Central Board of Secondary Educa on
CLASS - II
UNIT-3
MY ANIMAL
FRIENDS
The CBSE-International is grateful for permission to reproduce and/or translate
copyright material used in this publication. The acknowledgements have been
included wherever appropriate and sources from where the material may be
taken are duly mentioned. In case any thing has been missed out, the Board will
be pleased to rectify the error at the earliest possible opportunity.
All Rights of these documents are reserved. No part of this publication may be
reproduced, printed or transmitted in any form without the prior permission of
the CBSE-i. This material is meant for the use of schools who are a part of the
CBSE-International only.
Preface
The Curriculum initiated by Central Board of Secondary Education–International (CBSE-i) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signifies the emergence of a fresh thought
process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with
the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about
11500 schools affiliated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the
varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning
process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being
designed by CBSE-i, has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the
independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build
on values, beliefs and traditional wisdom, make the necessary modifications, improvisations and additions wherever and whenever
necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed
and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches
for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will
enable the young learners to become ‘life long learners’. The ability to stay current, to upgrade skills with emerging technologies, to
understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the
global learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking
skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt
flexibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace
of learners.
The CBSE has introduced the CBSE-i curriculum in schools affiliated to CBSE at the international level in 2010 and is now introducing
it to other affiliated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner
is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent
to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which
would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the
learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would
form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research
would be the constituents of this ‘Core’. The Core skills are the most significant aspects of a learner’s holistic growth and learning
curve.
The International Curriculum has been designed keeping in view the foundations of the National Curriculum Framework (NCF 2005)
and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of
whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise
in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve
on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of
empowerment with the help of the schools’ administering this system strongly recommends that practicing teachers become skillful
learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the
Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana
Parashar, Head (Innovations and Research) CBSE along with other Education Officers involved in the development and implementation
of this material.
The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided
on the portal. Any further suggestions are welcome.
Vineet Joshi
Chairman
Acknowledgements
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Shri Vineet Joshi, Chairman,
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
CBSE
Dr. Sadhana Parashar, Head (I & R),CBSE
Ideators
Ms. Aditi Misra
Ms. Anuradha Sen
Ms. Jaishree Srivastava
Dr. Rajesh Hassija
Ms. Amita Mishra
Ms. Archana Sagar
Dr. Kamla Menon
Ms. Rupa Chakravarty
Ms. Anita Sharma
Ms. Geeta Varshney
Dr. Meena Dhami
Ms. Sarita Manuja
Ms. Anita Makkar
Ms. Guneet Ohri
Ms. Neelima Sharma
Ms. Seema Rawat
Dr. Anju Srivastava
Dr. Indu Khetrapal
Dr. N. K. Sehgal
Dr. Uma Chaudhry
Material Production Group: Classes I-V
Dr. Indu Khetarpal
Ms. Rupa Chakravarty
Ms. Anita Makkar
Ms. Nandita Mathur
Ms. Vandana Kumar
Ms. Anuradha Mathur
Ms. Kalpana Mattoo
Ms. Seema Chowdhary
Ms. Anju Chauhan
Ms. Savinder Kaur Rooprai Ms. Monika Thakur
Ms. Ruba Chakarvarty
Ms. Deepti Verma
Ms. Seema Choudhary
Mr. Bijo Thomas
Ms. Mahua Bhattacharya
Ms. Ritu Batra
Ms. Kalyani Voleti
Advisory
English :
Ms. Rachna Pandit
Ms. Neha Sharma
Ms. Sonia Jain
Ms. Dipinder Kaur
Ms. Sarita Ahuja
English :
Material Production Groups: Classes VI-VIII
Science :
Mathematics :
Dr. Meena Dhami
Mr. Saroj Kumar
Ms. Rashmi Ramsinghaney
Ms. Seema kapoor
Ms. Priyanka Sen
Dr. Kavita Khanna
Ms. Keya Gupta
Ms. Seema Rawat
Ms. N. Vidya
Ms. Mamta Goyal
Ms. Chhavi Raheja
Political Science:
Geography:
Ms. Suparna Sharma
Ms. Leela Grewal
History :
Ms. Leeza Dutta
Ms. Kalpana Pant
Ms. Kanu Chopra
Ms. Shilpi Anand
Material Production Groups: Classes IX - X
Mathematics :
Science :
Ms. Renu Anand
Ms. Gayatri Khanna
Ms. P. Rajeshwary
Ms. Neha Sharma
Ms. Sarabjit Kaur
Ms. Ruchika Sachdev
Dr. K.P. Chinda
Mr. J.C. Nijhawan
Ms. Rashmi Kathuria
Ms. Reemu Verma
Ms. Charu Maini
Ms. S. Anjum
Ms. Meenambika Menon
Ms. Novita Chopra
Ms. Neeta Rastogi
Ms. Pooja Sareen
Geography:
Ms. Deepa Kapoor
Ms. Bharti Dave
Ms. Bhagirathi
Ms. Archana Sagar
Ms. Manjari Rattan
Political Science:
Economics:
Ms Sharmila Bakshi
Ms. Archana Soni
Ms. Srilekha
Ms. Mridula Pant
Mr. Pankaj Bhanwani
Ms. Ambica Gulati
History :
Ms. Jayshree Srivastava
Ms. M. Bose
Ms. A. Venkatachalam
Ms. Smita Bhattacharya
Coordinators:
Dr. Sadhana Parashar, Head (I and R) Ms. Sugandh Sharma, E O (Com) Dr. Srijata Das, E O (Maths)
Dr. Rashmi Sethi, E O (Science)
Shri R. P. Sharma, Consultant
Ms. Ritu Narang, R O (Innovation) Ms. Sindhu Saxena, R O (Tech) Shri Al Hilal Ahmed, AEO
Ms. Seema Lakra, S O
Ms. Preeti Hans, Proof Reader
My Animal Friends
English
1
Adjec ves/Describing words
Ar cles
Blend words(br, tr, dr) and Word origin
Environmental Education
6
Animals - their sounds and their young ones
Animals and their food habits
Habitat of animals
Birds and Insects
Mathematics
12
Addi on
Performing Arts
15
Different movements and sounds
Visual Arts
17
Clay modelling mural, origami animals
Physical Education
19
Physical ac vi es
Lesson Plan
English
Adjec ves/Describing words ...........................................................................
22
Ar cles .............................................................................................................
24
Blend words (tr, br, dr) and Word origin .........................................................
27
Environmental EducaƟon
Animals - their sound and their young ones ....................................................
29
Animals and their ea ng habits .......................................................................
32
Habitat of Animals and Birds and Insects ........................................................
35
MathemaƟcs
Addi on of three digit numbers ...................................................................... 38
Performing Arts
Different movements and sounds .....................................................................
56
Visual Arts
Clay modelling mural, origami animals ..........................................................
58
Physical EducaƟon
Card - 5 ................................................................................................................
60
Card - 6 .................................................................................................................
62
Assessment ............................................................................................
64
Rubrics for English ..............................................................................................
65
Rubrics for Environmental Education ................................................................
66
Rubrics for Mathematics ....................................................................................
67
Teacher Resource Material ...................................................................
68
Worksheets.............................................................................................
78
English ......................................................................................................
79 - 95
Environmental Educa on ......................................................................... 96 - 110
Mathema cs ........................................................................................... 111 - 124
MY ANIMAL FRIENDS
Syllabus Matrix
English
Adjec ves or
Describing words
Environmental Education
Ar cles
Blend words (br, tr, dr) and
Word origin
Mathematics
Animals their
sounds and
young ones
Animals and their
ea ng habits
Habitat of
Animals
Birds and
Insects
Performing Arts
Addi on
Different movements and sounds
Visual Arts
Physical Education
Clay modelling, Mural,
Origami Animals
Physical ac vi es
English
General Objectives
•
To foster skills related to listening, speaking, reading and writing.
•
To develop ability to express in an effective and precise manner.
•
To collect relevant information through discussions.
•
To develop comprehension skills and ability to follow instructions.
•
To adapt speaking skills and strategies in formal and informal contexts.
Specific Objectives
•
To facilitate the learner to use a variety of words.
•
To know about the comparative and superlative degree of adjectives.
•
To understand the link between nouns and articles.
•
To identify the blend sounds in different words.
•
To develop ability to frame new words with blend words.
(a) Adjectives or Describing words
Duration: 5 hours
Skills
Listening
Listen to a passage and identify the adjectives.
Speaking
Show flash cards with pictures of animals. Elicit
sentences from the students.
Reading
Fancy World of Nouns and Adjectives
Read a story and add adjectives to the nouns.
Writing
My Personal Menu Card
Refer to a restaurant menu. Write adjectives to
describe the food items.
1
Multiple
Intelligences
Interpersonal / Kinesthetic / Logical / Spatial
Learning
Outcomes
The students will be able to :
- Enhance their vocabulary.
- Use adjectives for things, animals and
situations.
Transdisciplinary Activities
Visual Arts
Draw your favourite animal or thing.
Label the picture with the qualities you like the most
about it.
Critical Thinking
Imagine our language without descriptive words.
•
Pick a paragraph or two (depending on the length of the paragraph) from your
favourite book.
•
Let each student rewrite that paragraph without using any adjective.
•
Each student reads the original paragraph aloud, followed by the adjective free
paragraph written by them. Discuss why it is important to use adjectives.
Life Skills/SEWA
Take students for a nature walk and ask them to describe the things in the surroundings
using describing words.
2
(b) Articles
Duration: 5 hours
Skills
Listening
Listen to the words and interpret which kind
of noun the words refer to - singular/plural and
common/proper.
Story time
Speaking
We are the Best
Read aloud the words to identify whether the
word begins with a vowel sound or a consonant
sound. Share the rules of using articles with
your friends.
Reading
Identify the picture and read the corresponding
words. Use appropriate articles with them
(Worksheet on Articles).
Sorting Game
Writing
Use suitable articles for the objects in the
classroom.
Complete the life cycle of a butterfly by filling
articles in the blanks.
Multiple
Intelligences
Musical / Logical / Kinesthetic / Spatial
Learning
Outcomes
The students will be able to :
- Use articles appropriately.
- Respond confidently to the kind of noun
where an article is to be used.
3
Transdisciplinary Activities
Visual
Arts
Write the names of the animals you know or
have seen/heard about. Use ‘a’/‘an’ as required, e.g. a
panda, an ostrich etc. Draw their pictures and put the
pictures on the display/bulletin board.
Critical Thinking
Read a write-up from a children’s magazine or a newspaper and observe how
frequently articles have been used. Ask the students to encircle the articles and count
them.
Life Skills/SEWA
Find out the names and the habitat of extinct and endangered animals.
(c) Blend words (br, tr, dr) and Word origin
Duration: 3 hours
Skills
Listening
Listen to the blend words and identify the
correct blend.
Speaking
Form a circle and each student shares as many
blend words as possible.
Practice blending the sounds into words for
reading decoding.
The Blender Game
Speak a word that starts with the given blend
sound.
Break the word into two parts - its base word
and prefix/suffix e.g. bed+ ridden= bedridden
Find out words which are from other
languages but are used commonly in our
day-to-day language, for e.g. ciao (Italian)
means bye, tete-a-tete (French) means person
to person discussion.
4
Reading
Read the sentences and circle all the blend
words used in them.
Write ten blend words and frame sentences
from them.
Writing
Multiple
Intelligences
Learning
Outcomes
To enhance the vocabulary related to blending
words, form words and frame sentences using
these words.
Musical / Logical / Kinesthetic / Spatial /
Interpersonal
The students will be able to :
- Read and write the blend words correctly.
- Know the meanings of the foreign
language words which are used in English
language and learn to use them in their
day-to-day life.
Material Required
A short story, pencil, paper, flash cards, coloured marker, worksheets, stars with blend
words, blank blend cubes.
Transdisciplinary Activities
Visual Arts
Students look for or draw pictures of the objects whose
name begins with the blends e.g. trunk, dress, brush etc.
Life Skills/SEWA
Analyse and understand the interdependence of languages on one another.
5
Environmental Education
General Objectives
•
To develop inquisitiveness about living organisms.
•
To observe and understand the role of each animal in the environment.
•
To appreciate the role of animals in maintaining a balance in the environment.
•
To develop an understanding of animal sounds, their young ones, their adaptation
to the natural habitats and their feeding habits based on observation, exploration,
comparison and classification.
Specific Objectives
•
To recognize, compare and distinguish between sounds of various animals.
•
To get acquainted with the names of various animal and their young ones.
•
To classify animals on the basis of their food habits by observing, exploring and
comparing.
•
To understand the relationship between the body structure of animals and their
habitats.
•
To explore the wonderful world of birds and insects and understand their physical
features.
•
To appreciate the role of animals and birds in maintaining the ecological
balance.
(a) Animals - their sounds and their
young ones
Duration: 4 hours
Skills
Conceptual
Powerpoint presentation on various animal
Learning
sounds.
Story time
‘Small piglet looks for Mommy’
Observation
Game : Follow the Leader– Act like an
animal.
Visit a neighbourhood or biodiversity park.
6
Learning by
Doing
Nature walk
Poem : Old McDonald had a farm
Write the names of animals from the story
‘Small piglet looks for Mommy’ in the
alphabetical order.
Application
Dramatization of the story – ‘Small piglet
looks for Mommy’
Game : Animals and their young ones.
Activity: Turtle / Kitten mask.
Create a picture glossary of animals and
their food.
Multiple
Intelligences
Logical / Spatial / Kinesthetic / Interpersonal /
Intrapersonal / Linguistic
Learning
Outcomes
The students will be able to :
- Recognize, identify, distinguish and name
the sounds of various animals.
- Name the young ones of various animals.
7
(b) Animals and their eating
habits
Duration: 3 hours
Skills
Conceptual
Learning
Powerpoint presentation on eating habits
of animals.
Observation
Visit a zoo, a bird sanctuary or an aquatic
museum.
Observe animals/pets around you and write
about them.
Learning by
Doing
Game of fortune - Know your group.
Game : Fire in the jungle, run, run, run.
Create an animal album with pictures.
Application
8
Food habits of animals (Worksheets).
Multiple
Intelligences
Logical / Kinesthetic / Interpersonal /
Intrapersonal / Linguistic
Learning
Outcomes
The students will be able to :
- Classify animals based on their food habits.
- Identify the physical features of various
animals and the manner in which they eat
their food e.g. chew, suck, tear etc.
Duration:3 hours
(c) Habitat of animals
Skills
Conceptual
Learning
Powerpoint presentation - Habitat of different
animals.
Poem : Down in the ocean
Observation
Watch the movie ‘The Lion King’ or ‘Nemo’.
Discuss about the different types of animals
and their habitat.
Learning by
Doing
Activity - Draw a picture of a bird and label its
body parts.
Find my place.
Application
Animals and their habitat (Worksheets).
Multiple
Intelligences
Logical / Spatial / Interpersonal / Intrapersonal /
Linguistic
Learning
Outcomes
The students will develop the ability to:
- Explore, observe, identify and classify animals
based on their habitat.
- Identify the special physical features of
animals that help them in adapting to their
habitats.
9
Duration:3 hours
(d) Birds and Insects
Skills
Conceptual
Learning
Powerpoint presentation on birds and their
beaks.
Poem: Birds
Observation
Identify and name the birds that fly high and the
ones that do not.
Learning by
Doing
Dummy bird activity -To reinforce the concept
of physical features of a bird.
Know your feathered friend - Collect
information about different types of birds.
Application
Identify birds and insects (Worksheets).
Multiple
Intelligences
Logical / Spatial / Interpersonal / Intrapersonal /
Linguistic
Learning
Outcomes
The students will be able to distinguish between
birds, insects and animals.
Material Required
Movie video or CD, powerpoint presentation, A-4 size sheets, scrapbooks, glue stick,
crayons, wool, scissors, 3 paper plates, outer half shells of pistachio, walnut and
groundnut, gluesticks, picture of animals, hanging cards with names of parent animal
and their young ones written on them, picture of animals, cards with the names of
carnivorous, omnivorous and herbivorous animals written on them, craft paper, cut
out of pictures of animals, model of an aquarium, dummy of a bird and an insect.
10
Transdisciplinary Activities
Visual Arts
Make a turtle with outer shells of pistachio, walnut and
groundnut.
Make a mask of a kitten with paper plates, two small
circles, a pink triangle and wool.
Physical
Fire in the jungle run, run, run (reinforce the concept of
Education
classification of animals on the basis of feeding habits)
Birdie fly (reinforce the concept of classification of animals
based on their habitats).
Performing
Dramatization of the story of ‘The Three Little Pigs’ or any
Arts
other story relevant to the topic.
Life Skills/SEWA
Animals are becoming endangered for a variety of reasons. Write a report and send
it to your local newspaper.
11
Mathematics
General Objectives
•
To understand the process of addition.
•
To appreciate the use of Mathematics in everyday life.
•
To develop the ability to translate the mathematical terms into mathematical
operations and perform simple calculations.
Specific Objectives
•
To develop the ability to add the numbers using place value blocks and abacus.
•
To solve 3 digit addition problems with and without regrouping.
•
To understand and use the terms - add, plus, sum, total and addend.
•
To recognize and solve a variety of problems that involve addition.
Addition
Duration:13 hours
Skills
Observation
Story time- ‘Friendship Day’
and
Identification
Identify the situations where addition is
applied.
Magic with beads
Observe the patterns when multiples of ten and
hundred are added.
Kitty finds her mate
Identify and observe that the sum of numbers
remain the same irrespective of the order they
are added in.
Logical and
Mental
I can do it myself
Develop the ability to add numbers using
abacus.
Clap and tap
Mentally add the combinations of one digit and
two digit numbers or multiples of 10 and 100
through this activity.
12
Lets judge
Visualize and comprehend the pictures. Solve
the problems of addition.
Correlate the solution of a word problem in the
addition of 3 digit numbers.
Application
Lets work together
Calculate sum by using addition with addends
containing 2 digits or 3 digits.
Solve word problems with the help of picture
flash cards.
Multiple
Spatial / Linguistic / Logical / Kinesthetic /
Intelligences
Naturalistic
Learning
Outcomes
The students will be able to :
- Develop ability to add numbers using value
blocks.
-
Apply the knowledge of addition in their
day-to-day situations.
-
Compute the addition of multiples of ten
and hundred mentally.
-
Acquire aptitude for comprehending and
solving picture stories and word problems.
-
Demonstrate various methods of addition
with 2 digit or 3 digit numbers.
Material Required
Place value cards, plain paper, pencil, beads (red-Hundreds, green-Tens, yellowOnes), flash cards with pictures for word problems, addition sums for commutative
property, tiger toy, garland with two different coloured beads.
13
Transdisciplinary Activities
.
Visual Arts
Picture stories with numbers.
Physical Education
Number games on addition (Flash Cards).
Performing Arts
Enact a rhyme with numbers. Add numbers to it as
you sing.
Life Skills/SEWA
Appreciate the use and value of addition in our daily life and understand that many
lives would be incomplete in the absence of numbers and addition.
Visit a pet shop with your mother. Observe the different varieties of pets / animals /
birds. Write the names of pets / animals / birds of your choice.
14
Performing Arts
General Objectives
•
To develop an aptitude for music, dance movements and co-ordination.
•
To use basic vocabulary of performing arts in order to name and describe a
performance.
•
To analyze and develop sensory information.
Specific Objectives
•
To create and imitate movements in response to musical beats.
•
To use specific actions and sounds to imitate animals.
•
To integrate the components of rhythm, music and movement.
•
To create and communicate a simple sequence of movement with a beginning,
a middle and an end.
Different movements and sounds
D
Duration: 3 hours
Skills
Aesthetic
Use basic vocabulory of dance and music in
order to name and describe a performance.
Learning by
doing
Listen to a variety of musical selections
and perform various movements - turn and
stretch, bend and twist, hop and skip.
Dance on the song choreographed by the
teacher following beat and tempos.
Application
Dance to the music showcasing the various
movements learnt.
Create sounds and movements using fast and
slow tempos.
Animal mask dance
Multiple
Intelligences
Intrapersonal / Kinesthetic
15
Learning
Outcomes
The students will be able to :
- Develop a variety of basic locomotor skills.
- Identify how musical elements communicate
ideas or moods.
-
Perform in small and large groups with
coordination.
Material Required
Audio or CD player, songs with strong and weak beats, video of ‘Dance with the
Animals by Rock ‘N’ Learn’.
Transdisciplinary Activity
Visual Arts
Collect photographs and information of artists who
perform and compose music.
Life Skills/SEWA
Identify animal characters in stories and cartoons from different cultures.
16
Visual Arts
General Objectives
•
To develop creative and aesthetic sensibilities.
•
To enhance intellectual abilities that make cross curricular connections using the
medium of art.
Specific Objectives
•
To use the elements of art namely line, shape, texture to draw animals.
•
To develop fine and gross motor coordination and spatial awareness.
•
To use materials such as clay, paper, paper bags and paper plates to make 3D
animals.
Clay modelling, Mural,
Origami Animals
Duration: 3 hours
Skills
Observation
Look for pictures of animals with smooth and
rough texture.
Visit a library. Collect information of animals
and their habitat for the mural.
Observe the distinct features of various
animals and make a clay model of your
favourite animal.
Learning by
Doing
Mould the clay to form an animal, insect and
a bird of your choice. Using any pointed tip, add
features and texture to the animal. Assemble it
to create a mural.
Use knowledge of line, shape and texture to
draw a jungle or a zoo scene.
17
Make an animal hand or glove puppet with
paper bags.
Origami animals - cat, cow, fish, frog.
Expression
Use the given material to depict the features
of an animal.
Make a family of animals, e.g. cat and kitten,
dog and puppy etc. Add features and texture
and paste it in the scrap book.
Multiple
Intelligences
Linguistic / Logical / Spatial / Kinesthetic
Learning
Outcomes
The students will be able to :
- Create 3D animals using various
mediums.
- Use lines and shapes to draw animals.
- Work amicably in groups to create a work
of art.
- Identify the elements of art in the objects
and things in nature.
Material Required
Coloured chalk, drawing paper, sketch pens, construction paper, cartridge paper,
brown paper, glue, cellotape, charcoal, sketch pens, drawing paper, oil pastels,
drawing paper, pencil.
Transdisciplinary Activities
Environmental
Education
Make a book on a to z of animals. Write the name of
the animals, their young ones, food habits, habitat etc.
Performing Arts
Puppet performance depicting jungle scene
Life Skills/SEWA
Create a drawing to depict how animals are man’s best friend.
18
Physical Education
General Objectives
•
To maintain physical fitness through regular exercise and physical activites.
•
To demonstrate skills, techniques and strategies while performing activities.
•
To develop competency in combining movement and motor skills.
Specific Objectives
•
To understand what being athletic means, like being able to run a specific
distance without feeling breathless.
•
To develop the quality of true sportsmanship.
•
To demonstrate appropriate social skills during a physical activity.
Duration: 3 hours
Physical activities
Skills
Learning by
Doing
Various rigorous physical activities like walking, jumping, hopping, skipping,
galloping.
Bean bag relay (PEC-5).
Throwing and catching (PEC-6).
Application
Perform aerobic activities in order to
maintain endurance.
Participate in physical activities like relay
race, collecting and chasing objects.
Multiple
Intelligences
Linguistic / Intrapersonal / Naturalistic
19
Learning
Outcomes
The students will be able to :
- Demonstrate competency and proficiency
in many physical activities.
- Compare and contrast locomotor movements
performed on even and uneven beats.
Physical Education Cards
Material Required
Physical Education Cards, PEC Kit.
Transdisciplinary Activities
Environmental
Education
Find out the role of animals in different sports.
Life Skills/SEWA
Value of experimenting while trying new activity.
20
Lesson Plans
21
English
Lesson Plan-a
Topic: Adjectives/Describing words
Duration – 6 hours
Brief Description–This lesson involves explaining the concept of adjectives. Extensive
use of adjectives helps in improving vocabulary. Individual and team activities,
colourful worksheets further strengthen the understanding of the concept.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Recognize and identify adjectives in a sentence.
•
Write adjectives for the characters of various stories.
•
Use a specific adjective in a variety of sentences and use it effectively in
writing.
•
Differentiate between the positive, comparative and superlative degrees of
adjectives.
Material Required
A short story, pencil, paper, flash cards, coloured marker.
Teacher
T
Activity
Introduce the topic by picking up real life objects e.g. a colorful book, a pencil box,
stuffed toys. Ask the students to randomly describe the objects using adjectives. Write
the sentences on the board and underline the adjectives with a coloured marker.
Example - It is a small pencil.
This is a thick book.
Show flash cards with pictures of animals, dresses, trees etc. Elicit as many sentences
as possible describing the pictures on flash cards. Write the sentences on the board
and underline the adjectives with coloured marker.
Explain that adjectives are usually placed or written before a noun.
22
Student Activity
Activity 1:
Fancy World of Nouns and Adjectives
Set up two boxes, one labelled as ‘NOUNS’ and the other as ‘ADJECTIVES’. Take 30
index cards (depending on the number of students in the class) and write one noun
on each card, for example - dinosaur, centipede and monster. Put them into the box
labelled as ‘NOUNS’.
Now, write one adjective each on the other 30 or more index cards and put them into
the box labelled as ‘ADJECTIVES’. Choose adjectives that are interesting and visual,
for example - purple, good, beautiful, young, big and striped.
Each student will choose one noun card and at least one adjective card from the
boxes. Then, put the adjectives and nouns together and make a drawing (or a collage)
of what they describe. The picture must be interesting.
Note : If the adjective and noun together represent something realistic, for example big dog, black horse; students will need to choose other adjective.
Activity 2:
My Menu Card
•
Give each student a restaurant menu card. (It can be a menu card from a
restaurant or one that has been created).
•
The students write adjectives to describe the food items. Students are likely
to come up with words like juicy, tempting, chessy, delightful to describe a
burger or sandwich.
•
In groups of two or four, the students design their own menu card.
•
For each item on the menu card, one or two adjectives have to be written.
•
The students can illustrate their menu cards on computer or on a construction
paper.
Review
•
Fill the correct adjectives. (Worksheets)
•
Make sentences (without adjectives) and then analyze the appropriate adjectives
that could be used to fill those gaps.
23
English
Lesson Plan-b
Topic: Articles
Duration – 4 hours
Brief Description–Articles are used before nouns or noun groups. These are - a, an
and the.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Comprehend ‘What is an article?’
•
Name the articles and use them appropriately.
•
Understand that articles are always used with nouns.
•
Use articles correctly in sentences.
Material Required
A suitable short story, some stationery items and flash cards with pictures of animals,
birds and insects.
Teacher Activity
Read the story ‘Small piglet looks for Mommy’. On the board, write the words from
the story which have an article before it.
Explain the correct use of articles.
‘An’ is used before words that begin with vowel sounds e.g. an apple, an emu, an
inkpot. ‘An’ is also used before a word beginning with a silent h, e.g. an heir, an
honest man, an hour.
We use ‘a’ before words that begin with consonants e.g. a pool, a pond, a lake, a river.
It is also used before vowels which have the sound ‘yu’, e.g. a unison, a university,
a unit.
Both ‘a’ and ‘an’ are used only before common nouns.
We use ‘the’ before some proper nouns.
Example:
The Agra Fort, the Bible, the Statue of Liberty.
24
We use ‘the’ before specific nouns which are one of its kind or unique, e.g. the moon,
the sky, the earth.
The teacher explains further by taking the following examples.
a) There is a book on the table.
b) The book is on the table.
In sentence (a), a book refers to any book. The word ‘a’ makes it clear that we are not
talking about a particular book. The word ‘the’ used with the table, however, makes
it clear that we are referring to a particular table.
In sentence (b), the book refers to a particular book.
‘A’ and ‘an’ are known as indefinite articles whereas ‘the’ is known as definite
article.
Activity
Sorting Game
The students will play a “sorting game”. They will look for objects in the classroom
and sort them according to the article being used before it e.g. a horse, an elephant,
a pen etc.
Student Activity
Insert the suitable articles in the story read by the teacher. (The teacher reads out a
story with the articles missing in them.)
There was____ beautiful forest. Many animals lived in _____ forest. They were all
great friends and lived happily. One day ____ animal came into the forest. It was
_____ fierce lion. _____ lion roared and stamped his feet and asked fiercely, “Is there
___ king in the forest? _______ other animals did not say anything. _____ lion roared
more ferociously and said , “I’m ______ new king of the forest ! I shall be _____
honest king. I want you to send me ____ animal as food every day. Then I will not
kill you all!”
25
Review
We are the Best
The class will be divided into two teams. One team will speak out a noun. The other
team has to tell which article will be used before it. The teams can pick up tricky
words like university, honest man, European etc. The team which responds quickly
and gives the correct answer wins the title ‘We are the Best’.
Assessment
Ask the following questions from the class.
26
•
Name all the vowels. Can you identify vowels by their sound?
•
Write 5 sentences using the articles.
•
Frame two or three sentences without using any articles.
English
Lesson Plan-c
Topic: Blend words (tr, br, dr) and Word Origin
Duration – 3 hours
Brief Description–This lesson involves knowledge about blend words and enriches
students’ vocabulary by making them aware of the word origins.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Identify the words with blend sounds by listening to them.
•
Provide suitable examples of blend words.
•
Understand and learn the words, that have originated from other languages, and
their use in English.
Material Required
Stars with blend words written on them, blank cubes, marker pen.
Teacher
T
Activity
“Snail Talk”
Hang a few stars in the class with blend words (tr, dr, br) on them.
Read out the words in the stars and explain the meaning of each word to the
students.
Now, the teacher reads out some words and asks the students to tell the initial blend
word they hear at the beginning of the word, for e.g. for the word drill, the students
will answer ‘dr’. If a students finds this difficult, at first, say the word several times,
emphasizing the initial blend until he/she is able to tell the blend word.
Encourage the students to frame sentences with the words.
Student Activity
On a cube, mark each cube face with different phonic blends. Ask the students to
form a circle.
27
Each student takes a turn and rolls the cube. She/he says a word with the blend word
that the cube lands on, i.e. “tr - tree”.
Each student attempts to say a word with that blend word. If she/he is unable to think
of a word, then that student has to go in the Blender, i.e. - they have to move in and
out of all the gaps in the circle until they arrive at their starting point.
Continue till each student has made an attempt to say a blend word and all the blend
words have been used to frame words.
Know the use of foreign language words in English. Make a collage of words of other
languages and their use in English. Put it on the display board to review for a specific
time period.
p
Review
Write few words of foreign language used in English. Find the meaning of the root
word and the prefix added to it.
28
Environmental Education
Lesson Plan-a
Topic: Animals - their sound and their young ones
Duration: 5 hours
Brief Description – Through this lesson, the students will learn the sounds of different
animals and the names of their young ones.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Recognize, compare and distinguish between sounds of different animals.
•
Differentiate between the names and terms used for sounds of animals.
•
Identify and relate young ones to their parent animals.
•
Familiarize themselves with the names of young ones of different animals.
Material Required
Movie DVD or CD, A4 sheets, scrap book, glue stick, crayons, wool, scissors, two
paper plates, shells of pistachios, groundnut and walnut, pictures of different animals,
flash cards of names of animals and their young ones.
Teacher
T
Activity
Discussion (Animal sounds)
Initiate a discussion on how living beings communicate with each other. Elicit
responses from the students such as talking, writing, actions etc. Discuss whether
animals can talk or write letters to each other. Allow the students to answer as per
their observations. Explain that animals also make sounds to express themselves or to
raise alarm to alert other animals.
Nature Walk
Take students for a nature walk to help them gain first hand experience by listening
to the sounds of various animals and birds. Instruct the students to listen to various
sounds carefully.
Powerpoint presentation (sounds of animals)
Show a powerpoint presentation of different animals and emphasize the sounds that
animals make.
29
For example:Cow
:
moos
Horse
:
neighs
Lion
:
roars
Hen
:
clucks
Story: Small Piglet looks for Mommy
Narrate the story about a piglet who is searching for its mummy and meets the young
ones of many animals on its way.
Reinforce the concept through flash cards of animals and their young ones.
Student Activity
Follow the leader
The students form a circle and choose a leader. The leader enacts and says, “We were
going through the woods, We came across a monkey, The monkey chattered khao
khao…” The students follow the leader.
Poem: Old McDonald had a farm
Learn the song on different farm animals with their sounds. Add the name of animals
to the song.
Writing activity
From the story, write the names of animals and their young ones whom the piglet met
while searching for its mummy.
Make a mask (kitten)
Make a kitten mask with the help of two paper plates. Use one paper plate to make
the face and cut the other paper plate into two halves to make the ears. With two
small circles make the eyes, a pink triangle for mouth and some wool to make its
moustaches.
Picture Glossary
Create a picture glossary of various animals and their young ones.
Review
Worksheets
•
30
Match the baby animals with their parent animals. Write their names and colour
the pictures.
Write the name of the animals, their young ones and the sound they make.
Find your young one and run
Divide the students into 2 groups. Group A: Parent animals and Group B: Baby
animals.
Draw two lines at a distance of 50m. The students dressed as animals stand on one
side and the students dressed as baby animals stand on the other side. With the blow
of the whistle, run and fetch your young ones and come back to the starting line.
31
Environmental Education
Lesson Plan-b
Topic: Animals and their eating habits
Duration : 5 hours
Brief Description: Through this lesson, the students identify the different animals on
the basis of their eating habits and classify them as herbivore, carnivore, omnivore.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Observe, identify and differentiate between herbivorous, carnivorous and
omnivorous animals.
•
Classify animals on the basis of their eating habits.
•
Compare the physical features of various animals and their eating habits.
Material Required
Powerpoint presentation based on the topic, A4 size sheets, gluestick, picture of
animals, hanging cards, scrap book.
Teacher Activity
Introduction
Discuss with the students why we classify things such as tools, food, flowers and so
on. Explain that classification - the arrangement of objects, ideas or information into
groups—makes things easy to find, identify, talk about and study. Relate the topic
eating habits of animal to that of human beings. Elicit response from the students
about their eating habits and favourite dishes. Continue the discussion explaining the
different types of eating habits of animals and let the students share their previous
knowledge related to this concept.
Visit to a zoo
Visit a zoo to provide an opportunity to the students to closely observe the eating
habits of different animals and birds. Speak to the person in-charge and collect
information related to the eating habits of the animals from the zoo.
After the classification activity, introduce the terms herbivorous, carnivorous and
omnivorous animals. Talk about the shape of the mouth and teeth of different
animals.
32
Explain the same through the powerpoint presentation by showing shapes of mouth,
jaws and teeth of different animals as well as their eating habits.
•
Cow, buffalo and camel nibble food. When they relax, they bring back part
of the food from inside and chew it properly. These animals are called
chewing animals.
•
Animals like lion, fox, wolf and cat tear the flesh with their sharp pointed
teeth. After that they chew it.
•
Giraffe’s long neck helps it to eat leaves from tall plants and trees.
•
Elephants eat with the help of their trunk.
•
Butterflies and bees suck nectar from the flowers.
Elicit responses from the students. Explain the statement with relevant examples.
‘Man is an omnivore’. Justify the statement.
Student Activity
Guided activity
Record the eating habits of the animals seen in the zoo. Explain that the food that the
animals consume depends on the shape of their mouth and teeth.
After recording the data, compare and classify animals according to their eating
habits.
Animals that eat
only plants
Animals that eat
only flesh of other animals
Animals that eat
both animals and plants
Elephant
Lion
Bear
Cow
Tiger
Crow
Horse
Leopard
Rat
Game of fortune
To play the game, name the groups as herbivorous, carnivorous and omnivorous.
Call out the names of different animals and students of that group stand accordingly.
For example - if the teacher says camel, immediately the herbivorous group stands
up.
Through this activity, the concept of classification of animals according to their eating
habits will be reinforced.
33
Animal Album
Paste pictures of different animals, write the food items that they eat and categorize
them according to their eating habits.
Observe animals and pets around you. Write a few lines about their eating habits.
Review
Look at the pictures and categorize the animals according to their eating habits.
(Worksheets)
Pick up the names of animals from the word maze and write them in the correct
column.
Provide hanging cards to the students with the names of different animals written on
the cards. Make 3 more cards with herbivorous, carnivorous and omnivorous written
on them. Paste these cards in 3 different corners in the classroom. On hearing,’fire in
the jungle run, run, and run’, students start running and make groups of herbivorous,
carnivorous and omnivorous as per their hanging card. Those who are able to join
their particular group will be safe. For example: a student who has lion written on his
hanging card will join carnivorous group and if found otherwise will be out of the
game.
Assessment
The students can be assessed on the basis of their responses to the following
questions:
34
•
Give 4 examples of each - Herbivorous, Carnivorous and Omnivorous.
•
Give two examples of animals who tear their food before eating.
•
What is the difference between herbivorous and omnivorous animals?
Environmental Education
Lesson Plan-c & d
Topic: Habitat of Animals and Birds and Insects
Duration : 3 hours
Brief Description–Through this lesson, the students will learn and understand the
habitats of animals as well as about birds and insects.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Compare and categorize the animals on the basis of their particular habitat i.e.
terrestrial animals, aerial animals, aquatic animals, amphibians and arboreal
animals.
•
Classify different types of animals and their habitat.
•
Understand how the body structure of different animals is suited to their
particular habitat.
Material Required
Pictures of various animals, cut-out of animals, full size picture with sky, land, trees
and water drawn on it, powerpoint presentation, glue stick, craft paper, crayons, A4
size sheets, aquarium.
Teacher
T
Activity
Discuss about animals and how they are different from each other in shape and size
and why some live on land and others live in water.
Habitat of animals
Introduce the terms terrestrial and aquatic animals by explaining in detail about these
terms and habitat of animals. The animals living on land are known as terrestrial
animals and the animals living in water are called aquatic animals.
With the help of powerpoint presentation, explain how various animals adapt to
their surroundings.
Terrestrial Animals: These animals live in desert, like camel. Camel’s hump acts
like a storage space for food and water so that it can survive in the desert without
food for many days.
35
Similarly, show pictures of habitation of polar bear and reindeer on ppt. Explain that
their body structure is designed in a particular manner to suit the habitat and viceversa. Polar bear has thick fur which protects it from the cold and reindeer has broad
hooves that help it to walk on snow.
Arboreal Animals: Ask simple questions like ‘Name the animals that live on trees?
‘Why do these animals live on trees?’ Elicit responses from the students.
The animals that live on trees are called Arboreal animals.
Show an aquarium or a model of it to students and ask questions to trigger their
logical and critical thinking.
•
“If you take out a fish from the aquarium, will it be able to live for long?” Give
reasons to support your answers.
•
Can you breathe under water?
•
How do fish breathe inside the water?
After listening to the answers, display pictures of the parts of a fish and explain that a
fish swims with its fins, changes its direction with the help of its tail and breathes with
the help of gills.
Show the pictures of aquatic animals such as dolphins and whales and make students
aware of the fact that whales and dolphins also use fins to swim but they do not have
gills and they come to the surface of the water to breathe.
Explain the concept of amphibians by showing a ppt with clipping of tortoise,
crocodile, frog etc. To make the lesson more interactive, discuss the shape of a frog’s
back legs that help it to hop and swim.
Elicit response for why human beings cannot fly. Ask ‘how will it feel to fly?’ Show
picture of birds and explain that the wings of birds help them to fly and they have
light bodies and hollow bones which further help them to stay in the air. These types
of animals are called Aerial animals.
Student Activity
To check the previous knowledge of students provide a worksheet with animals drawn
on it and ask the students to write ‘Land’ for the animals that live on land and ‘Water’
for the animals that live in water. Students will complete this worksheet based on
their observation and knowledge of animals in their surroundings.
Draw a fish and a bird. Label its features.
36
Find my place
On a board, place a scenery or a poster showing land, water, trees and sky. Give each
student a cut-out of an animal and ask him/her to place it on the poster categorising it
as terrestrial, arboreal, aerial or aquatic animal.
Review
Worksheets
Give two examples each of aerial, terrestrial, aquatic, amphibians and arboreal
animals.
Read the clues and solve the animal puzzle.
Name, draw and colour two terrestrial and two aquatic animals.
Down in the ocean
Recite the poem with rhythmic body movement.
Be Quick
Sit in a circle and blindfold a student’s eyes. The students will move in a circle and
point towards another student and call out the names of different categories of animals
on the basis of their habitat like arboreal. The student towards whom he/she points
will have to name an arboreal animal within a fraction of seconds. If unable to name
the animal of that particular category, the student will be considered out.
Assessment
The students’ knowledge and understanding can be assessed on the basis of the
following questions:
•
Classify the following animals on the basis of their habitat i.e. terrestrial,
arboreal, amphibian, aquatic and aerial.
Squirrel, frog, polar bear, elephant, monkey, snake, fox, fish, shark, kiwi,
ostrich, parrot, pigeon, lion, octopus, crocodile, alligator.
•
What are arboreal, amphibian and terrestrial animals?
37
Mathematics
Lesson Plan
Topic: Addition of three digit numbers
Duration : 13 hours
Brief Description - In this lesson, the students learn and appreciate the addition
of 3 digit numbers. This is successfully achieved through the use of abacus, use of
place value blocks, adding with and without regrouping, solving word problems
through pictures, verbal description and through stories. The lesson also deals with
commutative property in addition, adding zero to a number and adding multiples of
ten and hundred mentally.
Learning Objectives
As a result of this lesson, the students will be able to:
•
Add 3 digit numbers with and without regrouping.
•
Comprehend and solve word problems.
•
Mentally add multiples of ten and hundred.
•
Express and represent things in data through mathematical operations.
Material Required
Abacus, place value cards, plain paper, pencil, beads (red - Hundreds,
green - Tens, yellow - Ones), flash cards with pictures for word problems, addition
sums for commutative property, tiger toy, garland with two-coloured beads.
Teacher Activity
Take 5 red beads and 7 blue beads in two different jars. Put them together in one jar.
Ask the students to count the total number of beads in the jar.
Now, increase the quantity of beads in the jar by 10. Ask the students to count the
number of beads again.
Recall that addition means bringing things together and there are two situations in
the addition: when two or more quantities are combined to get a single quantity and
when a quantity is increased by some amount.
Write the addition sentences for the above two situations.
Bring a bag with number flash cards. Ask the students to take out two numbers from
the bag and add them.
38
Here is how you do it.
Shake and take two cards
5
+ 7
=
12
12 + 10
=
22
Show the bigger number
Explain that the numbers we add are called addends and the result obtained is the
sum. The final result is always greater than the numbers we add.
Student Activity
Explain that the purpose of this lesson is to make the addition of large numbers easier,
i.e. addition of three-digit numbers through the following activity.
Activity : ‘I can do it myself’
Show the abacus where the hundreds place is located in reference to ones and tens
place.
Divide the whole class into groups of 3-4 students.
Each group is given the following things a)
Abacus
b)
Colourful beads ( 20 of each colour)
c)
Plain paper
d)
Pencil
Take place value cards and arrange them in three piles.
Example
One pile of hundreds
One pile of tens
One pile of ones
39
Call two students from each group. First, one student picks up a card from each pile
to make a three digit number.
For example
6
2
3
So the number formed is 623
Now, the second student picks up one card from each pile and forms a 3 - digit
number For example
2
4
5
So another number formed is 245.
The two students write both the numbers on a plain paper and join their group.
The group finds the sum of these two numbers with the help of an abacus.
First separate out the beads according to their colours, i.e. red - Hundreds,
green - Tens, yellow - Ones.
Arrange the beads to make the number 623 on the abacus.
H
40
T
O
Now the next number is 245.
So the students add: 2 more red beads in hundreds.
4 more green beads in tens.
5 more yellow beads in ones.
H
T
O
Count the number of beads in each rod to find the sum of 2 numbers .
Observe the number of beads.
8 red beads in hundreds.
6 green beads in tens.
8 yellow beads in ones.
So, 623 +245 = 868
To learn simple addition of 3 digit numbers, repeat the activity with more numbers.
Explain step by step addition of 3 digit numbers by writing in columns.
H T
O
Step 1
6
2
3
Add ones: 3 ones + 5 ones = 8 ones
+ 2
4
5
Step 2
8
6 8
Add tens: 2 tens + 4 tens = 6 tens
Step 3
Add hundreds: 6 hundreds + 2 hundreds = 8 hundreds
Reinforce the concept though worksheets.
41
Activity: 3 digit numbers with regrouping
The place value cards are arranged in such a way that addition of two 3 digit numbers
require carry over.
For e.g. if the first student picks up one card from each pile, the number is 368. i.e.
One pile of hundreds
One pile of tens
300
60
One pile of ones
8
The second student picks up the following cards -
100
70
4
The number is 174.
The students note down both the numbers on a plain paper. Now, they arrange these
numbers on the abacus in the following manner.
H
42
T
O
Count the beads in ones row and the number of beads in ones = 12
Explain that since total number of beads in ones is 12, i.e. 10+2. So, 10 yellow beads
can be removed from ones and in place of that one green beads can be added to tens
rod as 10 ones = 1 ten
Ask the students to count the number of green beads in tens rod. There are 14 tens
now.
10 tens = 1 hundred
So, 10 green beads can be removed from tens rod and in place of that one red bead is
added to hundreds rod. So, total number of beads in the abacus are as follows:
H
Red
T
Green
O
Yellow
Therefore, the sum of 368 +174 is 542
Give few more numbers to practice addition of 3 digit numbers with regrouping.
(Worksheets)
Explain that by adding 368 and 174, the answer is 542 i.e. 5 hundreds, 4 tens, 2
ones.
Regrouping is further explained by using the board. Arrange the same numbers on the
board by making columns on the board, like -
43
Regrouping
+
Step 1
H
T
O
3
6
8
1
7
4
5
4
2
Add ones: 8 ones + 4 ones = 12 ones
12 ones = 1 tens + 2 ones
Step 2
Add tens : 6 tens + 7 tens + 1 tens = 14 tens
14 tens = 1 hundred + 4 tens
Step 3
Add hundreds :
3 hundreds + 1 hundred+1 hundred = 5 hundreds
Give few more problems to the students to reinforce the concept of regrouping in
addition.
Activity : Magic with beads
Make a garland using a long string and coloured beads. Put 10 red and 10 white
beads in alternate groups with a total of 100 beads along with number tags of 100,
200……….900. Show the string to the students and ask the following questions.
Q1.
Name the colour of the beads you find in the string.
Q2.
How are they arranged ?
Q3.
Count the total number of beads.
Students count 1,2,3……………100.
Explain that since counting so many beads together in such a manner is a long method.
So, we arrange the beads in groups of 10.
Student count the number of tens on the string along with the teacher like 10, 20, 30,
and so on. Total number of beads is counted as 100.
Now each group of beads here represents 1 ten.
10 tens = 1 hundred
Hang the tags of 100, 200, 300 and so on after 10 beads each.
44
Ask the following questions :
Q1. What is the value of each bead now?
Q2. How many beads form one hundred?
Write two numbers on the board 134 and 257. Ask the students to find the sum of
these numbers using the beads on the string.
Write the expanded form of the numbers as –
134 : 1 hundred + 3 tens + 4 ones
252 : 2 hundreds + 5 tens + 2 ones
Count single beads to get (4+2) ones i.e. 6 ones,
Take 10 ones = 1 ten
So, 3 tens + 5 tens =8 tens
For adding hundreds take one bead as 10.
Count total number of hundreds as 100, 200 and put the marker on 300.
Thus, 134 + 252 = 386
Addition of multiples of hundred mentally
Further, explain how to add two numbers mentally.
400 + 300 = 700
Add numbers at hundreds place 4 + 3 = 7
45
Commutative Property of addition:
Explain the commutative property of addition or also called order property of addition.
This property means that addends can be added in any order and the sum obtained
always remains the same. Explain the commutative property by taking the following
examples using two coloured beads.
3 + 2 =5
+
=
+
=
or
2+3=5
The students observe when 2 green beads are added to 3 red beads or vice versa, the
total number of beads in both the cases is 5.
To develop problem solving aptitude and ability to comprehend and solve picture
stories and word problems among students, take up the following activities.
Material Required: Picture sheets.
Distribute the worksheet to each child and tell them to look at the picture.
Large Fish
125
How many fishes are there in the sea?
46
Small Fish
115
Students look at the picture carefully and answer the following questions:
Q1. How many large fishes are there?
Q2. How many small fishes are there?
Read the sentence given below the picture. Then, draw a key diagram for the problem
on the board like:-
125
+
Number of large fishes
115
=
Number of small fishes
Total fishes in the sea
Explain that the number in the first circle represents the number of large fishes and the
number in the second circle represents the number of small fishes, ‘+’ sign represents
total. Ask the students to solve the problem
125
+
Number of large fishes +
115
Number of small fishes
=
240
= Total fishes in the sea
Provide more word problems by drawing pictures on the board or by giving worksheets
of same kind to the students .
47
Activity : Story Time
Narrate a story “Rabi Celebrates Friendship Day”.
Once there was a rabbit whose name was Rabi. One day, he was watching his favourite
cooking show on the television when the door bell rang. He opened the door and
was surprised to see his best friend Sami, the turtle, in front of him. He hugged his
friend and asked him to come inside the house. Sami was meeting his friend after five
years. So, he was very happy. As it was too hot outside, Rabi switched on both the
fans and the room-cooler.
Sami
Rabi
48
Q: How many things did Rabi use to keep the room cool?
Continue the story. Sami said to Rabi, “Can you get me something to drink. I am
feeling thirsty.” Rabi said, “Oh! Yes”. He went and brought 2 cans of mango drinks
and 3 cans of mixed fruit juice for him from the fridge.
The teacher asks
Q: How many cans did Rabi take out from the fridge?
After some time Rabi said, “I want to make this day memorable. I will make a
‘chocolate cake’ for you. Would you help me?” Sami said, “Why not?” They both
went into the kitchen. Rabi took out 4 eggs from the egg carton, 1 packet of flour,
1 packet of castor sugar, 1 can of drinking chocolate, 1 packet of butter and 2 glasses
of milk.
Q: Can you tell me how many ingredients did Rabi use to make the cake?
Rabi mixed all the ingredients and kept the cake in the microwave oven for 5
minutes. The cake needed some more time to be baked. So, he kept it for three more
minutes.
Q: How long did it take to bake the cake in the microwave?
Once the cake was ready, Rabi decorated it with the icing writing ‘Happy Friendship
Day’. Sami had tears in his eyes when he saw the cake. Both of them ate the cake
together, played a lot of games and made their meeting memorable.
Ask the following questions.
1.
4 eggs
+ 3 eggs =
_________________ eggs.
2.
5 cans of juice + 4 cans of juice
=
_______________ cans of juice.
3. 4 cups of flour + 4 cups of flour
=
_______________cups of flour.
4. 3 packets of butter + 3 packets of butter =
5. 2 bottles of milk + 7 bottles of milk =
_____________ packets of butter.
__________________ bottles of milk.
49
Activity: ‘Let’s judge’
Enter the class with the following picture cards and a tiger toy.
TEAM A
TEAM B
Narrate the following story.
Once there was a jumping competition in the jungle. All the animals gathered in the
jungle. Two teams were made - Team A and Team B. Show the picture card of Team
A to the students and ask them the following questions.
Q1. Can you recognize the animals in Team A?
Ans: Yes, - rabbit, deer, cat and bear.
Q2. How many members are there in this team?
Ans: 4
Show the picture card of Team B and ask similar questions. Now, call and ask one of
the students to hold the toy tiger. Make the tiger, the Judge of the competition. The
tiger explains the rules of the competition to both the teams.
50
a)
Number of times each animal jumps, it gets a score of one.
b)
If any animal is not able to jump at all, the score will be 0.
c)
Each one has to jump on one leg.
Team A
After this, the tiger whistles and the competition starts. The performance of Team A
is like this:Rabbit jumped
-
50 times
Deer jumped
-
20 times
Cat jumped
-
30 times
Bear could not jump at all.
Write the score of each animal on the board .
Score of Team A
Rabbit - 50
Deer - 20
Cat
- 30
Bear - 0
Team B
The performance of Team B is like this –
Tortoise could not jump at all.
Mouse jumped
-
60 times
Fox jumped
-
10 times
Monkey jumped
-
50 times
Score of Team B
Tortoise
Mouse
Fox
Monkey
-
0
60
10
50
51
Add the score of both the teams on the board.
Team A :-
5 tens + 2 tens +3 tens + 0
= 10 tens + 0
= 1 hundred + 0
= 100 + 0
= 100
Team B :-
0 + 6 tens + 1 tens + 5 tens
= 0 + 12 tens
= 0 + 10 tens + 2 tens
= 0 + 1 hundred + 2 tens
=
0 + 100 + 20
=
120
Q: Which team is the winner?
The judge gives a trophy to the winning team, i.e. Team B. Conclude the story.
Zero when added to any number gives the number itself.
Add the scores of the other team members with the member who scored zero.
60 + 0 = 60,
100 + 0 = 100 and so on.
Activity : Clap and tap
Explain the rules of the game.
•
Be alert and listen carefully to the number of times tapping is done and the number
of times clapping is done.
•
1 tap is equal to 100
1 clap is equal to 10
Select one student as the LEADER. Whisper a number, e.g. 320 in his/her ear. The
student demonstrates the number through claps and taps to the whole class. The rest
of the students have to guess the number and the student who gives the right answer
first is declared the WINNER and is called upon to be the LEADER. For 320, the
52
student taps the table 3 times, says plus and claps 2 times. Explain that this means
300+20 i.e. 320. In this way, each student gets a chance to demonstrate the number
whispered in his ears through action.
Ensure to whisper only those numbers which are multiples of 10 so that students can
add up mentally. The numbers can be 410, 460, 720 and so on.
Activity : Kitty finds her mate
Distribute flash cards with simple addition problems to each student. Half of the
problem is written on one flash card and the other half of the same problem is written
on the other flash card only with addends reversed.
Give a cut out of a kitty to each child. Mix up all the cards so that the flash cards with
the same problem are not placed next to each other.
300
40
+
+
40
300
Ask the students to add up the numbers given on the flash card and write the answer
on the cut-out of kitty. When all the students finish solving the sum, they find out
the mate of their kitty, the cat. All the three numbers have to match, e.g. one student
announces the number on his kitty as 340. It is possible that 3 - 4 students may raise
their hands as their kitty could also have the same number i.e. 340. The student have
to announce the number on the flash card also. If all the cards match, only then it is
declared that kitty has found her mate.
53
The game continues till every flash card gets matched with the other flash card of the
same problem and the same answer.
300+40
=
40+300
=
340
Wind up the game by explaining that, whatever may be the arrangement position of
addends in the problem, the answer remains the same.
Take up few more examples by writing the numbers on the board.
100 + 50
=
50 + 100 = 150
200 + 300
=
300 + 200 = 500
Activity: Let’s work together
Flash cards with a word problem written on each one of them.
Ask the students to work in pairs. Each pair is given a flash card.
Example :
There are 150 frogs and 100 toads in a pond.
How many frogs and toads are there in all ?
Frogs
150
54
Toads
100
Review
Worksheets will be given to the students to practise addition.
Assessment
Students are assessed based on their knowledge related to the topic, participation in
class activities and how efficiently they are able to apply the concept in their day to
day life.
55
Performing Arts
Lesson Plan
Topic: Different movements and sounds
Duration: 3 hours
Brief Description– The students will understand and learn a variety of combinations
of locomotor skills and sounds.
Learning Objectives
As a result of this lesson, the students will be able to:
•
Identify and create sounds and movements using fast and slow tempos.
•
Perform simple repetitive movements and steps in accordance to the beat of
the music.
Material Required
Audio or CD player to play songs with strong and weak beats, camera, video “Dance
with the Animals by Rock ‘N Learn”.
Teacher Activity
Introduce the lesson based on the previous knowledge of students related to beats.
Play a piece of music and ask them to clap or move with the music.
Again play the music, ask the students to listen and tap to the beat and invite them to
share their experience.
Continue further by dividing the class in two groups where they respond to music
through purposeful movement e.g., swaying, marching, tapping, clapping to a variety
of musical selections.
Play a marching music where one group has to march and explain that it is because
of the rhythmic and marching beats. The other group claps to the beat.
Play a contrasting piece of music (lullaby) and encourage the students to move
according to the music. Explain why they moved in such a way and whether they
could clap along with the beat.
Link the topic with the real life situations. Discuss about the regular beating of the
heart – listen to the sound of a heartbeat. Explain why sometimes it is faster and
sometimes slower. Think of other things that have regular beats e.g. a clock.
56
Sing songs with strong pulse – the Grand Old Duke of York, Pop go the weasel – and
ask the student to observe whether they sit still or move along the song as it is played
or sung.
Before taking the next activity work out atleast one sample of choreography for
each meter depending upon students’ abilities. The choreography consists of simple
marching (left-right-left-right) to a duple meter, reserving steps, hops, turns and other
weight-shifting movements for strong beats. The teacher demonstrates same on
the beat: step forward on one, back on two. Kicks, foot slides and shuffles can be
performed on weaker beats. Try using claps, finger snaps and other action that don’t
involve shifting the entire body.
Teach the choreography to the students and encourage them to “dance” to the
music.
Student Activity
Perform the learnt choreography and try to incorporate new steps.
Show the video ‘Dance with the Animals’ by Rock ‘N Learn. Encourage the students
to imitate movements and sounds of the animals shown in the video.
Wear your favourite animal’s mask and take part in the ‘mask dance competition’.
Imitate sounds and movements of animals and use them in your performance.
Review
The students choreograph their own moves according to the beat and the meter. They
imitate sounds and movements of animals and use them in their performance.
Assessment
The students are assessed based on their ability to learn movements correctly following
the beats and the meter and whether they can do the activities independently or not
(without stopping to imitate the teacher or other students).
57
Visual Arts
Lesson Plan
Topic: Clay modelling mural
Duration: 3 hours
Brief Description–This lesson introduces the students to clay modeling and making
animals with origami.
Learning Objectives
By the end of this lesson, the students will be able to :
•
Draw animals giving emphasis on minute details.
•
Make animals with the help of origami and clay.
•
Work amicably in groups.
Material Required
Construction paper, pastel sheets, mount board, reusable boxes, paper bags, paper
plates, paints, googly eyes, buttons, string, glue, staplers.
Teacher Activity
A corner of the class is chosen where a mural of a jungle with a variety of animals will
be depicted. The mural also incorporates a puppet theatre where students use animal
puppets to narrate a story, sing animal songs etc. Some of the animals can be a part of
the mural while others can be made as puppets to be used for the performance. Make
mobiles of few animals/birds to hang.
Student Activity
Students are divided into two groups. One group draws trees, bushes etc. and the
other group draws animals, birds, insects etc. for the mural. Students are allowed to
trace outlines of animals if they wish to. Paint the objects.
In consultation with the English/EE teacher, a story is decided and hand/glove and
stick puppets necessary for the storyline are made during the art class.
A table is set up with paper plates, paper bags, buttons, googly eyes, crepe paper etc.
Students are given basic instructions on how to convert a paper plate/paper bag into
stick and hand/glove puppets. They are, then, divided into groups. A bowl of paper
slips with the names of animals is circulated and each group picks two. They perform
58
their next task with the names of animals given in these slip.
The Task
Make 2 animal puppets and present a performance with them.
The Scene:
•
A story
•
A song on animals in their habitat.
The puppet performance can be made open for viewing for other classes. The
performance of students is evaluated as per the rubric. A sample rubric is given
below.
Creativity of the
Can you identify
material used
the animal clearly?
Performance
Teamwork
Suggestions
Review
The puppet making task reflects the creative skills of the students.
Suggested activities :
•
A visit to an animal farm and/or a zoo before starting the unit will be visually
enriching for the students.
•
Diorama of an aquarium can be created / drawn.
•
Use imagination to draw/create a 3D diorama - a fantasy habitat with fantasy
animals.
•
Aluminium foil sculptures of animals.
Assessment
Assess the students’ work based on the following details :
•
Application of their previous knowledge of line, shape, texture in order to
draw animals.
•
Work together in groups to create a work of art.
•
Follow step by step instructions.
59
Physical Education
Card 5
Bean bag relay
Use these activities to:
•
improve speed over short distances.
•
change direction while moving.
•
improve the bending skills needed to play games like Kho Kho.
•
explain the directions used in Kho Kho.
How to play
In teams
•
•
•
60
First player has two bean bags, one red and one green.
Run and place the red bean bag in first circle and the green bean bag in second
circle.
Run around the cone and return to the starting point collecting the green bean
bag and red bean bag and pass them to the next player.
Variations
•
Place bean bag onto a cone rather than in a hoop.
•
Reduce/increase the distance between the hoops.
•
Once both bean bags have been collected, throw them to the next player.
Equipment
•
2 bean bags per team, one red and one green.
•
2 hoops per team. Ropes can be used to create circles or draw the circles with lime
powder.
•
One cone per team.
•
Lime powder or markers.
Safety Measures
•
Make sure that there is enough space between the groups so they have enough
room to run without bumping into each other.
•
Watch out for others’ safety.
•
Make sure that the surface is not slippery.
Links to other subjects
English: Comprehension through pictures
•
Place the names of animals in one hoop and the names of their babies in the other
e.g. cat and kitten. Children run and pick up the name or picture of an animal from
the first hoop. They run to the second hoop and find its baby.
Mathematics: Geometry
•
Place numbers into hoops: tens in one hoop and ones in the other hoop. Children
run and pick up a number from the first hoop (e.g. 4 ‘tens’) and a number from the
second hoop (e.g. 3 ‘ones’). What is the number you have made with the tens and
ones (e.g. 43)? Compare it with other players.
Curriculum links
•
Linked to the learning objective no. 14 in the CBSE School Health Manual and
the Theme on Movement Awareness in the NCERT Syllabus: What are the
other forms of movements?
Self Assessment
•
Can I explain the game to a friend?
61
Physical Education
Card 6
Throwing and catching
Use these activities to:
•
improve throwing and catching skills.
•
learn to work with others safely.
•
use throwing and catching skills in simple games.
Activities
In groups
•
•
•
•
•
62
Throw and catch to self. (1)
Throw and catch to a wall. (2)
Drop a ball and catch it. (3)
Bounce a ball downwards 2 or 3 times and catch it. (4)
Throw a ball up, clap (one, two, three) and catch the ball. (5)
•
Play simple versions of Gitte: (6)
•
throw a small ball up, pick up an object before the ball is caught .
Variations
•
Set challenges: how many catches can you make before the ball is dropped?
•
Use the widest range of soft throwing objects possible.
Equipment
•
A variety of balls and other objects that can be thrown: bean bags, rings.
•
Lime powder or markers.
Safety Measures
•
Use lightweight or soft balls only
•
Space activities.
•
Watch out for others’ safety particularly when collecting and chasing objects.
Links to other subjects
English: read simple words
•
Throw a ball at letters placed on the ground or on a wall. Have three or four
attempts and try to make a word.
Mathematics: Geometry
•
Children throw and catch the ball themselves while walking in straight and curved
pathways and in triangular, square and circular pathways.
Curriculum links
•
Linked to the learning objective no. 5 in the CBSE School Health Manual and
the Theme on Movement Awareness in the NCERT Syllabus: What are the
other forms of movements?
Self Assessment
•
How good am I at throwing a ball to another player? How good are my catching
skills?
63
Assessment
64
English
By the end of this unit, the students will be able to :
•
Acquire a complete knowledge of adjectives.
•
Use appropriate words to describe a noun.
•
Identify vowel and consonant sounds and use articles accordingly.
•
Speak various words with blend sounds.
•
Know about words that originated in languages other than English.
Rubrics 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 :
Understand the use
of adjectives to an
extent though needs
assistance to describe
a noun as per its
appearance.
Use an appropriate
describing word for a
noun.
Clearly understand the
use of vivid adjectives
with nouns.
Provide words to
describe a noun with
the given clues.
Use them properly in
the writing process.
Knowledge about
articles and their use
Understand that
articles are used before
common noun but
does not apply it aptly.
Use articles but
lacks in their correct
application at certain
places.
Use articles without
assistance and knows
where to omit them.
Ability to recognize
blend words and
word origin
Read the blend words
but finds it difficult
to identify them on
listening.
Identify blend words
by their sound and
frames a few words
with the same blend
sound.
Identify blend words
and frame sentences
using them.
Familiarity with the
use of describing
words with nouns
Beginning
Use words of foreign
origin without
knowing the origin of
the word.
Use words of foreign
origin independently.
Use a few words of
foreign origin.
65
Environmental Education
By the end of this unit, the students will be able to :
•
Recognize, identify, name and distinguish between sounds and the young ones
of animals.
•
Classify animals on the basis of their habitat and eating habits.
•
Identify features of birds and insects.
Rubrics for the unit
Expected
Learning Outcomes
66
Indicators of the student’s performance
Beginning
Developing
Achieved
The student is able to :
The student is able to :
The student is able to :
Animals - their
sounds and their
young ones
Recognize a few
sounds of animals
and identify babies of
common animals.
Name the sounds and
young ones of animals
most of the time.
Explain and specify the
sounds and young ones
of animals.
Animals and their
eating habits
Classify animals
on the basis of
their habitat i.e.
wild, domestic,
farm animals but is
unable to classify on
the basis of eating
habits.
Classify the animals
on the basis of
their eating habits
with guidance and
support.
List the eating
habits as well as the
manner in which
animals eat i.e.
chewing, tearing,
etc.
Habitat of Animals
Tell and classify
animals based on their
habitat i.e. wild and
pet animals though
cannot connect to the
extended density of
the given concept.
State the habitat of
common animals
and classify them
into herbivore,
carnivore and
omnivore.
Compare and
contrast the habitat
of various animals
and state reason for
the difference in
their habitat.
Birds and Insects
Distinguish between
birds, insects and other
animals and name only
a few features like
wings and eyes.
Understand the types
of beaks and can
distinguish between
birds and insects that
can fly.
Categorize birds and
insects according to
their physical features.
Mathematics
By the end of this unit, the students will be able to :
•
Add 3 digit numbers with and without regrouping.
•
Comprehend and solve word problems.
•
Add multiples of ten and hundred mentally.
•
Understand the significance of addition and use it in their real life.
Rubrics for the unit
Expected
Learning Outcomes
Indicators of the student’s performance
Beginning
Developing
Achieved
The student is able to :
The student is able to :
The student is able to :
Addition of three
digit numbers
with and without
regrouping
Solve the addition
sums on abacus and
in columns without
regrouping but needs
support in solving
addition sums with
regrouping.
Solve the addition
sums on abacus and
in columns with and
without regrouping.
Solve addition sums
with accuracy using
abacus place value
blocks with and
without regrouping
and also use mental
skills to find the
solution.
Understanding
the commutative
property of addition
Relate the
commutative property
of addition but is
unable to apply it.
Define the fact that
the sum is the same
even if numbers are
added in any other
order but needs
help in applying it
as a commutative
property.
Understand
and apply the
commutative
property of addition
independently.
Pictorial problems
in addition and
creation of stories
Comprehend the
pictures but is unable
to solve the problems.
Comprehend and
solve the problems
with simpler
operations.
Comprehend and
solve any kind
of word / picture
problem and can
create own stories
and statements.
Application
Apply knowledge with
limited effectiveness
when solving the sums
in steps on Abacus
and paper by mentally
adding numbers.
Apply knowledge
with considerable
effectiveness when
solving the sums in
steps on Abacus and
paper by mentally
adding numbers.
Apply knowledge
with high level of
effectiveness when
solving the sums in
steps, on Abacus and
paper by mentally
adding numbers.
Demonstrates the
use of the concept in
real life situations.
67
Teacher Resource
Material
68
Teacher Resource Material
English
Material Required
A short story, pencil, paper, flash cards, coloured marker, a suitable short story,
some stationery items, worksheets, stars with blend words, blank blend cubes .
Books: Hairy, Scary, Ordinary: What Is an Adjective? by Brian P Cleary
Websites for Reference
teacherexpress.scholastic.com
www.K-3TeacherResources.com
www.superteacherworksheet.com
Environmental Education
Material Required
Movie video or CD, powerpoint presentation, A-4 size sheets, scrapbooks, glue
stick, crayons, wool, scissors, 3 paper plates, outer half shells of pistachio, walnut
and groundnut, gluesticks, picture of animals, hanging cards with names of parent
animal and their young ones written on them, picture of animals, cards with the
names of carnivorous, omnivorous and herbivorous animals written on them, craft
paper, cut-outs of pictures of animals, model of an aquarium, dummy of a bird and
an insect.
Books: The Jungle Book by Diane Wright Landalf
Audio-video: : Powerpoint presentation - Animal sounds, Eating habits of animals,
Habitat of different animals, Tails of animals and Birds and their beaks
Websites for Reference
http://petcaretips.net/bird-poem.html
http://www.teacherexpress.scholastic.com
Mathematics
Material Required
Abacus, place value cards, plain paper, pencil, beads (red- hundreds, green tens, yellow-ones), flash cards-with pictures for word problems, addition sums for
commutative property, picture cards, tiger toy, garland with two different coloured
beads.
Websites for Reference
www.lessonplanet.com
www.coolmath4kids.com
math.pppst.com
www.lessonplanspage.com
69
Performing Arts
Material Required
Audio or CD player to play songs with strong and weak beats.
Books: Carnival of the Animals: Classical Music for Kids
Camille Saint-Saens (Author), Barrie C. Turner (Author), Sue Williams (Illustrator)
The Animal Boogie PBWCD (Sing Along With Fred Penner)
Debbie Harter (Author)
Audio-video: Dance with the Animals by Rock ‘N Learn.
Websites for Reference
www.songs4teachers.com
www.lessonplanspage.com
www.emusic.com/album/Songs
www.musicroom.com/Song
www.rhymes.org.uk
Visual Arts
Material Required
Colour chalk, drawing paper, sketch pens, construction paper, cartridge paper,
brown paper, glue, cellotape, charcoal, sketch pens, drawing paper, oil pastels,
drawing paper, pencil, clay, books from the library, reference books, construction
paper, pastel sheets, mount board, reusable boxes, paper bags, paper plates, paints,
glue, staplers, origami paper, instruction sheets (Annexure 1)
Books:
Art for the Very Young: Ages 3-6 [Paperback]
Elizabeth Kelly (Author), Joanne Mcconville (Author)
Websites for Reference
www.origami-fun.com
www.enchantedlearning.com
70
Blend words
dr Blends List
drab
drawer
drink
draft
dread
drip
drag
dreadful
drive
dragon
dream
drop
dragonfly
dreary
dreary
drown
drain
dress
drum
drama
dribble
drummer
dry
drastic
drift
brother
bracelet
brainwave
broken
brilliant
bracket
branch
breakfast
brass
bravado
breakdown
breakthrough
bristle
brittle
brute
breath
breathe
bridge
bribe
broadcast
broomstick
bright
bridesmaid
brought
bread
trace
track
trade
trail
train
trait
transit
trap
trauma
tread
treat
trend
triangle
trick
tried
trim
trolley
trophy
trouble
trowel
truce
true
trumpet
trunk
truth
br blend words
tr blend words
71
Story: Small piglet looks for Mommy
The small piglet cannot find her mother.
She runs to the field and sees the cow.
“Mommy?” she calls.
“This is not your mommy.” says the calf.
“This is my mommy.”
The small piglet runs to the pond and sees the duck swimming.
“Mommy?” she calls.
“This is not your mommy.” says the duckling.
“This is my mommy.”
The small piglet runs to the big house and sees the dogs playing.
“Mommy?” she calls.
“This is not your mommy.” says the puppy.
“This is my mommy.”
The small piglet runs to the stable and sees the horse standing.
“Mommy?” she calls.
“This is not your mommy.” says the foal.
“This is my mommy.”
The small piglet runs to the hill and sees the sheep grazing.
“Mommy?” she calls.
“This is not your mommy.” says the lamb.
“This is my mommy.”
The small piglet runs to the orchard and sees the goat eating leaves.
“Mommy?” she calls.
“This is not your mommy.” says the kid.
“This is my mommy.”
72
The small piglet runs to the old garage and sees the owl dozing.
“Mommy?” she calls.
“This is not your mommy.” says the owlet.
“This is my mommy.”
The small piglet runs to the kitchen and sees the cat drinking milk.
“Mommy?” she calls.
“This is not your mommy.” says the kitten.
“This is my mommy.”
The small piglet runs to the sty and sees the pig.
“Mommy?” she calls.
“There you are!” cries the mother pig.
“Where have you been, small piglet?”
“I was looking for you,” answered the small piglet.
“And I was looking for you,” said the small piglet’s mommy.
By: Vivekananda Roy Ghatak
73
Down in the ocean
Down in the ocean what do you see?
A big fish, a small fish, swimming in the sea
Swimming, swimming aha-ha-ha-ha
Up in the blue sky, what do you see?
A big bird, a small bird looking at me
Flying, flying aha-ha-ha-ha
Out in the garden, what do you see?
A white butterfly, a colourful butterfly
Sucking nectar, sucking nectar aha-ha-ha-ha
Up on the tree, what do you see?
A big monkey, a small monkey, jumping on the tree
Jumping, jumping aha-ha-ha-ha
Birds
Look at the bird
Up in the treetop
Building its nest
With no time to stop
Hatching its eggs
So smooth and so round
Then feedings its babies
Worms from the ground
Look at the bird
With the beak for a mouth
When it gets cold
The birds will fly south
When it gets warm
The birds return
Let’s watch how the birds live
And see what we learn
74
Pop Goes The Weasel
Half a pound of tuppenny rice,
Half a pound of treacle.
That’s the way the money goes round,
Pop! goes the weasel.
A penny for a spool of thread,
A penny for a needle.
That’s the way the money goes,
Pop! goes the weasel.
All around the cobbler’s Bench
The monkey chased the weasel.
The monkey thought t’was all in fun,
Pop, goes the weasel.
A penny for a spool of thread,
A penny for a needle.
That’s the way the money goes,
Pop! goes the weasel.
That’s the way the money goes,
Pop! goes the weasel
The Grand old Duke of York.
The Grand old Duke of York he had ten thousand men
He marched them up to the top of the hill
And he marched them down again.
When they were up, they were up
And when they were down, they were down
And when they were only halfway up
They were neither up nor down.
75
Annexure 1
Origami- Sitting Dog
Origami - Dog
76
Origami- Pelican
Origami- Twirling bird
77
78
English
(a) Adjectives/Describing words
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Circle the adjectives that describe the underlined nouns.
II.
a)
I stepped into the room. It was cold and uninviting.
b)
Plant eating animals are called herbivores.
c)
The miners stood, alert and watchful, as the fuse was
lit.
d)
The lion is the king of the jungle.
e)
Strange creatures, wild and untamed, roam around the
high mountains.
Place the most appropriate adjective before the noun.
a)
______________ apples. (red, bitter, huge)
b)
_____________ geese. (wild, tiny, colourful)
c)
_____________ lion. (thick, tasty, angry)
d)
______________ horse. (fast, black, tall)
e)
_____________ dog. (faithful, sweet, wild)
79
Adjectives/Describing words
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Add –er and –est to form the correct degree of adjective.
tall
fast
taller
faster
tallest
fastest
loud
safe
wet
low
large
II. Fill in the blanks by using the correct degree of
adjective.
a)
I have a small dog but Tina‛s dog is small_____.
b)
Who is the fast_____ person in your class?
c)
Ali and I are young but I think you are the
young_____.
d)
80
Are you old____ than your sister?
Adjectives/Describing words
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Help Simba to complete this crossword with the help of
the given clues.
1
8
9
10
2
11
3
12
14
4
13
5
6
7
Help me
please!
Note: All the answers are adjectives.
81
82
Across
Down
1. a period of hundred years
8. replace a letter from the
word ‘tasty‛ with ‘n‛ to make
it the opposite of pleasant
2. add ‘s‛ to the word mall
9. the colour of grass
3. the opposite of old
10. the opposite of thin
4. the number after nine
11. “weight of the feather”,
rhymes with night
5. the size of an elephant
12. not kind
6. February – the ________
month of the year
13. the word that means good,
rhymes with ice
7. the number of moons our
earth has
14. the number of toes our left
foot has
(b) Articles
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Put a tick mark against the correct answer and write the
same in the given space.
1. ______ owl.
i) a
ii) an
2. _______ angel.
i) a
ii) an
3. ________ European.
i) a
ii) an
4. ________ yatch.
i) a
ii) an
5. ________ horse.
i) a
ii) an
83
II.
Fill in the blanks with ‘a‛ or ‘an‛.
1.
__________ elephant has big ears.
2.
_______ goat is _______ animal with horns.
3.
___________ alligator looks like
___________ crocodile.
4.
________________lamb is the
baby of ____________ sheep.
5.
84
_______ eagle is ________ bird.
Articles
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Fill in the blanks with ‘a‛, ‘an‛ or ‘the‛.
Butterflies lay their eggs on leaves. When _______ egg hatches,
it is called ________ larva. The larva eats and grows until it
becomes___ caterpillar. As a caterpillar, it continues to grow.
________few weeks later, ________ caterpillar sheds its skin
and covers itself with a newgreen skin.
It covers ______ whole caterpillar. Now the caterpillar is called
___ pupa. The pupa rests inside ______ cocoon while its body
changes completely.
Now_________ pupa breaks open ________ cocoon. It is now
_______ beautiful butterfly.
85
(c) Blend words and Word origin
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Colour ‘br‛ blends words with blue colour and ‘tr‛ blend words
with red colour.
86
tribe
trash
brain
brake
tree
drip
trace
trumpet
branch
trip
trim
broom
trap
brake
track
trade
tribe
bronze
train
brought
trunk
tail
beak
break
shrimp
fin
brunch
crow
prawn
brown
Blend words and Word origin
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Fill in six blend words in the boxes.
Blend words Dice
Cut along the lines and fold the paper to make a blend words dice.
87
Blend words (dr) and Word origin
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Complete the crossword with the help of the given clues.
1
2
3
4
6
5
7
8
9
Across
Down
1. to swallow a liquid
2. opening in a bathtub to empty
its water
4. the opposite of wet
3. a feeling of fear
5. a play or performance
4. what you pull out in your
dresser
6. to make a picture
7. a musical instrument
7. an imaginary beast
8. thoughts when you are asleep
9. to let something fall
Source : Cherry Carl, 2008
88
II.
Fill in the blanks with the ‘dr‛ blend words given in the
word bank.
1. A ________________ looks like a giant lizard.
2. Please don‛t _______________ your feet.
3. All the soapy bubbles went down the _______________ .
4. A _______________ landed on my fishing pole.
5. May I please _____________ a glass of water?
6. My mom always says that I should _____________ milk.
7. I had a funny __________________ last night.
8. The bus _______________ said we had to stay in our seats.
9. My sister wore a pretty ________________ for the party.
10. The opposite of worker (female bee) is __________.
11. The _______________ is my favourite piece of chicken.
12. It‛s my turn to ________________ the dinner dishes.
Word Bank
dragonfly
dragon
dry
drag
dress
drain
dream
drone
drumstick
drawbridge
driver
drink
89
Blend words and Word origin
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Many English words come from Latin. Vorare is a Latin word
meaning to eat or to devour. So, English words that end in vore
mean eater. Herbivore, carnivore, omnivore and insectivore are
four words that end in vore.
I.
Answer the following in your own words.
1.
A herbivore [Hint: Herb is Latin for plant.]
____________________________________________
2.
A carnivore [Hint: Carn is Latin for flesh or meat.]
____________________________________________
3.
An omnivore [Hint: Omni is Latin for all or everything.]
____________________________________________
4.
Horses, camels and cows
_____________________________________________
5.
Anteaters and bears
_____________________________________________
6.
90
Tigers and lions
_____________________________________________
II.
Label the animals below as herbivore, carnivore, omnivore
or insectivore.
_____________________________________________
91
Blend words and Word origin
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Directions: In each case, write the meaning of each root or
prefix and then determine the meaning of the word. Write the
meaning in the blank.
1,
re means _____________________________________
build means ____________________________________
rebuild means __________________________________
2.
port means ____________________________________
able means ____________________________________
portable means _________________________________
3.
im means ______________________________________
mature means __________________________________
immature means ________________________________
4.
trans means ___________________________________
form means ____________________________________
transform means _______________________________
5.
inter means ___________________________________
ject means ____________________________________
interject means ________________________________
92
6.
em means _____________________________________
body means ____________________________________
embody means __________________________________
7.
de means ______________________________________
duct means ____________________________________
deduct means __________________________________
93
Naming words (recap)
Name: ___________
Class
:___________
Date : ___________
Subject :___________
All people, animals, places and things have names.
I.
Identify the nouns and circle the adjectives. Rewrite the
sentences where articles are to be put before the nouns.
1.
Elephant is large but mouse is small.
________________________________________
2.
Ant has fifteen legs.
________________________________________
3.
My dog is healthy. It likes to have bones.
________________________________________
4.
She is in garden watching squirrels climbing up and down
green trees.
________________________________________
5.
Monkeys are agile and they love to play on trees.
________________________________________
94
II.
Identify the following animals. Write down their names with
adjectives.
___________________
___________________
___________________
___________________
___________________
___________________
___________________
95
Environmental Education
(a) Animals-their sounds and their young ones
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Take the animal babies to their moms and also write their
names.
Cat
Dog
Sheep
Pig
Hen
96
Animals-their sounds and their young ones
Name: ___________
Class
Date : ___________
Subject :___________
I.
:___________
Complete the following table.
Animal
Young one
Sound
Cow
Elephant
Horse
Chick
Kid
Pup
Cat
Piglet
Lamb
Bird
Nestling
Monkey
Cub
Roars
Brays
Duckling
Hen
Owl
97
(b) Animals and their eating habits
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Classify and write the names of animals in the correct
column.
horse, sparrow, lion, cow,
tiger, goat, rat, elephant,
giraffe, wolf, eagle, bear,
vulture, crow, buffalo, cat
Carnivorous
98
Herbivorous
Omnivorous
Animals and their eating habits
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Find out the names of animals from the word maze and put
them in the correct column based on their eating habits.
START
HORSE
LION
CAT
BUFFALO
FOX
MOSQUITO
RAT
RABBIT
DOG
BUTTERFLY
COW
FINISH
Chew
Tear
Suck
Grind
99
Animals and their habitat
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Identify the animals. Write ‘Land‛ for the animals that live on
land and ‘Water‛ for the animals that live in water.
100
(c) Habitat of Animals
Name: ___________
Class
Date : ___________
Subject :___________
I.
II.
:___________
Give two examples for each of the following.
a)
Terrestrial animals
__________
__________
b)
Arboreal animals
__________
__________
c)
Aquatic animals
__________
__________
d)
Amphibians
__________
__________
e)
Aerial animals
__________
__________
Who am I ?
a) I have a very long neck.
_____________________________________________
b) I have a hump and I store food and water in it.
_____________________________________________
c) I live in cold regions and my body is covered with fur.
_____________________________________________
d) I have broad hooves that help me walk on snow.
_____________________________________________
101
III. Draw the picture of a fish. Label its fins, gills, tails,
scales, mouth and eyes.
102
Habitat of Animals
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Solve the puzzle.
1
D
P
2
A
3
4
T
D
5
p
F
6
C
C
I
T
7
C
D
L
S
E
Clues:
E
1.
An aquatic animal that comes to the surface of water to
breathe.
2.
The largest terrestrial animal.
3.
Animal that has flippers.
4.
A water bird.
5.
Animal that breathes through its gills.
6.
An amphibian.
7.
Animal that can live without food and water for more than
fifteen days.
103
Habitat of Animals
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Match the following.
Camel
Long tail
Fish
Fur
Bird
Hooves
Reindeer
Wings
Polar Bear
Humps
Monkey
Flipper shaped feet
Turtle
Gills
II. List three things that help a bird to fly.
_____________________________________________
_____________________________________________
_____________________________________________
104
III. List two examples for each of the following.
a) Birds that can fly only for a very short distance.
____________________
____________________
b) Birds that cannot fly high in the sky.
____________________
____________________
c) Birds that can fly very high in the sky.
____________________
____________________
d) Birds that cannot fly.
____________________
____________________
IV. Draw a bird and label its parts.
105
V. Draw your favourite animal.
106
Eating habits of birds
Name: ___________
Class
:___________
Date : ___________
Subject :___________
The shape of the beak tells you about the type of food a bird
eats. Look at the picture and tell the type of beak the following
birds have and what do they eat.
Type of beak
Bird
Food it eats
parrot
woodpecker
d
k
duck
eagle
sparrow
107
Birds and Insects
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Name the following.
108
(a) A bird that eats flesh
______________________
(b) A bird that eats insects
______________________
(c) A bird that eats grains
______________________
(d) A bird that eats fruits
______________________
II. Name the following.
(a)
Two insects ______________
________________
(b)
Two insects that can fly ___________ __________
(c)
Two insects that suck nectar _________ ________
(d)
Two insects with eight legs __________ _________
III. Write the names of the animals that have Two legs
Four legs
Six legs
109
IV. Draw an insect showing feelers and its six legs.
110
Mathematics
(a) Addition
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Look at the place value cards arranged in the column
below. Write the numbers and find their sum.
H
T
100
100
100
O
10
10
10
10
1
1
1
1
1
-Hundreds
-Tens
Count and Write
-Ones
Sum (a) -
H
T
100
100
100
10
O
10
10
10
1
1
1
1
1
-Hundreds
Count and Write
Sum
= Sum (a)
=
-Tens
-Ones
Sum (b) + Sum (b)
+
=
111
Addition
Name: ___________
Class
Date : ___________
Subject :___________
I.
:___________
Count the number of beads in the abacus and write the
numbers in the boxes.
H
T
O
First Number
=
H
+
T
O
Second Number
+
=
II.
112
Find the sum for the following pairs of numbers.
536
664
379
+768
+186
+137
468
669
489
+944
+607
+221
609
986
878
+527
+519
+744
Addition
Name: ___________
Class
Date : ___________
Subject :___________
I.
:___________
Add to find the sum. Each sum represents a letter.
A.
+
A
H
T
O
N. H T O
A. H T
5
1
6
2
1
8
4 0
+ 2 3
7
+ 1
1
4
N
N.
H
T
O
+
7
1
5
0
3
6
N
B.
O
3
4
1
8
A. H T
O
A
H T O
4 1
+ 4 0
7
2
B
2
+ 1
3
4
3
5
A
Write the letter for each of the sum in the box to find the answer
to the riddle given below.
819
689
859
879
637
378
The favourite fruit of monkeys. ________________________
113
Addition
I.
Name: ___________
Class
Date : ___________
Subject :___________
Convert the number words to numbers and perform the
required operation.
a)
Three hundred one + eight hundred seventy two
H
b)
c)
T
O
Five hundred forty two + four hundred fifty nine
H
T
O
One hundred forty three + three hundred two
H
114
:___________
T
O
II. The anacondas have got entangled in the numbers. Add
the numbers so that they can reach their hole.
+ 30
=
+ 80
Hole
+ 40
20
+500
+200 =
+100=
+ 50 =
+ 50 =
Hole
=
+5=
+ 15 =
+ 300
=
Hole
115
III. Help the squirrels to find their right hollows in the tree.
Draw lines to match the squirrels to their respective
hollows.
315 + 0
399 + 1
0 + 111
999
315
717
111
1 + 998
400
510 + 5
515
116
2 + 715
Addition
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Bruno, the puppy has come to stay in a hotel with his master
Ben. It has lost its way. Help him reach room no. 192 with the
help of clues given below. Colour the boxes showing answers to
the clues.
Room No. 192
10
190
191
192
193
194 195 196
197 198 199
9
180
181
182
183
184 185 186
187 188 189
8
170
171
172
173
174 175 176
177 178 179
7
160
161
162
163
164 165 166
167 168 169
6
150
151
152
153
154 155 156
157 158 159
5
140
141
142
143
144 145 146
147 148 149
4
130
131
132
133
134 135 136
137 138 139
3
120
121
122
123
124 125 126
127 128 129
2
110
Floor
111
112
113
114 115 116
117 118 119
I
100
Floor
101
102
103
104 105 106
107 108 109
Ben‛s Room
HELP
ME
117
a)
Bruno is standing in front of room no. 124.
b)
Go 10 rooms forward to reach in front of room no. _____
c)
Go 5 rooms forward to reach the end of IV floor. ______
d)
Count the rooms on V and VI floor. Total no. is.
___________________________________________
e)
On which floor is Bruno now. ______________________
f)
Now Bruno is on 159, cross 3 floors and go two rooms
forward to reach room no. 192.
___________________________________________
118
Addition
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Add the number in the centre to the surrounding numbers.
40 +
___ + 280 = ____
____ = + 110 ____
____ + 280 = ____
____ = 260 + ____
____ = 350 + ____
____ + 390 = ____
____ = 700 + ____
____ + 400 = ____
119
Addition
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Tell whether the fishes given below are each others‛ mate or
not. Pair them up and colour them.
400+5+10
600 +200
30 + 360
60+5+700
5+10+400
225 + 25
25 + 225
25 + 225
360 + 30
120
200 + 600
Addition
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Look at the p
pictures g
given below.
115
105
Birds
Tree 1
Birds
Tree 2
Find out how many birds are there in all on both the trees?
Solution:
No. of birds on the first tree =
____________
No. of birds on the second tree =
____________
Total no. of birds =
____________
H
T
O
121
Addition
1.
Name: ___________
Class
Date : ___________
Subject :___________
There are 252 small animals and 168 big animals in the
ocean. How many total aquatic animals are there in the
ocean?
Number of small
animals
Number of big
animals
+
Solution
122
:___________
Addition - Worksheet contd.
2.
There are 95 hens and 105 sheep in the farm. Find the
total number of animals in the farm.
No. of hens
No. of sheep
+
+
Solution
123
Addition
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Tom has to catch Jerry. To catch him, Tom has to find the sum
of the numbers. Help him in adding the numbers according to
the given directions:
Tom (Start)
145
+3
+3
+
+
+
5
5
5
+3
+3
Jerry (Finish)
124