 = 5762
5262 + 600 = 5862
5262 + 700 = 5962
•
The numbers at the hundreds place are added.
•
If the sum of hundreds place is greater than 9, then
regroup 10 hundreds as 1 thousand.
Student Activity 1
Only 30 Seconds
1.
Write any 4 digit number on the board and a multiple of 10 or 100.
2.
Ask students to add the two mentally and write their sum on the slip and raise the
answer slip.
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3.
Give them 30 seconds to write and show the answer slip.
4.
The student who writes the wrong answer is disqualified.
5.
Repeat again and again with different numbers.
6.
Keep on reducing the time for answering the questions.
Student Activity 2
Buck Up Groups
Instructions:
Material Required Slips of 4 digit numbers, slips of multiples of 10, slips of multiples of
100, etc.
1.
Put the slips of 4 digit numbers in one box and slips of multiples of 10 and 100 in
another box.
2.
Divide the class into groups of 4 and make a group leader.
3.
Ask the group leader to pick up a slip from the box containing slips of 4 digit numbers.
4.
Advice the other group members to pick up one slip each from the other box (containing
slips of multiples of 10 and 100)
5.
Do not permit them to open the slip and read the number, till you have distributed
slips to the entire group.
6.
Advice them to open their slips after your signal and add the numbers written on all
the slips of all the members of the group. Ask group leader to come and write the
answer along with the four numbers on the board.
(Handover worksheet 11 to the students)
Student Activity 3
Are We Equal
Instructions:
Material Required-Slips with 4 digit numbers and blank slips.
70
1.
Hand over a slip of a 4 digit number to each student.
2.
Make them sit with their partners.
3.
Ask them to write their 4 digit no. on the slip at the top and their partner’s number
below their own 4 digit no.
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4.
Then, instruct them to add the two nos.
5.
Tell them to compare their answer with their partners answer and see if the answers
are the same.
6.
Make them observe that in both the cases the order of addends was different.
7.
Repeat the process thrice but with different digits each time.
For example
6215
+ 3457
9672
3457
+ 6215
9672
9672=9672
CONCLUDE
8.
Even if we change the order of the addends, the sum remains the same.
(Handover worksheet 12 to the student)
Student Activity 4
CRITICAL THINKING
Add Add and Add
InstructionsAdd the numbers written in the corners of each box and write their sum in the centre.
Add up the centre numbers of all the boxes and write in the space provided below-
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Review
The students understand that changing the order of the addends does not change the
sum.They are able to mentally add multiples of 10 and 100 to the given 4 digit numbers.
They are also able to regroup tens and hundreds without using paper and pen.
Assessment
Use worksheet 13 for assessment.
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Mathematics
Lesson Plan-c
Topic: Word Problems and Addition Stories
Duration: 4 Hours 30 Minutes
Brief Description: To clarify the concept of addition further and to relate it to real life
situations, various addition problems have been designed which include pictures and
verbal descriptions. The students are given ample opportunity to create their own addition
word problems and stories.
Learning Objectives
After the completion of the lesson, the students will be able to:
•
solve addition problems presented through pictures and verbal description;
•
comprehend word problems;
•
create addition stories.
Material Required
Flash cards with word problems, activity sheets, slips with word problems, blank sheets,
etc.
Teacher Activity
•
The World of Soft Toys.
•
Choose the Relevant
•
Enjoy Calculating
Student Activity
•
The Animal Chain
•
Judge Your Partner
•
Frame Problems
•
My Animal Story
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Teacher Activity 1
The World of Soft Toys
Tell the following story to the students. Ask them to mentally calculate and answer the
following questions.
David’s father was a shopkeeper .He sold soft toys. He was very hardworking .He used to
get up early in the morning and go to various small scale industries to buy soft toys for
selling in his shop.
He was very happy when he returned home on Monday. He came home and told David
that he had sold 5323 soft toys of dogs, 1125 soft toys of giraffe and 456 stuffed toys
of elephant to a school. He brought some chocolates for David. The whole family went
out for a dinner. David’s father promised the family that when ever he would sell more
than 5000 toys he would take the whole family out for a dinner and he always kept his
promise.
On Tuesday also he returned home very happy as he was able to sell 312 soft toys of lion
and 1456 soft toys of elephant.
Did he take the family out for dinner? ____________________
On Wednesday, he was able to sell 4312 soft toys of dog, 34 soft toys of lion and 244 soft
toys of giraffes and 10 soft toys of elephants.
Did he take the family out for dinner? ____________________
On Thursday, he was able to sell 3125 soft toys of dogs, 777 soft toys of lions and 14 soft
toys of giraffe and 100 soft toys of elephant.
Did he take the family out for dinner?
____________________
On Friday, he was able to sell 56 soft toys of dog, 314 soft toys of lion, 2244 soft toys of
giraffes and 2173 soft toys of elephants.
Did he take the family out for dinner? ____________________
On Saturday, he was able to sell 907 soft toys of dogs, 211 soft toys of lion and 1244 soft
toys of giraffes and 785 soft toys of elephants.
Did he take the family out for dinner? ____________________
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On Sunday, he sold 3124 soft toys of giraffes, 654 soft toys of deer, 50 soft toys of dogs
and 312 soft toys of elephants.
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Did he take the family out for dinner? ____________________
Teacher Activity 2
Choose The Relevant
Explain the following situation
For an award function, 2000 passes were issued for adults. 4286 tickets were sold for
adults and 3520 tickets were sold for children below 7 years.
For the award function 1735 people came with passes and 2275 males, 1105 females and
3517 children below 7 years came with tickets.
Ask
How many tickets were sold in all?
Discuss
The number of passes issued is not relevant. Add only the number of tickets sold for
adults and number of tickets sold for children below 7 years of age.
Ask
How many adults came for the function?
Discuss
The number of children who came for the function is not relevant .Add only number of
people with passes and number of people with tickets.
Take ample examples to clarify the concept further.
Teacher Activity 3
Enjoy Calculating
Material Required- Flash cards with word problems.
Show the flash cards.
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In an amusement park ,there are 1469 men , 1322 women and 929
children. Find the total number of people present in the amusement
park
Ans.: __________________________
In a poultry farm there are 3457 roosters and 5569 hens. How many
chickens are there altogether ?
Ans.: __________________________
There are 3567 sheep inside the enclosure . Another 2786 sheep are
outside the fence. How many sheep are there altogether.
Ans.: __________________________
There are 3782 red tulips and 3998 white tulips in a garden. Find the total
number of tulips in the garden.
Ans.: __________________________
Discuss the word problems.
Ask the students to solve the problems together with their partners.
(Handover worksheet 14 to the students)
Student Activity 1
The Animal Chain
Material Required- Activity sheets
Fill in the blank boxes of Picture 2 with the help of the clues given in Picture 1.
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Picture 1
Picture 2
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Student Activity 2
Judge Your Partner
Material Required: Slips with word problems, blank sheets.
Instructions: Hand over a word problem slip and a blank sheet to each student. Ask them
to solve the word problem on the blank sheet. Then, exchange their sheets with their
partners. Check their partner’s sheet. Discuss the solutions.
Student Activity 3
Framing Problems
Frame a simple verbal problem for each addition.
For example-
2384 + 4695
1.
There are 2384 deer in America’s zoo and 4695 deer in Australia’s zoo. Find the total
number of deer in both the zoos.
2.
5276 3182
3.
6932 1548
4.
3147 4665
5.
5008 3152
Student Activity 4
Critical Thinking
My Addition Story
Use the characters given in the picture to make an addition story and dramatise it in the
class.
Instructions:
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1.
Use a minimum of 3 characters from the picture.
2.
You can create any one character of your choice.
3.
You can give a name to the zoo.
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4.
You can give different names to the animals.
5.
Use at least two 4 digit numbers and one three digit number.
Review
The students are able to smartly solve word problems presented through verbal
descriptions and pictures. They are able to derive information from stories and give the
required answers after doing the addition. They confidently make their own addition
stories and word problems related to the theme of animals.
Assessment
Worksheet 15 to be used for Assessment.
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General Science
Lesson Plan-a
Topic: Different Types of Animals: Similarities and Dissimilarities
Duration: 4 Hours
Brief Description: Through this lesson the children will be able to understand the various
animal groups and compare and contrast the similarities and dissimilarities between
them. The animals will be grouped as per their habitat, movement, eating, habits size,
skin type and mode of reproduction.
Learning Objectives
As a result of this lesson, the students will be able to:
•
recognise, compare and distinguish animals of different types;
•
critically evaluate and assess the differences among the animal groups as per their
size, movement, skin type, eating habits and habitats;
•
make a collection of pictures in the form of a scrap book on the basis of the above
mentioned criteria.
Material Required
Poem based on ‘Ants’, colours, flash cards, etc.
Teacher Activity
Discussion
The teacher will introduce the topic by having a brainstorming session. During this session
students will prepare a list of animals which they see around them. The responses given
by the students would be enlisted on a chart paper by the teacher. The teacher will ask the
students to observe any two animals. After that the students would be asked to compare
any two animals for example a cow and crow on the basis of their colour, size, shape,
movement, food habits and habitat.
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For example the comparison of any two given animals will be as follows:
Animals
Colour
Size/shape
Habitat
Movement
Food-habit
Cow
white
small
terrestrial
walk
herbivore
Elephant
grey
big
terrestrial
walk
herbivore
After this brainstorming session the students would analyse similarities (if any) and
dissimilarities (if any) among the two animals.
Now the teacher introduces the topic about the similarities and dissimilarities among the
groups of animals.
Visit to the Zoo
The students will be taken for an excursion to the zoo to observe the various types of
animals in their natural surroundings. They will be asked to carry a small note pad with
them to note down their observations on the basis of their size, colour, skin type,habitat,
movement and food habits. They would be taking the photographs of different animals in
their natural surroundings to make their scrap book.
Enactment of the Poem ‘Jungle At Night’ acompanied by singing and dancing.
The teacher will make the students dramatise the jungle scene and recite the poem
‘Jungle at Night’
POEM
JUNGLE AT NIGHT
In the jungle, at the hour of midnight,
That’s when the animals come out to play.
High in the treetops, creatures are swinging.
Chattering gaily, they seem to shout.
“Try and catch us -- we’re way too nimble.”
It’s the monkeys, dancing about.
Now the large cats are joining the party.
First comes the cheetah, the fastest of all.
Next is the tiger, the lynx, then the leopard.
They prowl through the jungle and they give their call.
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Into the clearing, quiet and graceful
Comes a tall spotted creature and her baby calf.
Her legs are slender, her long neck is turning.
She towers above them all -- the tall giraffe.
Slithering slowly, scales on their bodies.
Long and slender, they crawl on the ground.
Tongues a-darting, wiggling gaily,
The snakes join the party, but they don’t make a sound.
Into the clearing comes a large gray creature.
The ground is shaking as he starts to run
Round in a circle with his long trunk waving.
It’s the elephant, joining the fun.
Off in the shadows, still and quiet,
His long mane is flowing and he’s standing tall.
When he’s angry, he’ll roar like thunder.
It’s the lion and he’s king of them all.
Student Activity
Scrap File
•
Collection of photographs for a scrap book.
•
After their visit to the zoo students will compile the information in the form of a scrap
file which will have the following details-
NAME OF THE ANIMAL
Living place
Movement
Size
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Skin type
Feeding
Reproduce through
Food eaten
Colour
Craft Work
Each student will be assigned to make a mask
of any of the animals. The students can use
cut-outs of the animals or can draw them to
make the mask. The masks will be used by them
while enacting the poem “Jungle at Night” and
accompanied by dancing and singing.
For example: Creating a Rabbit Mask
Material Required: 2 Paper plates, thread,
and plastic thread.
Enactment of the Poem ‘Jungle at Night’
(Accompanied by singing and dancing).
The students will dramatise the jungle scene
by reciting the poem along with singing and
dancing. They will enact the animal character which they are depicting and will use the
mask prepared by them.
Nature Walk: The students will be taken to a nearby garden and asked to make a list of
the animals they have seen there. They will make simple drawings of what they have seen
and write 3 sentences about each of the animals they have mentioned in their list.
Writing Activity: Make a list of the animals they have seen in their school/nearby garden.
They will make simple drawings of what they have seen and write 3 sentences about
each.
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Compile the information collected in the following way Animal
Food
Movement
Mouth parts / Skin Types
Feeding organs
a.
b.
c.
d.
The teacher’s role will be to encourage students to write about what they have seen
and not what they already know about these animals like observing a squirrel nibbling at
grain. This will help in developing their observational skills.
Review
Venn Diagram
By drawing the Venn Diagram, students will be able to understand the similarities
and dissimilarities based on features like habitat, food habits, reproduction and body
temperature etc.
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Animals...
Worksheets
Worksheet -1 This worksheet will help students to classify and group various animals
based on their previous knowledge.
Worksheet-2 This worksheet will enhance the observation and identification capability of
the students as they will observe the outer skin covering of the animals and group them
as animals with a smooth, hard covering, thick fur etc.
Worksheet-3 This worksheet will enable the students to identify the way animals
reproduce and also to group the animals as per their body features.
Worksheet-4 Through this worksheet students will choose the right kind of food for a
specific animal which will further help the students to memorise the animal names and
their food habits.
Worksheet-5 This worksheet will enable students to group the animals as per their
individual features and encircle the odd one out. This brainstorming activity will improve
their thinking skills.
Assessment
After reviewing the features of animals students can be given a blank Venn Diagram to
fill in.
On the basis of the information provided complete the following Venn Diagram for the
given animals.
PIGEON
SNAKE
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Critical Thinking
Identify and name the animals shown below. Fill in the given table.
Picture of the animal
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Name
of the
animal
Food
Place Colour
of its
of its
shelter / body
found in
No. of
legs
Skin
type
Movement
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General Science
Lesson Plan-b
Topic: Different Types of Animal Movements: Crawling , Flying and Insects
Duration: 5 Hours
Brief Description: Through this lesson children will learn the different types of animal’s
movement. Children will understand that different type of animals move in different ways
like crawling, flying, hopping, running, swimming jumping etc. and this is based on their
food habits and habitat.
Learning Objectives
As a result of this lesson, the students will be able to:
•
enact and portray the different ways in which the animals move through their
body language and physical exercises;
•
identify and name different kinds of animal movements;
•
classify animals on the basis of their movements (i.e., swimming or running) as
aquatic or terrestrial;
•
understand the interactive relationships among different animal groups living in
various habitats like grasslands, aerial and deserts;
•
express the different features and needs of pet animals which will develop empathy
towards animals;
Teacher Activity
Discussion
The teacher will start a discussion based on the students’ previous knowledge about
animals, the food habits and habitats of animals. Their movements are usually based on
where they live (land, water, or both), how they obtain food, reproduce, and how they
protect themselves. Some animals travel very long distances to find warmth and food or
to give birth to their young ones. Some of the fastest moving mammals in the world live in
the grasslands, where there are large open spaces for running. Some of the animals move
slowly and can swim too like the turtle, some of them fly; some hop, etc.
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Animals...
PowerPoint Presentation showing Different Movements of Animals
The teacher will show pictures (through a Power Point Presentation) on different types
of movements of various animals like the buffalo - running, kangaroo – hopping, snake
- slithering, horse – galloping squirrel- skipping , birds – flying, fish – swimming, deer –
leaping etc. The teacher asks the students to observe and understand the movement of
these animals carefully as they have to enact the movement of these animals later on.
Showing a Video
The teacher will show a video classifying the animals based on their habitat, which will
explain their movements further. Watching the video will make the children explore more
and visualise about the animal’s habitat. They will understand that on the basis of their
habitat, eating habits, reproduction and mainly their body parts ----- animals run, skip,
gallop, leap, swim, hop, fly, crawl, jump and walk, etc.
Game : Dumb Charades
The teacher will divide the students into
two teams. The teams can be named as ‘A’
and ‘B’. The teacher will ask the children to
move out in the open ground. They select
an open place, and make the children sit
in a circle. The students of one team sit
in one semi-circle and the other semi-circle
belongs to the other team. Sitting in this
way one child from team ‘A’ will come to
the centre and enact the movement of an animal. The children of the other team have to
identify the animal and will get points. Now the students of Team B will play the game. If
any team is unable to identify the animal then it will lose points. Thus at the end of the
game the teacher can announce the winning team.
Activity: Observing the Movement of Insects (ant/ lady bird)
The teacher will take the students out in the ground where they can see an ant or a
ladybird. The teacher will instruct the students to take a digital watch with them to note
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Animals...
the time and distance they travel in a unit of time. Ask them to note their observations in
their notebooks.
Announcing the Celebration of Pet Day
Students will bring their own pet on any specified day and dress it up the way they want
to. They will present them on stage and speak a few qualities and features of their pet.
Student Activity
Writing Activity
The teacher will show a PowerPoint Presentation on different types of movements of
animals. After watching the video on the movement of animals, students will come to
know all the different types of movements of various animals. They will write about the
different types of movements. Once the children are familiar with these movements
then they can be given a Worksheet (on matching the animals with their respective
movement).
Enacting the Movement of Animals
Students will play the game of dumb charades by making two teams. They will play animal
charades with students seated in a large circle. One student from one of the teams will
be in the center of the circle and imitate the way an animal moves without telling the
students which animal he/she is pretending to be. If the students of the other team are
unable to guess, additional clues can be given (but subsequently points will be deducted),
such as the sound of that animal, what it eats, its colour or body covering, etc. The student
who guesses correctly exchange places with the student in the center.
(This activity will help the children to perform certain physical exercises too).
Making Models
Children can make certain models of animals which will further help them to understand
the movement of animals. Some of the examples are given in the Teacher Resource
Material.
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Observing Insects
Children will observe the movement of insects for example an ant or a lady bird. They will
observe its movement as well as the distance covered by it in one minute. By doing this
they will understand their manner of movement.
Celebrating Pet Day
Children will bring their own pet on a specified day and dress it up the way they want to.
They will present them on the stage and speak a few lines about their pet.
Review
Drawing Activity
Student will draw a graphic organiser that is ‘g.o’ giving most of the information about the
animal’s picture, habitat and their movements. Without writing sentences the children
can summarise’ their information in this way. An example of a ‘g.o’ is shown below:
An Animal’s Habitat and their Movements
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OR
Other Formats Of “G.O”- This is Web Form of G.O
(Children Can Draw Any Shapes in The G.O.)
Lizard,
Snake
Horse Deer
Fish,
shark
CRAWL
GALLOP
Elephant
Cow
SWIM
ANIMAL’S
MOVEMENTS
WALK
Bee,
fly
FLY
HOP
Kangaroo
Rabbit
Worksheets
Worksheet-1 This worksheet will enhance the observation and identification capability of
the students as they will see only some parts of the animal’s body and identify the animal.
Then they will be asked to write the name of the animal at the correct place.
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Worksheet-2 This worksheet will enable the students to review and spell animal names
after they correctly unscramble the words. Students will also be able to understand other
characteristics of animals like their habitat and movements.
Worksheet-3 Through this worksheet students will solve the crossword puzzles with
the help of hints. This will further help the students to memorise animal names and the
children will enjoy solving the crossword.
Worksheet-4 Through this worksheet students will solve the word puzzle with the help of
pictures and word hints. This brainstorming activity will increase their thinking skills.
Assessment
Worksheets will be given to the students to solve the questions based on the picturecontent given in each worksheet. This worksheet will assess the students knowledge
about various animals’ habitat and movements which they may see in their day to day
life.
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Assessment
Animal Movement
LIZARDS
Lizards are the most abundant form of reptile life found in the world today. All lizards
are ectothermic or cold- blooded, which means that their inside body temperature is the
same as the temperature of the air outside of their bodies. So, when the temperature of
air is cool, lizards warm themselves in the sun and when it is hot, they sit in the shade to
cool down.
Now answer the following :
•
Where do you normally see a lizard?
_____________________________________________________________________
•
Do you see it during the day or at night?
_____________________________________________________________________
•
Does the lizard seem to be sleeping or awake?
_____________________________________________________________________
•
What type of movement does it show?
_____________________________________________________________________
•
Describe the lizard you have seen.
_____________________________________________________________________
_____________________________________________________________________
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Assessment
Animal Movement
BULLFROGS
Bullfrogs are amphibians. They live both on land and in water. They are nocturnal animals
capable of jumping nine times their length.
Bullfrogs are the largest frogs in North America. Their bodies are usually dull green in colour,
but sometimes it may be brownish, and adults range in size from 3.5 to 6 inches long.
Now answer the following:
•
Where would you see a frog?
_____________________________________________________________________
•
Would you see it during the day or at night?
_____________________________________________________________________
•
Is the frog swimming or hopping?
_____________________________________________________________________
•
Describe the frog you have seen.
_____________________________________________________________________
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General Science
Lesson Plan-c
Topic: Birds
Duration: 4 Hours
Brief Description: Through this lesson the students will be able to understand another
group of animals called birds They will learn about their body structure and how these
body parts are suited to the way they live. Students will be able to reason out why a
particular bird has a specific type of beak and how it helps it to catch its prey. They will
understand the need of a nest for the birds.
Learning Objectives
As a result of this lesson, the students will be able to:
•
recognise and relate the structure of the beak with their food habits;
•
understand role and importance of feathers for the birds;
•
compare and contrast the eating and nesting habits as per their body structures.
Teacher Activity
The teacher will introduce the lesson by showing them an egg placed in a nest and ask
them certain questions to assess their previous knowledge. The questions would be like
•
What is it?
•
Where do we usually find them?
•
What will come out of it?
•
What will it grow up into?
•
How is this particular animal different from the others with respect to its body
structure?
•
How are its mouth parts different from those of other animals?
•
Why do they build nests? The teacher will sum up the responses given by the students
and give their characteristics.
Showing Pictures of Different Types of Beaks of Birds : The teacher will show a presentation
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on different types of beaks of various birds and their specific features. Emphasis would be
given on the structure of the beak of the bird and its relevance to suit the kind of food it
eats or the place where it lives.
Designing Flash Cards: Flash cards with pictures or sketches of various birds would be
shown by the teacher and asked to group them as per their body structure .For example,
eagle, penguin, crane, mynah, ostrich etc.
Students would group them into various categories like -- Flying birds, Flightless birds and
will do a comparative study of both the categories.
Student Activity
Writing Activity
The students after categorising the birds into two groups i.e. flying and flightless birds will
compare these two groups of birds and compile the information in the following way:
Body features
Flying birds
Flightless birds
Body Weight
Kind of feathers
Bones
Muscles
Wing span
Legs
Nest Making Activity
To make the nest of a tailor bird:
•
Take a branch of a tree with two big leaves. For example branch of a rubber plant with
leaves.
•
Stitch the leaves with a needle and a thread to make a tailor bird’s nest.
•
Put some cotton wool inside.
•
Now put some marbles in it .You can observe how many marbles can be placed inside
it to check its strength.
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Paper Folding Activity:
Mobiles are fun to make and can be used as lovely decorations once finished. Research
for different kinds of birds and create your own unique mobile.
Material Required Glue, all purpose thread, pencil, scissors, small paint brush, tub for
water, paper towels and masking tape, etc.
Instructions
Use a pencil to trace shapes onto ivory cards and then cut them out. Water colour pencils
will be used to colour each bird. Use scissors to cut slits on the body of the bird where
indicated. To create a hanger for a bird, cut a 36” piece of string. This will be glued
between the wings section. The birds can be hung while the glue is drying.
Determine the placement of the birds on a stick. Cut thread into half, hang the birds from
a stick and determine the length. Tie the string around the branch knotting and trimming
the ends. Continue with the remainder of birds adjusting lengths to different heights
along the branch.
Use a dot of tacky glue to attach two to three leaves over the string holding birds – this
will hold them in place along with the leaves. Hold with tape if required till dry.
This craft is reprinted courtesy ‘Hands On Crafts For Kids’.
Review
Students will recite the following poem to know more about the characteristics of birds.
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Poem
Feathers keep them warm and dry
Help them when they want to fly
Brightly coloured through the sky
See them move along.
Some can barely make a sound
Others’ calls are quite renowned
When you see them fly around,
Listen to their song.
Birds of a feather, out in the weather
Alone or together, see them sail along
As they go flying, calling and crying
Sweetly replying. Listen to their song.
The hummingbird just darts around
The ostrich runs...
The eagle...
The grackle...
The robin’s...
The mockingbird...
The cowbird is a lazy pest
She lays her eggs in another’s nest
And leaves them...
The bobolink’s a happy thing...
There’s jay and crow, lark and owl
And many kinds of waterfowl
The pheasant, finch and mountain quail
The raven and the yellow rail
The peacock.....
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Worksheets
Worksheet-9 This worksheet will enable the students to match the beak with the food
eaten by the birds and complete the information on birds with the help of the words
given in the aid box.
Worksheet-10 This worksheet helps the students to identify the animals and choose the
correct option.
Worksheet-11 This worksheet will help the students write the correct names for the birds
as per the description in the crossword.
Worksheet-12 This worksheet will enable students to complete the G.O. on different
types of beaks of birds.
Assessment
On the basis of the information shared with the students they will be asked to complete
the following Matrix on different types of beaks of birds.
Type
Beak Structure
Function
Birds
Diagram
Curved Beak
Sifting Beak
Crushing Beak
Chiselling Beak
Probing Beak
Sticky Beak
Tearing and
Piercing Beak
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Social Science
Lesson Plan-a
Topic: Migration
Duration: 5 Hours
Brief Description: Through this lesson, the students will learn about the concept of animal
migration. They will comprehend the significance of migration for the survival of the
animals due to natural climatic conditions. By observing the video clips and pictures of
animals the students will derive their own inferences about migration, navigation and
adaptation of animals to migrate to distant places.
Learning Objectives
As a result of this lesson, the students will be able to:
•
understand what migration is;
•
understand the reasons responsible for migration in animals and birds;
•
understand relevance of the Food Chain and its importance in the migration of
animals/ birds;
•
realise that migration is necessary for the survival of animals;
•
understand that each animal/ bird follows a particular route to reach its own
destination.
Material Required
A4 sheets, glue sticks, cellophane tape, scissors, poster colours, painting brushes, old
newspapers, magazines, city and town map, video on migration of animals (AV aid
provided). PPT on ‘Food Chain’ (AV aid provided) paper and pencil to make a list /short
animal stories/puppets/ cutouts of animals and costumes. pictures / cutouts of animals/
birds/ insects/ pastel sheet and colours. A story on “Micky the beast and his family”.Flags
/tents/ barriers/ umbrellas for marking random location on ground / paper slips/ and
many snack items, pencil and paper to make a list. A different situation will be given to
each group based on which they have to enact a play.
Teacher Activity
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•
Animals’ Survival
•
Story Time
Animals...
•
Treasure Hunt
•
Live a Life
•
Trek on a Summer Day
•
Coping with the Changes
Student Activity
1.
Act it Out
2.
Paste It
3.
If I were a Parent
4.
Lets Draw and Paste
The teacher introduces the topic ‘Migration of Animals’ by showing a video clip. (AV aid
provided).
Activity 1
Animals on the Move
Material Required: Video on Migration of Animals (AV aid provided).
After showing the Video on migration of animals / birds, the teacher introduces the term
“animal migration” and emphasises that animals too migrate from one place to another
whenever it is required.
Migration is the movement of animals to a place that has better living conditions. Living
conditions include weather, food and water, and places to build nests and raise their
young ones. Many birds, fish, insects and mammals migrate. Migration takes place on
land, in water or in the air.
Migration on Land
Migration in Water
Migration in Air
Migration is usually a regular, round- trip movement between two areas. Some animals
travel only short distances. For example, many frogs and toads migrate only a few miles to
the places where they mate and lay eggs. Other migrations cover thousands of miles.
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Many animals migrate twice a year either when the temperature changes or during
rainfall. Bats, seals and many types of birds move to warmer areas during the winter.
Many tropical birds and mammals move to wet regions during the dry season. They return
to their original homes when the rainy season begins.
Activity 2
Animals’ Survival
The teacher explains the fact that pet/domestic animals do not migrate since they find
food and shelter easily while wild animals have to migrate in search of food and shelter
to distant places.
The teacher instructs the students to divide themselves into two groups on the basis of
the students who have pet animals at home and others who do not. The students are
instructed to prepare a list of wild and domestic animals respectively.
The teacher puts forward a few intriguing questions to create the required environment.
•
How do domestic and wild animals find food for themselves?
•
What kind of food do the wild animals find for themselves?
•
Why do we need to preserve forests?
With this activity the students comprehend the varied requirements of animals for their
survival.
Student Activity
Who Eats What
Material Required PPT on ‘Food Chain’ (AV aid provided) paper and pencil to make a
list.
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The teacher shows a PPT on the ‘Food Chain’ (AV aid provided) and is able to bring out the
significance of each animal/ bird/ insect to keep the link of the food chain in order. She
further highlights and differentiates among herbivore, carnivores and omnivore animals.
The teacher guides the students to recapitulate the PPT and enlist the animals/ birds/
insects into the three categories as per their eating habits.
Herbivores Animals
Carnivores Animals
Omnivores Animals
1
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The teacher explains the interdependence of plants, small and big animals on each other
and the concept of the Prey (one who is hunted and eaten) and Predator (one who hunts
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and eats). The teacher emphasises that the lion is at the top of the food chain as no one
eats the lion. However when it dies it gets merged with the soil becoming manure thus
completing the food chain.
Student Activity
Role Play
Act it Out
Material Required: Short animal stories/puppets/ cutouts of animals and costumes
The teacher explains that migration at times can result in death where only those animals
that are fit and strong survive while the weak ones’ perish. She discusses the reasons
of animal migration and about the kind of dangers animals have to face such as water
bodies, mountains, jungles, predators etc. during migration. She tells them where the
food chain begins and ends and who is on the top and bottom of the food chain.
The teacher involves the students in an activity where they are required to explain the
Food Chain with the help of role play.
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She divides the class in groups of four each. The group leader has to decide, which
student will enact and who will be the narrator?
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The teacher instructs the students and provides animal stories to create short plays
about migrating animals by using puppets/ cutouts of animals and costumes.
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While enacting their stories students will realise the obstacles and dangers the animals
would face while migrating.
Student Activity
Paste It
Material Required: Pictures / cutouts of animals/ birds/ insects/ pastel sheets and
colours, glue, scissors, etc.
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The teacher divides the class into equal groups of 4 to 5 students.
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Each group has to cut out pictures of animals/ birds/ insects/ plants from old magazines
/ newspapers and paste them on a pastel sheet to explain the food chain.
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Each group leader would be required to give an explanation of the food chain that
their group has created.
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Each group would further demonstrate the consequences of interruption/break down
in the food chain.
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The students would finally comprehend and realise that an Interruption/break down
in the food chain could also initiate animal migration.
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Teacher Activity
Story Time
Micky, the Beast and his Family
Material Required A Story on “Micky
the Beast and his Family”.
Micky lived happily with his family in
Murambo forest. He lived with his wife
Styla, children, Roby, Dumpy and Kara
and his old mother Raven. They had lived
in the Murambo forest since a long time.
However with the onset of summers this
year, the rain disappeared which led to
the drying of the grass and the situation was further aggravated by/a forest fire. Water
in the near by river dried up and was reduced to a thick muddy liquid. Other wild beasts
were moving to nearby jungles. Styla was constantly asking Micky to think about moving
from Murambo but Raven his old mother did not want to leave their home. Micky and
his family faced many hardships which they could not take anymore and finally they too
decided to move out the very next day at the very onset of day light. Micky joined the
family of five other wild beasts for migration to the forest of Rumbada which had a green
grass land, water bodies and less lions to be afraid of. Micky briefed his children to remain
between him and Sytla and they should keep supporting their granny Raven. He told them
that they will only stop when everyone else stops and continue to move with the others.
He explained to them that there would be a few lakes which will be full of crocodiles but
the key to avoid them was speed and to follow the safe lane followed by the other beasts.
The next morning Micky and his family started at the first light after a small meal to keep
their stomach light. At the end of Murambo, Raven had tears in her eyes as she left her
home. The first lake had crocodiles at one side of the lake which did not come close to the
speeding beasts.
Micky’s children enjoyed the experience. In the next lake the youngest of all, Dumpy got
stuck in the slush and was scared as two crocodiles were moving towards him. Raven
with her long years of experience gave a gentle push helping Dumpy to come out of the
slush and he quickly rushed to the safety of the dry land. Micky’s family had come a
long way since morning and drank water before it was too late. Micky had told them to
quench their thirst before dark when the predators would be near the lake. Raven lifted
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her nostrils in the air and warned Micky and his children that there was no time for food
as the air smelt of lions and hyenas. Micky immediately gave a warning signal and the
beasts started running. The children were tired but kept moving. Suddenly there was
a commotion and they learnt a little later that their friend Drimble the little wild beast
had lost out to fatigue. He was caught by the lions and was no more. It was scary but
none of them could stop any longer. They continued throughout the night with Raven and
Micky smelling the air for grass and water. It was late in the afternoon on the following
day that they reached on the foothills of the Broody Mountain ranges. Raven was tired
and fell down. Micky and Styla nudged her to get up but the climb was too much for old
Raven who had been with them since the last three days. Roby, Dumpy and Kara were not
moving leaving grandmother Raven. Micky however told them that they must leave lest
they loose the security of the group migrating with them and eventually loose their life.
Raven also assured them that she would try to protect herself and join them soon. They
all knew that this may not be true. Micky, Styla and the family continued the journey
through the next six weeks to reach Romanda which was cooler than their forest and had
plenty of grass and water bodies. They decided to spend a part of their migration here till
the time food and water lasted for the herd of wild beasts. Roby, Dumpy, Kara had learnt
the lesson that Migration is the key to survival and that food, water, season, safety and
care are factors that decide for them when to initiate their next migration.
The teacher will narrate a fictitious story about Micky, the Wild beast and his family and
how they move from place to place.
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The teacher brings out the need for Micky’s family to move/migrate from one place to
another.
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The teacher further clarifies with the help of the story that migration is the key to
survival without which the animals would die.
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The teacher elucidates to students why Micky and his family migrated and the
precautions they took during their long journey. She allows the children’s’ imaginations
to flow making it an enjoyable experience by involving them in these activities.
Teacher Guided Activity
Treasure Hunt
Material Required: Flags, tents, barriers and umbrellas for marking random location on
the ground, paper slips, snack items, etc.
The teacher will arrange an outdoor activity/ game.
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Students would be taken to the play ground and six to seven areas will be marked with
the help of flags and tents.
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A few hurdles like jump the barrier, jump over the
pit etc. would be created at the place with a flag.
Students would be given suitable hints.
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They would be asked to search for the snacks at the
places marked with the flag. They would be given a
paper slip for ticking the snack that they have found.
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Tents and garden umbrellas would be arranged at
random locations.
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At the end of the activity the treasure would be the
location where the paper slips would be exchanged
with the snacks found by the students. The dining
room / class room would be the treasure rooms.
The teacher recapitulates all the concepts learnt which were related to migration. She
would further re-emphasise the probable situations which could have restricted them in
carrying on their desired actions for e.g.:
Situation 1: If the students remained at the same place/ movement was restricted / they
could not reach another destination.
Situation 2: Would it have been possible to enjoy their food in an uncomfortable / extreme
climatic conditions.
With this activity the teacher tells the students that animals move/migrate from one place
to another for FOOD. The teacher will remind them that Micky and his family migrated
because there were just too many animals in a small area. Overcrowding caused many of
the animals to leave the area in the hope of finding another forest with more grass (food)
Teacher Guided Activity
Live A Life
Material Required: Teacher takes all the students to the play ground.
The teacher plans this activity when the weather is not conducive (strong winds and rain).
With this activity she enhances the knowledge of the students about another factor for
Animal Migration i.e. weather which plays an important role.
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On this day the teacher asks the students to pick up their books and come out in an open
ground/area. While she exhibits enthusiasm to move out in the open and study, her students
are wary about the climate and the discomfort they may face. She asks the students:
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Why unlike other days they prefer to study in the class room and not in the open?
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Have you ever seen how animals protect themselves in extreme weather conditions?
With this activity the teacher tells the students that animals move/migrate from one place
to another to seek SHELTER and protect themselves from adverse weather conditions and
bigger animals.
Teacher Guided Activity
Trek on a Summer Day
Material Required: Pencil and paper to make a list.
Continuing with her story about Micky and his family, she plans another activity, A trek on a
hot summer day. She asks the students to list almost all the important things that they need
to carry with them. After they have listed, the teacher asks one of the students to read out
the list. The teacher now asks her/him to explain why she/he has listed certain items.
ITEMS
REASON
1. Water
2. Snacks
3. First Aid box
4. Compass & Chalks
5. Ropes etc.
With this activity the teacher explains that the animals/birds move/migrate long distances
in search of WATER. The teacher draws a corollary between the migration of Micky’s
family and their trek. She tells them that WATER is the most important thing to carry on a
hot summer day. Similarly Micky’s family kept moving ahead in search of WATER.
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She reinforces the fact that Water is an important factor for the migration of animals
Teacher Guided Activity
Coping with The Changes
The teacher aims to indicate that adverse weather conditions due to change in SEASONS
dictate the movement/migration of animals and birds.
While interacting with the students the teacher announces that students will not be
having a winter break this year. All the children will have to come to school as on other
days. The students who want to continue with the vacations will be asked to raise their
hand to indicate their willingness for the winter break. She asks them to give reasons: •
Why are the students not willing to come to school in extreme winters?
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What are the difficulties / problems they expect to face in winters?
She reinforces the point that it is the change of SEASONS that spurs animal’s migration.
For example, plants in upper elevation areas become hidden under snow, animals move
down toward the valleys, and then in the spring as the plants come out again, animals
move back into the upper areas because the plants reappear. Animals move to the next
feeding ground as they run out of food. While food may be plentiful in the alpine meadows
in summer, the winters will be colder and has more snow as one moves higher up.
Many animals take advantage of the summers, and then move to lower more moderate
elevations during the winter.
The availability of food and water can change throughout the year. For instance, lack of
insects and leaves in the winter means there is less food to eat. Some environments have
a rainy and a dry season that are very different. With temperature change between the
seasons, some areas become very cold or very hot which can be hard on some species.
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Very cold
Very hot
Lack of leaves
Student Activity
Role Play : If I Were The Parent
Material Required: A different situation will be given to each group according to which
they have to enact a play.
The teacher will divide the class into five groups. She gives each group a situation wherein
they have to enact their parents and how they look after/take care of their children. E.g
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Looking after the child when he is not well.
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Packing a bag for the child when he is going on a trip.
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Guiding the child about the precautions he should take while travelling by train etc.
The teacher stresses on the fact that animals do not always migrate for food but also to
‘Stay Safe’. Deep snow makes smaller animals vulnerable to bigger animals. Animals also
go to special breeding grounds to keep their young ones safe especially when they are
vulnerable.
Student Activity 4
Lets Draw and Paste
Material Required: Pencil, pictures and cutouts of pictures of animals, scissor, glue and a
pastel sheet.
In the following table-:
Name and paste /draw pictures of animals who migrate through Water/ Land and Air and
give one reason for their Migration.
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Name of the animal
Draw / Paste a
picture of animal
Reason for Migration
Water
Land
Air
The teacher will take the students to the AV room / Social Science lab to show a video
clipping and use it further to explain the process of animal migration with the following
examples:
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Humpbackwhales of the Pacific Ocean head south in the fall
to give birth to their young in subtropical waters off Hawaii,
and then in late spring head north to spend the summer in
the cold waters off Alaska that are rich with food.
http://www.youtube.com/watch?v=Rlm8zD8Zvls
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Salmon are reproductive migrants that start their
lives in freshwater streams, move to the open
ocean for their adult lives, then return to their
home stream to lay eggs.
http://www.youtube.com/watch?v=vmTGA5-U9zU
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Golden Eagles of Denali National Park spend the summer
in the north where there is plenty of food, and head
south for the winter when there is less food in the north
and the temperatures drop far below zero. While all of
the golden eagles of Denali do migrate, golden eagles are
considered partial migrants because those that live far
enough south do not migrate.
http://www.youtube.com/watch?v=MKBX5LPS7cc&feature=related
•
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Sea Turtles return from ocean waters to the coast to lay eggs in the
sand, where they hatch and head to the open ocean until it is their
turn to lay eggs.
http://www.youtube.com/watch?v=q4Nykhlx114
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•
Locusts change when they get too crowded and become
more active and social creating large groups of insects that
move across the land in search of new places with plenty
of food (and fewer locusts). This is due to overcrowding.
http://www.youtube.com/watch?v=1YNy2R3hg2Q&feat
ure=fvsr
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Monarch butterfly represents an awesome sight of
hundreds of monarch butterflies flying across a vast
expanse of land inspires a feeling of wonder in all who
are lucky enough to see such a beautiful sight. However
many do not know the ordeal that these creatures must
undergo during their life span. The migration cycle of the monarch presents
numerous obstacles in which many lose their lives. No one truly understands why
these creatures make such a dangerous journey, but there are many hypotheses
as to the reason why.
http://www.youtube.com/watch?v=MWT51807cyM
The teacher explains to the students that we are creature of habit and that with time we
develop the most efficient way to move from place to place. We generally follow the same
path for generations because we learned it from our parents – this is called Migration.
Student Activity
Mapping a Route Home
Material Required: A town map, colours.
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The teacher gives each student a town map and asks them to colour the route they
take to reach school every day. They will also be asked to mark with different colours,
five other landmarks that they witness while coming to school from home.
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The teacher gives all the students a blank city map again for getting the school route,
marked by their parents.
She later infers and concludes through the activity that the parents too follow the same
route. Similarly animals by their natural instinct always follow the same routes for
migration.
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Directional
Indications
Migration of Animals
for
Navigation
How do animals know how to get
where they are going? That depends
on the animal and where it wants
to go. There is strong evidence that
animals inherit migratory routes
from their parents.
Animals use different information and senses to navigate. They use a combination of
navigation hints, depending on where they are and what the conditions are. They can
simply follow the food or the water, or head downhill to the valleys in winter and back up
towards the ridges in summer.
Animals may orient themselves using the sun, compensating for how the sun moves across
the sky throughout the day for e.g. Mallard ducks can find the north by using the stars in
the night sky. Animals can also use MENTAL MAPS. Just like people they become familiar
with an area and navigate their way using land features like mountain ranges, coastlines,
rivers, and even, as in the case of dolphins, the shape of the sea floor.
SMELL can also be a powerful tool for many animals. Many land animals can create mental
maps based on smell rather than just the sight of major land features. Salmon use smell to find
the exact stream that they were born in. Fish can use water currents that circulate around the
oceans and can swim against the current or with the current in streams and rivers.
Adaptations for Migration
Migratory animals that travel long distances are specially adopted to help them get there.
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Migratory Birds have wings that allow them to fly long distances, their bodies are
especially light (they have hollow bones) so they can stay high in the air, and they
don’t have unnecessary weight to carry around. Birds add on extra fat stores to give
them enough energy for long flights north and south, because they do not eat during
migration.
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Whales stock up well on food in the northern seas before heading south for the winter,
because they don’t eat on the way.
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Land animals rely on their legs and feet to get them where they need to go.
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Review
The students are asked to give comparative reasons for human and animal migration.
Reasons for animal migration
Reasons for human migration
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Assessment
Family Migration
The teacher instructs the students to make a family tree of relatives who have migrated
and the place where they have migrated to
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After the family tree is ready students will continue with the activity by discussing various
aspects as listed below along with the reasons for the same.
POINTS
Name the mode of transport used for
migration?
What preparations did they make
before migrating?
What did they do once they reached
there?
How long did they take to travel from
one place to other?
Did they travel alone / with family
members / as a part of a group?
Give reasons for their migration.
Is the climate similar or different from
the original place they came from?
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REASONS
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Social Science
Lesson Plan-b
Topic: Animals as a Resource: Dairy, Poultry, Leather, Fishery and Sericulture
Duration: 8 hours
Brief Description: This lesson plan deals with various dairy products available in the
market. The dairy products are the end products that are prepared from animal products
(like yogurt is prepared from milk). Also an introduction will be given on leather products
and the process of leather production. Later students will be introduced to poultry animals
and their products followed by the breeding of silk worms – Sericulture.
Learning Objectives
As a result of this lesson, the students will be able to:
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enhance their knowledge about dairy/ live stock and their end product;
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get acquainted with the concept of leather processing and its uses as an end
product;
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enhance their awareness about various animals’ resources – dairy, poultry, fishery
and leather;
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enhance their knowledge on silkworms and the process of breeding themsericulture;
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identify various end products from sources e.g. from milk to yogurt;
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enhance their knowledge about different types of fishes and their trading.
After the lunch time, teacher initiates a discussion on the different food items students ate
– for example the students ate bread, eggs, rice, chicken etc. Teacher asks the students where do we get these products from? For example everyday eatables like milk, cheese,
eggs and so on…the teacher explains that all these products are obtained from plants
or animals. The teacher focuses on products we get from animals. Further the teacher
emphasises on all the animal products-may it be eatables or other items like leather,
woollen products etc. For this, the teacher holds an activity and asks the students to make
a collage by pasting different pictures of food items.
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Material Required
Pictures / cutouts of different things/ food items we get from different animals, scissors,
chart paper, glue, five boxes, containers of different products, photograph or cutout of
each animal related to a product, basket , A3 size pastel sheet, thermacol sheet, cardboard,
grass, chicks and other farm animals toys, toy feeders, list of rules groups or organizations
working for animal welfare. A Photo Story on Silk production (AV aid provided) Pictures
or cutouts of stages of a silk moth, pencils, scissors, card board, chart paper. Pieces of
different silk cloth, scrap file, coloured marker pens. Rectangular card board box, blue
paint, cutouts of fishes, colourful threads, glue, decorative items and items related to
aquatic life.
Teacher Activity
My Collage on Animals Products
Fun Box: Match Animals to their Products
Photo Story on Silk Production
PPT from Cow to Kitchen
Student Activity
Make your own Poultry Farm
My Animal Welfare Association
Life History of Silk Moth
Touch and Feel
Map Search
Fish me Out
Model on Fish Aquarium
Teacher Activity
My Collage on Animal Products
Material Required: Pictures, cutouts of different things, food items we get from different
animals, scissors, chart paper, glue etc.
Instructions:
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Ask students to bring pictures of different things /food items we get from various
animals.
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•
The teacher prepares cutouts of any four animal like- sheep, duck, cow, buffalo and
hen.
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Cutouts to be cut carefully with scissors.
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Ask students to come one by one and paste the picture of a food item in the cutout of
an animal which provides us with that particular food item.
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Match and paste all the products with the animals they come from.
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Students share their answers with the teacher and other class mates.
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Discuss what other products could be placed in each group.
After this activity is over, she concludes that most of the things that we use in our daily
life are animal products. Further to reinforce the concept of animal products the teacher
conducts another activity.
Teacher Guided Activity
Fun Box: Match Animals with their Products
Material Required Five boxes, containers of different products, photograph or cutout of
each animal related to product, basket, etc.
1.
Collect things that are symbols of products that they come from or are made from.
2.
Teacher to collect four –five boxes.
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3.
Ask students to collect empty boxes/wrappers/containers of things which contain
an animal product. For e.g., milk from a cow (empty milk carton/packet), yogurt (an
empty container of yogurt), cheese (a cheese wrapper), and ice cream (an empty ice
cream carton). Products from a chicken, like feathers and artificial eggs and wool from a
sheep.
4.
Get photographs or pictures of the animals whose products you use and affix
photographs of animal in each of the boxes.
5.
Ask students to place one by one all animal products in one large basket.
6.
Have the children match the animal product with the animals that produced the
product by placing the products in the correct boxes.
Note: Use other animal products you found in the area where you live.
The teacher explains about the different food items we get from different animals.
After the students are made aware of different eatables that we get as animal products,
the teacher emphasises on the following and asks the students these questions.
Are you wearing leather shoes?
Do your parents carry leather purses, wallets or bags?
Do you use silk dresses, bags?
Did you eat eggs, fish or meat today?
Do you know that leather, silk; eggs, fish and meat are animal
products. Many products that we use everyday come from
animals.
The teacher explains that apart from eatables other items
are also procured from animals. Ask the teacher to discuss
them one by one.
On the Farm
Dairy products
Poultry
Fishery
Leather
Silk
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Dairy Products
The teacher enquires from students what is the most important food that all of us
especially small children have every day, specially food for infants, etc. Students give
adequate responses. The teacher concludes that it is milk. The teacher further focuses on
other milk products that form a part of our daily diet.
The teacher to show a PPT and a youtube video on
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Where did milk as a commercial product orginate from? (PPT)
Topic From Cow to Kitchen (An Overview of Milk Delivery)
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Why is milk important for kids and what alternatives can kids choose in place of milk
to fulfill their calcium intake?
The teacher explains that dairy products are generally defined as foods produced from
the cow’s or domestic buffalo’s milk. Though they are usually packed in factories but
they are actually a product from farm houses. They are usually high-energy-yielding food
products. A production plant for such processing is called a dairy or a dairy factory. Raw
milk for processing comes mainly from cows, and to a lesser extent from other mammals
such as goats, sheep, yaks, camels, or horses. The dairy products include milk, cheese,
butter, yogurt, eggs, cream and ice cream etc. The teacher to show the given chart and
discuss.
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Enourage students to respond about the dairy products they come across in their day to
day life.
(To be followed by a worksheet)
Poultry
The teacher recaps the kindergarten concept of farm animals. She focuses on hen as
a poultry animal that gives us eggs. The teacher explains that poultry comes from the
French/Norman word, poule, derived from the Latin word Pullus, which means a small
animal. The teacher emphasises that
poultry is a category of domesticated birds kept by humans for the purpose of collecting
their eggs, their meat or feathers.
Poultry also includes other birds which are killed for their meat, such as pigeons or doves
or birds killed for game, like pheasants.
The teacher to show a chart on birds and their uses to initiate a discussion on the
significance of their products.
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The teacher can show the given chart to explain about various poultry birds and their
several uses to human beings.
Examples
Bird
Domestication
Utilisation
Chicken
South east Asia
meat, feathers, eggs,
ornamentation,leather.
Duck
Various places
meat, feathers, eggs.
Emu
Various, 20th century
meat, leather, oil.
Goose
Various places
meat, feathers, eggs.
Indian
peafowl
Various places
meat, feathers, ornamentation.
Mute
swan
Various places
feathers, eggs, landscaping.
Ostrich
Various places
meat, eggs, feathers, leather.
Turkey
Mexico
meat, feathers.
Picture
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Guinea fowl Africa
eggs and meat consumption.
Common
pheasant
Eurasia
meat.
Golden
pheasant
Eurasia
meat, mainly ornamental.
The teacher concludes that poultry is the second most widely eaten meat in the world,
accounting for about 30% of meat production worldwide, after pork at 38%. Therefore it
accounts as a major part of people’s diet all over the world.
Student Activity
Make Your Own Poultry Farm
Material Required A3 size pastel sheet, thermacol sheet, cardboard, grass, chicks and
other farm animal toys, toy feeders, etc.
POULTRY FARMING
Students can draw it on A3 size pastel sheets or
construct a model using a thermacol sheet, cardboard, grass, chicks and other farm animal
toys, toy feeders and so on….
Construct your own fully furnished “New Poultry Sheds or Farms” in order to cultivate
your broiler chickens.
As a professional what all would you like to add on in your farm/shed along with all the
necessary equipments - for profitable and successful poultry farming.
For example the following can be included
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Feed
Medicines
Proteins
Vitamins
Drinkers
Feeders
Chillers
Brooders
Egg incubator.
Facts about chickens
Chickens are domestic or farm birds. The life span of a chicken is about 10 to 15
years. The male is larger and more brightly coloured than the female. This is a
common feature in birds. The males show off their colourful feathers to attract
the females.
A chicken has a comb on the head and two wattles under the neck. The male has
a larger comb compared to the female. The male is called a rooster. The female is
called a hen while the young are called chicks. The female is usually ready to lay
her first eggs when she is around six months old.
The morning call your hear on the farm every morning is actually the rooster
crowing “cock-a-doodle-doo”. The female is called a hen and she goes “cluckcluck”. The young are called chicks and they go “chick-chick”.
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Leather
The teacher to explain that leather is a durable and flexible material created via the
tanning of skin, primarily cattle hide. It can be produced through different manufacturing
processes, ranging from cottage industry to heavy industry.
Leather from other Animals
The teacher initiates the discussion by showing a leather bag and asking few questions
related to that. For example teacher asks what is the material used in this bag? Where
do we get leather from? Encourage responses from students. The teacher concludes that
it is a leather bag. Then the teacher explains that other than bags, leather is used for
many things like shoes, wallets, purses, car upholstery, etc. Further the teacher asks that
leather being an animal resource where do we get it from and from which animals. Lastly
she focuses and explains that it is made from the skin of the animal itself. It is prepared by
processing the skin of the animals. The teacher explains that today most leather is made
of cattle skin but many exceptions exist. For example:
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Lamb and deerskin are used for soft leather needs for expensive apparel.
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Deer and elk skin are widely used in work gloves and indoor shoes.
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Pigskin is used in apparel and on seats of saddles.
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Buffalo, goats, alligators, dogs, snakes, ostriches, kangaroos, oxen, and yaks may also
be used for leather.
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•
Kangaroo skin is used to make items which need to be strong but flexible—it is
the material most commonly used in bullwhips. Kangaroo leather is liked by some
motorcyclists for use in motorcycle leathers specifically because of its light weight and
resistance. Kangaroo leather is also used for soccer footwear.
•
Further explain that for more stylish things, leather made from more exotic skins has
been considered desirable. For this reason certain species of snakes and crocodiles
have been hunted to near extinction.
The teacher also highlights that ostriches are more popular for both meat and leather. She
makes the students aware that ostrich leather is currently used by many major fashion
houses such as Hermès, Prada, Gucci and Louis Vuitton. Ostrich leather has a characteristic
goose bump look because of the large follicles from which the feathers grow.
There are different processes and applications for different finished product, i.e.
upholstery, footwear, automotive products, accessories and clothing.
Explain the leather production process.
Barrel for Leather Tanning;
Leather Tanning in Fes, Morocco
Elaborate the leather manufacturing process to the students. It is divided into three
fundamental sub-processes: preparatory stages, tanning and crusting. Explain all true
leathers undergo these sub-processes. A further sub-process, surface coating can be
added into the leather process sequence, but not all leathers receive surface treatment.
For some leathers, a surface coating is applied. Tanners refer to this as finishing.
After explaining the source of leather and its processing, explain environmental impact.
Leather is a product with a high environmental impact, most notably due to the impact
on livestock, the heavy use of polluting chemicals in the tanning process and air pollution
due to the transformation process.
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Leather biodegrades slowly; it takes 25–40 years to decompose.
Tanning is polluting the environment especially water.
Explain that due to human negligence the concern for animals and the environment
have been raised. Animal rights activists boycott the use of all items made from leather,
believing the practice of wearing animal hides to be unnecessary and cruel in today’s
society.
Also highlight the Animal Rights Groups such as PETA have called for boycotts and encourage
the use of alternative materials such as synthetic leathers. For this reason many pseudoleather materials have been developed. One example of this is vegan microfiber, which
claims to be stronger than leather when manufactured bearing its strength in mind.
The teacher to conclude that we should make less or no use of leather products or look for
alternatives. The teacher explains that animals should be protected from being extinct.
Student Activity
My Animal Welfare Association
Material Required: Make a list of rules, groups or organisations working for animal
welfare.
Try to find out other Animal Rights Groups or Organizations working for animal welfare.
You can take a reference from libraries, associated web sites, current affairs from
Newspapers and News bulletin etc. Enlist any five points/rules you have learnt from
there. Discuss it in the class.
Silk – Sericulture
Sericulture, or silk farming, is the rearing of silkworms for the production of raw silk.
The teacher to show an introductory video on caterpillars eating mulberry leaves.
Youtube video: http://youtu.be/Mo2yJuTzgL0
Teacher to explain -The stages of production are as follows:
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1.
The silk moth lays eggs.
2.
When the eggs hatch, the caterpillars are fed on mulberry leaves.
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3.
When the silkworms are about 35 days old, they are 10,000 times heavier than when
hatched. They are now ready to spin a silk cocoon.
4.
The silk is produced in two glands in the silkworm’s head and then forced out in liquid
form through openings called spinnerets.
5.
The silk solidifies when it comes in contact with the air.
6.
The silkworm spins approximately 1 mile of filament and completely encloses itself
in a cocoon in about two or three days but due to quality restrictions; the amount of
usable silk in each cocoon is small. As a result, 5500 silkworms are required to produce
1 kg of silk.
The silk is obtained from the undamaged cocoons by brushing the cocoon to find the
outside end of the filament.
The silk filaments are then wound on a reel. One cocoon contains approximately 1,000
yards of silk filament. The silk at this stage is known as raw silk. One thread consists of
up to 48 individual silk filaments.
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Teacher Activity
Photo Story on Silk Production
Material Required: A Photo Story on Silk Production ( AV aid provided).
The teacher to show a photo story on silk production.
•
How silk is made? A video on youtube: http://youtu.be/
•
Silk farms in Cambodia. This is how silk is made.
•
A shop in Beijing producing bed ware made by silkworms-
The teacher to hold a discussion on should we kill silk worms for silk or should we look for
other alternatives………………………….
Teacher Activity
Life History of Silk Moth
Material Required: Pictures or cutouts of stages of Silk Moth, pencils, scissors, card board,
chart paper, etc.
The teacher asks the students to draw / cut pictures on the stages of the life history of
the silk moth and paste them on pieces of card board and chart paper. Jumble them. Now
try and arrange the stages in the correct sequence. Students may also describe the life
history in their own words in their notebooks.
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Teacher Activity
Touch and Feel
Material Required: Pieces of different silk fabric, scrap file, glue, scissors, coloured marker
pens, etc.
The teacher guides the students to collect pieces of silk fabric of various types and paste
them in their scrap books. Students can find them in a tailor shop among the heap of
waste cut pieces. Student can also take help of any family member who can identify types
of silk such as a mulberry silk, muga silk, tussar silk, eri silk etc. Compare the textures of
these silks with that of artificial silk pieces which contain synthetic fibers.
Mulberry silk
Muga silk
Tussar Silk
Eri Silk
Teacher Activity
Map Search
Students to locate and colour the 5 countries famous for silk production.
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Fishery
The teacher enquires from the students about the food habits of the people living near
the sea coast and in this manner she is able to focus students’ attention on ‘Fishery’ as
being one of the largest food industries in the world. The teacher introduces the term
‘Fishery’ as an entity engaged in raising and/or harvesting fish. Fishery is typically defined
in terms of the people involved, species or type of fish, area of water or seabed, method
of fishing, class of boats, purpose of the activities or a combination of any of the above
features A fishery may involve the capture of wild fish or raising fish through fish farming
or aquaculture. The teacher further explains directly or indirectly, that the livelihood of
over 500 million people in developing countries depends on fisheries or aquaculture.
Teacher Activity
Fish Me Out!
Students to locate and colour the 5 countries where ‘Fishery’ is the main occupation.
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The teacher emphasises that Fish Farming is also known as ‘aquaculture’, and it is the
process of raising fish in an enclosed area for use in the fishing industry. She further
explains that a fish farm can be built on land or over naturally occurring bodies of water,
such as on of an ocean shore. Within the body of water a wide variety of fish, shellfish and
aquatic plants can be raised.
Fish Facts
Every year fish farms throughout the world produce over 65 million tons (59
million MT) of many varieties of sea life for harvesting
TIPS ON FISH FARMING
The teacher shows the Video ‘Excursion to a Fish Farm’ to introduce the term ‘Fish
Farm’.
With the help of the AV aid she clarifies all the related terms and technologies involved
in a fish farm.
She highlights later that:
Fish Farms do not necessarily have to be built, a body of water such as a small pond or
lake can also be used as a fish farm.
There are many fish farms which are highly technological. Manmade facilities are designed
to control every aspect possible for raising aquatic life.
The purpose of creating fish farming structures is to decrease the possibility of contaminants
and predators, while creating an environment within which the fish will thrive.
Fish Farms can also be important for maintaining endangered wild fish populations, such
as salmon and trout, by growing them and then returning them to the wild.
Teacher Activity
Model of Fish Aquarium
Material Required: Rectangular card board box, blue paint, cutouts of fishes, colourful
threads, glue, decorative items and items related to aquatic life.
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Instructions:
•
Take any rectangular card board box e.g shoe box etc.
•
Paint it blue in colour from inside to show the water effect.
•
Cutouts or coloured pictures of any five endangered or extinct species of fishes.
•
Highlight the cutouts with various decorative items like glitter and beads etc.
•
Take colourful threads and hang the cutout on one end of the thread.
•
Paste them on the top of the box to make them hang.
•
Also use some artificial grass, sea shells, pebbles etc to give a real aquatic look to your
aquarium.
DO YOU KNOW ????
INJURIES AND DEATH
The teacher discusses the problems related to the crowded fish farms. She explains that
in intensively crowded aquafarms, small fish are bullied and killed by larger fish, so fish
are continually sorted to make sure that faster-growing individuals are moved to a more
appropriate size grouping.
CROWDING FACTS
To increase profits, fish farmers cram as many fish as possible into the smallest spaces
possible. Salmon farms are so crowded—with as many as 50,000 individuals in each
enclosure—that a 2.5-foot fish spends his or her entire life in a space of the size of a
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bathtub. Trout farms are even more crowded, with as many as 27 full-grown fish in a
bathtub-sized space!!
FISH FEED
Many species of farmed fish are carnivorous, which means that fish must be caught from
our already-exhausted oceans to feed the fish on the aqua farms. It can take more than
5 pounds of fish from the ocean to produce just 1 pound of farmed salmon or sea bass.
Aqua farmers have even begun to feed fish oil and fish meal to fish who naturally eat only
plants in an effort to make them grow faster.
What’s more, fish farmers lace fish feed with powerful chemicals and antibiotics to help
fish survive the deadly diseases caused by the crowding and filth. It’s likely that these fish
pellets are the cause of the higher PCB and dioxin contamination levels found in farmed
fish, which are seven times higher than the already-dangerous levels found in their wild
counterparts.
Class Task The teacher asks the students to enlist fishes which live in fresh and salty
water.
Review
The PPT is designed as a review to reinforce the knowledge that students have gained.
Recapitulation Assessment Worksheet
(Animal as Resource: Dairy, Poultry, Leather, Fishery, Sericulture)
Q. Fill in the blanks:
a)
_________________ products are usually high-energy-yielding food products.
b)
We get milk from _____________, ________________ and ________________.
c)
The dairy products include ______________, _______________ and ____________.
d)
The Latin word Pullus means ___________________.
e)
The purpose of Poultry is to collect ____________,_____________ and ___________
of domesticated birds.
f)
The life span of a chicken is about ______________ to _____________ years.
g)
The male of a chicken is called a ____________. The female is called a ______________
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while the young are called ______________.
h)
The leather manufacturing process has three stages ______________________,
________________________ and _____________________________.
i)
Approximately ________________ silkworms are required to produce 1 kg of silk.
j)
_____________________ and ____________________ are endangered wild fish
populations.
Q. Look at the given pictures of birds and fill the associated information in the given
spacePicture
Bird
Utilisation (any one)
Chicken
__________________
Duck
__________________
Ostrich
__________________
Emu
__________________
Q. Complete the G.O:
Name the animals from where leather is taken to create the given products:
Gloves
________________
Expensive Apparel
Motorcycle Leather
____________________
___________________
Leather has a characteristic
“goose bump”
________________
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Q. Leather is a product with a high environmental impact,. Explain giving two reasons.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Q. Define:
a) _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
b) _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Performing Arts
Lesson Plan-a
Topic: Notes and its Values
Duration: 3 Hours
Brief Description: Music is a combination of different sounds, and sounds are in different
length .To show the length of a sound certain symbols are used in music and these are
called notes.
Learning Objectives
As a result of this lesson, the students will be able to:
•
understand dotted half and eighth notes and their values;
•
identify the difference between half and dotted half notes;
•
understand 3/4 time signatures, and the number of beats used in a bar;
•
perform rhythm game while clapping together in sync;
•
apply the use of 3/4 time signature in music;
•
learn and sing a song;
•
learn shudh and vikrit swaras of Indian music;
•
sing Alankars in the swaras of raga yaman;
•
understand rupak and kehrva taal;
•
learn bhajan based on raga yaman.
Material Required
Musical instruments, audio player, sound recorder, etc .
Teacher Activity
Eight note or quaver
The eighth note or quaver is another sort of time signature.
•
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Eighth note move twice as fast as basic quarter note (crotchet) beat. In other words,
each eighth note is worth half a beat.
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•
This is an eighth note (quaver) an eighth note will receive one half beat or count.
•
One quarter note equals two eighth notes.
•
An eighth note will have ahead, stem, and flag. If two are in successive order, they may
be connected by a bar.
Dotted half note or dotted minim
This is a dotted half note (dotted minim) A dotted minim will receive three beats or
count
•
A dot placed behind a note increases its value by one half.
•
A dotted half note will receive three beats.
Time signature 3/4
•
In three four time signature ,there are three beats per measure
•
3/4 time signature are called “Waltzes”
Shudh and Vikrit swaras used in Indian music
Komal swaras are (half note) lowered than shudh swaras and tivra swara is (half note)
higher than shudh swara e.g.
(Sa , Re , Re) (Ma, Ma)
Sa
Re
Re
Ga
Ga
Ma
Ma
Pa
Dha Dha
Ni Ni
Know and practice the following terms
Thaat- the combination of swaras is called thaat. In hindustani music threre are ten thaats,
the first is same as the major scale in western music.
Raag –Raag is a special composition, which draws upon swaras and varnas and is related
to a particular thaat inorder to create a pleasing musical experience.
jaati –The classification of raag based on the number of swaras contains jaati. There are
three
main jaatis,
Vadi and Samvadi
1.
Sampurn jaati - seven swaras of saptak are used.
2.
Shadav jaati-six swaras are used
3.
Audav jaati – five swaras are used.
Sing raga bilaval ( sargam geet )
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The particular swara that is most frequently used in a raag is called the vadi swar.
The second most frequently used swara in a particular raag is known as samvadi swara
Aroh- Ascending order of swaras is called aroh.
Eg, sa re ga ma pa dha ni sa
Avroh- Descending order of swaras is called avroh
Eg; sa ni dha pa ma ga re sa .
Pakad- the most succinct arrangement of the swaras and the minimum number of swaras
that must be sung to identify the raga is called the pakad.
Definition of bhajan.
A bhajan is an Indian devotional song. It has no fixed form. It is normally lyrical, expressing
love for the divine. The music is sometimes based on classical ragas and taal.
Introduction of rupak taal
It contains seven matras in three bars, two bars of two matras each and one of three
matras.
“Sam” (strong beat) point is on first matra, tali on first, fourth and sixth points. There is
no khali point in this taal (the point in which there is no clap ). It is generally played with
bhajan, geet,and ghazals.
Bols of theka taal rupak
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1
2
3
4
5
6
7
Ga
_
ga
Ga
_
Ni
re
Ra
s
m
Hei
s
Tu
hi
Re
ga
re
Sa
_
Ma
ga
Hi
s
m
Hei
s
Tu
ra
Re
ga
ga
Ga
_
Ni
dha
ri
s
m
kri
s
Tu
ka
re
ga
re
sa
_
Pa
pa
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da
s
hu
a
s
shn
khu
ma
ga
ga
ma
_
Pa
pa
ja
s
at
pa
s
Te
ri
dhani
sa
sa
sa
_
dha
dha
ra
s
n
mei
s
t
qu
ni
_
ni
ni
_
pa
sa
da
ra
s
ve
s
te
ra
dha
ni
dha
pa
_
ni
ni
ra
s
n
mein
s
d
pu
pa
__
Pa
pa
__
pa
pa
gran
s
th
ji
s
Pa
Pa
ma
dha
pa
ma
ga
Gu
ru
kha
s
an
mein
s
Pa
pa
ni
re
re
ga
ga
Ke
ba
ka
s
sh
a
p
Ga
ga
re
ga
re
sa
__
Tu
pra
kha
s
ra
ha
s
Pa
pa
na
di
Second stanza to be the same as the first.
Student Activity
•
Make dotted`` half note and eighth notes and label the correct value of the note.
•
Draw treble clef and write 3/4 time signature on the staff.
•
Make rhythm of a small song with dotted minim and eighth note.
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Home, home on the range
Oh
Deer and
give me a
the
Cour - ag - ing
home where the
an - te - lope
word, And the
buf - fa - lo roam,
play---------- where
sky
is not
where
the
sel - dom is heard a dis
cloud - y
or
grey--------
Oh, give me a home where the buffalo roam,
Where the deer and the antelope play,
Where the seldom is heard a discouraging word,
And the sky is not cloudy or grey.
Home, home on the range,
Where the deer and the antelope play,
Where seldom is heard a discouraging word,
And the sky is not cloudy or grey.
Swaras of the raga yaman ( notes of raga yaman ) in ascending and descending order.
•
Aaroh ( ascending ) Ni, Re, Ga Ma, Pa, Dha , Ni, Sa.(Ti , Re , Mi, Fa, So, La Ti, Do )
Avroh (discending ) Sa, Ni, Dha, Pa, Ma, Ga, Re, Sa. ( Do ,Ti, La , So, Fa, Mi, Re , Do )
Pakad (accented notes) Ni , Re, Ga ,Re, Pa ,Re, Ga ,Re, Sa.(Ti, Re, Mi ,Re, So ,Re, Mi, Re,
D`o)
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Alankars based on raga yaman
1
Aroh - Sa Re, Sa Re Ga, Re Ga, Re Ga ma, Ga ma, Ga ma pa, Ma pa, Ma
pa Dha, Pa Dha, Pa Dha Ni, Dha Ni, Dha Ni Sa
Avroh Sa Ni, Sa Ni Dha, Ni Dha, Ni Dha pa, Dha Pa Ma, pa Ma, Pa Ma Ga
Ma Ga, Ma Ga Re, Ga Re, Ga Re Sa.
2
Aroh- Sa Ga Re Ma, Ga Pa Ma Dha, Pa Ni Dha Sa.
Avroh- Sa Dha Ni Pa, Dha Ma Pa Ga, Ma Re Ga Sa.
3
Aroh- Sa Re Ga Re, Re Ga Ma Ga,Ga Ma Pa Ma,Ma Pa Dha Pa, Pa Dha Ni Dha
Dha Ni Sa Ni, Ni Re Sa Ni Sa.Sa Re Sa.
Avroh- Sa Ni Dha Ni, Ni Dha Pa Dha, Dha Pa Ma Pa, Pa Ma Ga Ma, Ma Ga Re Ga,
Ga Re Sa Re,
Lyrics of bhajan based on raga yaman
Tu hi ram hei tu rahim hai, tu karim krishn khuda hua
Tu hi waheguru tu yesu massi, har naam mein tu sama raha
1
Teri jaat paat quran mein, tera daras ved puran mein
Guru granth ji ke bakhan mein .
Tu prakash apna dika raha
2
Ardaas hei kahin keertan, kahin raam dhun kahin aahawan
Vidhi ved ka hei yeh sab rachan Tera bhakt tujhko bula raha.
Review
Ask the class the following questions
•
What are the values of semibreve, minim and crotchet dotted half and eighth note?
•
What happens when a dot placed behind a note?
•
How do we count a 3/4 time signature?
•
Name the raga in which bhajan (tu hi ram hai) is composed ?
•
Name the thata of raga yaman ?
•
Which Vikrit swara is used in raga yaman ?
•
Name the Vadi swara of raga yaman ?
•
How many matras are used in roopak taal ?
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Visual Arts
Lesson Plan-a
Topic: Drawing Animals
Duration: 1 Hour 30 Minutes
Brief Description: Creating cave paintings of animals on clay slabs
Learning Objectives
As a result of this lesson, the students will be able to:
•
use their knowledge of line and shape to draw animals.
Material Required
Clay, paints, brushes, drawing sheets, scissors, etc.
Teacher Activity
Introduce a historical overview of prehistoric art, focusing
on what an exceptional discovery the Bhimbetka caves
in Madhya Pradesh, India, were — that this art has been
preserved in caves deep in the forest for more than 12,000
years; the artists created extraordinary art with crude
tools,
the
materials,
simplest
twig
of
brushes
dipped into charcoal and
plant extracts.
Use PPT, books, photographs
and the Internet, etc. to help
students visualise the actual
drawings. Watch “7 Wonders of India: Bhimbetka”: video available on YouTube. You can
reinforce the story of early man and migration by watching the movie ‘Ice Age’, where
animals of prehistoric times, including the woolly mammoth, as well as the Neanderthal
migration are well depicted.
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Talk to students about creating their own “cave art.” Show them examples and talk to
them about the technique and the process.
Student Activity
Create cave paintings like those found in the caves in Bhimbetka, Madhya Pradesh, on
clay slabs.
Roll out clay slabs 2” thick and size 12”X 8”.
Draw/trace out animals on cartridge paper.
Cut out a template of the animal.
Place the template on wet clay. Press well to form an impression. Allow it to dry.
Paint a background for the animal. Remove the template and paint the animal. Take a thin
brush and outline the animal.
Sign by using a handprint.
Fire the slabs if the provision exists. (If slabs are going to be fired, use ceramic glazes to
paint the slab)
Idea taken from American Art Clay Co., Inc.
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Review
Display the artwork in the morning assembly. Explain the process used.
Critical Thinking
Find out where prehistoric cave art is found in the world.
Assessment
Assess their ability to handle brush and paint, their ability to draw details from memory
and observation.
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Visual Arts
Lesson Plan-b
Topic: Origami of Animals/Birds
Duration: 1 Hour 30 Minutes
Brief Description: Learning to fold paper to make animals or birds
Learning Objectives
As a result of this lesson, the students will be able to:
•
follow paper folding instructions to create animals;
•
creatively use the origami animals in artwork.
Material Required
Origami paper, drawing sheets, glue, etc
Teacher Activity
Introduce the topic by showing the videos (links given):
•
Daily origami 001-Bunny Finger puppet
•
Daily origami 120-old school origami-fox puppet
•
Easiest frog hand puppet by one minute crafts.com
Origami Flying Bird Mobile
Demonstrate the origami folds to make a bird (Unit 3 annexure 1.)
Using a grouping strategy, create groups of 4-5 students each. Once they have mastered
the folds of the flying bird, direct them to make their mobiles.
Demonstrate the origami folds to make the fish, frog and finger puppets of the animal
(head in annexure 1.)
Direct them to use the animals creatively in a collage.
Student Activity
Students to follow the instructions given by the teacher. Decorate the birds. Make a cross
out of 2 rulers and hang a bird from each end and one in the centre from the intersections
of the rulers.
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Activity 2:
Add eyes and other features to the animal created. Use the animals in a collage. Draw the
habitat for each animal.
Review
Use the animals made by the orgami technique creatively in a performance. Form groups
and create a storyline for your animals. Perform a puppet show.
Assessment
Students can rate their classmates work on a scale of 1-10 where 10 is the best.
Neatness
Can you identify the
bird/animal clearly?
Performance
Teamwork
Suggestions
The teacher should focus on the child’s ability to follow step by step instructions, the
ability to work in a group and the creativity and neatness displayed in the end product.
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Physical Education
Lesson Plan-a
Topic: Throwing and Catching for Distance/Accuracy
Duration: 3 Hours
Brief Description: Physical Education activities provide ample opportunities to develop
traits such as cooperation, respect for others, loyalty, sportsmanship, self confidence etc.
All these qualities help a person to make him/her a good citizen.
Learning Objectives
As a result of this lesson, the students will be able to:
•
develop a positive attitude towards play and physical activities;
•
develop an opportunity for social contact, group living and self adjustment with
the group;
•
provide opportunities for the development of desirable social traits needed for
adjustment to the social life in general.
Material Required
Various objects that can be thrown like tennis balls, foxtails, footballs, softer foam balls,
etc., markers (cones), tape measure.
Teacher Activity
Begin a discussion about the importance of accuracy while throwing a ball. Let them give
you some examples of situations in sports where it is important to have accurate throws.
Discuss and demonstrate how the body would look while throwing a ball very accurately
when a target is very close. The body parts are compact with very little movement.
Students to practice with their partner short and accurate throws. They should stand
about 10-20 feet from their partner and throw at their partner’s chest area (use a soft
ball). Make this a game by assigning points for accuracy (chest area = 2 points, any other
body area = 1 point).
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Now bring them in for a discussion about the importance of distance when throwing.
Have them give you some examples of situations in sports where it is important to have
far throws. Discuss and demonstrate how the body would look if you wanted to throw a
ball very far. The body parts are extended; it has a lot of movement.
Bring them in for a final discussion about the importance of accuracy and distance. Have
them give you some examples of situations in sports where it is important to have longer
and accurate throws. Discuss and demonstrate how to combine the concepts from each
type of throw in order to maximize accuracy and distance. Give them time to practice this
by setting up real sports situations.
Student Activity
Students get in pairs. Each pair chooses a ball of their choice. Students warm up by
throwing ball and catching it. With your partner practice distance throws. Stand almost
50-100 feet away from your partner. Make it a game by placing markers starting at 50
feet and ending at 100 feet. Award 1 point if the ball passes the 50 foot marker, 2 for 60
feet, etc.
Assessment
Ask questions to assess what they have learnt
Give an example of a situation in sports where a short, accurate throw is necessary. How
would the athletes’ body look during this throw?
Give an example of a situation in sports where a very long throw is necessary. How would
the athletes’ body look during this throw?
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Physical Education
Card 5
Domes and Dishes
Use these activities to:
•
Warm up for other activities.
•
Improve speed and endurance.
•
Move and turn quickly.
•
Dodge in and out of others.
How to play
•
Divide children into two groups.
•
Each group has an equal number of markers. One group spaces markers as domes
(large base to ground) the other place markers as dishes (small top to the ground).
•
On signal, the ‘dome’ group tries to turn all the dishes to domes, while the ‘dishes’
group tries to change the domes to dishes. The winning team is the one with the most
domes or dishes at the end of a given period of time, for example in one minute.
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Variations
•
Increase the amount of time for the activity.
•
Increase the number of markers.
•
Increase the playing area so that more distance has to be covered.
•
Decrease the distance so that children have to swerve and dodge around each other.
Equipment
•
Lime powder or lines to create a defined playing area.
•
Markers for domes and dishes.
Safety Measures
•
Keep alert and watch out for others.
Links to other subjects
English: Nouns and Pronouns
•
Use all the markers as domes. Space the markers in the playing area and under each
dome place a letter. The teacher says a simple noun e.g. ‘cup’. Students are given 15
seconds to run to the domes and find the letters of the word. Without telling the
others, they remember the positions of the letters. Stop the children after 15 seconds.
They will spell the word by pointing to the position of each letter in the correct order.
Mathematics: Numbers and Operations
•
At the end of the game ask the children to count the number of ‘domes’ and ‘dishes’
and use this information to add, subtract and multiply.
Curriculum links
•
Linked to the learning objective no.1 in the CBSE School Health Manual and the Themes
on Safety and Security in the NCERT Syllabus: What can I do to keep myself and others
safe when playing games?
Self Assessment
•
152
Was I able to dodge and swerve past others without bumping into them?
Animals...
Card 6
Scatterball
Use these activities to:
•
excel throwing skills in a game and throw in different directions and into space;
•
play as a member of a team;
•
keep individual and team scores;
•
collect objects as quickly as possible.
How to play
•
Divide the group into two teams. Place six objects that can be thrown into a hoop and
place the hoop just in front of the throw line.
•
One player throws all six objects into the playing area. As soon as the objects have
been thrown the player runs around in all four corners.
•
The fielding team collect all six objects returning them to the hoop. As soon as all the
objects have been returned the teacher shouts ‘stop’. If the player who threw the
153
Animals...
object (the ‘scatterer’) has passed base 1 scores 1 point; base 2, scores 2 points; base
3, scores 3 points and base 4, scores 5 points.
•
Objects must be thrown forward of the throw line. Any object that is thrown behind
the throw line does not count and need not be collected by the fielders.
•
Maintain the team score. When all team members have had a go at throwing the
objects change teams. The winning team is the team which has the highest score.
This is a high energy game. Allow children to rest if necessary.
Variations
•
Use striking and kicking skills to scatter and collect balls.
Equipment
•
Cones to mark the running area.
•
A range of six soft or light objects that can be thrown: balls, bean bags, rings.
•
Lime powder or markers to show the throw line.
Safety Measures
•
Be careful when returning objects to the hoop.
•
Keep out of the way of players who are running.
•
When waiting for your turn keep away from the throwing area.
Links to other subjects
English: Take a Dictation of Simple Sentences
•
On the completion of his/her attempt at scattering the objects and running, the
‘scatterer’ says two sentence about his/her performance (e.g. I ran fast, I nearly fell).
His/her partner writes down the sentences.
Mathematics: Measurement-Estimation of Distance
•
When ‘stop’ is called out the player running must stand still. Other members of the
team estimate the distance travelled and verify this using strides or other non uniform
units of measurement. Repeat this for each member of the team.
Curriculum links
•
Linked to the learning objective no.19 in the CBSE School Health Manual and the
Theme on Movement Education in the NCERT Syllabus: Can I throw? How do I throw
and how far can I throw the ball/object?
Self Assessment
•
154
What did I do well when I played this game?
Animals...
Assessment
155
Animals...
Assessment
English
Rubric for the Unit
Expected
Learning Outcomes
Indicators of the student’s performance
Developing
Achieved
The student is
able to:
The student is
able to:
The student is able
to:
Knowledge about
the Base Form of the
Verb
Understand the
meaning of the
verb forms and
list a number of
verbs.
Give examples from
Understand the
base form through their day to day
actions.
the usage of is/
am/are, has/have
action words.
Understand and
identify Past Form
Verbs in various
sentences
Have ample
knowledge of
verbs. He/she
knows that the
verb is the action
of a sentence
and that all
sentences must
have a verb.
The student
distinguishes
between the
base and the past
form of verbs.
Use verbs in the
past form to
describe about
things that
happened in the
past. Understand
that ‘ed’ can be
added to many
verbs to make the
past form. He/ she
is able to apply
this knowledge by
correctly adding
‘ed’ to the end
of a verb, thus
making it a regular
verb. The simple
past form of some
verbs does not
end in ‘ed’. Such
verbs are called
irregular verbs.
156
Beginning
Demonstrate the
correct usage of
regular and irregular
verbs in framing
sentences. The
student is able to
readily identify the
base and past form,
both written and
orally. He/ she is able
to say or express his/
her ideas, sentences
and desires easily at a
basic beginner’s level.
Exemplary
The student is able
to:
Provide suitable
verbs and
observe his/her
surroundings to
give examples
for the same and
identify them
correctly.
Identify the verbs
in the past form
in sentences
and paragraphs.
The learner will
demonstrate an
understanding
in speaking and
writing by the
appropriate usage
of verbs in the past
form. The student
is able to explain
events in the past
form comfortably
during routine
conversations.
Animals...
Knowledge about
Understand
Understand
Give examples from
Frame sentences
Past Participle Form
the past
its usage as
real life situations. The
and short
of Verbs
participle
the third
student will be able
paragraphs and
form of verbs
form of a
to correctly identify
list verbs in the
and list them
verb. e.g.
a past participle verb
base, past and
accordingly.
arise-arose-
within a sentence.
past participle
arisen paint-
forms.
paintedpainted.
Effective Expression
Suggest
Understand
Understand and
Skillfully develop
ideas about
the term
put their ideas in an
the ideas and
Creative
Creative
organised, logical
use them for
Writing
Writing and
and well structured
their thoughts to
form simple
manner.
be put down in
sentences.
words.
157
Animals...
Assessment
Mathematics
Rubric for the Unit
Expected
Learning Outcomes
Indicators of the student’s performance
Beginning
Developing
Achieved
The student is
The student is
The student is able
The student is able
able to:
able to:
to:
to:
Add 4 digit numbers
Solve addition
Regroup 10 tens
Efficiently solve
Solve addition sums
with and without
sums on the
into 1 hundred
addition sums
with accuracy and
regrouping
abacus and
and 10 hundreds
with and without
also be able to find
columns without into 1 thousand.
regrouping using
solutions mentally.
regrouping.
paper and pen.
Add multiples of 10
Efficiently add
and 100 to four digit
Add multiples
Exemplary
Add multiples of 10
Mentally add
10 or 100 to four of 10 or 100
and 100 together to
multiples of 10 and
numbers
digit numbers.
to four digit
a four digit number
100 to four digit
Understands
Understand the
numbers without
with regrouping.
numbers with as
commutative
commutative
property of addition
property of
Fill in the
addition.
blanks using
regrouping.
well as without
regrouping.
commutative
property.
Solve word problems
Solve word
Efficiently solve
Solve word problems
Create word
presented through
problems
word problems
mentally from verbal
problems and
pictures and verbal
presented
presented
description and is
addition stories
description .Make
through pictures. through pictures
able to pick out the
with the given
addition stories
and verbal
required information concept.
description.
from the extra
information given in
a situation.
158
Animals...
Assessment
General Science
Rubric for the Unit
Expected
Learning Outcomes
Indicators of the student’s performance
Beginning
Developing
Achieved
Exemplary
The student is
The student is
The student is able
The student is able
able to:
able to:
to:
to:
Identification of
Classify animals
Group animals
Group animals as
Give the features
similarities among
into similar
as per similar
per similar features
of animals if one or
various animals
groups as per
features like-
like- food habits,
two properties are
their habitat.
their food habits, movement, body
given and identify
their movement
parts, mode of
the type of animals.
and their body
feeding, locomotion
parts.
and reproduction.
Identification of
Group the
Group animals
Compare and
Give examples of
dissimilarities
animals into
as per dissimilar
contrast the features
animals having
between various
different groups
features with
of a group of animals
different features
animals
as per their
regard to
which are not similar.
for food habits,
habitat.
food-habits,
movement, body
movement and
parts, locomotion
body parts.
and reproduction.
Animal movement
Categorise
Discriminate
Enlist animals as
Critically analyse a
–flying, crawling and
animals as
movements
fliers, crawlers and
particular animal
insects
terrestrial,
of terrestrial
insects according to
like a lizard into a
aquatic and
animals such as
their movement.
specific group and
aerial animals.
walking, hopping,
state the reason for
jumping,
the same.
crawling, leaping
and skipping etc.
159
Animals...
Flight of Birds
Recognise
Understand
Identify birds which
Appreciate that
birds by
the features
can fly and the ones’
the bat is not a
identifying
of birds
which cannot fly . Also
bird but it can fly
the wings but
which enable
understand that a bat
whereas there
needs help
them to fly
is not a bird but can
are birds like an
from the peer
and identify
fly.
ostrich which can
to identify the
the ones
ones which
which can fly
can fly and
and the ones’
the ones’
which cannot
which cannot
fly.
not fly.
Understand the
reason for the
migration of
birds.
fly.
Beaks of Birds
Understand
Correlate
Correlate that the
Critically evaluate
that birds
that the kind
kind of food birds
the food habits
with different
of food birds
eat depends on the
in relation to its
types of beak
eat depends
structure of their
beak and claw
have different
on the
beak, habitat and their
structure.
food habits
structure of
claws
but need help
their beak.
to corelate
the two.
160
Animals...
Assessment
Social Science
Rubric for the Unit
Expected
Learning Outcomes
Indicators of the student’s performance
Beginning
The student is
able to:
Understands the
concept of ‘Animal
Migration’
Developing
Achieved
The student is
able to:
The student is able
to:
The student is able
to:
Understand the
concept of migration
and factors
responsible for it.
Understand the
need to preserve
the habitat and
environment and
the continuation of
the food chain.
Differentiate
Familiarise
himself with the between
term ‘Migration’. domestic and
wild animals.
Exemplary
The factors
responsible for
migration
Understand
the importance
of migration
for survival of
animals.
Understand the
concept of the
Food Chain.
Understand that a
break in the Food
Chain is responsible
for the initiation of
migration.
Understand the
importance of
sustaining the
food chain during
migration.
Indentifies the
animal products and
correlates with the
specific animal / bird
Identify with
assistance the
names of animal
products.
Can identify a few
common animal
products but not
clear about their
resource.
Can indentify the
animal products and
correlates with the
specific animal / bird
Indentify animal
products and
corelate them with
the specific animal
/ bird and even cite
examples beyond
the concepts
covered.
Understands the
terminologies
associated with
Sericulture, Dairy
farming, Poultry
Farming and leather
processing
Confused with
the terminologies
and has difficulty
in identifying the
animals related
with the terms.
At times
understand some
terminologies but
need assistance
for explanation.
Have clarity in
understanding the
terminology taught
and can reproduce it
as expected.
Understand the
terminologies
associated with
Sericulture, Dairy
farming, poultry
Farming and
Leather Processing
and has knowledge
beyond the
expected level.
161
Animals...
Understand the
Only
Only relate
Understand the
Understand
significance of
understand
the products
significance of animals
and appreciate
animals along with
and identify
associated
and their importance
the significance
the human life
the animals
with animals
in human life.
of animals
around.
and enjoy the
along with the
company of
human life and
pet animals.
even know
about methods
of animal
conversation.
162
Animals...
Assessment
Performing Arts
Rubric for the Unit
Expected
Learning Outcomes
Understanding of
notes and values
including dotted half
and quaver
Indicators of the student’s performance
Beginning
Developing
Achieved
The student is
able to:
The student is
able to:
The student is able
to:
Understand the
dotted half and
quaver notes
which are used
to write music.
Clap the notes
Identify notes
including quaver according to their
and dotted minim time values.
and their time
value.
Exemplary
The student is able
to:
Read music.
Sing song in different
time signatures.
Understand how
music played in
different time
signature.
Sing aroh, avroh Sing a alankars based
and pakad of raga on raga yaman.
yaman.
Identify shudh,
komal and vikrit
swaras.
Knowledge about
3/4 time signature
(waltz)
Learn to clap
Use different
Time signature in rhythm in the
given time
music.
signature.
Understanding of
shudh, vikrit swaras
in Indian music.
Understand the
introduction of
raga yaman.
Understanding rupak
taal and bhajan
based on raga
yaman.
Learn to clap the Sing bhajan based Sing bhajan along
with rupak taal.
matras in rupak on raga yaman.
taal.
Recognise and
perform music
based on rupak
taal.
163
Assessment
Animals...
Visual Arts
Rubric for the Unit
Expected
Learning Outcomes
Can follow
instructions
Teamwork;
Communication
Indicators of the student’s performance
Beginning
Developing
Achieved
The student is
able to:
The student is
able to:
The student is able
to:
Grasp very basic
instructions.
Understand
Display some
understanding of instructions well.
instructions.
Contribute to
the group with
guidance from
the teacher.
Contribute most
of the time.
Exemplary
The student is able
to:
Understand
instructions well
and help his peer
group.
Contribute actively;
Contribute actively;
Has good
Can assume
leadership;
Communication skills.
Possesses excellent
communication
skills.
Produce
Originality/ Creativity Produce work
moderately
with assistance
from the teacher. creative
work without
assistance.
Produce creative
work.
Produce unique,
very original work.
Neatness in colour
application
Scribble colour
inside the form;
tends to stray
outside the form
too.
Colour with strokes in
Scribble colour
one direction.
inside the form;
makes an effort
to keep the
strokes within the
form.
Colour with strokes
in one direction
and stay within the
form.
Can reproduce
details from memory
Draw a few
details from
memory.
Draw lots of details
Draw sufficient
amount of details from memory.
from memory.
Draw details with
a fair amount of
accuracy.
164
Animals...
Teacher Resource
Material
165
Animals...
Teacher Resource Material
English
Material Required
Crayons, poem based on Ants, colours, flash cards, pencils, any story book or magazine,
pictures with animals in action, highlighter, board, notebooks ,chart defining creative
writing and its rules, etc.
Books
You Can! Comprehension and Cloze- Primary 3 by Rosalind Lee
Interactive Grammar- English enrichment exercises-3 by Scholars Hub
Together Excel in English Grammar and Composition-3 by H.D.Madan and Rekha Sharma
with.Interactive English-Multi Skill Coursebook-3. Times English In Context = Primary 3
By Y.C.CHAI
P.C Wren and N.D.V. PrasadaRao “New Beginner’s English Grammar s” Chand and
Company
Sharman Wurst and Doug Wurst “Grammar and Punctuation” Viva Books Private
Limited
Anne Seaton and Y H Mew “Basic English Grammar” Learners Publishing
Third grade scholastic 100 words kids need to read by 3rd grade
Audio-Video
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/pasted2.htm (Forming the
Simple Past Tense, Regular Verbs)
http://www.better-english.com/grammar/past4.htm(Past Simple Matching exercise)
http://www.better-english.com/grammar/past4.htm(Past participle)
Website for Reference
abcteach.com/directory/basics/grammar/verb_skill_sheets
Toolsforeducation.com/crossword
www.HaveFunTeaching.com, http://www.studyzone.org/testp,
http://www.kidsnewsroom.org/resources/sol/CA/G03RA.pdf
rep/ela4/g/verbtensepastl3.cfm, http://www.englishexercises.org/makeagame/
viewgame.asp?id=3351
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/pasted2.htm
www.superteacherworksheets.com,http://www.better-english.com/grammar/
past4.htm, http://www.google.co.in/imghp?hl=en&tab=wi, www.chamberslearning.
166
Animals...
com, http://www.ehow.com/how_8404581_teach-verbs-grade-two-students.
html#ixzz1XvGLxNVg, www.esltower.com, www.schoolexpress.com
Mathematics
Material Required
Vocabulary to be Taught (Related to The Theme)
Addends, Commutative, Regroup.
Acknowledgements We are sincerely thankful to the following websites for the
images used in the lesson plan and worksheets.
http://www.arthursclipart.org/justforkids/jungle/playtime%202.gif
http://www.google.co.in/search?q=tiger+clip+art&hl=en&tbm=isch&aq=0&aqi=g7gm3&aql=&oq=tiger+clip
http://www.google.co.in/search?q=deer+clipart&hl=en&tbm=isch&aq=0&aqi=g5gms1g-m1g-ms1g-m2&aql=&oq=deer+clip
http://www.google.co.in/search?q=rabbit+clipart&hl=en&tbm=isch&ei=tcdyToWfI8brr
Qf1u5m5Cg&sa=N&aq=0&aqi=g6g-m4&aql=&oq=rabbit+clip
http://www.google.co.in/search?q=monkey+clipart&btnG=Search&hl=en&tbm=isch&e
i=tcdyToWfI8brrQf1u5m5Cg&sa=N&aq=f&aqi=g8g-m1g-ms1&aql=&oq=
http://www.google.co.in/search?q=jackal+clipart&btnG=Search&hl=en&tbm=isch&ei=
tcdyToWfI8brrQf1u5m5Cg&sa=N&aq=f&aqi=g1&aql=&oq=
http://www.google.co.in/search?q=giraffe+clipart&btnG=Search&hl=en&tbm=isch&ei=
tcdyToWfI8brrQf1u5m5Cg&sa=N&aq=f&aqi=g4g-m5&aql=&oq=
http://www.google.co.in/search?q=elephant+clipart&hl=en&tbm=isch&ei=BclyTs7CEIX
JrQfu_9zJCg&start=20&sa=N
http://www.google.co.in/imgres?q=clipart+rope&hl=en&gbv=2&tbm=isch&tbnid=9gT
5uMSk2w4RFM:&imgrefurl=http://etc.usf.edu/clipart/52200/52284/52284_rope_net.
htm&docid=mwJmD4i8EppmKM&w=700&h=676&ei=6UZ0TqO6MMntrQeQ8eW_Aw&
zoom=1&iact=hc&vpx=730&vpy=229&dur=592&hovh=221&hovw=228&tx=124&ty=11
2&page=2&tbnh=160&tbnw=166&start=27&ndsp=14&ved=1t:429,r:10,s:27&biw=136
6&bih=571
http://www.google.co.in/search?q=crocodileclipart&hl=en&tbm=isch&ei=vMlyTp6OAs
HnrAeDxMXbCg&start=0&sa=N
167
Animals...
Audio-Video
http://www.youtube.com/watch?v=11y0hJm_-Zo
http://www.youtube.com/watch?v=qHtWkaN0TRw&feature=related
http://www.youtube.com/watch?v=AJxHM7EDh4o
http://www.youtube.com/watch?v=LbvXPGkt26U
http://www.youtube.com/watch?v=3dOx1_6nWq4&feature=related
Website for Reference
http://www.learn4good.com/games/kids/double_digits.htm
http://www.softschools.com/mathg.jsp
http://www.ixl.com/math/grade-2/value-of-underlined-digit-up-to-thousands
General Science
Material Required
A Power Point Presentation on animal run, a video on different types of movement,
scrap file, pictures of different types of beaks and claws of different birds, PowerPoint
Presentation on different types of beak and claws, etc.
Vocabulary to be Taught (Related to The Theme) Crawl, hop, leap, skip, chisel,
curved beak, probing beak, sifting beak
Books
The Science Times, Part -3 ,Suman Prakashan (P) Ltd., New Delhi.
Headstart Science 3, Madhubun Educational Books
My Science Companion, Class-3, Unified Council, India
Audio-Video
a video on types of movement
Websites for Reference
http://www.softschools.com/
http://www.classroomclipart.com/
http://www.mes-english.com/flashcards/animals.php
http://www.netanimations.net/stars.htm
http://www.enchantedlearning.com/crafts/
http://abcteach.com/directory/researchreports/graphic_organizers/venn_diagrams/
168
Animals...
http://www.enchantedlearning.com/graphicorganizers/venn/
http://www.biologycorner.com/worksheets/beaks_feet.html
http://www.environmentaleducationohio.org/lessons/beaks_and_feet.pdf
http://www.vtaide.com/png/edu/Bird-Adaptations-Beaks.pdf
http://www.vtaide.com/png/edu/Bird-Adaptations-Beaks2.pdf
http://www.authorstream.com/Presentation/raniashok-283228-beak-feet-adaptationbirds-zoology-vertebrates-education-ppt-powerpoint/
Model Making for Lesson Plan b
(a) Crawling Caterpillar:
Material Required: Egg carton, Pipe cleaners,
buttons, colours, and scissors
Procedure:
Separate 4,5 or 6 cups from an egg carton.
Using the pointed end of the scissors, with the help
of an adult make two small holes at one end for the
antennae.
Insert pipe cleaners in the holes for antennae as shown in the picture.
Add the eyes and mouth using buttons or colours and decorate it.
(b) Swimming Fish:
Material Required Paper plate, scissors, glue (or tape or a stapler)
googly eyes (optional), crayons, paint or markers, etc.
Procedure:
Cut a wedge out of a paper plate. The wedge will be the fish’s tail; the
hole will be the fish’s mouth.
Glue (or use tape or a stapler) the tail to the end of the fish.
Glue a googly eye on the fish (glue on two eyes if you want a flounder)
or simply draw eye(s).
169
Animals...
Colour the fish, scales, mouth, etc.
For an extra touch, make a tiny fish (use the same instructions as above, but start with a
tiny circle made with construction paper). Hang the tiny fish from the large fish’s mouth
using a short piece of thread.
(c) Flying and Running Owl:
Material Required 3 Paper plates, buttons, coloured paper, scissors, and glue.
Procedure:
Take 2 Paper plates and paste them to make face and a body.
Using scissors cut a third paper plate into equal parts to make wings.
Paste the wings as shown in the picture.
Use buttons for making eyes.
Use coloured paper to make the feet and paste them accordingly.
Answer Keys.
Solution to Worksheet 8
170
Animals...
Solution of Worksheet-9
Solution to worksheet 12
171
Animals...
Bird Beaks and Feet
The body structure of birds especially their beak and feet can tell us a lot about their
habitat and lifestyle. Most birds are even classified according to the structural similarities
between their beaks and feet.
BEAK STRUCTURE
Structure of beak
Function
spear shaped
spearing fish
chisel shaped, flat and pointed
drilling for insects
flat and square-shaped
straining algae
short and rounded
multipurpose, eating insects and seeds
hooked
catching and tearing prey
long and fat, like a scoop
scooping up fish
long and tubular
sucking nectar from flowers
LEGS AND FEET STRUCTURE
Legs and feet structure
172
Function
short legs with blunt claws
scratching, ground walking
three toes in front, one behind
perching
webbed
swimming
large hooklike claws (talons)
grasping prey
long muscular legs
running
long skinny legs
wading
Animals...
tiny short legs
hovering
two toes in front, two behind
climbing
Observe the pictures of the birds given below carefully and write about what the bird eats
and where it lives.
Eagle
Sparrow
Kingfisher
Owl
Hummingbird
Woodpecker
Penguin
Peacock
173
Animals...
Record
your
Bird
observations
in
the
Type of Beak
Probable Diet
Data
Table
Type of Feet
given
Probable Habitat
Eagle
Sparrow
Kingfisher
Owl
Hummingbird
Woodpecker
Penguin
Peacock
Note: Teacher may choose native birds to list in the table.
Analysis:
174
below:
1.
What features of the humming bird adapt it for its style of feeding?
2.
Imagine an ideal flying predator. What type of beak and feet would it have?
Animals...
Social Science
Material Required
A4 sheets, glue sticks, cellophane tape, scissors, poster colours, painting brush, old
newspapers, magazines, city and town map, video on migration of animals (AV aid
provided). PPT on “Food Chain” (AV aid provided), paper and pencil to make a list /
short animal stories/ puppets/ cutouts of animals and costumes, pictures / birds/
insects/ pastel sheet and colours/ glue/ scissors, a story on “Micky the beast and his
family”. Flags /tents/ barrier/ umbrellas for marking random locations on the ground /
paper slips and snack items. Pencil and paper to make a list. A different situation will be
given to each group according to which they have to enact a play. A town map, colours
pictures / cutouts of different things/ food items we get from different animals, chart
paper, glue, five boxes, / containers of different products, photograph or cutout of each
animal related to product, basket ,A3 size pastel sheet, thermacol sheet, cardboard,
grass, chicks and other farm animals toys, toy feeders. Make a list of rules for groups
or organisations working for animal welfare. A Photo Story on Silk Production (AV aid
provided) Pictures or cutouts of the stages of silk moth, card board, chart paper. Pieces
of different silk cloth, scrap file, glue, coloured marker pens. Rectangular card board,
box, blue paint, a cutout of fishes, colourful threads, glue, decorative items and items
related to aquatic life.
Topics Vocabulary to be Taught ( Related to the Theme):
(a)
Migration: Migration, Adaptation, Predator, Prey, Food Chain, Herbivores,
Carnivores, Omnivores.
(b)
Animals as Resource Preservation: Soaking, liming, unhairing, fleshing, splitting,
and aquaculture.
•
From Google books encyclopedia.
Audio- Video
AV Aids on Migration. Links for videos :
http://www.youtube.com/watch?v=vAtMF49bR28
http://www.youtube.com/watch?v=MWT51807cyM&feature=related
http://www.youtube.com/watch?v=q7dJVXucDf8&feature=related
http://www.youtube.com/watch?v=BxCXMxyGk0w&feature=related
http://www.youtube.com/watch?v=r9MUuXUP5Ho&feature=related
http://www.youtube.com/watch?v=rGFIICWsMGc
http://www.youtube.com/watch?v=f67GBitLGng
http://www.youtube.com/watch?v=hOJiSkj02mE
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http://www.youtube.com/watch?v=URIB4AcuHH4
http://www.youtube.com/watch?v=cYIR8ILpNr4
http://www.youtube.com/watch?v=vpnhtQwq0Ug&feature=related
http://www.youtube.com/watch?v=RYxREve6EpQ&feature=related
http://www.youtube.com/watch?v=Q40h8dPmgwQ&feature=related
http://www.youtube.com/watch?v=1gxRsc9MMXk
http://www.youtube.com/watch?v=mbqew76Msno
http://www.youtube.com/watch?v=fzwV_QQkPL8&feature=related
http://www.youtube.com/watch?v=KJpT4wPJaWk
http://www.youtube.com/watch?v=Du60YK09CFg
http://www.youtube.com/watch?v=Rlm8zD8Zvls
http://www.youtube.com/watch?v=vmTGA5-U9zU
http://www.youtube.com/watch?v=MKBX5LPS7cc&feature=related
http://www.youtube.com/watch?v=q4Nykhlx114
http://www.youtube.com/watch?v=1YNy2R3hg2Q&feature=fvsr
http://www.youtube.com/watch?v=MWT51807cyM
AV Aids on Dairy as Animal Resource. Links for videos
http://www.youtube.com/watch?v=TuAefr1qvC8
http://www.youtube.com/watch?v=HdSfz9gS1zM&feature=related
http://www.youtube.com/watch?v=Fa9JczVioZc&feature=related
AV Aids on Poultry. Links for videos
http://www.youtube.com/watch?v=R7FDm8PTj2s&feature=related
http://www.youtube.com/watch?v=HKOt6qPPB5M&feature=related
http://www.youtube.com/watch?v=xTnxBV-cbV0&feature=related
http://www.youtube.com/watch?v=9uui5S409FU
http://www.youtube.com/watch?v=A5dowCyaP7I&feature=related
http://www.youtube.com/watch?v=P7EUaJIWMk8
http://www.youtube.com/watch?v=DZ2-okhB4Eg
http://www.youtube.com/watch?v=Nk6qofRnBvg&feature=related
http://www.youtube.com/watch?v=AITb3a67XUI&feature=related
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http://www.youtube.com/watch?v=yC5QfaBwE3A&feature=related
http://www.youtube.com/watch?v=C46fIEwEbGU
http://www.youtube.com/watch?v=uxnO4lxRu64&feature=related
http://www.youtube.com/watch?v=U_fBiuH0gKI
http://www.youtube.com/watch?v=J7NMZ2ujHsY
http://www.youtube.com/watch?v=U2w0WBfQUu8
http://www.youtube.com/watch?v=aJ7rrHYmFiQ
AV Aids on Sericulture. Links for videos
http://www.youtube.com/watch?v=xYDqwinDEck
http://www.youtube.com/watch?v=sBo_0YKGb2M&feature=related
http://www.youtube.com/watch?v=obMIqBfsDDw&feature=related
http://www.youtube.com/watch?v=hZCAgDBv-CU&feature=related
http://www.youtube.com/watch?v=Z_Q3anFTzKU&feature=related
http://www.youtube.com/watch?v=fQbLTs7Qvbk
http://www.youtube.com/watch?v=nS1jHswryxA&feature=related
http://www.youtube.com/watch?v=fh295glhogE&feature=related
http://www.youtube.com/watch?v=1UVOMA-tgps
http://www.youtube.com/watch?v=o_n8-_hH56w&feature=related
http://www.youtube.com/watch?v=-EB73CNySgc
http://www.youtube.com/watch?v=0xLutbQb0js&feature=related
http://www.youtube.com/watch?v=x-wjNjz5VrA
http://www.youtube.com/watch?v=ChBpihQRlaU&feature=related
http://www.youtube.com/watch?v=Ee12FgxL4G4&feature=related
http://www.youtube.com/watch?v=f1RTqAWKenM&feature=related
http://www.youtube.com/watch?v=pPjnEZEBCsE
http://www.youtube.com/watch?v=FajTk_GeAXM
http://www.youtube.com/watch?v=lXqXX1Zt0Rg&feature=related
http://www.youtube.com/watch?v=EuRhW93tCfY
http://www.youtube.com/watch?v=6IoksaO4AMg&feature=related
http://www.youtube.com/watch?v=-wbmEjTvszI&feature=related
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http://www.youtube.com/watch?v=UYiubgSuRUE
http://youtu.be/hchVGxfc1ws
All the above Av aids are taken fromwww.Youtube.com
Apart from these videos: PPT on Food Chain, Sericulture,Dairy and Photo Story on Silk
Production is also taken up with the lesson plan.
Website for Reference
All the big and small pictures used in this unit are taken from:
www.googleclipart.com
www.googleimages.com
http://www.wisegeek.com/videos/303549940.htm
http://www.circleofresponsibility.com/page/297/fish-farming.htm
Social Science
Q1. Complete the Food Chain by drawing arrows: WHO EATS WHAT?
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Animal as Resource: Sericulture
Performing Arts
Material Required
Musical instruments, audio video recorder and player.
Books
A hand book of music knowledge, complete key board player.
Audio-Video
Follow you tube link to select songs.
Website for Reference
Music teachers resource site.(www.mtrs.co.in.uk)
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Visual Arts
Material Required
Clay, drawing sheets, origami paper, glue, paints, oil pastels, etc.
Books
•
Create Anything With Clay by Sherri Haab, Laura Torres- Klutz publications
•
Clay characters for kids- Maureen Carlson
•
Usborne Art ideas: Drawing Animals - Anna Milbourne
Audio-Video
•
7 Wonders of India: Bhimbetka: video from YouTube
•
Movie: Ice Age (story of early man and migration)
•
You Tube videos: Daily origami_001-Bunny Finger puppet;
Daily origami_120-old school origami-fox puppet;
Easiest frog hand puppet by OneMinuteCrafts.com
Website for Reference
http://asi.nic.in/asi_monu_whs_rockart_bhimbetka.asp
http://crafts.kaboose.com/origami-flying-bird-mobile.html
http://www.origami-instructions.com
http://www.davidpetty.me.uk
www.enchantedlearning.com
Origami Flying Bird Mobile
You will need the following material
•
4” x 4” (10 cm square) origami paper in several colors
•
Thin string or sewing thread
•
Tape
•
2 rulers
Instructions on how to make it.
180
•
blue line = crease
•
red line = fold
•
grey line is to make contrast so fold can be seen.
Animals...
Crease along the blue line, fold in half from corner to corner along the red line.
1.
Fold just the top layer along the red line.
2.
Fold the entire project in half along the
red line.
3.
Open the top flap to make a point.
4.
Fold up the first wing to form a 90 degree
angle between head and wing.
5.
Fold the other wing to the back in the
same way.
6.
Fold both wings down along the red
line to make the bird look as if it is
flying. Fold the front point in to form
the bird’s head.
7.
Hang each bird from the string which in attached at the crease between wings.
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Visual Arts
Books
Beyond the Gym, Grade 1: Physical Activity Lessons for the Non-Gym Teacher (Paperback):
By Toby Sutton (Author), Karen Thompson (Editor)
P.E. Teachers Pre-Sport Skill Lessons, Activities & Games for Grades 4-6: By Joanne M
Landy
The Really Useful Physical Education Book: Learning and Teaching Across the 7-14 Age
Range (The Really Useful Series) [Paperback]
Gary Stidder (Editor), Sid Hayes (Editor)
Website for Reference
http://www.sparkpe.org/wp-content/uploads/2009/11/K2_Kick_TriPass.pdf
www.sparkpe.org/physical-education/lesson-plans/elementary/
www.pecentral.org/lessonideas/elementary/k2lessonideas.asp
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Worksheets
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English
Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
The Verb
Most verbs are doing words. They tell us what people, animals or things are
doing.
Read the sentences given below. The words in bold are the Verbs.
The tiger killed the deer.
The cricket jumped over the grass.
The dog barked at the thief.
What did the tiger do? It killed the deer.
What did the cricket do? It jumped over the grass.
What did the dog do? It barked at the thief.
Hence a Verb is mainly a doing word. It says what somebody or something
does.
Words like be (am/is/are/was/were) and have (have/has/had) are also called
verbs. They say what somebody or something is or has.
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I am the fastest runner of the team.
A duck is a kind of bird.
The large, barking dogs were scary.
I have a book on Harry Potter.
The auditorium has a lot of windows.
A verb expresses an action or state (= being)
A verb sometimes expresses possession (= having something)
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Base Form Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Use of is, Am and Are
The words is, am and are, are also verbs, but they are not action words.
They are the simple present tense of the verb ‘be‛.
You can use ‘am‛ with the pronoun I and you can use ‘is‛ with the pronouns he,
she and it. You may use ‘are‛ with the pronouns you, we and they.
Examples
It is a donkey.
You are cunning as a wolf.
Rex is a clever dog.
Lambs are baby sheep.
Here‛s a table to help you remember the use of am, is and are:
SINGULAR
PLURAL
FIRST PERSON
I am
We are
SECOND PERSON
You are
You are
THIRD PERSON
He is
They are
She is
They are
It is
They are
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II. Use of Have and Has
The verbs have and has are used to say what people own
or possess. You also use them to talk about the things that
people do and things that people get, like an illness. They are
the simple present tense of the verb ‘have‛.
Examples
Monkeys have long tails.
The lion has hurt himself.
Birds have eaten the grains.
We use has with he, she, it and also with singular nouns.
We use have with I, you, we, they and with plural nouns.
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THE USE OF ‘HAS‛ and ‘HAVE‛
III. Billy Bear‛s Farm
Complete the story by filling has and have in the blanks provided below.
Betty Bear: Billy, I ___________something for you.
Billy Bear: Oh, what is it?
Betty Bear: I _________some toy animals for you to add to your farm. Look
at this goat. It __________a goatee.
Billy Bear: I like this cow. It ___________ a black patch on its forehead.
Betty Bear: And look at this dog. It ___________ a black patch on its
forehead too.
Billy Bear: Oh, thank you, Betty. I like the animals you have bought for me.
I‛m going to put all of them on my farm now.
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Base Form Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Fill in the blanks with is/am/are wherever necessary. You can take the
help of the picture given below:
1.
This _____________Mrs. Cow‛s classroom.
2. The bunny rabbits ______________sitting on the first bench.
3. The calf-elephant ________________sitting on the last bench.
4. “I__________the monitor”, says the puppy.
5. The piglet and the cub ______________punished by Mrs. Cow.
6. They ______________punished for not doing their homework.
7. Mrs. Cow _____________ writing a question on the board.
8. “I_____________sorry”, says the kitten when she drops her bag.
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II. Fill in the blanks with suitable verbs. Choose the correct option from the
box and make the necessary changes in the tense wherever required.
1.
drink
spend
read
run
walk
play
nibble
sleep
go
work
He ____________cricket.
2. They ______________away.
3. The cat ______________milk.
4. Boys ____________books.
5. She ____________money.
6. We ____________fast.
7. You _____________down.
8. I _________at 11p.m.
9. Men __________very fast.
10. Mice ______________cheese.
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Base Form Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Write-A-While
I. Fill in the blanks with details about your favorite animal.
The name of the animal is __________________________________
Its colour and size is _____________________________________
Is it wild/domestic? It is a _________________________________
What does it eat? It eats __________________________________
What kind of sound does it make? It makes_____________________
Anything special about it you would like to mention ________________
What are its young one called? _______________________________
Why is it your favourite animal? ______________________________
Now use the answers you have written to form a paragraph in the base form.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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II. From the given box choose an appropriate verb for each of the blanks
to form meaningful sentences. Make changes wherever necessary.
sail chirp
1.
celebrate
wander
is
have
enjoy
do
I _____________my pet‛s birthday.
2. The ship __________across the sea.
3. The chimpanzee ____________in the jungle.
4. Bird _____________in the morning.
5. I___________ a book on dinosaurs.
6. He ___________my friend.
7. I ___________my work daily.
8. I ___________visiting a zoo.
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Base Form Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. If My Dog Could Talk. Pick appropriate words from the word box to
finish the poem.
Word Box
think
take
talk
walk
hold
buy
If I could teach
My dog to ____________________
She‛d say to me,
“Let‛s take a walk.”
We‛d ______________ to the store,
And I‛d _____________ her a bone.
I‛d buy myself
an ice cream cone.
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Then my dog would say,
My dog might ask me,
“Now let me _________________.
To ___________her collar.
“Please get me some water.
Then she‛d say,
“I need a drink.”
“I need a dollar.”
My dog would say
So I‛m glad my dog,
She needs fresh air.
Can‛t talk today.
She‛d point to the park
I‛m not sure I‛d like
And say, “____________ me there”
The things she‛d say.
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Base Form Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Listen carefully to the poem ‘ANTS‛ and then colour the base form of
the verbs present in the poem.
Ants
It‛s an insect not a spider
It has 6 legs instead of 8
3 on this side 3 on that side
and it is crawling on your plate.
1 ant, 2 ants , 3 ants 4
our picnic is their grocery store
5 ants 6 ants 7 ants 8
they are crawling on my plate
8 ants 7 ants
stomp around
6 ants 5 ants
on the grounds
4 ants 3 ants
on the run
2 ants 1 ant
no more fun.
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II. WORD NEST
Here are some alphabet eggs. Write down some action words in the base
form using these alphabets on the eggs in the nest.
1.
196
____________
6. ____________
2. ____________
7. ____________
3. ____________
8. ____________
4. ____________
9. ____________
5. ____________
10. ____________
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Past Form Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Forming Past Tense Verbs
We can add ‘ed‛ to make the past tense of most verbs. These verbs
are regular verbs.
•
For most verbs – just add ‘ed‛
Played
•
walked
For verbs ending with a silent ‘e‛- drop the ‘e‛ and add ‘ed‛
Danced
•
painted
raced
baked
For verbs ending in a consonant followed by a y- change the ‘y‛ to ‘i‛ and add
‘ed‛.
Hurried
•
carried
buried
Some verbs have an irregular past tense.
Dig - dug
catch – caught
sleep - slept
Eat – ate
buy – bought
write - wrote
Run – ran
sing – sang
ride – rode
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I. Underline the verbs used in the Past form in the following sentences.
1.
Alan wrote a story about the grizzly bear last week.
2.
The foolish crow tried to sing.
3.
The rabbit ran very fast.
4.
Mary had a little lamb.
5.
The goat fell into the well.
6.
The cuckoo sang a song.
7.
The squirrel climbed up the tree.
8.
The monkey swung from tree to tree.
9.
The tiger caught the sheep.
10. The red fox jumped over the fence.
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II. Your Turn
Unscramble the jumbed letters to make a word.
Make a sentence using the past form of the word you have formed.
u m p j _______________________________
_____________________________________
_____________________________________
r c a l w ______________________________
_____________________________________
_____________________________________
_______________________________
_____________________________________
_____________________________________
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r d n k i ______________________________
____________________________________
____________________________________
kawl
______________________________
_____________________________________
_____________________________________
S i m w ______________________________
_____________________________________
_____________________________________
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Past Form Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Word Puzzle: Find the following action verbs which have been used in
the past tense form in this puzzle.
JUMPED, FLEW, CLEANED, KICKED, ATE, READ, LOOKED, TOOK,
GOT, MET
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II. Match the past tense verbs as directed.
Draw straight lines to match each present tense verb to its past tense
form.
Present Tense Verbs
Past Tense Verbs
1. hear
caught
2. tell
saw
3. grow
brought
4. come
heard
5. draw
fell
6. get
grew
7. see
told
8. bring
got
9. fall
drank
10. catch
came
11. drink
drew
Choose any two of the past tense verbs written above and use them each
in a sentence. Underline the verb used in each sentence.
1. ______________________________________________________
2. ______________________________________________________
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Past Form Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Write the past tense form of the verbs given in the brackets.
1.
The police dog ______ into my classroom today. (come)
2. The mother bird ______ her baby birds. (feed)
3. The cat ______ on the sofa last night. (sleep)
4. The lion _____________ for his food. (fight)
5. I ______ some goldfish in the lake. (see)
6. The parrot ____________ about the room. (fly)
Directions: For each verb given below, write its past form. Watch
your spellings!!.
Verb
Past tense
Drink
Find
Leave
Speak
Catch
Hit
Ring
Cry
Study
Walk
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II. Complete the word ladder with the past tense words of the following
verbs.
Put, teach, tell, dig, grow, go, throw, win
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III. Solve the following crossword with the past forms of verbs from the
clues given below.
Across
Down
3. What is the simple past verb of walk?
1. What is the simple past verb of
5. What is the simple past verb of cook?
7. What is the simple past verb of land?
9. What is the simple past verb of play?
cry?
2. What is the simple past verb of
talk?
3. What is the simple past verb of
wave?
4. What is the simple past verb of
look?
6. What is the simple past verb of
wait?
8. What is the simple past verb of
open?
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Past Form Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Read the story given below and colour the past tense form of the
verbs that you can identify.
Frog and Coyote‛s Race
A Native-American Tale
One afternoon, Coyote went hunting. He caught a mouse, and later a squirrel.
As a fat rabbit hopped by, Coyote grabbed him too and started for his home
to cook his supper.
Suddenly, a large frog landed in front of him. Coyote pounced and pinned the
Mr. Frog to the ground.
The Frog thought quickly and came up
with a plan. “Brother Coyote,” he called.
“You must not eat me today!”
Coyote laughed loudly, “Why shouldn‛t I
help myself to such a tasty meal?”
“Why, I have a bet to make with you,”
the Frog stated. “Tomorrow there is
a race.” Coyote‛s ears twitched. “A
race?”
“Yes,” Mr. Frog continued. “You and I
will race. If you win, then you may eat
me!”
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Coyote was never able to let pass the dares, refuse bets or miss a race. He
agreed and ran away swiftly to enjoy his dinner. Mr. Frog hurried to the lake.
There he told his friends about his bet with Coyote. They laughed, knowing
that one little frog could never win against such a large, strong coyote. Frog
hushed them and explained his clever plan. With some help, it was certain that
Coyote would lose.
In the morning, the animals gathered to watch as Coyote and Mr. Frog agreed
on the course they would run. They were to start at the large stone and circle
all the way around the lake. The first one to return back to the stone would be
the winner. When the sun reached the noonday mark, they were off. Coyote
sprinted as quickly as he could. The frog bounded into the grass and waited.
Coyote looked behind him. Seeing no sign of Frog, Coyote was sure he would win.
As Coyote was beginning to tire, Mr. Frog‛s look-alike buddy jumped onto the
course from behind an alder tree ahead. Coyote was surprised to see what he
thought was Frog, and ran even faster, determined
to win. Coyote dashed past him and called out, “You
may be fast, but I‛m faster. I‛ll wait at the finish
line to eat you up, Mr. Frog!”
When Coyote came in sight of the finish line, Frog
had emerged from his hiding place and easily hopped
across the line. “You may be fast, Coyote, but I‛ve managed to beat you!” Mr.
Frog joyfully called out. Silently, he added, “With the help of my friends.”
Coyote went home puzzled and hungry again.
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(c) Past Participle Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
A past participle indicates an action completed in the past or a time in the
past. In most English verbs the past forms and past participles are the same.
It is often called the ‘ed‛ form as it is formed by adding ‘d‛ or ‘ed‛ (or –d) to the
base form of regular verbs. However it is also formed in various other ways
for irregular verbs.
Regular verbs -the past participle ends in ‘ed‛. Look at the following table:
Base Form
Simple Past
Past Participle
laugh(s)
laughed
laughed
start(s)
started
started
wash(es)
washed
washed
wink(s)
winked
winked
Irregular verbs- the past participle can end in a variety of ways. Here are
some examples:
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Simple Present
Simple Past
Past Participle
drive(s)
drove
driven
feel(s)
felt
felt
put(s)
put
put
swim(s)
swam
swum
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I. Write the Past participle form of each of the following verbs.
1.
Begin -
____________________
2. Find -
____________________
3. Tell -
____________________
4. Steal -
____________________
5. Swear -
____________________
6. Mistake - ____________________
7. Let -
____________________
8. Keep -
____________________
9. Freeze -
____________________
10. Do -
____________________
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Worksheet = Verb Tenses - Past and Base form
Directions: Write Past Form Verb of the Base Form Verb given below.
Base form Verb
210
1.
Come -
2.
Begin
3.
Hide -
4.
Blow -
5.
Choose -
6.
Shoot -
7.
Lie -
8.
Meet -
9.
Drink -
10.
Get -
11.
Lose -
12.
Drive -
13.
Do -
14.
Speak -
15.
See -
16.
Ring -
17.
Rise -
18.
Take -
19.
Pay -
20.
Throw -
Past form Verb
Animals...
II. Carefully study and fill in the blanks in the chart given below.
Base
Simple Past
Past Participle
1. Teach
Taught
Taught
2. Shoot
Shot
3. Quit
Quit
4.
Ran
5. Fight
6.
Had
7. Win
Won
8. Take
Took
9.
Shook
Shaken
10. Sleep
11. Take
12.
Tore
13.
Stole
14. Spread
15.
Sung
211
Animals...
Past Participle Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Fill in the blanks with the past participle of any one of the following
verbs. Some verbs may be used more than once.
see, go, ride, get, throw, be, have, eat, make.
Dear Mom,
Camp has ___________ a blast! This week, I‛ve ___________ some cool
crafts, ___________ a horse, ___________ kayaking, and ___________
about 30 sandwiches! We‛ve ___________ all kinds of snakes and bugs, and
I paid Nathan 5 dollars to eat a spider. He‛s ___________ up 4 times since
then! I think I‛ve ___________ the most mosquito bites of all the kids in my
cabin. It‛s sort of a contest, so I haven‛t ___________ using the bug spray
you sent. Sorry! I miss you and Dad, but I‛ve ___________ so much fun. See
you soon!
Love,
Adam
212
Animals...
II. From the options given choose the past participle form of the verb for
each sentence and write it in the space provided.
1.
The cattle have __________ the corn and oats. (ate, eaten)
2. The cat was _____________ to me by Melissa. (gave, given)
3. The humming bird ___________________above the flowers.
(hover, hovered)
4. A baby robin has __________ out of its nest. (fell,fallen)
5. While on a camping trip, Kara was ____________ by mosquitoes.
(bitten, bit)
6. Have the cats __________the whole bowl of milk? (drank,drunk)
7. Have you ____________ on a horse without a saddle before?
(rode, ridden)
8. Several worms ______________________on the ground.
(wriggle, wriggled)
9. The sheep were _____________________ by the wolves.
(chase, chased)
10. The dinosaurs have _______________________ from this earth.
(disappear, disappeared)
213
Animals...
Past Participle Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Choose an appropriate verb from the box given below to fill in the
blanks. Use each verb only once.
1.
swung
barked
waddled
swallowed
soared
gnawed
pecked
climbed
galloped
dived
wallowed
trumpeted
swam
howled
basked
hooted
The ducks _______________________ down to the pond.
2. The squirrel ____________________ up the tree.
3. The owl ___________________ in the night.
4. The horses ______________________ across the empty field.
5. The hens ________________________ at the fresh corn.
6. The eagle ___________________ high into the sky.
7. The hamsters‛ _____________________ right through the wood.
8. The guard dog ____________________ loudly at the intruder.
9. The enormous snake ___________________ its prey whole.
10. The monkey _______________ from tree to tree.
214
Animals...
11. The fish ________________ in the lake.
12. The elephant__________________ loudly to its herd.
13. The wolves _____________________ throughout the night.
14. The penguins ____________________ into the icy sea.
15. The crocodile ___________________ in the midday sun.
16. The hippopotamus ____________________ in the muddy water.
215
Animals...
I. Past Participle Verbs using Alphabets.
Using each of the letters given below write a base form of verbs and then
write their past participle form.
216
A-
N-
B-
O-
C-
P-
D-
Q-
E-
R-
F-
S-
G-
T-
H-
U-
I-
V-
J-
W-
K-
X-
L-
Y-
M-
Z-
Animals...
II. Past Participle Crossword
Fill in the puzzle with the past participle forms of the verbs using the clues
given below:
Across
Down
4. understand - understood
1. put - put
5. take - took
2. make - made
7. sing - sang
3. drink - drank
10. write - wrote
6. know - knew
11. break - broke
8. use - used
13. send - sent
9. fovgive - forgave
14. hold - held
11. buy - bought
12. order - orderd
217
Animals...
Past Participle Form: Writing Skills
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Write a Story
Write a story about something you did yesterday, using verbs in the past
participle form.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
218
Animals...
Past Participle Verbs
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Wall of Tenses
Read the verbs written in the bricks. Then write the past participle of each
verb underneath it in the space provided.
Remember that in some verbs, the last consonant is doubled when –ed is added
to change the verb to the past participle form.
219
Animals...
II. Write any four actions performed by the animals shown below in the
past participle form and share them with the class.
220
Animals...
(d) Recapitulation
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Word Detective
Use the words in the box as clues to solve the riddles. You can only
use each word once.
Word Box
bought
buy
laugh
think
brought
hold
talk
walk
Find the past tense of buy. _________________________________
If you take the letter ‘h‛ out of this word, you have the opposite of young.
______________________________________________________
Find the word that rhymes with bath. __________________________
Find the word with the silent ‘I‛. ______________________________
Find the word that rhymes with taught. ________________________
Find the word that comes before ‘tall‛ and after ‘tail‛ in the dictionary.
______________________________________________________
Find the word which is the present tense of thought. ______________
Find the word that is the homophone of by. ______________________
221
Animals...
Recapitulation
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Identify the mistakes in the sentences given below and rewrite them in
the space provided.
1.
My tooth fall out yesterday!
___________________________________________________
2.
My brother wake up very early this morning.
___________________________________________________
3.
Jacob‛s dog run in the park last weekend.
___________________________________________________
4.
Victor is sick last week, but he is not sick now.
___________________________________________________
5.
The dog bite Vicky yesterday, so she go to the hospital.
___________________________________________________
6.
My mom buy me a bag last week, and I bring it to school.
___________________________________________________
7.
There is money under my pillow this morning!
___________________________________________________
8.
My friend give me his new comic book this afternoon.
___________________________________________________
222
Animals...
II. Find Someone you know who...
1.
Went for a movie this week ________
2.
Didn‛t take a bath today ________
3.
Got up before 6:00 a m today ________
4.
Didn‛t wear school belt today ________
5.
Was born in May ________
6.
Spoke another language before class ________
7.
Went to a zoo last year ________
8.
Wished somebody today ________
9.
Didn‛t bring lunch today ________
10. Ate a big breakfast today ________
11. Drank milk this afternoon ________
12. Watched TV last night ________
223
Animals...
Recapitulation
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Reading Comprehension
The Lion and the Mouse
A lion was awakened from sleep by a
mouse running over his face. Rising up
with anger, he caught the mouse and
was about to kill him. Then, the mouse
interrupted saying, “If you would only
spare my life, I would be sure to repay
your kindness.” The lion laughed and
let him go. It happened shortly after
this that the lion was caught by some
hunters, who bound him by strong ropes
to the ground. The mouse, recognising
the lion‛s roar, came and gnawed the
rope with his teeth, and set him free!
The mouse then told the lion, “You
ridiculed the idea that I would ever
be able to help you. You didn‛t expect
to receive from me any repayment for
your favour. Now you know that it is
possible for even a mouse to help out
a lion.”
224
Animals...
I. Use the information in the story you have read and tick the correct
options for the questions given below.
1.
2.
3.
What caused the lion to wake up from his sleep?
a.
He was hungry.
b.
He was angry.
c.
A mouse ran over his face.
d.
He wasn‛t tired anymore.
Why did the lion laugh at the mouse?
a.
The mouse was telling funny jokes.
b.
He didn‛t think the mouse could ever repay him.
c.
He wanted to let him go.
d.
He knew that the mouse would save his life.
The mouse, recognising the lion‛s roar, came and gnawed the rope with
his teeth, and set him free. What does the word gnawed mean in this
sentence?
4.
a.
chewed
b.
Hungry
c.
quickly
d.
Pinched
What lesson did the lion learn from the mouse?
a.
Even a lion can help a mouse.
b.
It is possible for even a mouse to eat cheese.
225
Animals...
5.
c.
The lion could have eaten the mouse.
d.
It is possible for even a mouse to help out a lion.
Based on the events that happened in the story, what do you think is
most likely to happen next?
226
a.
The lion would thank the mouse.
b.
The lion would eat the mouse.
c.
The mouse would eat the lion.
d.
The lion would be angry with the mouse.
Animals...
Creative Writing
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Definition of Creative Writing
Creative writing is writing that expresses ideas and thoughts in an imaginative
way.
POINTS TO REMEMBER
1.
While writing, be yourself and write your own views only.
2. Follow the rules of grammar especially the punctuation marks.
3. While writing a paragraph give a suitable title to your story.
4. Enjoy your creative writing and share it with everyone.
I. Going to the Zoo
If you were going to the zoo right now, how would you get there ?
_________________________________________________________
_________________________________________________________
What would you pack for your lunch ?
_________________________________________________________
_________________________________________________________
What clothes would you wear ?
_________________________________________________________
_________________________________________________________
227
Animals...
Who would you invite to go with you ?
_________________________________________________________
_________________________________________________________
Draw a picture of yourself with an animal at the zoo.
228
Animals...
Creative Writing
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. What is this about…
What is the piglet going to do?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
What do you dream about ?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
What is the bird thinking about?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
229
Animals...
Creative Writing
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
This car is...
Describe the car
The clown is...
Describe the clown
230
Animals...
Creative Writing
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Mixed up Verbs
I. Add suitable verbs for the given nouns.
a)
Dogs-
________________________
b)
Cats-
________________________
c)
Fish-
________________________
d)
Bats-
________________________
Now mix them up in a humorous way to form sentences.
For example:
a)
Fish bark
b)
Dogs fly
c)
__________________
d)
__________________
e)
__________________
f)
__________________
Give each students a sheet to depict the sentences.
231
Animals...
Creative Writing
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Creative Writing
If I Were An Animal I Would Be……
(Encircle the action words you have used).
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Draw the animal you would like to be.
232
Animals...
Mathematics
Addition Without Regrouping
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Solve the following.
a)
3276
b)
+5623
d)
8425
+
g)
e)
+
255
2564
h)
7846
f)
5807
+3181
1111
+ 8277
i)
+2151
k)
1876
+7123
+7203
+5142
j) 1 7 4 2
c)
+2431
523
4842
6532
6381
+ 1518
l)
39 26
+10 63
233
Animals...
Addition Without Regrouping
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Observe the key given below
for place values. Using the key
write the numerals in the first
and second box and write their
sum in the third box.
234
Animals...
Addition Without Regrouping
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Complete the following addition grid.
+
3241
1036
4277
1320
2105
4231
2254
4653
3121
1111
235
Animals...
Addition With Regrouping
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Name of Zoo
Number of animals
A
2342
B
1769
C
2095
D
3693
E
765
Observe the table and answer the following questions.
1.
Which zoo has the largest number of animals?
______________________________________________________
2. What is the total number of animals in Zoo A and B together?
______________________________________________________
3. What is the total number of animals in Zoo B and C?
______________________________________________________
4. What is the total number of animals in Zoo C and D?
______________________________________________________
5. What is the total number of animals in all together Zoo B, C and E?
______________________________________________________
236
Animals...
Addition With Regrouping
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. David had solved all the addition problems. Somehow water spilled over
his work and now some of the digits are missing. Help him fill up those
missing numbers.
a) 3
+
2
4
7
2
5
c) 5
+
3
6
+
1
2
8
2
e) 7
1
9
6
f)
9
0
+
6
2
+
2
7
d)
3
2
7
1
3
6
+
0
4
4
b)
1
6
5
6
4
6
4
2
1
3
6
8
4
3
1
8
2
9
237
Animals...
II. Observe carefully the tower given below. The subsequent block in the
upper row contains the sum of the numbers in the corresponding two
lower blocks like 1335 + 547 = 1882
6174
3178
1882
238
2996
1296
1700
1335
547
749
951
1635
3245
1046
2235
769
1234
459
3206
45
629
435
969
Animals...
Addition With and Without Regrouping
1.
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
The numbers that can be added are known as
a) addends
b) sum
c) number
d) none
2. If you add 1001 to the smallest 4 digit numbers you get
a) 2100
b) 2001
c) 2010
d) none
3. The result we get after adding the numbers is known as
a) result
b) plus
c) sum
d) none
4. The sum of 3 consecutive numbers is 15. The nos. are____________
a) 3,6,6
b) 4,5,6
c) 2,6,7
d) 1,6,8
5. The sum of largest and smallest 4 digit no formed by the digits 0,1,2,4
a) 4334
b) 4234
c) 5324
d) 5234
6. 3 thousands 4 hundred 3 ones + 4thousands 3 hundreds 9 tens 2 ones=
a) 4735
b) 7795
c) 4375
d) none
7. Which one of the following is equal to 4320
a) 1855+2365
b) 1234+3086
c) 3120+1210
d) 3005+1305
239
Animals...
8. Add One thousand three hundred twenty four, Two thousand two hundred
twelve and Three thousand one hundred eleven. Encircle the answer
a) 6647
9.
b) 6467
c) 6649
d) 6646
c) 4392
d) none of
4444+444+44 will total up to.
a) 3284
b) 4932
these
10. Find the number which is 1489 more then 2732.
a) 4212
240
b) 4220
c) 4221
d) 1243
Animals...
Addition With Regrouping
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Add the following
a)
4676
b)
+2324
d)
2428
9808
+
e)
+ 25 5
2564
h)
6846
f)
5807
+3184
123
1111
+8 277
i)
+2161
k)
8196
+
+7203
142
j) 1 7 4 8
c)
+6556
+6723
g)
3135
4 391
+5538
l)
7646
+226 1
241
Animals...
(b) Adding Multiples of 10 and 100
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Help the animals to reach their food by solving the given sums.
5362
3232
3261
5699
7232
242
+10
+10
+10
+100
+100
+100
+10
+20
+30
+300
+400
+500
+100
+10
+200
Animals...
Adding Multiples of 10 and 100
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Solve the following problems and colour the correct boxes.
243
Animals...
244
Animals...
Adding Multiples of 10 and 100
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Reach the end by adding 10 at the first step, 20 at the second step,
30 at the third step, 200 at the fourth step and 700 at the fifth step
to the given number.
Add 10
Add 20
Add 10
Add 200
Add 100
7386
3225
2963
6232
3187
245
Animals...
Commutative Property
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Fill in the blanks.
a) 4326 + 9562 = ______________ + 4326
b) 1265 + _______ = 1111 + 1265
c) 3296 + ________ = 4261 + __________
d) If 3261 + 4320 = 7582 then 4320 + 3261 = _______________
e) 9263 + 1252 = 1252 + ____________
f) 6923 + ___________ = 2596 + _______________
g) 5629 + 3261 = _______ + 5629
h) 7235 + ________ = 4291 + ____________
246
i)
2959 + 6321 = _________ + 2959
j)
If 4326 + 5291 = 9617 then 5291 + 4326 = ____________
Animals...
Adding Multiples of 10 and 100,
Commutative Property
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Fill in the blanks.
1)
3695 + 20 = ____________
2)
4265 + 2363 = _____________ + 4265
3)
If 3265+ 5233 = 8498 then 5233 + 3265 = _____________
4)
8655 + 400 = _____________
5) 3252+ 40 +30 = ____________
6) 1245+ __________ = 4156 + _____________
7) 6922 + ___________ = 3962+ 6922
8)
2536 + 400 = ___________
9)
3929 + 20 + 100 = ____________
10) 7888 + 800 = ________________
247
Animals...
Word Problems
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Q1.
Neena has 6895 chickens in her poultry farm and Mini has 2659 chickens
in her poultry farm. How many chickens are there in all?
____________________________________________________
Q2.
In a national park there are 4421 lions,3269 tigers and 1588 deer. How
many animals are there in the national park?
____________________________________________________
Q3.
A shopkeeper sold 1329 eggs on one day and 2965 eggs on second day.
Find the total number of eggs sold on both the days?
____________________________________________________
Q4.
There are 3695 cars standing in a parking.1369 more cars came to the
parking. How many cars are there in the parking?
____________________________________________________
Q5.
There are 2369 English books, 3590 Maths books and 2055 Science
books in a library. Find the total no of books in the library?
____________________________________________________
248
Animals...
Word Problems
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Q1. For a circus show 1895 tickets were sold on first day and 2649 tickets
on the second day . Find the total number of tickets sold?
____________________________________________________
Q2. 3 fishermen caught 2562, 1942 and 1659 fishes in the month of
December. How many total fish did all of them catch during the month of
December?
____________________________________________________
Q3. There are 3969 cows,2896 buffaloes and 2639 goat in a village. Find the
total no of cattle in the village?
____________________________________________________
Q4. 3895 men,2996 women and 2699 children visited a zoo on one day. Find
the total no of people who visited the zoo on the same day?
____________________________________________________
Q5. A school planted 4696 trees in one year and 3595 trees in the second
year. Find the total no of trees planted by the school in 2 years?
____________________________________________________
249
Animals...
General Science
Different Types of Animals: Similarities and Dissimilarities
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Identify the group to which the following creatures belong
and encircle it.
S.NO.
1
2
3
250
ANIMALS
Animals...
4
5
6
7
251
Animals...
8
9
10
11
252
Animals...
Different Types of Animals: Similarities and
Dissimilarities
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Observe the given pictures and identify the animals on
the basis of their body covering (skin) as per the following
statements :
• Animals with hard outer covering
• Covered with skin
• Covered with hair/thick fur
• Covered with scales
• Covered with feathers
Write it in the space provided below
253
Animals...
Different Types of Animals: Similarities and
Dissimilarities
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Q1.
Some animals give birth to young ones. Others lay eggs and
hatch their young ones. From the creatures shown below
circle, the ones which give birth to young ones?
a. horse
Q2.
b. snake
c. earthworm
d. crab
Look at the pictures shown below.
Which of the following characteristics is used to group the animals
together?
254
A.
Have the same type of outer covering
B.
Eat both plants and animals
C.
Lay eggs
D.
Live in the pond
Animals...
Q3.
Q4.
The body covering of which animal is used to make wool?
A.
Mink
B.
Tiger
C.
Sheep
D.
Cheetah
Which of the following animals is a domestic egg-laying
animal?
A)
B)
C)
D)
Movements
Match the following animals with their respective movements
ANIMALS
MOVEMENTS
a)
Horse
1)
swims
b)
Buffalo
2)
gallops
c)
Kangaroo
3)
walks
d)
Sparrow
4)
crawls
e)
Snake
5)
flies
f)
Fish
6)
hops
255
Animals...
Different Types of Animals: Similarities and
Dissimilarities
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Q1. Match the following animals with the food they eat.
Food
Animals
256
Dolphin
Bamboo
plants
Crocodile
Sunflower
Panda
Seaweeds
Parrot
Seed
Penguin
Meat
Bee
Fish
Animals...
Different type of Animals: Similarities and
Dissimilarities
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Q1. In each group of animals, circle the one that does not belong
to the group.
Monkey
Tiger
elephant
Deer
Lion
Snake
Pig
Giraffe
Peacock
Horse
Frog
Cow
Dog
Cat
Goat
Butterfly
Lizard
Snake
Q2. We find a variety of animals around the world. Can you name
any two animals which you would find at these places?
1.
Salty water everywhere.
_____________________________________________
2.
Plants are everywhere. Who lives there?
_____________________________________________
3.
Hot, empty sandy land is everywhere. Who lives there?
_____________________________________________
4.
Water water everywhere. Who lives there?
_____________________________________________
5.
Ice and snow are everywhere. Who lives there?
_____________________________________________
257
Animals...
Different Types of Animals: Similarities and
Dissimilarities
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Look at the pictures given below they show some parts of the
animals body. Recognise the animals and write its movement.
258
Animals...
Jumbled up Animal Names
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Unscramble each animal name and write each name that you
get above the arrow. Write its habitat in column (a) and its
type of movement in column b.
259
Animals...
Jumbled up Animal Names
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Look at the pictures that show some body parts of animals.
Recognise the animals and write about its movement.
1. lives in
water as well
as on land.
3. A very
big animal
with a trunk
and walks
in groups in
jungles.
2. gives us
milk and
moves on
land.
5. Avery
clever animal
that runs and
jumps on
ground.
7. similar to
crocodile,
swims in
water
down
1. lives in
water as well
as on land
2. gives us
milk, and
moves on
land.
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3. A very
big animal
with a trunk
and walks
in groups in
jungles.
5. A very
clever animal
that runs and
jumps on
ground.
7. similar to
crocodile,
swims in
water
Across
2. it has a big
hump to store
fat. It walks
on ground.
4. It is black
colour, it is
omnivore.
6. keeps its
baby in its
pouch and
hops
8. We can see
it swimming
in aquarium
9. A pet in
homes jumps
on beds, runs
fast.
Animals...
Jumbled up Animal Puzzle
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I. Solve this Word Puzzle based on clues given below the
puzzle.
261
Animals...
Exploring Birds
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Q1. Match the bird‛s beaks show below with the type of food
they eat.
ANIMALS
262
FOOD THEY EAT
Animals...
Q2. Use the words given below in the help box to complete the
paragraph explaining the different features of birds.
Fly
Beak
Feathers
Wings
Cannot
Reproduce
Birds have an outer covering of ____________. They have a
____________, a pair of legs and a tail. Most birds such as eagles
and pigeons can ______________. Some birds such as penguins
and ostriches______________ fly. Birds __________ by laying
eggs.
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Animals...
Exploring Birds
I.
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Choose the correct option and put a tick against it:
1)
2)
3)
Penguins make their nests on / in:
a) water
b) rocks
c) ground
d) trees
Birds build their nests to:
a) protect & feed their young ones
b) lay eggs
c) give shelter to their young ones
d) all the above
A woodpecker builds its nest:
a) in burrows under the ground
c) on tall trees
4)
5)
d) in the trunks of trees
Which one of the following parts of a bird helps birds
to fly in air?
a) Feathers
b) Beaks and claws
c) Colour of bird
d) Tails
Birds are the only animals that have
i. Wings
264
b) in bushes
ii. Legs
iii. Feathers
a) i&ii
b) i&iii
c) only iii
d) only i
Animals...
Exploring Birds
I.
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Read the clues carefully and complete the cross word.
Across
Down
2.
1.
Kite—It flies high in the sky
and has very good eyesight
4.
Owl—It hunts at night
7.
Strok—Long legged, large,
nest in the tree trunk
3.
Hen—We eat its eggs
9.
Kingfisher—Beautiful
buffaloes
5.
Parakeet—this bird is hidden
in the green leaves of trees
blue
wings and brown beak , it
loves to eat fish
10.
Egret—Small white water
bird, often found perched on
water bird
8.
Woodpecker—It builds its
6.
Penguin—It has flippers to
swim
Ostrich—It lays the biggest
egg
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Animals...
Exploring Birds
I.
266
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Fill in the blanks given below from the words given in the
box.
preying birds
parrots
sparrows wading
birds
swimming birds
hens
cranes
Animals...
Social Science
Migration
I.
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Complete the Food Chain by drawing arrows to show who
eats what.
267
Animals...
Migration
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
I.
Solve and colour the right answers in the Crossword Puzzle.
Clues
(a)
A year is divided into four ___________, in which some
months are cold, some very hot, some have flowers on all trees
and it rains in a few months.
(b)
Rahul asks for ____________ as soon as he comes home and
is hungry.
(c)
Kavita took _______________under a tree when it started
raining.
(d)
Smita drank the whole bottle of ______________, she was
very thirsty.
(e)
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Animals also ______________ for their young ones.
Animals...
Migration
I.
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Choose and tick (9) the most suitable option from those
given below.
(a)
Migration is
(i)
A long trip taken by birds for fun
from east to west.
(ii)
Seasonal
journeys
undertaken
by birds from cold weather to warm weather during
winter.
(iii) Voyage in the Pacific Ocean.
(iv)
(b)
Trip along the river.
A break down in the Food Chain can
be stopped by
(i)
Death of animals/birds.
(ii)
Catching the animals/birds.
(iii) Availability of food.
(iv)
Disease in animals and birds.
269
Animals...
(c)
Animals navigate with the help of a
(i)
Compass
(ii)
Instinct
(iii) Smell of food and water
(iv)
d)
Both (ii) and (iii)
Carnivores
(i)
Eat Grass
(ii)
Eat Animals
(iii) Do not eat any food
(iv)
(e)
(i) and (iii) both
Omnivores
(i)
Eat Grass
(ii)
Eat other animals.
(iii) Are Carnivores and Herbivorous both.
(iv)
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Do not eat any food.
Animals...
Migration
I.
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Unscramble the letters and write the correct word in the
box. This will help you to understand Migration better.
(a)
RTEAW
(b)
LVVIUSRA
(c)
ONSAES
(d)
YTFASE
(e)
TNMGIAROI
(f)
IORDERPCUTN
(g)
ODOF
(h)
REHSTLE
271
Animals...
II.
Micky the Wild Beast while migrating with his family has
to keep certain points in mind before deciding the route
he undertakes.
Tick the correct answer:
(a)
The route that has grass, water, shelter, safe from carnivores
animals and easy to negotiate.
(b)
The route that has lions and other carnivores, high mountains
and deep scenic lakes to cross.
(c)
The route that has a water body with alligators, human
habitations, flowers and trees.
(d)
The route that is leading to a place which is short of food and
does not have any shelter.
Q2. Tick the pictures of animals that migrate and put a cross
on the ones that do not.
272
Animals...
Animals as Resource: Dairy and Poultry
I.
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
“Match Me”
Draw a line to link the product to the animal it has come
from.
Grilled Meat
Wool
Egg
Cheese
273
Animals...
II.
Can you help Mayo reach the Milk Can through the
maze?
274
Animals...
Animals as Resource: Dairy and Poultry
I.
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
What all can we get from animals?
All the things in this list are connected with animals. All the words fit
somewhere in the grid. Can you find where they should go? Some letters
have been filled in to help you.
3 – Letter Words
5- Letter words
7 – Letter words
Fat
Cream
Chicken
Fur
Steak
Petfood
goose
Bristle
Leather
yoghurt
4-letter words
6- letter words
8- letter words
milk
Cheese
Sausages
duck
Butter
Pheasant
beef
manure
veal
tallow
10- letter word
eggs
fillet
Fertilizer
chop
mutton
glue
275
Animals...
II.
Name any five birds used for poultry farming.
III. List any four uses of poultry birds.
IV. Collect and stick feathers of three different poultry birds
and write the names of each one of them.
a.
b.
c.
276
Animals...
V.
Mention two ways in which you can take care of poultry
birds.
VI. Write
a
slogan
on
“Protect
Birds
to
Save
our
Environment”.
277
Animals...
Animals as Resource: Leather
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Q1. Fill in the blanks:
1.
Surface coating can be added into the leather process
sequence, but not all _________________ receives surface
treatment.
2.
Most leather today is made of ______________________
skin.
3.
__________________ and ____________________ skin
are used for soft leather in more expensive apparel.
4.
Deer and elk skin are widely used in making _____________
and indoor shoes.
5.
278
Pigskin is used in _____________________.
Animals...
6.
Kangaroo
skin
is
used
because
of
its
light
________________________ and resistance.
7.
Leather made from more exotic skins of ______________
and __________________have been hunted to near
extinction.
8.
Ostriches are now more popular for both _____________
and _________________.
9.
Ostrich leather has a characteristic ‘________________‛
look because of the large follicles from which the feathers
grew.
10.
The process of leather manufacturing includes __________,
__________ and crusting.
279
Animals...
Animals as Resource: Leather
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Q1. Can you name two major fashion houses which use leather for
their end products? Also name their Leather Products?
1 __________________
2 __________________
Q2. “Leather as a product has an environmental impact”. If
yes………..explain how?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
280
Animals...
Q3. Name any five items which are made from leather. Also
mention the name of the animals from which it has been
taken for e.g. ‘Leather Purse – from Crocodile Skin‛.
Leather Product
Animal
Q4. PETA an animal rights groups has called for boycotts to
encourage the use of alternative materials in place of
leather, such as synthetic leathers. Do you agree with
PETA? (Explain and give reasons).
_____________________________________________
_____________________________________________
_____________________________________________
Q5. Write a slogan on “Save Animals to Save Earth”.
_____________________________________________
_____________________________________________
_____________________________________________
281
Animals...
Animals as Resource: Sericulture
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Q1. Name any five goods / items made with silk.
Q2. Name the country which is pioneer in silk manufacturing
and trading.
Q3. Name the four types of silk available.
282
Animals...
Q4. Define sericulture?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Q5. Make a poster on an A4 size coloured
pastel sheet on
“Save Silkworms” – look for alternatives for silk.
Instructions:
•
You can use pencil shavings, clay, paper cutouts, stickers,
coloured tape etc.
•
Attach it with the given worksheet / display in the class.
283
Animals...
Wild and Domestic Animals
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Complete the given crossword by filling in the names of domestic
animals.
284
Animals...
Wild and Domestic Animals
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Who Am I? Where do I Live?
Where does each animal like to live? Make a list under each
heading.
Jungle
Forest
Ocean House
Farm
or Pond
285
Animals...
Animals as Resource: Fishery
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
There are a lot of different ways to catch fish. Cut and colour
the three sea creatures provided on the next page and paste
them in the right place on this picture.
286
Animals...
287
Animals...
Animals as Resource: Fishery
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Look at the two pictures given below and colour the one which
shows a healthy sea.
Now I Know
A healthy sea has lots of plants and animals living in
it. In some places too many fish are fished out of the
sea.
288
Animals...
Performing Arts
I.
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Fill dotted half note in each line of the staff given
below.
II. Fill dotted half note in each spaces of the staff given
below.
III. Fill three eighth notes on second line and three eighth
notes on fourth line of the staff given below.
IV. Write six eighth notes G ‘s grouped in two‛s on the staff
given below.
289
Animals...
V.
Draw bar lines to agree with the time signature given
below.
VI. Fill in the blanks –
1. Komal Re is _______ (higher/lower) than the shudh Re.
2. Shudh ma is _________ (higher/lower) than Tivra ma.
3. There are ________ (12 / 16) Shudh and Vikrit swaras
used in Indian music .
4. There are ________ (6 / 8) beats in keharva taal .
5. _______ ( Shudh ma / Tivra ma ) is used in raag yaman.
6. There are _________ (five / six) swaras used in audav
jaati.
290
Animals...
Performing Arts
1.
Name: ___________
Class: ______________
Date: ____________
Subject: ____________
Complete the following shudh and vikrit swaras used in
Indian music –
291
Animals...
2.
Complete the bols of roopak taal –
1
2
3
0
5
1
Tin
3.
4
6
7
2
Dhin
Na
Answer the following questions a) Name the raga in which bhajan (tu hi ram hai) is
composed ?
b) Name the thata of raga yaman ?
c) Which Vikrit swara is used in raga yaman ?
d) Name the Vadi swara of raga yaman ?
e) How many matras are used in roopak taal ?
292