Universe Unit 10 - NIMS Dubai · UNIT-10 Universe Central Board of ... Ms. Amita Mishra Ms. Archana Sagar Dr. Kamla Menon Ms. Rupa Chakraborty ... Natural and Man-made Things Mathematics

CLASS - IUNIT-10

Universe

Central Board of Secondary Educa� on

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 has been

taken duly mentioned. In case anything 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.

PrefaceThe 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 signifi es 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 affi liated 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 modifi cations, improvisations and additions wherever and whenever necessary.

The recent scientifi c 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 fl exibility 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 affi liated to CBSE at the international level in 2010 and is now introducing it to other affi liated 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 signifi cant 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 Offi cers 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 JoshiChairman

Acknowledgements

IdeatorsMs. Aditi Misra Ms. Anuradha Sen Ms. Jaishree Srivastava Dr. Rajesh HassijaMs. Amita Mishra Ms. Archana Sagar Dr. Kamla Menon Ms. Rupa ChakrabortyMs. Anita Sharma Ms. Geeta Varshney Dr. Meena Dhami Ms. Sarita ManujaMs. Anita Makkar Ms. Guneet Ohri Ms. Neelima Sharma Ms. Seema RawatDr. Anju Srivastava Dr. Indu Khetrapal Dr. N. K. Sehgal Dr. Uma Chaudhry

Material Production Group: Classes I-VDr. Indu Khetarpal Ms. Rupa Chakravarty Ms. Anita Makkar Ms. Nandita MathurMs. Vandana Kumar Ms. Anuradha Mathur Ms. Kalpana Mattoo Ms. Seema ChowdharyMs. Anju Chauhan Ms. Savinder Kaur Rooprai Ms. Monika Thakur Ms. Ruba ChakarbortyMs. Deepti Verma Ms. Seema Choudhary Mr. Bijo Thomas Ms. Mahua BhattacharyaMs. Ritu Batra Ms. Kalyani Voleti

AdvisoryShri Vineet Joshi, Chairman,CBSE

Conceptual FrameworkShri G. Balasubramanian, Former Director (Acad), CBSEMs. Abha Adams, Consultant, Step-by-Step School, Noida Dr. Sadhana Parashar, Director (Training),CBSE

Material Production Groups: Classes VI-VIIIEnglish :Ms. Rachna PanditMs. Neha SharmaMs. Sonia JainMs. Dipinder KaurMs. Sarita Ahuja

Science :Dr. Meena DhamiMr. Saroj KumarMs. Rashmi RamsinghaneyMs. Seema kapoorMs. Priyanka SenDr. Kavita KhannaMs. Keya Gupta

Mathematics :Ms. Seema RawatMs. N. VidyaMs. Mamta GoyalMs. Chhavi Raheja

Political Science:Ms. Kanu ChopraMs. Shilpi Anand

Geography: Ms. Suparna SharmaMs. Leela Grewal

History :Ms. Leeza DuttaMs. Kalpana Pant

Coordinators: Dr. Sadhana Parashar, Director (Training)Shri R. P. Sharma, Consultant Ms. Seema Lakra, S O

Ms. Sugandh Sharma, E O (Com)Shri Al Hilal Ahmed, AEOMs.Neelima Sharma, Consultant

Dr. Srijata Das, E O (Maths)Ms. Anjali, AEOMs. Preeti Hans, Proof Reader

Material Production Groups: Classes IX - XMathematics :Dr. K.P. Chinda Mr. J.C. NijhawanMs. Rashmi KathuriaMs. Reemu Verma

Geography: Ms. Deepa Kapoor Ms. Bharti Dave Ms. Bhagirathi Ms. Archana SagarMs. Manjari Rattan

Science :Ms. Charu MainiMs. S. AnjumMs. Meenambika MenonMs. Novita ChopraMs. Neeta RastogiMs. Pooja Sareen

Political Science:Ms Sharmila BakshiMs. Archana SoniMs. Srilekha

History :Ms. Jayshree SrivastavaMs. M. BoseMs. A. VenkatachalamMs. Smita Bhattacharya

Economics:Ms. Mridula PantMr. Pankaj BhanwaniMs. Ambica Gulati

English :Ms. Renu AnandMs. Gayatri KhannaMs. P. RajeshwaryMs. Neha SharmaMs. Sarabjit KaurMs. Ruchika Sachdev

Dr. Rashmi Sethi, E O (Science)Sh. Naveen Maini, R O (Tech)Ms. Madhu Chandha,R O (Innovation)

UniverseContents

English 1

Poem: A Day� me Moon

Conjunc� ons/ Joining Words

Dolch Sight Words (List-5)

Environmental Education 5

Our Wonderful Earth (Components of Earth)

Sun, Moon and Stars

Ways to protect our Earth

Natural and Man-made Things

Mathematics 12

Money

Performing Arts 14

Synchronized Group Performance

Visual Arts 16

Draw a Scenery

Physical Education 18

Basics of Physical Exercise

Lesson Plan

English

Poem - A Day� me Moon ..................................................................... 20

Conjunc� ons / Joining Words ............................................................. 23

Dolch Words (List - 5) ......................................................................... 26

Environmental Educa� on

Our Wonderful Earth .......................................................................................... 27

Sun, Moon and Stars .......................................................................................... 29

Ways to protect our Earth .................................................................................. 32

Natural and Man-made Things ........................................................................... 34

Mathema� cs

Money ................................................................................................................ 36

Performing Arts

Synchronized Group Performance ..................................................................... 41

Visual Arts

Draw a Scenery .................................................................................................. 42

Physical Educa� on

Card - 19 ................................................................................................................... 43

Card - 20 ................................................................................................................... 45

Assessment .............................................................................................. 47

Rubrics for English ............................................................................. 48

Rubrics for Environmental Education ............................................... 49

Rubrics for Mathematics ................................................................... 50

Teachers’ Resource Material ..................................................................... 51

Worksheets .............................................................................................. 55

English .......................................................................................................... 56 - 64

Environmental Educa� on ............................................................................. 65 - 76

Mathema� cs ................................................................................................ 77 - 85

Mathematics

Physical Education

Performing Arts

Visual Arts

UNIVERSESyllabus Matrix

English

Poem:A Day� me Moon

Conjunc� ons/ Joining Words

Dolch/Sight Words (List-5)

Environmental Education

Our Wonderful Earth (Components of Earth)

Sun, Moon and Stars


Natural and Man-made Things

MoneySynchronized Group Performance

Draw a SecneryBasics of physical exercise

1

English

General Objectives• To demonstrate improved skills in vocabulary and reading comprehension.

• To recite poetry with proper intona� on and expression.

• To apply the knowledge of conjuc� ons to construct meaningful sentences.

Specifi c Objectives• To use appropriate intona� on, expressions and gestures while reading and reci� ng

poetry.

• To iden� fy rhyming words and similar sounding words.

• To iden� fy joining words in a given sentence.

• To use the appropriate conjunc� on for joining two words or sentences together.

Skills

Listening Listen and comprehend the poem read.

Iden� fy rhyming words and similar sounding words in the poem.

Speaking Recite the poem with proper intona� on and expression.

Retell the meaning of the poem in one’s own words.

Reading Read the poem and iden� fy the rhyming words.

Wri� ng Crea� ve Wri� ng

Write a short original poem on a given topic or a topic of one’s choice.

Use rhyming words to compose and complete the rhyming couplets.

Dura� on: 3 hours (a) Poem: A Day� me Moon

2

Mul� ple Kinesthe� c / Logical / Spa� alIntelligences

Learning The students will develop the ability to : Outcomes - Read and listen for informa� on and pleasure.

- Recite the poem with appropriate gestures.

- Learn new words and use them as part of their everyday vocabulary.

3

Skills

Listening Iden� fy joining words in sentences.

Listen and supply suitable conjunc� ons for the pairs of sentences.

Speaking Pair Work

Complete the sentences by supplying a meaningful ending to an incomplete sentence, e.g. The cat drank the milk and…. ; The boy likes swimming but... .

Sing the Joining Words Jingle (refer Lesson Plan-b).

Reading Read and iden� fy sentences which have been and can be joined with the help of conjunc� ons.

Wri� ng Rewrite the given pairs of sentences using appropriate conjunc� ons.

Mul� ple Logical / Interpersonal / MusicalIntelligences

Learning The students will develop the ability to : Outcomes - Understand the use of diff erent joining words.

- Use an appropriate joining word to join the given pairs of sentences.

O

Dura� on: 3 hours(b) Conjunc� ons/ Joining Words

4

Skills

Listening Listen to the correct pronuncia� on of every dolch word carefully.

Listen to a short story with the dolch words (List-5).

Speaking Pronounce the dolch words in list-5 correctly.

Spell the Dolch words by — • Tracing in sand • Using magne� c le� ers, cereal le� ers, etc.

Use the dolch words in simple sentences.

Reading Read the dolch words in list 5 independently.

Read simple stories (including the dolch words vocabulary) with minimal assistance.

Wri� ng Write the dolch words correctly.

Frame and write simple sentences using the dolch words.

Mul� ple Logical / InterpersonalIntelligences

Learning The students will develop the ability to :Outcomes - Read the dolch words without phone� cally

decoding them.

- Recognise the dolch words “on sight”.

- Learn to spell the words correctly.

- Use the dolch words in sentences of ones own.

(c) Dolch / Sight Words (List-5) Dura� on: 3 hours

Transdisciplinary ActivitiesPerforming Arts Enact a play based on the poem learnt.

Visual Arts Draw illustra� ons for the poem using imagina� on and crea� vity.

Life Skills/ SEWABuild a Bridge of Friendship: Reach out to someone today! Help somebody and make friends with a new child. Join together in a bond of friendship!!

5

Skills

Conceptual Show various features of the Earth through Learning a PowerPoint Presenta� on.

Understand the diff erence between diff erent landforms and water bodies.

Observa� on Observe and compare the features of diff erent landforms.

Learning Theatre Ac� vityby Doing Clay Modelling

Make a model of the Earth with clay to show the various components of land.

Paper Plate Ac� vity

Show the percentage of water and land on earth.

Draw and make a fl ow chart on the course of a river.

Environmental Education

General Objectives• To nurture natural curiosity related to various celes� al bodies (sun, moon, stars).

• To correlate natural and man-made resources.

• To develop an awareness about saving the resources on Earth.

Specifi c Objectives• To create an awareness about various landforms on Earth and the Celes� al Bodies.

• To acquire knowledge about man-made and natural resources.

• To develop an understanding about various components of Our Universe.

(a) Our Wonderful Earth Dura� on: 3 hours

6

Applica� on Iden� fy various landforms around the world, e.g The Largest Desert-The Sahara in Africa.

‘Life exists on Earth only.’ Write two reasons.

Mul� ple Linguis� c / Musical / Kinesthe� c / IntrapersonalIntelligences

Learning The students will develop the ability to :Outcomes - Know and understand the various components

of the Earth.

- Explore and compare various landforms and water bodies.

7

Skills

Conceptual Introduce the concept of Day and NightLearning with the help of the poem ‘Big and Round Sun’.

Explain the concept that a day begins when the sun rises and it is night when the sun sets or the moon appears.

Concept of Direc� on

Discuss about the direc� on from where the sun rises and sets i.e. east and west.

Observa� on Observe the sky every day i.e. (day and night). Elicit responses through a discussion.

Learning Enact the poem with the help of masks of by Doing the moon, sun and stars.

Create a day sky and a night sky with the help of a wax pain� ng.

Make a model of the sun, the moon and stars using a paper plate and silver construc� on paper.

Air Balloon Ac� vity

Demonstrate how things look small when we see them from a distance.

“The Moon”

Recite the poem. Draw all the phases of the moon - i.e. new moon, full moon and half moon.

Hoops Drill

Reinforce the concept of direc� ons.

Draw the posi� on of the sun to show morning and evening.

Applica� on Observe the shape of the moon for a fortnight.

A Visit to a Planetarium is planned.

(b) Sun, Moon and Stars Dura� on: 3 hours

8

Mul� ple Linguis� c / Visual / Musical / Kinesthe� c / LogicalIntelligences

Learning The students will be able to compare andOutcomes diff eren� ate between the Sun, the Moon and the

Stars.

Skills

Conceptual Introduce through structured conversa� on Learning the signifi cance of conserva� on of the resources on our Earth.

Discuss the ways to save our beau� ful Earth.

A PowerPoint Presenta� on or movie video to show people’s contribu� on towards the issue of deforesta� on.

Understand and adopt ways to Reduce, Reuse and Recycle.

Discuss the causes of air pollu� on.

Observa� on Show a video to observe how people supported and contributed towards the issues of deforesta� on, pollu� on, etc.

Observe and iden� fy the causes of air pollu� on.

(c) Ways to protect our Earth Dura� on: 3 hours

9

Learning Hand Print tree (To be made with imprints of by Doing hands.)

Paper Mache Ac� vity (Use the art of paper mache involving recycled paper).

Make a wall collage on the causes of air pollu� on.

Applica� on Watch adver� sements or movies related to saving our mother Earth.

Write a short poem on ‘Aff oresta� on’. Display it on the hand print tree.

Plant a sapling on birthdays or special occasions.

Mul� ple Linguis� c / Logical / Interpersonal / VisualIntelligences

Learning The students will develop the ability to :Outcomes - Explore, understand, learn and adopt various

ways to save the Earth.

- Iden� fy the factors and ac� vi� es aff ec� ng our Earth.

10

Skills

Conceptual Understand and iden� fy natural and man- Learning made things through a discussion and a PowerPoint Presenta� on.

Compare natural material i.e. raw material and man-made things with the help of live examples. (To be shown to the students).

Understand the process of manufacturing things with raw material procured from nature.

Po� ery Session

Explain the process involved in conver� ng raw material into man-made material.

Observa� on Observe and iden� fy things which are natural and man-made through real life experiences and a PowerPoint Presenta� on.

Learning Iden� fy and classify man-made and naturalby Doing things.

Stand in order

Hand over cards containing pictures of various processes involved in the manufacturing of man-made things from natural things.

For example:

Wheat

Flour

Dough

Cookies

(d) Natural and Man-made Things Dura� on: 3 hours

11

Applica� on Visit a local Ice Cream Factory to understand how natural things are processed and changed into man-made things.

Mul� ple Visual / Linguis� c / Logical / InterpersonalIntelligences

Learning The students will develop the ability to :Outcomes - Learn about natural and man-made things.

- Compare and contrast natural and man-made things.

Material RequiredBlue coloured scarves/ stoles, clay, wooden pla� orm, a paper plate, blue and brown construc� on paper, glue, video on various components of earth, a powerpoint presenta� on on the course of a river, A4 size sheets, silver and golden cra� paper, masks of sun, moon and stars, wax crayons, black and sky blue water proof ink, a silver paper plate, strings, cutouts of the sun, moon, stars, wooden/plas� c hoops, a big air balloon, colours, play dough and a globe.

Transdisciplinary ActivitiesVisual Arts Sun, moon and stars mobile. Poster making on Save Earth, Aff oresta� on, etc.

Performing Arts Create a poem on ‘Save Trees’ and enact it.

Mathema� cs Count the trees in the neighbourhood.

Life Skills/SEWAA Street play on Environmental Issues.

Plant or distribute saplings on birthdays.

12

Mathematics

General Objectives• To explore and understand the concept of money and how currency is used and

managed.

• To understand that money is an exchange which we use to purchase goods.

• To recognize diff erent denomina� ons of currency used in a par� cular country.

• To acquire knowledge about money and how to use it for daily needs and ac� vi� es.

• To learn basic money skills in order to successfully pay for one’s small needs.

Specifi c Objectives• To count and write a certain amount of money.

• To familiarize with coins and paper money.

• To prac� ce coun� ng currency notes and change comprising of coins

• To iden� fy diff erent coin combina� ons that are equal to the same amount of paper money and coins of diff erent denomina� ons.

(a) Money Dura� on: 3 hours

Skills

Observa� on and Observe and iden� fy diff erent denomina� ons of Iden� fi ca� on coins and currency notes in use.

Observe coins and notes, their size, shape, colour, pa� erns, symbols and numbers.

Equate the value of coins with notes.

Iden� fy the currency used in other countries.

Logical and Analyse the price of a commodity and use Mental money in accordance to the product.

Use money wisely and diff eren� ate between needs, wants and wishes.

Calculate mentally and change money with smaller values.

13

Applica� on Use money wisely and appreciate saving against spending.

Set up a Mock Shop

Read the price tag of an item and fi gure out which notes and coins should be used to pay for the item.

Mul� ple Linguis� c / Naturalis� c / Musical / InterpersonalIntelligences

Learning The students will develop the ability to :Outcomes - Iden� fy and recognise diff erent

denomina� ons of currency used in a par� cular country.

- Acquire the basic knowledge of monetary skills and how much to pay and how much balance will one receive while spending money for buying an item.

Transdisciplinary Activities

Performing Arts Learn and sing rhymes related to the topic.

Visual Arts Make a Coin impression on a sheet (both front and back).

Life Skills/SEWASharing money with the needy. Appreciate dona� ng money for charity or world problems like natural disasters and calma� es.

14

Skills

Learning by Understand and recognise how people respond Doing through music for diff erent reasons, e.g. exercise with music, a lullaby, medita� on, etc.

Sing a prayer to thank the Almighty for the wonderful universe.

Applica� on Listen to a recorded piece of music (song) and iden� fy the elements of music.

Sing the song individually, in pairs and in groups.

Mul� ple Interpersonal / Kinesthe� c / Naturalis� cIntelligences

Learning The students will develop the ability to fi nd Outcomes the rela� on between musical elements and the

elements of nature.

Performing Arts

General Objectives• To respond to diff erent moods in music

• To recognise well defi ned changes in rhythms and beats.

• To iden� fy the rhythm of a song and sing accordingly.

Specifi c Objectives• To match the pitch with the tone while singing in a group.

• To iden� fy simple rhythmic pa� erns in a song.

• To appreciate the beau� ful universe through musical ideas.

• To achieve confi dence to perform with others in unison.

Dura� on: 1 hour 30 minutes(a) Synchronized Group Performance(

15

Material RequiredA Recorded lullaby, musical instruments, a rendi� on of the ‘Song on the Universe’.


Visual Arts Draw things from your surroundings that produce sounds.

Physical Perform simple aerobic exercises with the help of recorded music.Educa� on

Life Skills/SEWAVolunteer to keep your surroundings clean and protect natural resources.

16

Visual Arts

General Objectives• To promote a crea� ve and an aesthe� c sense.

• To understand the theore� cal and prac� cal aspects of the elements of art, namely line shape and texture.

• To inculcate intellectual abili� es to enhance cross-cultural connec� ons.

Specifi c Objectives• To acquire knowledge about drawing the physical features of Earth.

• To develop fi ne motor and gross motor coordina� on.

Skills

Observa� on Observe the Sun,the Moon and stars. Iden� fy the lines and pa� erns in the heavenly bodies.

Learning by Draw physical features of the Earth, like living Doing beings, mountains, river, trees, etc.

Make a necklace and ring with paper balls.

Applica� on Make origami stars. Hang them in the class.

Draw a scene to show the rising Sun.

Draw the diff erent shapes of the Moon.

Mul� ple Naturalis� c / Logical / IntrapersonalIntelligences

Learning The students will be able to acquire knowledge ofOutcome the Universe and the heavenly bodies.

Dura� on: 1 hours 30 minutesDraw a Scenery

17


Mathema� cs Draw the night sky and count the stars.

Performing Arts Learn a rhyme on the moon and enact it with ac� ons

Life Skills/SEWAAppreciate the beauty and the importance of the Sun, the Moon and the heavenly bodies in our life.

18

Physical Education

General Objectives• To develop understanding of the health benefi ts achieved through physical ac� vi� es.

• To promote awareness about the func� ons of the various parts of the body.

Specifi c Objectives• To iden� fy diff erent fundamental movements of the body.

• To value correct posture and regular exercise as a key to healthy living.

Skills

Learning by Understand and learn the correct postures of Doing how to sit, stand, walk and sleep.

Introducing Skipping (PEC-19).

Treasure Hunt (PEC-20).

Applica� on Follow various demonstra� on ac� vi� es to develop the correct posture.

Mul� ple Spa� al / InterpersonalIntelligences

Learning The students will develop the ability to know Outcomes that the diff erent parts of the body are involved

in diff erent locomotor movements.

Dura� on: 2 hours 30 minutesBasics of Physical Exercise

MaterialPhysical Educa� on Cards, PEC kit.


Mathema� cs Run, hop or jump and collect numbers and place them in an ascending or descending order.

Performing Arts Enact the poem - ‘This is the family let’s count them... .’

Life Skills/SEWAUnderstand the importance of games to stay fi t and healthy.

19

Lesson Plans

20

EnglishLesson Plan-a

Topic: Poem - A Day� me Moon

Dura� on – 3 hours

Brief Descrip� on: The lesson involves reading, reci� ng the poem with correct pronuncia� on and also apprecia� ng its meaning.

Learning Objectives As a result of this lesson, the students will be able to :

• Get exposure to another medium of wri� en expression namely poetry.

• Learn to recite a poem with appropriate intona� on.

• Demonstrate Improved skills in vocabulary and reading comprehension.

• Write a simple poem with rhyming words.

Material RequiredCopies of the poem, drawing paper, crayons or colour pencils.

Teacher ActivityBegin the lesson by fi rst reading aloud the poem in an expressive manner with proper intona� on. Incorporate as many gestures as possible while reci� ng. This helps in capturing the a� en� on of the young students in addi� on to making the meaning of the poem explicit; ensures that the students understand poetry and the nuances of music in a language.

Student ActivityThe students will be led through the following sequence of ac� vi� es-

Listening

The students sit on the fl oor/rug/garden/ in an open space; close their eyes and listen to the poem that is read aloud to them. Let them listen intently for rhyming words and any repe� � ve pa� ern/similar sounding words in the poem.

Speaking and Discussion

A� er the recita� on, ini� ate a discussion on the vocabulary and language used in the poem. This is done to ensure that the students can talk about their favourite words or

21

parts of the poem and no� ce the poem’s pa� ern. Encourage the students to list words that rhyme or quote a repea� ng pa� ern or line.

Reading and Recita� on

Hand out a copy of the poem to each student. Encourage the students to read the poem loudly and later recite it. During choral reading the students perform in unison (following the rhythm and keeping � me) and they imitate or invent ac� ons while doing so.

It is essen� al that students prac� ce their reading and performance skills individually. Winning the a� en� on of their peers/the whole class a� er the recita� on works as a reward for each student. The students who are not profi cient readers, must bemo� vated to recite the poem in front of the class.

Wri� ng

Underline the words in the poem that appear appealing and important.

An enriching extension ac� vity would be to guide the students to write their own poems. Supply the students with incomplete sentences which may be completed by fi lling in with rhyming words thus forming a couplet.

The two-word poem “AUTOBIOPOEM” is also a simple and an eff ec� ve way to guide young learners in their ini� al a� empts at wri� ng poetry.

Describe ‘Yourself’. Speak about your likes, dislikes, hobbies and needs. Read the two word Autobiopoem to the class. (Explain that each line begins with a capital and that there is no punctua� on in a two word poem). Discuss and ask the students to write their own poems. Illustrate the poem with paints or coloured pencils.

The students enact short plays based on the poem. This can be done in small groups or pairs depending on the poem and size of the class.

Dance and Free Movement. Recite the poem once more and let the students move or dance, to suit the words.

Review Print the poem on a plain sheet of paper in bold text and then cut in such a way that each strip has one line from the poem. Tell the students to work in groups or pairs to put the strips in order to reconstruct the poem.

Listen to the recita� on twice, then answer the following-

• Three things you like about the poem.

• Three things you do not like about the poem.

22

Life Skills/SEWA

Write a mo� va� onal poem to enthuse other students to help protect the environment. (Teacher Assistance required)

AssessmentThe students can be assessed by asking them to narrate the story/meaning of the poem in their own words.

23

EnglishLesson Plan-b

Topic: Conjunc� ons / Joining Words


Brief Descrip� on: The lesson involves listening, iden� fying and supplying a suitable conjunc� on for pairs of sentences.

Learning ObjectivesAs a result of this lesson, the students will be able to :

• Iden� fy conjunc� ons.

• Demonstrate the correct use of conjunc� ons.

• Converse for a longer dura� on of � me confi dently. Frame and speak longer complex sentences.

Material RequiredFlash cards of joining words, post-it notes, strips of paper, glue and pictures of a variety of objects.

Teacher Activity (Note for the teacher- Conjunc� ons have been referred to as “Joining Words” throughout in this lesson plan as this term is simple and self-explanatory. Furthermore, the students are not required to memorize diffi cult terminology like “Conjunc� ons” but rather focus on understanding the concept and how is use it.)

Begin the lesson by introducing the two main joining words - “and” and “but”.

Explain that a joining word is a word that connects words or sentences together. Joining words make wri� ng more concise: Instead of: “I like apples. I like oranges.” Use the word “and” to connect the two sentences: “I like apples and oranges.”

Elucidate further with the help of some more examples.

We ate spaghe� and meatballs for dinner.

and but

24

The children run and play during recess.

I would like to go with you but I cannot.

Contrast with pictures

Choose a number of familiar objects and display two pictures of each object. Frame a

sentence for both the pictures (one for each object). Write the sentences on the board

and ask the students to club the two sentences together using a joining word. As the

pictures have been inten� onally chosen to depict confl ic� ng or contrary proper� es of the

same object, the students will only use the joining word ‘but’. and learn that

We join two contras� ng ideas with - BUT

What’s it like?

Hold up diff erent objects and ask the class a ques� on - What is this like?

Example: Show an apple to the students. The possible responses are -

It is red.

It is crunchy.

Instruct the students to combine these two sentences. In this instance, the responses will

indicate similar quali� es of the object, so they will use the joining word ‘and’. Thereby

learn that -

We join two similar ideas with - AND

Reiterate that ‘AND’ - joins two similar ideas together whereas ‘BUT’ - joins two contras� ng

ideas.

Student Activity

Songs are a very eff ec� ve way to reinforce the concepts taught and also in memorizing

and retaining the informa� on imparted. Sing this jingle with the students.

25

Joining Words Jingle

A joining word is con-nect-ing two-oo words,Jim and Nancy fed the birds.

There’s an-o-ther way to use it,Mike’s bi-cy-cle rolled and crashed in-to the curb.

I like blue but “I will take the color red”.Con-tra-dicts the words that wer-e just said.

I like green but give me gra-y.

The First choice an-o-ther dayJoining words ar-e help-ful in this way

(Repeat Verse 1)

Review As a review ac� vity, write any one conjunc� on on slips of paper. Give out a slip to every student and then write the beginning of a sentence on the board, such as “The dog leapt at the cat…” and instruct the students to fi nish the sentence using the conjunc� on. The students work with a partner to perfect their sentences.

Distribute worksheets and ask the students to match both columns to make complete sentences and share the sentences with the class.

AssessmentAssess the student’s performance by no� ng their oral responses to the exercises conducted during the lesson and also their answers in the worksheets.

26

EnglishLesson Plan-c

Topic: Dolch Words (List - 5)


Brief Descrip� on: The lesson will enable the students to listen, read and pronounce dolch words correctly.

Learning ObjectivesAs a result of this lesson, the students will be able to :

• Develop spelling and reading skills.

• Reognise dolch words in unfamiliar texts.

• Learn to spell the List - 5 dolch words.

• Use the dolch words (List - 5) in sentences of one’s own.

Material RequiredPastel sheets, story book ‘ The Monkey and the Crocodile’, crayons, pencil and dolch words wri� en on a big sheet.

Teacher’s Activity Begin the lesson by reading the Dolch Words (List - 5).

Help the students to read the list with special emphasis on correct pronuncia� on.

The story ‘Monkey and the Crocodile’ will be narrated in the class and students will iden� fy the dolch words (List-5) from the lesson. The moment the words are said while reading the story students will clap and write down the word on the paper provided to them.

Student Activity A� er the story has been read, the students take out their coloring material and write any one word from the list of Dolch words in a card. Now read the story again to the students, they will raise their card above their head every � me they hear the word.

ReviewMemorize the words and speak aloud together.

Read the story and colour all the sight words using your favourite colour.

AssessmentIden� fy, write and colour a picture for the following words - pre� y, green, jump. Assess the performance of the students based on their responses in the class and ac� vi� es.

27

Environmental EducationLesson Plan-a

Topic: Our Wonderful Earth


Brief Descrip� on: This lesson deals with various landforms and diff erent types of water bodies present on Earth and their rela� on with living things.

Learning ObjectivesAs a result of the lesson, the students will be able to:

• Explore and understand about the diff erent landforms and water bodies.

• Acquire knowledge of various components such as plants, animals, etc. on land.

Material RequiredBlue coloured scarves/stoles, clay, wooden pla� orm, paper plate, blue and brown construc� on paper, glue, a video on various components of Earth, and a PowerPoint Presenta� on on the course of a river.

Teacher’s ActivityShow the model of the Earth i.e. the globe to the class to explain the actual shape of the Earth to the students. Elaborate that the blue area indicated on the globe shows the water content and green/brown/yellow areas show land or vegeta� on. Earth consists of two parts – Water and Land. With the help of frac� ons, explain the actual content of water (2/3rd part water) and land (1/3rd part land) on Earth.

Show a Video to explain the diff erent landforms and water bodies and elucidate about the various high and low land, big and small water bodies. Follow up with a discussion about the Earth by asking ques� ons.

- What did you see in the video?

- Was the land fl at and even at all the places?

- Have you ever been to a hilly area?

Note the responses of the students and give a clear idea of diff erent landforms and water bodies i.e. plains, plateau, hills, mountains, oceans, lakes, ponds, rivers and seas.

Guide the student volunteers to stand according to their heights in groups and depict a cluster of hills. Explain the concept of a valley.

28

Show a PowerPoint Presenta� on on the course of a river to explain how a river originates and fi nally fl ows down into the seas and the oceans.

Student ActivityPaper Plate Ac� vity

Give a paper plate to the students to depict the Earth. Ask them to divide it into three equal parts and cover two parts out of the three with blue construc� on paper and one part with brown. Through this ac� vity, they will have a clear idea about the area covered by land and water on Earth.

To reinforce the concept of diff erent landforms and water bodies, students drama� ze and form diff erent landforms and water bodies.

Clay Modelling

Make a model of the Earth with clay to show snow clad mountains, hills, valley with houses, plants, plains, etc.

ReviewDraw various landforms and water bodies.

Make a fl ow chart to show the course of a river.

Worksheets

Give one word answers for the ques� ons; iden� fy and name the components of the water bodies in the course of a river and the various landforms.

AssessmentAsk the class the following ques� ons:

• What is the model of the earth called?

• What is the shape of our earth?

• Earth is made up of __________ and __________.

• How much part of earth is covered by Land a)__________ Water b)________?

• Name the various landforms found on earth.

• Where do the people in the hilly areas live?

• What is a valley?

• Name three sources of water.

• Name the animals that live in water.

• Where does a river fall in the end?

29

Environmental EducationLesson Plan-b

Topic: Sun, Moon and Stars


Brief Descrip� on: This lesson involves informa� on and facts about the Sun, the Moon and Stars and the phenomena of day and night.


• Understand the existence and natural phenomena of day and night with the appearance of sun and moon.

• Know and understand the phases of the moon i.e. changes in the shape of the moon.

• Observe and iden� fy the characteris� cs of the Sun, Moon and Stars.

• Apply the concept of direc� ons.

Material RequiredA4 size sheets, silver and golden cra� paper, masks of sun, moon and stars, wax crayons, black and sky blue water proof ink, silver paper plate, strings, cut out of sun, moon, stars, wooden/plas� c hoops, a big air balloon.

Teacher’s ActivityIntroduce the concept of the Sun, Moon and Stars with the help of a structured conversa� on.

• What do you see in the sky during the day � me?

• What do you see in the sky at night?

• How many sun, moon and stars do you see?

Elicit responses from the students.

Explain that the Sun, Moon and Stars are very big but these look so small to us as they are very-very far away from us.

Demonstrate through a small ac� vity.

Take a large balloon fi lled with gas and ask the students to look at the size of the balloon carefully. Then let the balloon fl oat in the air. As the balloon goes higher the size of the balloon will appear to be smaller and smaller. This is how even the heavenly bodies appear small to us from a distance.

30

Student ActivityA� er a short discussion, ask the students to create a scene of a day sky and a night sky on an A4 size sheet to check their understanding and observa� on about the concept. Let them an draw with a colourless candle (wax) and colour it with any coloured powder to show the images.

Ask open ended ques� ons to trigger the students’ cri� cal and logical thinking.

Example: What would have happened if there would be no sun?

Students come up with the answer as per their observa� on and real life experiences.

Example: It would have been very cold, there wouldn’t be any light, etc.

Hoop Drill

To explain the concept of direc� ons, engage the students in a hoop drill and ask them to move towards their right and le� , forward and backward and in the process tell them the following direc� ons.

Right - East

Le� - West

Forward - North

Backward - South

Visit to a Planetarium

Organize a visit to a planetarium which will give the students an opportunity to see the distant sky and phases of the moon. Students will be amazed to see the bright objects that are there in the sky and the phases of the moon.

A� er the visit, ask the students to either write or illustrate what they have seen and understood.

Crea� ve Thinking

To nurture crea� vity and enhance their imagina� on students will be asked to answer to the following ques� on:

What does the moon look like?

Examples –

The size of a musk melon.

A baby’s face

31

A silver plate

ReviewPoem: ‘Big and Round Sun’ and ‘The Moon’.

Enact the poems using masks of the Sun, Moon and Stars.

Worksheets

Complete the missing le� ers; fi ll up the blanks, draw and colour.

Observe the direc� on of the sun in the morning as well as in the evening.

Observe the shape of the moon everyday and draw the same on a sheet of paper for a fortnight.

AssessmentAsk the class the following ques� ons.

• Do you think the sun changes its posi� on during the day?

• Write the direc� on

a) The Sun rises in the __________ b) The Sun sets in the __________

• Why is the Sun important for living beings?

• Describe the Sun in three words.

• Do you see any change in the shape of the Moon?

• Some� mes we do not see the Moon. Why?

32

Environmental EducationLesson Plan-c

Topic: Ways to protect our Earth


Brief Descrip� on: This lesson creates awareness of ways to protect our Earth and its natural resources and use them wisely.


• Develop an awareness about environmental issues.

• Appreciate the campaign and steps taken to protect the Earth by human beings.

• Understand the signifi cance of natural resources and their uses.

Material RequiredA PowerPoint Presenta� on or a Video based on issues of deforesta� on, construc� on paper, glue, scissors, colours, old newspapers for paper mache.

Teacher ActivityIntroduce the topic through a structured discussion wherein the need and importance of conserving resources to save our Earth will be highlighted. Use a PowerPoint Presenta� on to facilitate the same.

The steps that should be taken up to save our Earth, like aff oresta� on and also by adop� ng measures to save the resources.

The 4R’s Conserva� on

Elaborate the 4 R’s – Reduce, Reuse, Recycle and Refuse and how its helps to conserve and save the resources on our Earth.

Student ActivityTo explain the meaning of recycle and reuse, engage the students in a Paper Mache ac� vity. They will make containers using waste paper.

Collage making

Talk about air pollu� on and its causes through the use of a PowerPoint Presenta� on. The students will collect pictures and informa� on on the causes of air pollu� on and make a Wall Collage on it.

33

Let’s make a Scenery: Create a scenery using waste material.

ReviewLet’s write a poem

Write a poem on ‘Saving and growing more trees’.

Handprint tree

Make a tree and the leaves with the handprints of the students.

The students write a poem within the outline of the handprints and paste it on the cutout of a tree. Display the tree on the classroom wall.

Using Yellow and orange construc� on paper to make a Sun.


• What is the need to conserve natural resources?

• How can we save our Earth?

• What is pollu� on?

Assess the knowledge and understanding of the students based on the responses and par� cipa� on in class ac� vi� es.

34

Environmental EducationLesson Plan-d

Topic: Natural and Man-made Things


Brief Descrip� on: This lesson creates an awareness about natural and man-made things.


• Acquaint themselves with the concept of natural and man-made things.

• Observe, iden� fy, classify, compare and contrast natural and man-made things.

• Appreciate the poten� al and crea� vity of human beings.

Material RequiredPowerPoint Presenta� on, fl ash cards of natural and man-made things.

Teacher ActivityElicit responses from the students through a discussion on the basis of real life examples related to diff erent things. Explain natural things and man-made things through the use of a powerpoint presenta� on.

Compare natural things, i.e. raw material and man-made things with the help of live examples.

Engage the students in a discussion to familiarize and acquaint them with the process of manufacturing things from the raw material.

Student ActivityStand in order

Hand over cards containing pictures of various processes involved in manufacturing of man-made things from natural things, e.g. Ask the students to look for their process partners and stand in a sequence.

Wheat

fl our

dough

cookies

35

Visit to the Ice cream factory

To explain how natural things are processed and changed into man-made things take the students for a visit to a local Ice cream factory.

ReviewWorksheets

Write the names of natural and man-made things in diff erent columns.


• Give examples of things which are used in their natural form.

• What are man-made things?

• List any two diff erences between natural and man-made things.

36

MathematicsLesson Plan

Topic: Money


Brief Descrip� on: The lesson will acquaint the students with diff erent denomina� on of currency in use and why we use money.

Learning ObjectivesAs a result of this lesson, the student will be able to:

• Iden� fy denomina� ons of diff erent coins and notes.

• Add and exchange notes with coins and bigger notes with smaller ones.

• Realise the importance of money in real life.

Material RequiredPrintouts of coins and notes (coloured), 30 - 40 coins of diff erent denomina� ons, 10 white sheets, diff erent small items with the price tags (to be arranged by the teachers for her use).

Teacher ActivityStart the topic by asking the students to share their experiences when they go for shopping - do they purchase any item, how do they get the item, do they give something in exchange to direct the discussion towards the desired topic ‘money’.

Some students will be able to answer that they pay money to get the things. Appreciate the eff ort of the students who give the correct answer and emphasize on the word money.

Play the song … “Money, Money, and Money“ from the album ‘Best of ABBA’.

Show a few coins and then a few notes of diff erent denomina� ons and ask-

Which of this is money?

Some will say coins and some will say notes. A few will be able to say that both are diff erent forms of money.

Repeat the correct answer that both coins and notes are diff erent forms of money and together they form currency (of a country).

Divide the class into small groups and hand out either real coins and notes or their coloured

37

printouts. Ask the students to observe the currencies Ask the following ques� ons.

• What do you no� ce about the sizes and shapes of these currencies?

• What are the similari� es between diff erent notes and coins?

• What pa� erns, pictures, symbols, colours and numbers are on the coins and notes?

• Do two coins and notes of the same value look alike?

Lab Ac� vity 1

Divide the class into fi ve-six equal groups.

Distribute 5-6 real coins (of diff erent denomina� ons) alongwith plain white sheets to each group.

Guide the students to trace the coins. Tell them to place the coin under the sheet and use a pencil to replicate the en� re coin impression on the sheet (both front and back).Highlight the correla� on of both (front and back) sides of a coin.

Explain further that diff erent countries have diff erent currencies i.e diff erent coins and notes.

In a par� cular country, one has to use the currency of that country only. For e.g. in the United States of America (USA) one can buy things in Dollars and Cents.

Similarly, the currency of India is Rupee and Paisa.

The Currency of United Kingdom is Pounds and pennies; and that of United Arab Emirates is Dirhams and fi ls.

(The real currency or its pictures to be shown by the teacher.For CURRENCY PICTURES – refer to a currency picture sheet)

For be� er understanding of the concept, further discuss the following ques� ons.

1. Name two things that you can purchase by paying money.

(Diff erent answers)

2. Can you purchase air that you breathe?

No

38

3. Can you buy the Sunlight that keeps you warm?

No

4. Can you purchase furniture items like chairs, table etc. with money ?

Yes

5. What do you use to make furniture?

Wood

6. From where do you get wood?

From the trees

7. Where do you fi nd trees?

On Earth

8. Can you purchase the EARTH?

No

Emphasize that the EARTH is priceless and cannot be bought but the other things available on Earth can be purchased even though they are limited.

Now show the coins of diff erent denomina� ons like 1 cent, 5 cents, 10 cents, 25 cents and 50 cents and dollar notes like $1 , $5, $10, $20, $50 and $100 and explain their value.

One cent is also called a penny.

A nickel has 5 cents.

A dime has 10 cents.

A quarter has 25 cents.

Half dollar has 50 cents.

Ensure that the students recognize and remember the value of diff erent coins. Refer to the currency of ones own country while elabora� ng the denomina� ons.

Reinforce the concept with the help of the following rhyme.

Penny, Penny. Penny, Penny.

Worth one cent, worth one cent.

Nickels are worth fi ve.

Dimes are ten. Dimes are ten.

39

Quarter, Quarter. Quarter, Quarter.

Twenty-fi ve. Twenty-fi ve.

That’s what they are worth.

Lets count coins! Lets count coins!

Lab Ac� vity 2

Start the ac� vity by dividing the class into 5 or 6 equal groups. Give a mixed packet of real/plas� c/metal/paper coins of diff erent denomina� ons (1 cent, 5 cents, 10 cents, 25 cents and 50 cents) to each group and asks the students to separate the coins and count them. Give them � me to fi nd the correct value of each denomina� on, for e.g. if there are

Six 1 cent coins total value = 6 cents

Ten 5 nickels total value = 50 cents

Three 1 dime total value = 30 cents

And so on.

Collect 100 cents from one group and now tell the students that 100 cents together make 1 dollar. Once again show a 1 $ coin as well as a note to the students .

Once the students are acquainted clearly with the diff erent denomina� ons of coins clarify the concept of the various DENOMINATIONS OF NOTES.

Show the students real currency notes of 1$, 5$, 10$, 20$, 50$ and 100$ and ensure that the students are able to recognise and diff eren� ate the diff erent notes.

Lab Ac� vity 3

Show an item and tell the students the price of the item. Ask them to take out the coins from their respec� ve pouches in accordance with the price of the item shown. Con� nue in the same manner for diff erent items to further explain and make more clear the concept to the students.

Fun ActivityTo emphasize on the use of money in daily life, set up a mock shop in the class where the students will purchase various ar� cles by using REAL OR MOCK MONEY.

Instruct each student to bring 2-3 empty wrappers/cartons of diff erent household items as well as 5-6 coins and notes of diff erent denomina� ons (paper made). The wrappers / cartons should have the price men� oned or price tags a� ached.

40

Collect all these items/ar� cles and set up two mock shops.

Divide the class into two equal groups and assign the role of a shopkeeper and customers to the students from each group.

Guide each group member to carry out the func� oning of the mock shop, i.e. the sale and purchase of the items keeping in mind the concept of money and the concept of numbers during the dealings (with diff erent denomina� ons).

In turns, give the role of the customer and the shopkeeper to the other students so as to enable everyone to learn how to deal with the money.

A� er every student has got a turn, help them to prepare a bill for the purchased items from the mock shop.

ReviewWorksheets made by the teacher will be given to the students. (using the currency in accordance to the country).

AssessmentStudents will be assessed on their knowledge related to basic money skills and how they apply them in real life situa� ons.

Note :

The teacher should customize the price tags as per the needs and in accordance to the country and its currency in the en� re unit - Money.

41

Performing ArtsLesson Plan

Topic: Synchronized Group Performance

Dura� on – 1 hour 30 minutes

Brief Descrip� on: This lesson will develop awareness about the culture and music of

diff erent countries.

Learning ObjectivesAs a result of this lesson, the students will be able to know about the systema� c pa� erns of music and dance and their link with the elements of the universe.

Material Required Various Musical Instruments

Teacher Activity Describe and inform the students about the music of other countries and sing songs about the Universe.

Student Activity Answer the ques� ons asked by the teacher related to the music of diff erent countries. Select a song and sing it.

Review Repe� � on of Songs sung on the Universe. Recapitulate the previous topics.

Assessment Students will be assessed on the basis of their voice quality, rhythm and brief knowledge about the music of other countries.

42

Visual ArtsLesson Plan

Topic: Draw a Scenery

Dura� on – 1 hour 30 minutes

Brief Descrip� on: This lesson involves awareness about the Universe and the elements of Nature.

Learning ObjectivesAs a result of this lesson, the students will be able to:

• Acquire knowledge about the Universe.

• Represent their ideas through paper folding.

• Develop crea� ve skills.

Material RequiredAc� vity sheets, colours, origami papers, diff erent types of beads and plas� c strings, fl ash cards of the diff erent physical features of the earth like human beings, animals, water, mountains and trees. .

Teacher Activity Ini� ate the topic by asking various ques� ons.

When can you see the Sun, Moon and Stars? How does the Sun look like ? How many stars are there? What is the colour of the moon? The students come up with answers, like ‘The Sun can be seen in the morning, Moon and Stars can be seen in the night, etc’.

Show the fl ash cards of diff erent physical features of the earth like human beings, animals, water, mountains and trees. Demonstrate how physical features of the earth can be drawn.

Demonstrate origami stars.

Student Activity

Draw the physical features of the earth. Include animals, mountains, trees, etc.

ReviewStudents will be provided with worksheets where they will draw a scenery.

AssessmentBased on the par� cipa� on in ac� vi� es and understanding of the concepts, evaluate the learning of the students.

wwwawwawaawwwwwwwwwwwwwaawawawaaaaaaaaawwawaaaawaaaawawaaaawaaaaaawawaawaaawaaaaawaawaaaaaaawaaatetetetetetetttetetetettettettetetttetetetttetetettttetetttettetetettetetetettetetteteteettetteeeeteteteteeeteeeeteeeeeeeteteeeeeeeeeteeeeeeeeeeeeeeetetteeeeeeeeettteeettttteeeeeeeerdrddrddrdrdddrdrrrdrdrddddddddddrdddddddddddrdrddrddddrdrdrddddddrdrdddddddrrrdrdddddddddrrrdrdrdddddddrddrdddddddddrddddddrddddddrddddddddrrrrrrdrdddddddddrrrrrrrddddrrrrrdddddddrrrrrrrdrddrddddrrrrdddddddrrrrdrddddddddddrrrdddddrrrrrdrdrddddrrrddrddddrrrddddddddrrrddddddrrdrdrddddrrrdrdrddrrdddrrrrrdddrrrdrddddrrrdddrrrrrrrrrrrawaawawawawawwwawawwawwawawwawawwawawwaaaawawawawaaaawawawaaaaawwwawwaaawwwwawawwwwwawawwaaawaaaaawwwaaaaawawawwwwwwaaaawawawwwwwwwaaawwwwaawaawwwwwawaaawawawaawaaawwwwwaawaawwawaawwwwaawaawwwwwwwwwwwwwwwwwwwnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

DeDeeeeeeDeeeeDeeeeeDeeeeeDeeeDDDeeDeeeeeeDDeDeDeeeeeeeDDDeDeDeeeeeDeeeDDDeeeeeeDDDeeeDDDeeeeDDDeeeeeeDDeeeeemo

Draw

43

Physical EducationCard 19

Introducing skipping

Use these activities to:• Improve agility and quick movements

• Jump into and out of sta� onary and moving ropes

• Jump a swinging rope held by others

• Self turn a rope.

44

Activities

In Groups• Run, stepping over the ropes, or lines. (1)

• Run and step or jump, over a low rope held by others. (2)

• Jump over a swinging rope held by others. (3)

• Self turn a rope, stepping over it. (4)

Variations• Self turn a rope and jump over it with both feet at the same � me.

Equipment• Lime powder or markers.

• Long and short ropes.

Safety Measures• Keep spaced out so that ropes do not hit others.

• Swing ropes low to the ground.

Links to other subjects

English: enjoy doing a task while singing rhymes• Jump and skip to well known rhymes.

Mathematics: Numbers• Ask children to count the number of � mes they jump over a rope. Use mathema� cal

language to compare their number of jumps with a friend. E.g. ‘I jumped 5 � mes’, ‘I

jumped more than you’.

Curriculum links• Linked to the learning objec� ve no. 6 in the CBSE School Health Manual and the Theme

on Movement Awareness in the NCERT Syllabus: What physical ac� vity am I involved

in?

Self Assessment• Did I manage to jump a swinging rope? How many jumps did I do without stopping?

45

Card 20Treasure Hunt

Use these activities to:• Using running, jumping and hopping skills to play a simple game

• Bend, twist and turn

• Have fun playing with others

• Work with others to complete the task.

Activities

Class Activities• Prac� se running, jumping, hopping and moving in diff erent ways. Stay in the defi ned

space and stop on command.

Treasure hunt• Spread markers in the playing area. Group children into four teams: red, green, yellow,

blue. Give each group a ‘home’ corner. On command children run and pick up one

46

coloured marker at a � me and return it to their ‘home’ corner. The winning team is the

fi rst team to have all their coloured objects in their home corner.

• When the children understand the game ask them to collect the coloured object by

hopping, jumping or moving in other ways (e.g. on hands and feet).

Variations• Increase the space of the playing area so children have to run further.

• Decrease the space of the playing area so children have to dodge and swerve each

other.

• Use more coloured objects.

• Have fewer children in each team.

Equipment• Lime powder or markers to defi ne playing area.

• Coloured markers or other coloured objects.

Safety Measures• Watch out for others all the � me.

Links to other subjects

English: provide exposure to a range of visual inputs• Spread bags of pieces of jigsaw puzzles in the playing area. Give each team a picture

of the jigsaw. Children run and collect one jigsaw piece at a � me and return it to their

home base. The winning team is the fi rst to complete the jigsaw. At the end of the

game ask the children to say a sentence about the picture.

Mathematics: numbers• Spread diff erent coloured numbers (from 1-20) in the playing area. Assign a colour to

each team and home base. Children collect one correctly coloured number at a � me

and return it to their home base. When all the numbers have been collected the team

arrange them in sequence.

Curriculum links• Linked to the learning objec� ve nos.7 and 13 in the CBSE School Health Manual and

the Theme on Movement Awareness in the NCERT Syllabus: What do we like to play to

have fun?

Self assessment• How did I help my team? Was it fun to work in a team and as part of the team ?

47

Assessment

48

Assessment

English

Rubrics for the unit

Expected Indicators of a student’s performance

Learning Outcomes Beginning Developing Achieved

The student is able to :

Understand the meaning of the poem tone and mode and use appropriate intona� on when reading and reci� ng.

Apprecia� ng poetry


Understand the meaning of the poem but needs help to recite with correct intona� on.


Recite poetry with guidance and prompts.

Select conjunc� on words and use the word to join two sentences appropriately.

Use Conjunc� ons /Joining Words

Recognise conjunc� on words but there are errors in correct selec� on.

Iden� fy the conjunc� on word to join two sentences with assistance.

Understand and pronounce the words with confi dence and clarity.

Listen and pronounce the Dolch words

Read and spell dolch words but s� ll needs assistance to pronounce correctly.

Iden� fy the dolch words though unable to write them correctly.

49

Expected Indicators of student’s performance



Understand the concept promptly and is well aware of physical features, various landforms and water bodies.

Our Wonderful Earth


Enthusias� cally par� cipate in class ac� vi� es to learn and understand the concepts.


Learn but needs guidance from the teacher for ac� vi� es.

Elaborate and complete knowledge about the characteris� cs of the sun, moon and stars and the phenomena related to them as per their cogni� ve

Sun, Moon and Stars

Observe and relate to the concepts promptly and always inquisi� ve to know more about the concept.

Demonstrates a reasonably good understanding of the appearance of the Sun during day � me and appearance of the moon and stars at night.

level.

Discuss about the surroundings and consciously make an eff ort to sensi� ze others for adop� ng ways to


Takes interest, extremely crea� ve and fairly aware of environmental issues.

Understands the concept but needs support from the teacher.

protect the Earth.

Acquire complete knowledge about natural and man-made things and demonstrate the process/cycle for manufacturing products.

Natural things and Man-made things

Explores and always responds with interest to new things and has acquired a nearly complete understanding of the process of manufacturing things with raw materials i.e. natural things.

Co-relate between man- made and natural things but needs to be exposed to s� mula� ng environment for the understanding of the concept.

Environmental Education Rubrics for the unit

50

Expected Indicators of a student’s performance



Possess complete knowledge regarding the currency of one’s country; the value of money available in notes and coins. Able to make combina� ons to get a par� cular amount independently and shows keen interest in knowing the currencies used in other countries.

Can convert the denomina� ons.

Recognises the price of the product and handle the en� re sale purchase dealing confi dently.

Appreciates the value of money and save it also as well as at � mes donate it for a cause.

Knowledge of currency of ones country and diff erent denomina� ons of the coins and notes


Iden� fy the value of money available in coins and notes and understand that it is not possible to have coins and notes of each value. Though he requires support to make combina� ons to get a par� cular amount, he is able to convert the denomina� ons many a � mes.

Able to recognise the price of the product but some� mes is unable to do the en� re sale purchase dealing.

Understand the value of money and uses it judiciously.


Iden� fy and recognise the currency of one’s country when shown. Though he fi nds it diffi cult to remember that all the values of money are not available in coins and notes, he is unable convert the denomina� ons easily.

Able to recognise the price of the product but is unable to do the en� re sale purchase dealing independently.

Ability to use basic money skills in the daily rou� ne

Rubrics for the unit

Mathematics

51

Teacher Resource Material

52

Teacher Resource Material

EnglishMaterial Required

Copies of the poem, drawing paper, crayons or colour pencils, fl ash cards for the joining words, post-it-notes, strips of paper, glue, pictures of a variety of objects, pastel sheets, crayon, pencil, list of Dolch words wri� en on a big sheet.

Books:“The Monkey and the Crocodile”

Websites for Referencewww.teacherexpress.com

A daytime moon

The other day, along toward noon,Iwas surprised to see the moonSitting on top of a tall pine tree.

He needed the light of the sun, I guess,For his face was pale with silverness,

And he looked quite ill to me.

But I saw him again that very night,And he, grown well again and bright,

Was shining happily.by

Wallace McElroy Kelly

Dolch List 5 from

good

any

about

around

want

don’t

how

know

right

put

too

got

take

where

every

pre� y

jump

green

four

53

Enviornmental EducationMaterial Required

Blue coloured scarves/stoles, clay, wooden pla� orm, a paper plate, blue and brown construc� on paper, glue, a video on the various components of earth, a PowerPoint Presenta� on on the course of a river, A4 size sheets, silver and golden cra� paper, masks of sun, moon and stars, wax crayons, black and sky blue water proof ink, silver paper plate, strings, cutouts of the sun, moon, stars, wooden/plas� c hoops, a big air balloon, video based on issue of deforesta� on, construc� on paper, glue, scissors, colours, fl ash cards of various processes involved in manufacturing products.

Websiteswww.educa� on-world.com

www.enchantedlearning.com

PoemBig and round sun

I can see the sun: big and round and red,When I first wake up in my bed.

I can see the moon: Big and fat and white,When I go to bed at night

I can see the stars: twinkling in the sky.They look so bright, in the night.

The moonOh, look at the moon!

She is shining up there,Oh mother, she looksLike a lamp in the air.

Last week she was smallAnd shaped like a bow,

But now she has grown biggerAnd is round like an O.

54

MathematicsMaterial Required

Printouts of coins and notes (colured), 30- 40 coins of diff erent denomina� ons, 10 white sheets, diff erent small items with the price tags (to be arranged by the teacher for her use).

Books:Fun with Franklin: Math Ac� vity book / Scholas� c Inc. New York

Developing numeracy - numbers and the numbers system - A & C Black, London

Math and Language Arts, Grade 1 / Learning Horizons. USA

Scholas� c Success with math workbook, Level1 Scholas� c Inc., New York

Websites for Referencewww.ixl.com/math/grade/fi rst/

www.aaastudy.com/grade1.htm

Performing ArtsMaterial Required

Musical Instruments

Website for Referencewww.songs4teachers.com

Visual ArtsMaterial Required

Ac� vity sheets, colours, fl ash cards on the diff erent physical features of the earth like animals, water, mountains, trees, origamy papers, diff erent types of beads and plas� c strings

Website for Referenceh� p://wiki.answers.com/Q/Physical_features_of_earth - 69k

Physical EducationMaterial Required

Physical Eudca� on Cards (PEC) and PEC Kit.

55

Worksheets

56

I. Think of fi ve different things that form pairs. Join them using I. Think of fi ve different things that form pairs. Join them using the conjunction ‘and‛.the conjunction ‘and‛.

For example : birds and animals

____________________ and ____________________

____________________ and ____________________

____________________ and ____________________

____________________ and ____________________

____________________ and ____________________

English(a) Conjunctions

Name : ___________ Class :___________

Date : ___________ Subject :___________

II. Think of all the things that relate to our universe. Join the II. Think of all the things that relate to our universe. Join the suitable pairs using ‘and‛.suitable pairs using ‘and‛.

Sun and Moon

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

57

Conjunctions

I. Join the following sentences using suitable conjunctions.I. Join the following sentences using suitable conjunctions.

a) We write with our hands _______ run with our legs.

b) I wanted a camera _____ my mom gave me a bicycle.

Name : ___________ Class :___________

Date : ___________ Subject :___________

c) We should use a fork ______ a spoon to eat our food.

58

e) Its‛ raining cats _____________ dogs.

f) My grandpa is an old ______ active man.

g) Bread _____ butter is my favourite breakfast.

59

Conjunctions

Name : ___________ Class :___________

Date : ___________ Subject :___________

I. Join the following sentences with the conjunctions given in the I. Join the following sentences with the conjunctions given in the brackets.brackets.

1. He is old. He is weak. (and)

2. He is old. He is strong (but)

3.I ran fast. I missed the bus. (but)

4. The sun rises in the east. It sets in the west. (and)

5. We rang the bell. Nobody opened the door. (but)

60

I. Complete the following sentences by supplying a meaningful I. Complete the following sentences by supplying a meaningful ending to the incomplete sentence.ending to the incomplete sentence.

1) The cat drank the milk and ...and ...

____________________________________________________ ____________________________________________________

2) The boy likes swimming but ......

____________________________________________________ ____________________________________________________

3) We wanted to go out but ...but ...

____________________________________________________ ____________________________________________________

4) The clown played a trick and ...and ...

____________________________________________________ ____________________________________________________

5) He packed his luggage and ...and ...

________________________________________________________________________________________________________

Conjunctions

Name : ___________ Class :___________

Date : ___________ Subject :___________

61

A B

I knew the answer jumped into the pond.

The children sang it started to rain.

The frog croaked made a mistake.

The clouds turned black danced.

Samuel wanted to go for a picnic jump.

Ben likes to run he had to fi nish his work.

I. Identify and match the sentences which can be joined together I. Identify and match the sentences which can be joined together with the given conjunctions.with the given conjunctions.

and

but

Conjunctions

Name : ___________ Class :___________

Date : ___________ Subject :___________

62

I. Read the following story and colour all the sight words using I. Read the following story and colour all the sight words using your favourite colour.your favourite colour.

The Best Thing In The World

Once upon a time, there were four brothers who lived in a far away

land. Their father was an old king. One day he said, “I will not live long

now. Today you must start out into the world. In a year, bring back the

best thing you have found. The one who can pick the best thing shall be

the new king.” The fi rst brother said, “I will look in every city or town.

I will buy the best thing I can for my father.” The next two brothers

said, “We will both go on fast ships over the sea. We will fi nd something

better.” The last brother siad, “I am going to ask the people here in our

own land to tell me the best thing.” The other three brothers began to

laugh, “Then you will never be able to”. The last brother started off.

When he had gone about six miles, he met a man. “What do you carry in

those big bags?” he asked. “The best thing in the world,” said the man.

“These are full of the good nuts which fall from my fi ve nut trees.” “I

don‛t think that would work,” said the brother to himself, “I must try

Dolch Words

Name : ___________ Class :___________

Date : ___________ Subject :___________

63

again.” The brother went on another seven miles. He found a small brown

bird. It had been hurt, so he put it in his coat where it could keep warm.

As he went on, he saw a little girl crying. He ran to meet her. “Why are

you crying?” he asked. “I want to get some water from the well,” she

said. “We use it so much. We drink cold water. We wash the clothes

clean with hot water. But I do not know how to pull it up. Please show

me.” The brother said, “Hold this bird and I will help you. It does not

fl y around any more because it got its wing injured.” “Thank you. What

a pretty bird!” she said. “I wish you would give it to me. If you will let

me keep it, I will always be very kind to it. I will take care of it myself.

I will make it grow well again,” “Yes, you may have it,” said the brother.

So he gave her the bird. At night, he went to sleep under a round yellow

haystack. When it was light again he walked on. Every day he would

walk eight to ten miles. He asked the people about the best thing in the

world. Some said it was best to sing. Some said it was best to run and

jump and play. Some said the green grass was the best. Some liked the

red, blue and white fl owers best. One man said the best thing was to

ride a black horse. He always stopped to help people who needed it. Soon

he made many friends. All the people began to like him. They would say,

“See there goes the king‛s son. He would be just the right kind of king

for us.” Every door was open to him. The people would call to him to stop.

They would ask him to come and eat with them. After he ate, he would

64

sit down and read to the children. After he read, he showed them how to

draw and write. Months went be. He still had no beautiful thing to take

to his father. Just before the year was done, he went home again. The

time came when the king called his sons together. “What did you bring?”

he asked them all. The other brothers had many beautiful things. “And

what did you bring?” said the king to the last brother. “This is so funny!”

said the other brothers. “He has nothing!” But the king was kind to the

last brother. “What did you bring for me?” the kind asked again. “I bring

only the friendship of your people.” said the last brother. “That is the

best thing ever!” cried his father. “You shall indeed be the new king.”

65

I. Answer in one word.I. Answer in one word.

a) A fl at land _______________________

b) High land _______________________

c) A very high land _______________________

II. Identify and name the components or water bodies in the course II. Identify and name the components or water bodies in the course of a river.of a river.

Environmental Education(a) Our Wonderful Earth

Name : ___________ Class :___________

Date : ___________ Subject :___________

66

Our Wonderful Earth

I. Identify and write the names of the different landforms.I. Identify and write the names of the different landforms.

Name : ___________ Class :___________

Date : ___________ Subject :___________

67

I. Complete the missing words.I. Complete the missing words.

II. Write (1, 2 or many) in the box.II. Write (1, 2 or many) in the box.

III. Draw the outline of the Sun, the Moon and the stars and colour them.

S A

S N

O N

1. We can see only moon in the sky.

2. We can see stars in the sky.

3. We have only sun in the sky.

(b) Sun, Moon and Stars

Name : ___________ Class :___________

Date : ___________ Subject :___________

68

I. On the basis of the observations of the different shapes of I. On the basis of the observations of the different shapes of the moon, complete the following picture.the moon, complete the following picture.

triangle black night

bright big cold

tiny hot white

day circle yellow

II. Circle the words that describe the moon.II. Circle the words that describe the moon.

Sun, Moon and Stars

Name : ___________ Class :___________

Date : ___________ Subject :___________

69

I. Observe the given picture and answer the questions that follow:I. Observe the given picture and answer the questions that follow:

1. What is the colour of the sky?

__________________________

__________________________

2. What time of the day is it?

_______________________

_______________________

3. What things do you see in the sky at this time?

_________________________________________________

_________________________________________________

4. What do you do at this time of the day?

_________________________________________________

_________________________________________________

5. If the trees have no leaves, which season will it be?

_________________________________________________

_________________________________________________

Sun, Moon and Stars

Name : ___________ Class :___________

Date : ___________ Subject :___________

70

II. Draw a picture of the night sky and fi ll up the blanks using II. Draw a picture of the night sky and fi ll up the blanks using the help box.the help box.

1. There is one ________ in the sky.

2. Many _______ twinkle in the sky.

3. It is ___________ at night.

4. We _____ at this time of the day.

5. We see stars when the ________is clear at night.

sleep moon

sky

stars dark

Sun, moon and stars - Worksheet contd.

71

I. Look at the pictures given below. Write what time of the day is I. Look at the pictures given below. Write what time of the day is it, using the help box. Also write two activities you do at that it, using the help box. Also write two activities you do at that time of the day.time of the day.

Evening Morning Afternoon

Sun, moon and stars

Name : ___________ Class :___________

Date : ___________ Subject :___________

72

I. Use yellow and orange construction paper and fi ll the circle to I. Use yellow and orange construction paper and fi ll the circle to make a sun.make a sun.

II. Fill in the blanks with the words given in the help box.II. Fill in the blanks with the words given in the help box.

east west day hot heat light

1. The sun is ___________________.

2. It rises in the ______________________.

3. The sun sets in the ______________________.

4. We see the sun during the _________________.

5. The sun gives us _____________ and _____________.

(c) Ways to protect our Earth

Name : ___________ Class :___________

Date : ___________ Subject :___________

73

I. Create a poem on ‘Saving Trees‛. Write it on the scroll below.I. Create a poem on ‘Saving Trees‛. Write it on the scroll below.

SAVE TREES

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________


Name : ___________ Class :___________

Date : ___________ Subject :___________

74

I. Create a scenery using the waste material mentioned below. I. Create a scenery using the waste material mentioned below. The material can be collected over a few days. The material can be collected over a few days.

1. Pencil shavings for the tree trunks.

2. Tooth picks to make the stems.

3. Paint for thumb printing to make leaves and fl owers.

4. Ice cream sticks to make the roof of the hut.

5. Cotton balls to make the sun and clouds.

6. Bits of paper from old newspapers to make the path leading to the hut.


Name : ___________ Class :___________

Date : ___________ Subject :___________

75

I. Circle the names of man-made things in brown and natural things I. Circle the names of man-made things in brown and natural things with green.with green.

II. Classify man-made things and natural things. Write them in the II. Classify man-made things and natural things. Write them in the table below.table below.

tyre seeds milk water

cloth fl ower house coffee beans

shoes biscuits a loaf of bread bottle

wood honey sugarcane sugar

cloth table cotton pen

Natural things Man-made things

(d) Natural things and Man-made things

Name : ___________ Class :___________

Date : ___________ Subject :___________

76

I. Complete the given table.I. Complete the given table.

S.No. Natural things Man-made things

1 cloth

2 egg

3 fl ower

4 sugar

5 curd

6 fruits

7 wood

8 wheat

9 tomato sauce

10 french fries

Natural things and Man-made things

Name : ___________ Class :___________

Date : ___________ Subject :___________

77

I. Complete the following ‘GRAPHIC ORGANIZER‛.I. Complete the following ‘GRAPHIC ORGANIZER‛.

Nickel

15

CENTS

25 50

10

Mathematics(a) Money

Name : ___________ Class :___________

Date : ___________ Subject :___________

78

I. Observe the prices of different items and answer the I. Observe the prices of different items and answer the following questions.following questions.

ITEMS PRICE

CHOCOLATE 5$

TOOTHPASTE 1$

PEPSI CAN 3$

ICE CREAM 4$

SOAP 2$

1. What is the price of the chocolate? ____________________________________________2. Which item is costlier than the rest? ____________________________________________3. Which item is cheaper than the others? ____________________________________________4. How much will you pay for 2 cans of pepsi ? ____________________________________________5. What is the total price of an ice cream and a soap? ____________________________________________

Money

Name : ___________ Class :___________

Date : ___________ Subject :___________

79

I. At a shop, some of the following items are for sale.I. At a shop, some of the following items are for sale.

Answer the following.a) If you buy a toy car and packet of popcorn. how much money will

you spend? ______________________________________________b) If your mother buys a kettle and a bag. how much will she pay? ______________________________________________c) Your friend has bought two balls. how much did he pay? ______________________________________________d) Your father bought a shirt and gave a note of `100 to the

shopkeeper. How much change did he get as the balance amount ?

_________________________________________________* Teacher to put symbol of money against numbers according to the currency used in their country.

` 5

` 10

` 45

` 25

` 50

` 75

Money

Name : ___________ Class :___________

Date : ___________ Subject :___________

80

I. Estimate and write the approximate price of the following I. Estimate and write the approximate price of the following articles.articles.

Money

Name : ___________ Class :___________

Date : ___________ Subject :___________

ESTIMATED

S.No. ITEM PRICE

1 ANY STUFFED TOY

2 ONE CHAIR

3 ONE ERASER

4 ONE PENCIL

5 ONE ICE CREAM

6 ONE PIZZA

7 ONE BOTTLE of WATER

8 ONE MINERAL WATER BOTTLE

9 ONE CHOCOLATE BAR

81

I. Prepare a bill for the things you have bought from the mock I. Prepare a bill for the things you have bought from the mock shop.shop.

Observe the bill and answer the questions.

1. Which item is the most expensive? ________________________________________________2. Which item is the least expensive? ________________________________________________3. If you have a note of 50 in your pocket, a) Mention any two items that you will be able to purchase ? ________________________________________________ b) How much will you be able to save ? ________________________________________________4. In your group whose bill is of the maximum amount and how much ? ________________________________________________5. Calculate the total amount of money spent by all the students.

________________________________________________

Date _______________________________

Name _______________________________

Sno. ITEM PRICE

1 2 3 4 Total

Money

Name : ___________ Class :___________

Date : ___________ Subject :___________

82

Item Cost of Money available Money item left

5 cents

22 cents

30 cents

80 cents

Money

Name : ___________ Class :___________

Date : ___________ Subject :___________

83

Picture sheet of coins

1¢

25¢

5¢

50¢

10¢

$1

84

I. Add the following currencies.I. Add the following currencies.

II. Observe and recognize the following given currency notes and II. Observe and recognize the following given currency notes and write their value.write their value.

1.

2.

3

4.

5.

+

+

+

+

+

=

=

=

=

=

+

+

+

+

5$ 5$

10$ 10$ 10$

20$ 20$ 10$

1$ 1$ 1$

50$ 50$ 20$

Money

Name : ___________ Class :___________

Date : ___________ Subject :___________

85

Documents

Universe Unit 10 - NIMS Dubai · UNIT-10 Universe Central Board of ... Ms. Amita Mishra Ms. Archana Sagar Dr. Kamla Menon Ms. Rupa Chakraborty ... Natural and Man-made Things Mathematics