TEACHING GUIDE - engage-online.com

TEACHING GUIDE

English • STEM • Environment • Social Studies • Citisenship

Age 3-6 years

Vol 2 • Issue 1 • Level 1

1

English • STEAM • Environment • Social Studies • Citizenship Vol 2, Issue 1 LEVEL 1

Also in this issue

What is a mountain?

Achoo!

ENGAGE Page 2 Vol 2, Issue 1, Level 1

CONTENTS

Plant It! 03–15Achoo! 16-24What is a Mountain 25-31

MEET THESE OUTCOMES

✓ LIFE SCIENCE— Students will identify and label different

parts of a plant.— Students will match some useful

products we use in our daily lives to the plant source they come from.

— Students will conduct an experiment to determine the factors that affect plant growth.

— Students will observe and sketch different stages of seed germination.

✓ MATH Students will count objects up to 20.

✓ ENGLISH — Students will convert singular nouns to

plural by adding “s”. — Students will make plural nouns and

use them in sentences.— Students will write spellings of sight

words like: up, down, river, lake, tall, mountain, rocks, plants, animals, grow.

✓ EVS — Students will describe how germs are

transmitted and how this relates to personal hygiene.

— Students will demonstrate proper hand washing technique and explain the importance of washing hands.

— Students will make a checklist of good habits they can follow to keep their bodies healthy.

— Students will identify their body parts and draw a few internal organs.

—Studentswilldefineanddescribewhata mountain is.

— Students will locate the Himalayan mountain range and Mount Everest on a map.

✓ VISUAL ARTS Students will draw mountains, rivers and lakes.

Dear Educator,

Welcome to a new school year and to the first issue of engage magazine for this year. While school was out we were busy planning an exciting year of issues for you and your students. We studied the three major curricula used in India and we have incorporated the science, math, social science and English language arts outcomes into all our stories. Now more than ever, engage teaches what you teach and what your students need to know. We believe that the best way to learn and remember content is through storytelling. Since the beginning of human history, people have gathered to tell important stories and teach vital lessons. This year we have connected with Indian scientists, adventurers, mountain climbers and artists, and they are telling their stories to teach your curriculum. You will not read about many of these people anywhere else, yet they are changing history. We want students to do more than read amazing stories and learn content, we are keen on getting them involved in making positive change. We at engage believe that today’s kids are the greatest generation and they are passionate about improving our world. So, we have added a section to every issue called Life Skills. In this section, we challenge students to take on projects that will improve their schools, communities and even the world. We have also listened to the clarion call from Prime Minister Modi to reduce the use of plastic. As a result, many of our stories tell students about the dangers plastics pose. In the next issue, we will challenge students to take the Plastic Pledge. More on that in Issue 2. For now, we hope you find that we are laser-focused on teaching your curriculum in the most engaging way. We also hope you find our new, improved Teaching Guide to be even more helpful in developing your lessons. Together, we are engaged in developing the most successful students – ever!


CURRICULUM CONNECTIONIn this story, students learn about different kinds of plants and conduct an experiment to see how a variety of non-living factors affect plant growth. They identify and label parts of a plant. They also explore different products we get from plants that are useful to us in our daily lives. Finally, students observe the different stages of germination.

BUILD BACKGROUND1. Make a concept map on plants with the help

of students. A concept map is a graphic way to organise ideas, all related to a central theme, in this case, plants. It is a strategy teachers can use to brainstorm and also to assess how much students already know about the topic being studied.

2. Write the word “plants” on the board and circle the word. Tell students that when you think of plants, two words come to your mind — green and fruits. Draw two arrows from the circle and write these two words with two new circles around them. Ask students to give you any other word that comes to their mind when they think of plants. Emphasise that it could be any word as long as it is related to plants.

PLANT IT!

2 ENGAGE 3

Plants and Ecosystems

LIFE SCIENCE OBJECTIVES: — Students will identify and label different parts

of a plant.— Students will match some useful products we

use in our daily lives to the plant source they come from.

— Students will conduct an experiment to determine the factors that affect plant growth.

— Students will observe and sketch different stages of seed germination.

MATH OBJECTIVESStudents will count objects up to 20.

Fruits Plants Green

3. When a student gives a related word, draw a new arrow and write the information inside a new circle. You can write one word or a few words. Use the following guiding questions to get as many ideas as you can from your class. o Are plants living things or nonliving things?o Why are plants important for us?o How are plants different from each other?o What are the different parts of the plants?

4. Once the concept map is complete (when you have at least 15-20 words), recap all the information which the students have shared.

5. Ask the students to turn to pages 4-5 of their copies of engage and ask them: What are the different types of plants?

6. Explain that there are different kinds of plants. Trees and bushes are different types of plants. Aflowerisapartofaplant.Someplantsarefloweringandsomearenot.

7. Take students to a nearby garden or an area where they can observe a variety of plants — differentsises,floweringornon-floweringplants, different kinds of leaves, bushes, trees, etc.

8. Before going outside, draw the following table (shown on page 4 of this Teaching Guide) on the board and ask students to copy the table in their notebooks. Give clear instructions on how tofillthetablebeforegoingoutside.Todothis,show them a picture of a coconut tree. We have provided one for you below. Show students howyouwouldfillthetableusingthistreeasanexample.


13. Ask students to turn to page 10 of their copy of engage magazine. Project this page using thedigitalflipbook.Readaloudthenamesand simultaneously point to the images of daily products listed on that page. Explain to students that all of these products have some material/ingredient in them that comes from plants.

14. Draw the following table on the board and ask students to copy the table in their notebooks. Ask students to make a list of all the products onpage10intheirtables.Theywillnotfillthelast column called “Plant source” at this time.

9. Students then go outside and observe three differentplantsandfilltheirtablesasperyourinstructions.

10. After they come back to the classroom ask some students to share what they observed with the whole class. Ask them the following questionso Did all plants look the same?o How were they different from each other?o How many trees and bushes did you see?o Howmanyfloweringplantsdidyousee?o Give them the names of as many plants as

you know.

Sr. No.

Name of plant

Is it a tree, bush or small

plant?

Draw a picture of the entire plant.

Flowers or no flowers? If yes, draw one and write the

colour

Shape, colour and sise of the leaves.

READY TO READ11. Divide students into pairs and ask students

to turn to page 8 of their copy of engage magazine. Do a pair read-aloud. In this, one student reads aloud the line given below the picture while the other listens and follows. Now the second student rereads the line while thefirststudentlistens.

12.Afterstudentsfinishpairreadingtheydrawapicture of a pitcher plant in their note book and write the name of the plant below the picture. Tell students to complete the following sentence in their book:

The pitcher plant eats _______________.

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Sr. No. Names of products we use in our daily lives Plant Source


Worksheet

Label the parts of these plants:

PHOTOS: https://clipartxtras.com/download/382de2a823f6a26d93f526ef01facf4eacc9125c.html (top); https://clipartxtras.com/download/8945c58a9a361c12b1d4f63d57d762b30cee381e.html (bottom)

https://clipartxtras.com/download/382de2a823f6a26d93f526ef01facf4eacc9125c.html

https://clipartxtras.com/download/8945c58a9a361c12b1d4f63d57d762b30cee381e.html


EXTENSION ACTIVITIES

ACTIVITY 1: Label the Parts of a PlantObjective: Students will identify and label different parts of a plant.

You need:• A small plant (with roots, leaves and stem) • 1 copy of the worksheet on page 5 per student

To do:1. Distribute the worksheets to the students. 2. Ask them to turn to page 9 of their copy of

engage magazine. Ask any one student to read thefirstsentence.Showthemtheleavesoftheplant and ask them to label the leaves on both

the pictures in the worksheet..3. Ask a second student to read the next sentence.

Show them the roots of the plant and ask them to label the roots on both the pictures in

the worksheet.4. Ask a third student to read the last sentence.

Show them the root of the plant and ask them to label the roots in all the pictures given in their worksheet.

ACTIVITY 2: Match the Product with its SourceObjective: Students will match some useful products we use in our daily lives to the plant source they come from.

You need:• 1 coloured copy of each type of plant picture

provided on pages 7-8 of this Teaching Guide.

To do:1. Stick the pictures on a chart paper or the board

before you begin the lesson.2. Divide students into groups of four. Ask them

to open the table which they created while reading page 10 of engage magazine (on page 4ofthisTeachingGuide.Wehavefilledthetable below for your reference. Students will do this on their own.

• Students should have already written the names of the things that come from plants. Take one these examples — the pencil. ASK students: Which part of the plant is used to make a pencil?

• Show them the picture of wood and explain that wood from certain trees called Cedar is used to make a pencil. Students write “wood from trees" next to pencil in the last column.

• Now ask students to discuss in their groups, which picture on the chart matches with each of the products.• Students write the names of the plant in the last column next to the matching product. Help them if they struggle

tofindthesource.

Sr. No. Names of products we use in our daily lives Plant Source

1. Pencil Wood from trees

2. Jeans Cotton

3. Chocolate Cocoa plant

4. Rubber ball Rubber trees

5. Naan Wheat grain

6. Mehndi Henna leaves

7. Chewing gum Sapodilla

8. Toothpaste Neem, cloves

9. Soaps, shampoos, lotions, etc. Aloe vera

10 Book Wood pulp


WOOD RUBBER

COTTON

COCOA PLANT

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GRAIN

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ACTIVITY 3: Germination of a SeedObjective: Students will observe and sketch different stages of seed germination.

You will need:• a small container of water• a small paper cup, pot or mug with potting soil• some moong seeds or any bean seed• a shallow plate• a cotton or muslin sheet

To do:1. This is a slightly long experiment that will take

15 days to complete. Set up the experiment on day 1 and then follow the stages of germination over the next fortnight while you explore other activities and stories. Spend ten minutes every

three days for students to observe, and sketch what they see.

2. Before you begin the experiment, ask students to draw the table given below into their notebooks.

3. This experiment will be done as a demonstration in front of the whole class.

4. Give each student a seed and let them draw what the seed looks like in the first box above “Day 1”. They can use a few words to describe the seed — the colour, hardness, shape, sise, etc.

5. Place the seeds in the container of water overnight. The next day, take out the seeds in front of the class and spread them out on a thin muslin cloth in a shallow container. Keep them overnight.

6. The next day (day 3), ask students to observe

SKETCH

DAY 1 DAY 6 DAY 9 DAY 12 DAY 15DAY 3

6. The next day (day 3), ask students to observe and sketch what they see. After they have observed, place a few seeds in a pot of soil and water daily. Make observations on days 6, 9, 12 and 15. If necessary, pull out a seed from the soil on each observation day to see how the roots are growing. If needed, continue the observation till you see leaves.

7. After all observations are complete. Ask the students:o What did you observe at first? (We saw the

root coming out of the seed.)o What did you observe after potting the

seed? (We saw shoots emerging from the soil towards the sun.)

o How did the plant grow? Did it grow in height or width?

o What new parts grew after a few days? (leaves)

o What do you think would have happened if we had continued observing? (Perhaps the plant will get taller, the stem will get stronger, flowers may grow.)

8. Given below is an illustration to show you what students’ sketches should look like and what they should be observing. This picture is only for your reference. Please do not share it with the students.

9. Discuss with students what this means. An entire plant grows from a seed just as we grow into adults from babies. Plants grow different parts like roots, stem, leaves, etc. just as our parts of the body also grow — hands, legs, hair, etc. This proves that plants are living because only living things can grow on their own.

Activity 4: Factors Affecting Plant GrowthObjective: Students will conduct an experiment to determine the factors that affect plant growth.

ILLUSTRATION:http://tweetboard.me/anatomy-of-a-bean-plant/anatomy-of-a-bean-plant-what-is-seed-project/


d. Group D: Grow the plant near a window with plenty of sunlight, water the plant everyday but cover the entire plant, including the pot, with a clear plastic bag. Tie the bag in such a way that the plants can’t get access to air.

e. Group E: The plant is inside a cupboard, not watered at all and covered by the bag.

4. Ask the students to draw the following table into their notebooks.

5. Students begin by sketching all plants on Day 1 of the experiment. Place all the plants as per the experimental conditions and ask students to observe each plant on every third day. On observation day, they sketch what they see.

6. After 15 days, the whole class decides which plant looks the healthiest and which plant is almost dying.

7. Teacher discusses what these results mean. Ask students to turn to page 7 of engage magazine. Readthesectionaboutwhichnonlivingthingsplants need in order to grow. The teacher reinforces the point that all living things depend on nonliving things to grow.

You need: • Five small saplings of a plant potted in a small

paper cup, mug or pot. Each group should get the same type of plant

• two clear plastic/transparent bags that can cover the plant

• a few rubber bands

To do:1. Like Activity 3, this is also a 15-day experiment.

You can set up both experiments on the same day and then conduct observations on the same days for Activity 3 and Activity 4 over the next 15 days.

2. Label five plants A-E.

3. Give the following instructions to the class: We are going to perform an experiment to check what factors affect plant growth. The conditions under which we will grow each plant are written on the board (write the following on the board):a. Group A: Grow plant near a window with

plenty of light, water plant everyday.b. Group B: Grow plant near a window with

plenty of sunlight but plant is not given any water for 15 days.

c. Group C: Grow a plant inside a cupboard where there is no sunlight but water the plant everyday.

Day No Sketch what you observe

1

2

3

4

5


3. Ask students to exchange their stem with another pair and repeat the procedure. They can do this three times.

ACTIVITY 6: AdditionObjective: Students will add single digit numbers using real objects.

You need:• abunchof6whiteflowers• abunchof7redflowers

To do:1. Showabunchof6whiteflowersandask

studentstocounttheflowers.2. Drawthebunchofthe6flowers.3. Write the statement below the drawing “There

are6whiteflowers.”4. Showabunchofthe7redflowersandask

studentstocounttheflowers.5. Drawthebunchof7flowers.6. Write below the drawing “There are 7 red

flowers.”7. Instructstudentsthattheyneedtofindthetotal

numberofflowers.Whatwilltheydo?8. Take their responses.9. Mixalltheflowersandtellthemtocountthe

flowerstogether.10. Solve the sum on the board.

Whiteflowers–6Redflowers–7Total:6+7=13flowersThereareatotalof13flowers.

11. Give students the worksheet on the next page to solve.

ACTIVITY 5: Counting Objective: Students will count objects up to 20.

You need:Enough twigs with leaves for each pair of students in the classroom (examples: neem leaves, mango twig, Ashoka leaves etc). Please ensure different stems have different numbers of leaves from 0-10.

To do:1. Take one twig with many leaves (not more than

20). Count the number of leaves on the twig with the help of students. Draw the stem/twig on the board and draw 10 leaves on it. Write the sentence “There are 10 leaves on the stem of the plant.” See the example picture below.

2. Ask students to work in pairs. Give one twig/stem with leaves to each pair. Students will count the leaves on their stem. After counting, both students will draw the twig/stem with the same number of leaves as per their twig/stem. They will write the sentence “There are ____ leaves on thestemoftheplant.”Theyfillthenumbertheycounted in the blank.

Plant Facts to Share

1. In India, there are about 15,000 species of flowering plants.2. About 85% of plant life grows in the ocean.3. An apple floats on water because about 25% of each apple is air.4. An onion releases a gas when it is cut. That gas becomes an acid when it mixes with water in your eye.

ILLUSTRATION:F

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There were 6 red flowers and 2 yellow flowers in the flower pot. How many flowers are there in all ?

Draw the picture:

Solve the sum

No. of red flowers: ____________

No. of yellow flowers: ___________

Total flowers: ________ + _________ = ____________

Total no. of flowers = __________


This coconut tree has 3 coconuts. The next coconut tree has 5 more than the first one. How many coconuts does the second tree have?

Draw the picture:

Solve the sum

No. of coconuts in tree 1: ____________

No. of coconuts in tree 2: ___________ + 5 more

Total coconuts in tree 2: ______ + _______ = ________

Total coconuts in tree 2 = ______________


My garden has 2 rose plants, 1 apple tree and 3 bushes. How many plants do I have in my garden in total?

Draw the picture:

Solve the sum

No. of ______________________ = __________

No. of ______________________ = __________

No. of ______________________ = __________

Total no. of plants: ________ + _________ + ________

Total no. of plants = _______


One pitcher plant ate 4 insects today and 7 insects yesterday. How many insects did the pitcher plant eat in all?

Draw the picture:

Solve the sum


COMPREHENSION CHECK

1. Choose the appropriate words and fill in the blanks: (tree, book, roots, water)

a. A _________ is made from wood.

b. A _________ is a kind of plant.

c. Plants need _________ to grow.

d. The ________ is a part of a plant.

2. Label the parts of the plant: roots, stem, leaves, fruit, flowers

ILLUSTRATION:Freepik


CURRICULUM CONNECTIONIn this story, students will learn that some small creatures make us sick. They can be found inside and outside of our bodies. Students will identify different external parts of the human body. Students will demonstrate some good practices to prevent diseases. In English, students will learn how to make the plural form of common nouns by adding “s”. They will apply this knowledge by making sentences that include plural nouns and are grammatically correct.

BUILD BACKGROUND• Write the word “cleanliness” on the board

and then draw the table shown below. Ask three students to come to the board, one at a time to draw the object that they use to clean each of the body parts listed in the table. Ask other students to come to the board and draw additional objects, if they have other ideas.

• ASK students: o Why do you need to keep your body clean

and what will happen if you don’t keep it clean?

o What do you need to do to keep yourselves healthy?

o Why do we fall sick if we don’t clean ourselves properly?

• Write the keywords from their responses on the board. If students happen to mention germs, then continue the discussion from there and if they have not talked about germs then write the term “germs” on the board and ask them:o What are germs?o Why it is important to get rid of germs from

our bodies?o Why do we have the letter “s” at the end of

the word germ?• Explain that germs are very small living things.

Some are very harmful to your bodies and can cause diseases. They can enter your body through the nose, mouth, eyes, ears or even through a small cut. We need to take care of our body by cleaning it every day.

READY TO READ• Ask students to turn to page 14 of their copy of

engage magazine. Display the same using the digitalflipbook.Readaloudtheinformationtostudentswhilepointingtoeachword.Readtheinformation twice. The first time, read it aloud and students will only listen. The second time, students will read aloud together, after you.

• Divide students into small groups based on their reading level. Students who are capable of reading independently should be in one

ENGLISH OBJECTIVES — Students will convert singular nouns to plural by adding “s”. — Students will make plural nouns and use them in sentences.

EVS OBJECTIVES — Students will describe how germs are transmitted and how this relates to personal hygiene.— Students will demonstrate proper hand washing technique and explain the importance of washing hands.— Students will make a checklist of good habits they can follow to keep their bodies healthy.— Students will identify their body parts and draw a few internal organs.

THE HUMAN BODY

Hands and feet Teeth

Nails Hair

Nose Ears


group. Students who are lagging behind and may not be able to read most of the information on these pages should be in a different group. Students who may be able to read a few words on their own and a few words with the help of other students should form 2-3 other groups depending on the numbers in your class. Instruct students that they need to write the names of four living things which can make them sick based on the reading. The first group of independent readers should be able to do this without your help. The middle groups can use each other or or the first group for support to make their lists. You can sit with the group of struggling readers to help them make their list.


ACTIVITY 1: Singular and PluralObjective: Students will convert singular nouns to plural by adding “s”.

You need:• a shoe box containing items required to keep

our body clean or to keep us fit and healthy:o soapo combo towelo bananao nail cuttero Q-tipso toothpaste tubeo ballo tissues

• index cards• a separate bag of items easily available in the

class:o 3 pieces of chalko 5 notebookso a few pencilso a pair of shoeso 2-3 school bags

To do:1. Make copies of the table given on page 18 of

this Teaching Guide and hand each student one copy.

2. Show students the everyday classroom objects, one at a time.

3. Ask students to name the object. Let them draw the picture and write the name of the singular object in column one. Write the spelling on the board if needed.

4. Now show them multiple objects of the same type i.e., many chalks, many notebooks, etc.

5. Teach them the rule that when we have more than 1 item, we call it “plural” and we add an “s”. to the name of that object. Demonstrate this by writing “chalk” and “chalks” and showing one and many chalks respectively.

6. Show the rest of the objects in plural and let students complete the table by adding ‘s’.

7. Divide students into groups of 4. Give each group an index card and any one object from the shoebox. Ask them to write the name of the object on one side of the card and write its plural on the other side.

8. At the end of the activity they present the singular and plural of the object.

9. Collect all the flashcards and practise saying the singular and plural with them to emphasise the ‘s’ sound at the end of the word.

An Engage Extra

Soap cleans because it is a unique substance. Molecules, the basic units that make up soap have two ends. One

end of a soap molecule bonds with water molecules. The other end of a soap molecule bonds with grease. So think of a soap molecule as a

magnet. One end attracts water and the other end attracts grease. Moving water then washes away the soap and grease.


SINGULAR AND PLURAL TABLEIn the left column, draw each object your teacher shows you. Write the name of the object next to the picture. Write the plural form of that object in the right column.

Singular Plural


as a backup.2. Print the pictures on Page 20 of this Teaching

Guide and paste on an A4 sheet or chart paper.

3. Explain all the steps of washing hands to the students. Demonstrate using your own soap and appropriate actions.

4. Reviseallthestepsbyshowingthepicturesagain:5. Wet hands and apply soap.6. Rubhandsproperlyfor15-20seconds.

Rubpalmtopalm,fingerstofingers,backof the one hand with front side of other hand.

7. Rinsewell.8. Close the tap.9. Dry hands with a clean towel.10. Divide students into groups of 4. Ask them

to revise the steps through action in their respective groups.

11. Take each group to the washroom and let them wash their hands with soap and water.

12. Students practice hand washing before they eat food and after they use the bathroom.

13. Create the following table and stick it on the classroom wall near the door. When the entire class has washed their hands correctly before and after each key event listed here, put a smiley face in the appropriate box. Do this for one week.

ACTIVITY 2: Germs Are SpreadingObjective: Students will demonstrate how germs transmit from one person to another through physical contact.

You need:• glitter glue

To do:1. Before starting, remind students not to put

their hands in their mouths or touch anything else till the activity is complete.

2. Select one student from the classroom. Put enough glitter glue on her/his palm so he can spread it all over his hand. Ask him to shake hands with three other students.

3. Ask these three students in turn to shake hands with one other student each and so on until every student’s hand has been shook.

4. Students will notice that all students now have glitter on their hands.

5. Explain to them that the glitter represents germs. The first student may have been sick and sneezed into his hands. When he shook hands with the first three students, he spread his germs to them. This continued, and eventually all the students in class caught the germs. If any of the students had to put their hands in their mouth or rub their eyes then these same germs will go inside their body and can make them sick.

6. Select any two students. Ask the first student to wash her hands only with water and the other student to use soap while washing hands. Ask everyone to observe what happens to the glitter on the hands of both students and whose hands are cleaner.

7. Explain to students that it is important to wash our hands with soap before we eat food to prevent germs from entering our body.

ACTIVITY 3: Wash Your HandsObjective: Students will demonstrate proper hand washing technique and explain the importance of washing hands.

You need:• soap• napkin• a copy of the pictures on page 20 of this

Teaching Guide

1. Ask each student to bring a bar of soap and a clean napkin from home. You should bring one

Days of the week

Before breakfast

Before lunch

After using the

washroom

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday


• After the list is complete, they must put a check next to three habits they follow well and a cross next to one habit they don’t currently follow well.

• Take a few responses from students about which habits they listed and what they checked and crossed off.

ACTIVITY 4: Follow the ChecklistObjective: Students will make a checklist of good habits they can follow to keep their bodies healthy.

To do:• Explain to students that it is very important

to keep germs from entering our bodies and from spreading to others. There are many kinds of germs, bacteria, worms and bugs which can cause diseases. It is important to take precautions and preventive measures to keep our body fit.

• Ask students to open their copy of engage magazine to pages 20-21. Project the pages using the digital flipbook. Ask students to read each sentence with a partner. Once they have attempted to read on their own, read aloud each statement and explain what is happening in the corresponding picture.

• Make copies of the table on page 21 and give one to each student. Using the magazine, students list good habits in the table. In pairs, they must discuss five more habits apart from the ones given in engage magazine, which are important for them to follow to protect themselves from germs. They must make a list of ten good habits in total, of which five are from engage magazine.

Busting Misconceptions in Science

1. Many people believe that hot water washes away more germs than cold water. This is not true. Hot water would have to be hotter than 38 degrees C to kill all germs. So, cold water is just as effective as hot water.

2. Many people also believe that you cannot get food poisoning at home. This is not true and is the reason why it is important to clean all food preparation surfaces and to cook food properly. It is also important to keep your refrigerator at or below 4 degrees C.

ILLUSTRATIONS:O

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CHECKLIST OF DAILY GOOD HABITSDiscuss good habits. List them on the table. Draw a ünext to three habits you follow daily. Draw a û next to the habits you do not follow.

Sr. No. Good Habits Do you follow this habit?

1

2

3

4

5

6

7

8

9

10


of their body and clean it regularly. There are certain body parts where they find more germs/pests than others. For example, if they do not wash their hair regularly they may find lice there. Ask them to circle other parts where they may find germs or bacteria. They can refer to page 17 of their copy of engage magazine.

5. Ask students to discuss what they can do to keep these parts clean.

6. Students turn to page 18-19 of their copy of engage magazine. Project the same using the digitalflipbook.Readaloudthenamesofthefour internal organs and explain the kinds of organisms we could find in each organ.

7. Students draw the brain, heart, stomach and intestines inside the outline and in the

appropriate location based on the image given in the magazine. They will draw an arrow

from the internal organ and write the name of the organism that could live there by copying it from the magazine.

ACTIVITY 5: Know Your BodyObjective: Students will identify their body parts and draw a few internal organs.

You need: • outline of the human body To do:1. Draw a human body outline on the board.

Ask students to give the names of as many body parts as they can think of. Students can refer pages 16-17 of their copy of engage magazine.

2. Draw some of the body parts like eyes, nose, ears etc.

3. Make copies of the outline of the human figure given below and hand out one copy to each student. Let them stick the picture in their notebooks. Students label the different body parts.

4. Explain to them that they need to take care

Outline of the Human BodyDraw the brain, heart, stomach and intestines in the body. Write the name of each organ next to it.


ACTIVITY 6: Make SentencesObjective: Students will make plural nouns and use them in sentences.

You need:• 20 index cards with the singular and plural

forms of each of the following words written on either side of one index card:1. Lungs2. Lips3. Ears4. Veins5. Hands6. Fingers7. Toes8. Eyes9. Napkins10. Eyebrows11. Organsl2. Soaps13. Cheeks14. Gums15. Ankles16. Wrists17. Legs18. Tissues19. Elbows20. Combs

To do:1. Do a quick review of singular and plural nouns. 2. Pick any one index card and read the singular

and plural forms of the word written on it.3. Make a sentence using the singular form of

the noun. For example, "I use a towel to wipe my face." Ask students to convert the sentence into plural. Write the correct sentence on the board: "I use many towels to wipe my face."

4. Divide students into pairs. Each pair will get an index card. The pair will write the singular/plural nouns and make sentences with them.

5. Students will exchange their cards five times with other students.

Human Body Facts to Share

1. An adult’s blood vessels could stretch around Earth’s equator four times.

2. Blood makes up 8% of a person’s body weight.

3. On average, a person has 67 different kinds of bacteria in his or her belly button.

4. Each year, a person loses about 4 kilograms of skin cells.

5. Each day, your mouth makes about a litre of saliva.

6. A person’s left lung is about 10% smaller than the right lung.

7. A person’s foot has 25% of his or her body’s bones.

8. The cornea, a part of the eye, is the only part of the body that blood does not flow through.

9. Water makes up one-third of a person’s skeleton.

10. Particles in a sneeze travel at the speed of 260 kilometres an hour.

11. A person takes between 17,280 and 23,040 breathes a day.

12. A fingernail can grow 0.1 millimetres a day, but a toenail grows 0.1 millimetres in a month.


COMPREHENSION CHECK

There are three exercises given below based on the story. Your teacher will explain the instruction for each exercise. Understand them carefully and complete the exercises.

1. Write the names of the 4 living things which can make you sick.

a. _______________________

b. _______________________

c. _______________________

d. _______________________

2. Match the columns by drawing a line joining the internal organ with the organism that could live there.

3. How can you fight germs? Describe two good habits.

a. __________________________________________________

b. __________________________________________________

Column A Column B

Brain Bacteria

Heart Fluke

Intestine Worms

Stomach Parasite


TEACHER PREPARATION• In preparation for this story, make a model or

chart of different types of landforms. This is something you can use several times during the course of this story or even throughout the year as you teach other landforms. These models are made from simple craft materials like colourful chart papers, aluminum foil or with the help of clay.

• Alternatively, you can make a simple model using aluminium foil and any reusable plastic bottles or cans of different heights. To make this model, fix different bottles or cans on a cardboard with tape. Crumple the aluminum foil then open it. Cover the bottles and cans with the crumpled foil. Fix the edges of foil with tape. Pour water from a bottle on top of the mountain. Water will flow down to make lakes and rivers.

• You can make your model using any method. It is important that the following features are shown in the model:o mountaino plaino lake

o hillo rivero valley

BUILD BACKGROUND• Show students the model and explain to

them that this is the Earth’s surface which has different kinds of landforms. Ask them the following questions: o What is this high place of Earth called?o What is the land between two hills or

mountains called?o Whichwaterbodyflowsfrommountains?o What do you call this body of water that

collects at the bottom on a mountain?• Write the name of each landform on the

board as you point it out on the model and let students copy the names in their notebooks.

• Ask children if they have seen any mountains, hills, lakes or rivers. Take some responses.

• Usingthedigitalflipbook,projectthepicturesof the mountain given on pages 22-23 and 24-25 of engage magazine. Students also turn to these pages in their copies of the magazine. Readtheinformationonpages24-25.

• ASK students:o What does a mountain look like?o What is it made of?o What do you think it must be like at the top

of the mountain?• Tell students that in this story, we will learn more

about mountains and rivers. READY TO READ• Draw the given graphic organiser on page 27

of this Teaching Guide on the board and ask

22 ENGAGE 2322 ENGAGE 23

Landforms

What is a Mountain?

ENGLISH OBJECTIVE: Students will write spellings of sight words like up, down, river, lake, tall, mountain, rocks, plants, animals, grow. EVS OBJECTIVES:—Studentswilldefineanddescribewhata

mountain is. — Students will locate the Himalayan

mountain range and Mt Everest on a map.—Studentswilldefinewhatariverisand

what a lake is. — Students will name some rivers which

originate from the Himalayan range. — Students will locate the Ganga on a map. VISUAL ARTS OBJECTIVE: Students will draw mountains, rivers and lakes.

LANDFORMS


the students to copy it into their notebooks. A graphic organiser is a tool or a structured way for students to gather and make sense of new information. In this case, this organiser allows students to better understand the concept of a mountain through drawing, description and examples organised around the central word “mountain,” You can use this graphic organiser to teach new vocabulary.

• Ask students to turn to pages 24-29 of their copy of engage magazine. Project the same usingthedigitalflipbook.

• Page by page, read the information out loud. Point to the words as you read them out aloud. After reading the information on each page, ask students the following questions:o What did we learn about the height of a

mountain? (It is tall; taller than the land around it.)

o How high can a mountain be? (It can be very high, sometimes even above the clouds as seen in the photograph on pages 24-25. Show this photograph.)

o Point to the peak and slope of the mountain and explain what these terms mean.

o Whatisamountainmadeof?(Rocks.Askthestudents why the word rock has an “s” at the end of it. Explain to them that there are many rocks that make up a mountain, not one single rock. When you have more than one of an object, we add an “s” to that object’s name.

o What animal do you see in the photo on page 26? (Goat. Project the page. Explain that goats are commonly found on many mountains in India and across the world.)

o What is a river? (Show pages 28-29. Point to the river. Explain to the students that a river isformedwhenwaterflowsdownamountainalongaspecificpath).

o Can you name some local rivers?o What is a lake? (Point to the lake. Explain to

students that when water flows to the bottom of the mountain, it collects on the flat land there. This is called a lake).

• Ask students to draw a picture of a mountain in the graphic organiser.

• Discuss with the whole class what words they would use to describe a mountain. Based on the reading, list the following words on the board:o rockyo higho tall

o cloudso peako slope (You will need to explain this new

word to them.)o snow (Mountains that are very high have

snow at the top because it is very cold there.)o rivero plantso lakeo animals

• Studentscancopyanyfivethesewordstodescribe mountains in their graphic organiser.

Landform Facts to Share

1. Mount Kangchenjunga is the tallest mountain in India. It is 8,586 metres high.

2. The Ganga is the longest river in India. Overall, the Brahmaputra and Indus are longer than the Ganga, but the distance they flow inside India is shorter.

3. Covering 1,165 square kilometres, Chilka Lake is the largest saltwater lake in India.

4. Covering 260 square kilometres, Wular lake is the largest freshwater lake in India.

5. The Thar Desert is the biggest desert in India and the seventeenth largest desert in the world.

6. About 300 separate islands make up the Adaman Islands off the coast of India.

7. Barren Island is the only known active volcano in India.


GRAPHIC ORGANISERDraw a picture of a mountain in the first box. In the second box, write five words that describe a mountain. In the third box, write the definition of the word “mountain”. In the fourth box, write a couple of sentences about mountains using the words in box number 2.

1. Picture 2. Descriptive Words

3. Definition 4. SentencesMOUNTAIN



ACTIVITY 1: Describe MountainsObjective: Students will define, describe and give examples of mountains.

1. Show the model you created at the beginning of this story. ASK students: o Howisamountaindifferentfromflatland?o How is a mountain different from a hill?

2. Explain to students that “a mountain is an area of land that rises very high above the land aroundit”.Writethedefinitionontheboardandaskstudentstocopyitinthe“definition”boxofthe graphic organiser in their notebooks.

3. Explain that mountains have slopes, are tall and somemountainshavepointypeaks.Wefindmountains all around the world. The biggest mountain is called Mt. Everest. It is part of the Himalayan mountain range.

4. Usingthedigitalflipbook,projectthepictureof Mt. Everest on page 30. Show the picture ofthefirstwomanfromIndiawhoclimbedMt.Everest. Ask students to write Mt. Everest as one example in the “examples” box of their graphic organiser.

5. Students re-read the information given on pages 26-29 from their copy of engage magazine.

6. Ask students to open page 31 of their copy of engage magazine. Project the same using the digitalflipbook.Discussthenamesofvariousanimals found on mountains. Teach students to pronounce the names correctly. Let them count the number of animals and tell you the number of each type of animal and the total number of animals on the page.

ACTIVITY 2: Locate Mt. Everest on the MapObjective: Students will locate the Himalayan mountain range and Mt. Everest on a map.

You need:• a globe • a coloured copy of the map given on this page

or any other map showing the position of the Himalayan range.

• crayons or coloured pencils

To do:1. Ask students where they live. Ask them the

following questions: o Which city do you live in?

o Which state do you live in?2. Show students a globe or a world map. Ask

them that if they want to locate their city on the map, how would they look for it? Point to Asia and India on the globe. Find the position of their state and show the approximate position of their city.

3. Explain to students that Mt. Everest is the tallest mountain in the world and it is a part of the Himalayan mountain range. Tell them that a series or chain of mountains is called a range. So in the Himalayan range, there are many mountains. Mt. Everest is one of the mountains in the range and it is the tallest. The Himalayan mountain range is found in Asia. The range passes through India, Nepal, Bhutan, China and Pakistan. Point to these countries on the globe.

4. Show them the map below or project any map you have access to that shows the position of the Himalayan range. Highlight the Himalayan mountain range and Mt. Everest.

5. Divide students into pairs. Give each pair a blank map of India and one crayon. Ask them to mark the place on the map where the Himalayan range is found. Ask them to show the position of Mt. Everest.


MAP

: Map

bliss

by

CC

Disclaimer: This map is intended for the sole purpose of this activity and shows approximate geographic regions only. It does not represent exact territories or regions, nor political boundaries or disputed territories. It should not be used as a reference map of any kind.


collects in one place and is surrounded by land on all sides is called a lake. When rain water falls on a mountain or when snow melts and flowsdownfromtheslopesofamountain,itformsariver.Ariverisaflowingbodyofwaterthat moves from one place to another, often from the top of a mountain to the bottom.

4. Writethedefinitionofriverandlakeontheboard.Askstudentstocopythedefinitionsinthe notebooks and to draw a small symbol next toeachdefinitionrepresentingthewaterbody.

5. Ask students to give some names of the rivers of India. Write the names on the board. Some of the rivers which originate from the Himalayas are:o Gangao Yamunao Brahmaputra

6. Show students the map of India given below or a similar map, which shows the path of the Ganga river. Ask students to mark the path of Ganga in the same river map which they used to mark the Himalayan range in the previous activity.

ACTIVITY 3: Follow the RiverObjectives:• Studentswilldefineriversandlakes.• Students will name some rivers which originate

from the Himalaya range. • Students will locate the Ganga on the map.

You will need:• a coloured copy of the map given below or any

other map showing the river Ganga. • the model of different landforms created at the

beginning of this story.• a blank map of India (used in the previous

activity).• crayon or coloured pencils.

1. Show students the landforms model you created at the beginning of this story.

2. Explain the formation of rivers and lakes by pouring water on the mountain. Ask students toobservetheflowofwaterandhowitcollectsatsomeplacesafteritflowsdowntheslopesofthe mountain.

3. Explain that a large body of water which

Disclaimer: This map is intended for the sole purpose of this activity and shows approximate geographic regions only. It does not represent exact territories or regions, nor political boundaries or disputed territories. It should not be used as a reference map of any kind.

MAP:PflybyCC


7. The group which writes the maximum words with the correct spellings will win.

8. Revisethespellingsagain.

ACTIVITY 4: Draw Mountains, Rivers and LakesObjective: Students will draw mountains, rivers and lakes.

You will need:• A4 sise white papers or drawing sheets• pencils• crayons or colour pencils• model of the landforms

1. Show students the landforms model created at the beginning of this activity.

2. Give students drawing sheets or A4 sise white papers and colour pencils or crayons.

3. Ask students to draw mountains, rivers and lakes and colour them.

ACTIVITY 5: Memory GameObjective: Students will write spellings of sight words like: up, down, river, lake, tall, mountain, rocks,plants,animals,grow,climb,flow,valley,hill, sea.

You will need:• a tray• a blank paper for each group• a pencil for each group• chits of papers to write sight words

1. Revisethespellingsofthefollowingwords:o upo downo rivero lakeo tallo mountaino rockso plantso animalso growo climbo flowo valleyo hill

2. Write these words on different pieces of paper. Spread them out on a tray so that they are facing up and students can read them.

3. Divide students into groups of 3 or 4.4. Show the words to each group for 30 seconds.5. Give each group a blank piece of paper and a

pencil.6. Give each group 2-3 minutes, then ask them to

write as many words as they remember.

Why Are Landforms Important?

Landforms area defining characteristic of an area. By knowing the kind of landforms in an area, you can tell the kinds of plants and animals that can live in that area. For example, different kinds of animals can live on a mountain than can live in a valley. Since all organisms need water, rivers, lakes, and other kinds of wetlands are necessary for many living things.

Landforms can define the climate of an area. For example, India’s location, sandwiched between the ocean and the Himalayas, brings the monsoons to India. The monsoons are necessary for life as we know it in India.

Landforms are not just important to animals. They are important to you. Landforms are economic resources. For example, many tourists visit the Himalayas. They provide jobs for the people who live there. Peole can build power plants on some rivers. People can also fish on rivers and lakes. People can grow crops on the right kinds of landforms and not on others.


COMPREHENSION CHECK

Given below are two exercises. Read the instructions next to each exercise and write your answers in the space provided.

1. Write true or false next to each statement:a. A mountain is a short and flat form of land. _____________

b. Animals cannot live on a mountain. _____________

c. Mt. Everest is the tallest mountain in the world. _____________

d. A mountain is made of rocks. _____________

2. In the space given below, write the names of any four animals which live on mountains.

1

2

3

4

Documents

TEACHING GUIDE - engage-online.com