CLASS - IIUNIT - 5

ABC OF FOOD

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 may be

taken are 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)Ms. Sindhu Saxena, R O (Tech)

ABC of FoodEnglish 1

Conjunc� ons

Singular - Plural

Use of is, am, are

Recapitula� on of Blend Words - dr, tr, br

Environmental Education 7

Signifi cance of Food

Three Food Groups

Vegetarian and Non-vegetarian Food

Raw Food and Cooked Food

Mathematics 13

Mul� plica� on

Performing Arts 15

Karaoke - Sing and Dance with Music

Visual Arts 17

Shape, Colour and Texture of Fruits and Vegetables

Physical Education 19

Balance and Agility for Coordinated Body Movement

Lesson Plans

English

Conjunc� ons ................................................................................................... 22

Singular - Plural ............................................................................................... 26

Use of is, am, are; Recapitula� on of Blend Words .......................................... 29

Environmental Educa� on

Signifi cance of Food ......................................................................................... 32

Three Food Groups (Energy giving, Body building and Protec� ve food) ......... 35

Vegetarian and Non-vegetarian Food .............................................................. 38

Raw Food and Cooked Food ............................................................................. 41

Mathema� cs

Mul� plica� on .................................................................................................. 44

Performing Arts

Karaoke - sing and dance with music ............................................................... 58

Visual Arts

Shape, Colour and Texture of Fruits and Vegetables ......................................... 60

Physical Educa� on

Card - 9 ................................................................................................................ 62

Card - 10 ................................................................................................................ 64

Assessment 66

Rubric for English ................................................................................................ 67

Rubric for Environmental Education .................................................................. 69

Rubric for Mathematics ...................................................................................... 70

Teacher Resource Material 71

Worksheets 87

English ......................................................................................................... 88 - 107

Environmental Educa� on ........................................................................ 108 - 122

Mathema� cs ........................................................................................... 123 - 140

English

Visual Arts

Environmental Education

Physical Education

Mathematics

ABC OF FOODSyllabus Matrix

Performing Arts

Conjunc� ons Singular - Plural

Mul� plica� on

Shape, Colour and Texture of Fruits and Vegetables

Use of is, am, are;Recapitula� on of Blend Words - dr, tr, br

Signifi cance of Food

Vegetarian and Non-vegetarian

Food

Three Food Groups

Raw Food and Cooked Food

Karaoke - Sing and Dance with Music

Balance and Agility for Coordinated Body Movement

1

Skills

Listening Iden� fy the conjunc� ons in the sentences.

Speaking Learn and sing the song ‘Conjunc� on Junc� on’.

Sentence Comple� on

Complete the given sentences using appropriate conjunc� ons.

Yes, but...

Interact with the class with the dialogues beginning with ‘Yes, but … .’

Reading Read the given sentences and iden� fy the conjunc� ons. Analyse whether the conjunc� ons used are appropriate or not.

Wri� ng Join the sentences using appropriate conjunc� ons.

Link-up Games

Write simple sentences and join them with appropriate conjunc� ons.

English

General Objectives• To develop skills related to listening, speaking, reading and wri� ng.

• To provide clear and precise informa� on related to the topic and its use.

Specifi c Objectives• To develop an understanding of joining words.

• To relate the numbers of nouns with the corresponding auxiliary verbs.

• To enhance the knowledge related to blend words.

Dura� on:5 hours (a) Conjunc� ons

2

Lets Enjoy the Food Together

Observe the pictures and write relevant sentences related to them.

Mul� ple Musical/Spa� al/Naturalis� cIntelligences

Learning The students will be able to: Outcomes - Iden� fy conjunc� ons in a sentence.

- Use the conjunc� ons correctly to join two words,

group of words and sentences.

Transdisciplinary Activity

Visual Arts Draw a party scene. Use conjuc� ons to compare the illustra� ons.

3

Skills

Listening Listen to the poem and iden� fy the plurals.

Speaking Learn and recite the poem on plurals. (Refer to Teacher Resource Material)

Before and A� er Food

Name the food items that are consumed raw and those which are processed before ea� ng.

Reading Read a passage with incorrect use of plurals. Iden� fy the errors and change their form.

Memory Game

Observe, remember and match the cards with their singular forms.

Thumbs Up, Thumbs Down

Read the words and indicate whether it is a correct or an incorrect plural form gesturing thumbs up or thumbs down respec� vely.

Wri� ng Write the singular or plural of the nouns wri� en on the board.

Palm Ac� vity

Using the backside of a pencil or your fi nger, write a singular noun on your partner’s palm or arm. The partner will write its plural form in the similar manner.

Mul� ple Interpersonal/Spa� al/Musical Intelligences

Learning The students will be able to: Outcomes - Apply the rules of plural forma� on.

- Form gramma� cally correct sentences.

(b) Singular - Plural Dura� on: 4 hours

4

Transdisciplinary Activity

Visual Arts Plural Book

Collect pictures from old magazines, newspapers and books. Paste them in a notebook and label them with both its singular and plural forms.

Critical Thinking

Develop awareness about the correct applica� on of singular and plural names in formal as well informal use.

Life Skills/SEWA

The knowledge of the rules of singular and plural enables one to use the language correctly and confi dently, making him/her a good and an effi cient speaker. Thus enhancing one’s interpersonal and linguis� c skills.

5

Skills

Listening Iden� fy the verbs in the sentences.

Speaking Give the correct form of the verbs for the given words.

Visit the playground and observe others playing. Give a brief about the ac� vi� es using appropriate verbs.

Reading Rearrange the given sets of words to frame sentences. Read the sentences aloud.

Look at the fl ashcards and frame related sentences.

Wri� ng Write a story and use the given words. Underline the verbs used in it.

Mul� ple Spa� al/Intrapersonal Intelligences

Learning The students will be able to: Outcomes - Frame words with the given blends.

- Use is, am, are in a sentence appropriately.

(c) Use of is, am, are;Recapitula� on of Blend Words - dr, tr, br

Dura� on: 4 hours

6

Material Required

Photocopy of the song, ‘Conjunc� on Junc� on’, note cards, a short story, charts, slips with the sets of words wri� en on them.

Transdisciplinary Activities

Performing Arts Play the game of musical chairs with helping verbs.andPhysical Educa� on Helping Verbs (Sing to the tune of “Jingle Bells”)

Helping verbs, helping verbs,

There are 23,

Is, am, are, was and were

Being, been and be

Have, has, had, do, does, did

Shall, will, should and would.

There are fi ve more helping verbs.

May, might, must, can, could.

Record the song in the students voice to play the game of

‘Musical Chair’ together.

Critical Thinking

Think about the ‘ing’ forms of verbs and their dependence on the helping verbs - is, am, are - for the events occurring in the present � me period.

Life Skills/SEWA

Man is a social animal. Appreciate the concept of interdependence among human beings. Similarly, parts of speech are also dependent on one another for a complete structured text.

7

Environmental Education

General Objectives

• To develop, promote and hone cogni� ve skills related to the concept.

• To classify the kinds of food available and categorise them into various food groups.

• To understand the importance of healthy food and prac� ce good ea� ng habits.

• To acquire basic cogni� ve and psychomotor skills through observa� on, explora� on, comparison and classifi ca� on.

Specifi c Objectives

• To understand the importance of food and its benefi ts.

• To iden� fy and classify the diff erent sources of food.

• To ins� l awareness of healthy ea� ng habits.

• To know and understand the func� ons of three food groups.

• To understand diff erent types of healthy food and their health benefi ts.

• To appreciate the need to eat a balanced diet.

• To defi ne and classify human beings on the basis of their ea� ng habits.

• To compare and understand the ea� ng habits of living beings in the past and present.

Skills

Conceptual Explain the importance of good ea� ng habitsLearning through a powerpoint presenta� on.

Story Time

Picky Paul and his ea� ng habits.

Radhika and the Fairies

Observa� on Discuss the benefi ts of healthy ea� ng habit.

Each student to say what they ate before coming to school.

Discuss why breakfast is the most essen� al and vital meal of the day.

(a) Signifi cance of Food Dura� on: 3 hours

8

Classify food into two categories - healthy food or junk food.

Learning by Make place-mats with vegetable prin� ng. Doing Know how fruits and vegetables are also used for

other purposes.

Poster Making

“Eat healthy, Stay healthy”

Snakes and Ladders

Applica� on Iden� fy and diff eren� ate between healthy food and junk food (Worksheets).

Mul� ple Visual/Kinesthe� c/Interpersonal/Linguis� cIntelligences

Learning The students will be able to:Outcomes - Understand the importance and benefi ts of

diff erent food items. - Ins� l the importance of ea� ng healthy food. - Classify junk food and healthy food. - Enlist the dos and don’ts of healthy ea� ng

habits.

9

Skills

Conceptual Discuss about diff erent food groups through a powerpoint presenta� on.

Learning Lets Recite Eat a carrot everyday

Healthy food

Story Time Who is the best?

Observa� on Observe the poster of a food pyramid.

Count the nutrient value of food in the meal box.

Learning by Classify food according to the food groups.Doing Make a food pyramid.

Prepare a display board on healthy food and junk food.

Applica� on Plan a balanced meal. Iden� fy and choose food items from each specifi ed group.

Weekly Food Journal

Record the food preferences of each student.

Worksheet on food and its nutrient value.

Mul� ple Visual/Interpersonal/Intrapersonal/Linguis� c Intelligences

Learning The students will be able to: Outcomes - Understand the signifi cance of three food

groups that are essen� al for the growth of our body.

- Iden� fy, compare and classify the food items according to the three food groups.

- Understand the importance of ea� ng a balanced meal.

(b) Three Food Groups Dura� on: 4 hours

10

Skills

Conceptual Know about the food obtained from animalsLearning through a powerpoint presenta� on.

Observa� on Visit a farm or an orchard.

Visit a departmental store. Collect a few samples of food.

Learning by Guided GameDoing Name a vegetarian or non-vegetarian food

Meal Chart Record food preference of your friends and

rela� ves.

Menu Card Ac� vity Collect sample menu cards. Classify the food items

under vegetarian and non-vegetarian food.

Applica� on Classify food we get from plants and animals. (Worksheets).

Mul� ple Visual/Interpersonal/Kinesthe� c/Lingus� cIntelligences

Learning The students will be able to: Outcomes - Comprehend, iden� fy and classify the sources

of food.

- Classify vegetarian and non-vegetarian food items.

- Dis� nguish between food we get from plants and animals.

(c) Vegetarian and Non-vegetarian Food Dura� on: 3 hours

11

Skills

Conceptual Watch the movie ‘Ratatouille’. Learning Discuss how food is cooked and served.

Poem Cooking Vegetable Soup

Observa� on Organise a visit to a grain mill, vegetable food store or farmers market.

Demonstrate various methods of cooking food - live demonstra� on or mime.

Learning by Salad PartyDoing Each student to bring one ingredient for preparing

salad.

Guided Ac� vity Draw natural foods we eat.

Create a collage of raw food and its products.

Taste and Tell A fun ac� vity for students to taste and iden� fy the

food.

Applica� on Iden� fy and write the names of the food that we eat raw or cooked (Worksheet).

Mul� ple Logical/Spa� al/Intrapersonal/Linguis� cIntelligences

Learning The students will be able to: Outcomes - Diff eren� ate between raw food and cooked

food.

- Explain the signifi cance of ea� ng raw food and cooked food.

- Compare their ea� ng habits with others.

- Know the various ways of cooking food.

(d) Raw Food and Cooked Food Dura� on: 3 hours

12

Material Required Cutouts of vegetables, fruits, nuts, milk and eggs, puppets, poster of a food pyramid, powerpoint presenta� on on good ea� ng habits; sources of food; samples of junk food and healthy food, snakes and ladders game boards with good and bad ea� ng habits wri� en on it, dice, counters of diff erent colours, paint brush, onions, lady fi nger, poster colours, water, A4 size sheets, cra� paper, sketch pens, fevicol, scissors, menu cards, ziploc bags, serving containers, knives, plates, plas� c forks, pepper, lemon, salt, movie CD of ‘Ratatouille’.

Transdisciplinary Activities

Visual Arts Collect pictures of food items and paste it on a wall to create a collage.

Draw and colour balanced meal for breakfast, lunch and dinner.

Mould clay to make assorted fruits/vegetables of your choice.

Physical Hide picture cards of various food products around the class.

Educa� on Ask the students to fi nd the picture cards. The student who collects the maximum number of cards wins the game.

Life Skills/SEWASpeculate on what can be done for someone who is needy and cannot aff ord to eat two square meals in a day. Encourage students to think of small things they would like to do for the common good.

Suggested Activities • Take the students to a restaurant that serves healthy food. Show them how various

food items are prepared, orders are taken and hygiene is maintained.

• Help the students to start a vegetable garden in the school or at home. Maintain a daily record book.

• Visit a grocery store and let the students pick the foods of their choice. Together cook and enjoy the meal prepared from the food that they have picked from the grocery store. Elaborate how sharing makes one compassionate and a good human being.

13

Mathematics General Objectives

• To understand the process of mul� plica� on as repeated addi� on.

• To extend the use and applica� on of tables in real life situa� ons.

Specifi c Objectives• To understand the commuta� ve proper� es of mul� plica� on facts.

• To relate mul� plica� on as a quicker way to add.

• To understand the tables of 2, 3, 4, 5 and 10 using dot paper.

• To appreciate the signifi cance of skip coun� ng.

(a) Mul� plica� on

Skills

Observa� on and Understand how and where the concept of

Iden� fi ca� on mul� plica� on is applied.

Observe the pa� ern formed in skip coun� ng. Ice Tray Iden� fy and observe that the product of numbers

remains the same if they are mul� plied in any order.

Logical and Rock and RollMental Correlate the concept of repeated addi� on with

mul� plica� on.

Jump and Count Mentally recall the tables through skip coun� ng.

Write tables using dot paper method.

Dura� on: 13 hours

14

Material Required

Flashcards of pictures, ice tray, macaronis, beads, marbles, beans, cutout of cars, 40 bu� ons, beans and worksheets with dot structure, cutouts of grapes and grapevine, dice, connec� ng cubes, paper, number grid, chocolates.

Transdisciplinary Activity

Physical Roll two number cubes. Find the products of the factors.Educa� on

Life Skills/SEWADescribe how process of mul� plica� on is used in various fi elds to reduce our calcula� on � me. Hunt for mul� ple sets of objects/things at home. Use repeated addi� on and mul� plica� on to fi nd the total.

Applica� on Tables through Skip Coun� ng Calculate and fi nd the product of mul� plica� on

sums through the ac� vity ‘Growing a Grapevine’.

Apply cri� cal and crea� ve thinking skills to solve problems related to mul� plica� on in real life situa� ons.

Mul� ple Linguis� c/Kinesthe� c/Naturalis� c/MusicalIntelligences

Learning The students will be able to :Outcomes - Relate repeated addi� on with the concept of

mul� plica� on.

- Generate mul� plica� on tables of 2, 3, 4, 5 and 10 using dot paper and skip coun� ng.

- Recall the mul� plica� on tables of 2, 3, 4, 5 and 10 easily.

- Compute the sum in repeated addi� on using mul� plica� on tables.

- Understand and appreciate the signifi cance of memorising tables.

15

Performing Arts

General Objectives• To sing and dance using recorded music.

• To diff eren� ate between the musical elements - pitch, rhythm, beat and pause.

• To integrate the components of rhythm, music and movement.

Specifi c Objectives• To dis� nguish one kind of tempo ( in music) from another.

• To sing and act using recorded music.

Skills

Aesthe� c Dis� nguish between two diff erent tempos in a piece of music, e.g. low and medium; so� and

loud, etc.

Sing the same song in two diff erent tempos.

Learning by Puppet Ac� vityDoing Introduce the concept of varia� on in tempos

and movements using puppet.

Applica� on Iden� fy diff erent pieces of music represen� ng so� and loud tempo, e.g. a lullaby sung by your mother and a song sung by a rock singer.

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

Learning The students will be able to acquire knowledge

Outcomes about diff erent tempos and modify ac� ons and

facial expressions accordingly.

Dura� on: 3 hoursKaraoke - Sing and Dance to the Music

16

Material Required Puppets, picture of Haydn.

Transdisciplinary Activity

Physical Go for a walk a� er a meal (lunch/dinner). Explain its importance.Educa� on

Life Skills/SEWA

In your personal diary, note the birthdays of your near and dear ones. Remember to wish them on their birthdays.

17

Visual Arts

General Objectives• To develop crea� ve and aesthe� c abili� es to promote self expression.

• To recognise one’s own ideas, values and beliefs and communicate them through art work.

Specifi c Objectives• To apply the knowledge of line, shape, texture and colour to draw fruits and

vegetables.

• To create designs using various mediums.

• To comprehend the signifi cance of colour in fruits and vegetables.

Skills

Observa� on Discuss the shape, colour and texture of diff erent

fruits and vegetables.

Discuss the use of the colour in a design. Recall

the design of salads either prepared at home or

a salad bar.

Cut a lady fi nger (Okra) and observe the design/

pa� ern in the sliced part.

Learning by Use the colours: green of the spinach, cabbage

Doing and le� uce; red of the tomato; orange of the

carrot and purple of the brinjal to create a salad

collage.

Discuss the use of design. Find out where

designs and pa� erns have been used in the

surroundings.

Applica� on Take paint in pale� es. Dip the okra in the

paint and create block prints on napkins and

cards.

Dura� on: 3 hoursShape, Colour and Texture of Fruits and Vegetables

18

Transdisciplinary Activities

Mathema� cs Create designs and pa� erns using various shapes.

Environmental Discuss the importance of salad (raw food) in our diet. Educa� on

Mul� ple Naturalis� c/Logical/Intrapersonal/Linguis� c

Intelligences

Learning The students will be able to:

Outcomes - Explore designs in fruits and vegetables.

- Use designs to create artwork.

- Understand that designs are created by

repe� � on of same pa� erns.

- Draw fruits and vegetables using lines and

shapes.

- Ar� s� cally animate a given topic.

Material Required Okra, poster paints, pale� es, pastel sheets, vegetables, tray, fruits and vegetables, drawing sheets, oil pastels, artwork of ar� sts - s� ll life, crepe/glazed/origami paper, pastel sheets, glue, scissors.

Life Skills/SEWA

Discuss the importance of including fruits and vegetables in our daily diet. Find out the signifi cance of their colours.

19

Skills

Learning by Demonstrate movements - fl ying like a bird;Doing swaying like a tree - clockwise and an� -

clockwise.

Throwing and Catching Games (PEC-9).

Movement with a ball (PEC-10).

Applica� on Perform various movement in a sequence that involve specifi c dance steps and aerobic exercises, individually and in groups.

Watch and track the ball through the air with coordinated movement.

Mul� ple Interpersonal/Naturalis� c

Intelligences

Learning The students will able to:Outcomes - Acquire ability to combine various physical

movements, like-hop and run, stop and walk.

- Understand that greater force is applied to make a ball travel faster.

Physical Education General Objectives

• To introduce rhythmic movement for developing agility and balance.

• To perform movement that focus on the use of diff erent parts of the body.

Specifi c Objectives• To be aware of fundamental body movements.

• To learn the basics of a game.

Dura� on: 3 hoursBalance and Agility for Coordinated Body Movement

20

Material Required Physical Educa� on Cards, PEC kit.

Transdisciplinary Activities

English Play the game with diff erent sized balls. Expose students to the compara� ve term, like ‘throw the large ball’, ‘throw the largest ball’.

Mathema� cs Add mul� ples of ten while catching/throwing the ball.

Life Skills/SEWAIden� fy the sports events which are played with and without a ball.

21

Lesson Plans

22

EnglishLesson Plan-a

Topic: Conjunc� ons

Dura� on: 5 hours

Brief Descrip� on: This lesson plan apprises the students that a conjunc� on is a word that connects words or groups of words together, join words or clauses to express a concept or thought more eff ec� vely.

Here are some common conjunc� ons:

and or but so nor

Learning Objectives

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

• Iden� fy and state the coordina� ng conjunc� on to connect words or clauses.

• Recognise and use conjunc� ons correctly in sentences.

• Demonstrate correct use of conjunc� ons.

Material Required

Song ‘Conjunc� on Junc� on’, note cards.

Teacher Activity

Sing the song ‘Conjuc� on Junc� on’ to introduce the topic.

Explain that a conjunc� on joins words and phrases. Conjunc� ons make wri� ng more concise. For example: ‘I don’t like apples. I don’t like oranges’. Use the conjunc� on ‘and’ to connect the two sentences: ‘I don’t like apples and oranges.’

Read aloud some sentences and help students iden� fy the conjunc� ons in them.

Example:

I feel sick because I ate ro� en apples and oranges.

(‘and’ is the conjunc� on that joins apples with oranges. It joins two sentences: I feel sick and I ate ro� en apples and oranges.)

Either you quit doing that or I will leave?

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(‘or’ is the conjunc� on that joins ‘either you quit doing that’ with ‘I will leave’.)

Play the song ‘Conjunc� on Junc� on’ by Schoolhouse Rock and ask the students to iden� fy the diff erent ways conjunc� ons can be used. Encourage them to give examples from the song.

This ac� vity introduces them to the basic concept of what a conjunc� on is and what it does.

Sentence Comple� on

On each of the note cards write a conjuc� on and give out one note card to each student. Then, write a sentence on the board, such as ‘The dog jumped at the cat…’. Instruct the students to fi nish the sentence using the conjunc� on note card they have. Encourage them to work in pairs. Tell the students to share their sentence/s with the class.

Example:

The dog jumped at the cat but could not catch it.

The dog jumped at the cat and caught it.

Link-up Games

Ask the students to write a simple sentence, individually. Now divide them into pairs. Encourage the students to think of as many conjunc� ons that would correctly link the two sentences (sentences wri� en by both the partners) together.

Student Activity

Lets Enjoy The Food Together

Observe the picture carefully and write as many sentences as possible using conjunc� ons.

Example:

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It is Rohan’s birthday and he has invited his friends.

He called his neighbour’s son, Albert but he could not come.

Imagine various situa� ons and frame sentences.

Hand-in-Hand

Find the pair of words that go together and join them with ‘and’. Understand that the conjunc� on ‘and’ is used to join words/sentences with similar ideas, e.g.

bread and bu� er

turkey and dressing

fork and knife

Find the words with contras� ng meaning and join them using ‘but’, e.g.intelligent but careless

beau� ful but short

Yes, but...

Divide the class into two groups: Group A and Group B.

Ask the groups to line up. The fi rst student in each group stands facing each other and the other students stand one behind the other.

Flip a coin to decide which group will go fi rst.

Give a topic and sentence that the groups have to base their dialogue on.

If Group A gets to go fi rst, the fi rst student in the line begins by saying a sentence that relates to the topic beginning with ‘Yes, but. ..’

A� er saying the sentence, the student runs to the back of his/her group line. Now, the fi rst student in Group B has to say a sentence in reply to Group A’s sentence, beginning with ‘Yes, but...’ and then runs to take posi� on at the back of the group line.

Example:

Topic : Healthy Food and Junk Food

Sentence: Do you like to eat junk food?

Student: Yes, but my parents have fi xed days when I can eat junk food.

(There can be diff erent responses on behalf of the students.)

Keep repea� ng the process un� l all the students have had a chance to say a “Yes, but...” sentence.

ReviewRead aloud some sentences and encourage the students to suggest suitable conjunc� ons to join the two sentences.

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For example :

I was scared. The room was dark.(because)

I ate an apple. Sam ate a banana. (and/but)

Sing Together

Conjuc� on Junc� on

A con-junc-� on is con-nect-ing two-oo words

Double subject: Jim and Nancy fed the birds.

There’s an-o-ther way to use it,

We can have a double ver-b,

Mike’s bi-cy-cle rolled and crashed in-to the curb.

Would you like to have some ice cream or some cake?

In the yard you use a hoe or use a rake.

Use this very small con-junc-� on then, and use your sing-ing voi-ce,

Lit-tle words can sure-ly help you make the choice.

I like blue but “I will take the colour red”.

Con-tra-dicts the words that wer-e just said.

I like green but give me gre-y.

First choice an-o-ther day

Con-junc-� ons ar-e help-ful in this way.

Assessment

Partner Up: Simple Sentence Crea� on with Conjunc� ons

This ac� vity can be used as a � med exercise in which the students are provided with twenty simple sentences. The students must link the sentences together to further comprehend the purpose of conjunc� ons.

By monitoring the students par� cipa� on in the class and their wri� en responses, the teacher will be able to formally and informally gauge their understanding and ability to use conjunc� ons as a device to join two words/group of words or sentences.

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EnglishLesson Plan-b

Topic: Singular - Plural

Dura� on: 4 hours

Brief Descrip� on: This lesson acquiants the students with plural words. They learn to classify the words based on their form - singular or plural and understand the rules to be followed to change the form by adding ‘s’/ ‘es’.

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

• Understand the terms ‘singular’ and ‘plural’.

• Change singular nouns into plural by adding ‘s’.

• Recognise singular nouns and plural nouns.

• Apply the rule for adding the le� ers ‘s’/‘es’ to change the singular form into plural form.

Material Required Printed game cards, any short story.

Teacher ActivityExplain the concept of singular and plural nouns. Give examples such as ‘The dog chased the cats’ and ask the students to iden� fy the singular and the plural noun in the sentance.

Write several singular words as per the understanding level of the students. Explain that all words that add ‘s’ or ‘es’ to frame their plural end with s, sh, ch or x. Read the words and ask the students to tell the plural form of the nouns. Write the plural form of the words using diff erent colours. The students write the same informa� on in their notebooks.

Memory Game

Play a game in the class with printed game cards.

The rules of the game are:

Rule 1: Blue card stands for singular and red card stands for plural.

Rule 2: Blue card requires use of the indefi nite ar� cle ‘a’ as a preceding element.

Rule 3: Red card depicts a clear ‘s’ a� er the items to indicate that the plural form requires ar� cula� on of ‘s’.

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Sca� er and place all the cards face down on a table. The students, in groups of three or

four, take turns fl ipping over two cards at a � me and trying to match a blue card with its

corresponding red card. They can state what is on each of the two cards with gramma� cal

accuracy. This could start with simple phrases such as ‘a cat - two cats’ and move into ‘It is

a cat - They are cats”, “This is a cat - These are cats”, “That is a cat - Those are cats”.

There are some words that do not have a plural form.

For example:

scenery, news, furniture, deer, sheep, milk, fl our.

There are some words ending in ‘s’ which are always in the plural form.

For example:

scissors, trousers, pyjamas.

Thumbs Up, Thumbs Down

Write a singular noun on the board and its plural form incorrectly, for example: sheep/

sheeps. Ask the students to respond by showing a thumbs up if the plural form is correct

or a thumbs down for an incorrect answer. Try the ac� vity using diff erent words,

occasionally giving common misspelt and uncountable nouns. Encourage the students to

volunteer to write singular and plural words on the board. This would help the teacher to

check the comprehension level of the students.

Student Activity

Palm Ac� vity

The palm ac� vity is to be played in pairs.

Write a singular noun, using the backside of a pencil or fi nger on your partner’s palm or

arm. (The word should be wri� en in capital le� ers and spelt correctly. The pencil or pen

should not be pressed too hard and should not cause pain.)

The partner will, then, write the plural of the word on the palm or arm of the student who

has wri� en the singular noun.

Exchange the roles. A singular noun will be wri� en by the partner on the fi rst student’s

palm or arm and the fi rst student will write the plural form.

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Note: Wri� ng and recognising words wri� en on the skin without looking at the wri� ng is called ‘grape theses’. It reduces the dependence on visual informa� on and thus develops higher order language skills.

Before and A� er Food

Tell the students to name the food they had for breakfast and have brought in their lunch box. The responses may vary like milk, slice of bread, sandwich, etc. Tell the plural forms of these food items and observe the names which do not have plural forms, e.g. milk, sugar, bu� er. Extend the ac� vity by asking the students the names of food which are consumed just as they are, such as banana, cherry, cucumber, etc. and those which are processed before they are edible such as bu� er, french fries, cheese, bread, etc.

Make charts of ‘Before’ (chart must have food items which we eat as they are) and ‘A� er’ (chart must have food items which are cooked and processed before we consume them).

Discuss about the sources of these food items and share their plural forms.

ReviewRead the poem and ask the students to iden� fy the nouns segrega� ng them as singular and plural.

I’d like to be a farmer,

With lots of fowls and pigs.

And four and twenty cows,

With lots of lambs and sheep.

I’d run and play with them all day,

Un� l we went to sleep.

The students will be asked to frame sentences on their own, using the singular and plural form of the word/s.

AssessmentThe students can be evaluated on the basis of their understanding and responses in the class. This would be an informal judgment.

They can also be gauged by their performance in the worksheets provided to them and their ability to cite and produce new materials independently.

29

EnglishLesson Plan-c & d

Topic: Use of is, am, are; Blend Words

Dura� on: 4 hours

Brief Descrip� on: This lesson involves knowledge about correct gramma� cal structure of a sentence and the appropriate use of ar� cles in a sentence.

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

• Iden� fy the verbs in a sentence or paragraph.

• Learn the use of is, am and are.

• Understand the use of singular and plural forms of verbs.

Material Required Markers, Book - Grammar Roots, slips with set of words wri� en on them.

Teacher ActivityElaborate that there is an agreement between a subject and its corresponding verb to frame gramma� cally correct structured sentences: a singular noun takes a singular verb and a plural noun takes a plural verb.

For example: The book is on the table.

singular noun singular verb

The books are on the table.

plural noun plural verb

Divide the class into fi ve groups and distribute a set of word cards to each group. Invite each group to come forward with their set of words. Help them to frame sentences in the syntac� cal order and rearrange them in a sequen� al order to form a story. Write the story on the board, underline all the verbs and emphasise on its use.

Take the students to the playground. Involve the groups in diff erent ac� vi� es. Invite each student, one by one, and ask him/her to tell what others are doing. Ensure the use of verbs in the answers given by the students.

Lesson PPPPPPPPPPPPPPPPPPPPPPPPlllllllllllllllllan-c &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& dnd Words

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Example:

Teacher: What is Rachel doing?

Student: She is enjoying on the swings.

Teacher: Do you fi nd Ben and Susan around? Where are they?

Student: No, they are not. They are playing football.

Teacher: Are you going to join them?

Student: No, I am going to play with the fl ying disk.

Ask as many ques� ons as desired. The answers to the ques� ons should contain is, am and are as helping verbs.

Write a few sentences on the board using is, am and are.

Example:

We are from Venezuela.

I am a student.

My name is Antony.

There are twelve students in my class.

John is an engineer.

She is a journalist.

Frame the nega� ve and interroga� ve forms of these sentences. Ensure that the helping verbs - is, am, are are used at the beginning of the sentences.

Student ActivityRead the sentences (wri� en on the board/worksheets) and choose the correct form of the helping verbs for the subjects in each of the given sentences. Explain that these are the sentences star� ng with ‘there’ where subject comes a� erwards.

1. There is / are many animals in the zoo.

2. There is / are an apple on the table.

3. There is / are a snake in the grass.

4. There is / are lions in the zoo.

5. There is / are many cubs near the lions.

6. There is / are a bird in the tree.

7. There is / are chocolate in the refrigerator.

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8. There is / are fruits in the basket.

9. There is / are some water in the lake.

10. There is / are a party tonight.

Flashcard Reading

Observe the fl ashcards and frame related sentences containing is, am, are.

I am a food lover.

The boy is ea� ng a carrot.

There are fruits in the boy’s hand.

This is a trowel.

This is a vegetable.

Bell pepper is a healthy vegetable.

Bell peppers are of diff erent colours.

Encourage the students to come up with diff erent responses.

ReviewDistribute worksheets to the students and ask them to fi ll in the blanks using the verbs is, am, are.

a) Jill ________ from Brazil.

b) My name ________ Ron. Michael and Ben ________ my cousins.

c) Rina ________ Sharon’s mother. David________ her father.

d) This ________ my family from Israel. It ________ a big family.

e) I ________ Tom. Lynn ________ my aunt and Eli ________ my uncle.

AssessmentAssess each student on the basis of his/her verbal and wri� en responses in the class.

Children are enjoying themselves.

32

Environmental EducationLesson Plan-a

Topic: Signifi cance of Food

Dura� on: 3 hours

Brief Descrip� on : In this lesson, the students will understand the term nutrients and minerals, accurately analyse their food prefrences and how to improve their diet.

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

• Understand the signifi cance of ea� ng healthy and nutri� ous meals.

• Dis� nguish between healthy food and junk food.

• Appreciate the importance of proper food habits and its benefi ts.

Material RequiredCutouts of vegetables, fruits, nuts, milk and eggs, puppets, powerpoint presenta� on on good ea� ng habits, samples of junk food and healthy food, snakes and ladders game boards with good and bad ea� ng habits wri� en on it, dice, paint brush, onions, lady fi nger, poster colours.

Teacher ActivityAsk thought provoking ques� ons like:

Name the food that are good for us.

Which food should be eaten sparingly? Why?

Explain the importance of a balanced diet. A healthy diet involves ea� ng the right kind of food with diff erent nutrients for the proper growth of our body and that helps our organs to perform their func� ons properly. Taking a balanced diet is vital for our body as it helps us to stay healthy. This means ea� ng a lot of healthy food, i.e fruits, vegetables and milk products.

Picky Paul

Narrate the story of a boy named Paul who refuses to eat variety of food which is essen� al for a balanced diet. Discuss the ‘Signifi cance of food’.

T

33

Use cutouts of food items, like nuts, milk, vegetables, fruits, etc. (to explain the concept of good food habits) as props. A� er narra� ng the story, ask the students ques� ons based on the story.

• Why do we need food?

• Why did Paul refuse to eat anything new other than the food he ate regularly?

• Do you also refuse food like Paul?

• What will happen if we keep ea� ng the same food everyday?

• How much water should we drink in a day?

Good Ea� ng Habits

Through a powerpoint presenta� on explain how to imbibe good ea� ng habits. Emphasise on the following points.

• Always eat fresh and covered food.

• Do not eat stale food.

• Always drink fi ltered water.

• Wash your hands or use sani� zer before and a� er having meals to get rid of germs.

• Do not share your spoon or glass with others.

• Include all colours of fruits and vegetables in your meal.

Radhika and the Fairies

Narrate the story. Through this story, explain the importance of consuming healthy food like nuts, milk, fruits and vegetables and its eff ects on our physical and mental growth. Follow up the story by discussing the signifi cance of ea� ng healthy food and harmful eff ects of ea� ng junk food.

Student ActivityDiscuss about the need to eat three/four meals in a day, i.e. breakfast, lunch, evening snacks and dinner. Let the students work in pairs and note the � mings of their meals, number of meals they take in a day and what do they eat. Share and discuss the fi ndings with others.

With the help of the teacher write the names of the students under the following category - those who take three to four meals in a day; those who take proper meals at proper � me daily; and those who take proper and balanced meals at proper scheduled � me daily.

Discuss the need to take meals at proper � me, daily and regularly.

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Discuss the following:

• We should eat meals only at regular intervals.

• We should not eat in-between the meals.

• We should not overeat or eat less.

• We get energy from food to work.

• We should chew our food properly.

Vegetables can be fun, make your own table mats

Take any vegetable, for example an onion and cut it into two halves. Create a design on it, dip it into any colour and print an impression on a piece of cloth. Make place-mats, cards or napkins.

Review

Poster Making

Make a poster on the theme ‘Eat Healthy, Stay Healthy’.

Before the lunch break, discuss with the students their food choices for lunch, favourite foods eaten for lunch and why one enjoys that par� cular food. Enlist the foods items on a chart paper and decorate it with pictures of diff erent food.

Snakes and Ladders

To reinforce the concept of good ea� ng habits, play the game ‘Snakes and Ladders’ with names of healthy food and junk food wri� en on the cardboard. For healthy food habit one gets to climb up, but if it happens to be a junk food, one goes/slides down due to snake bite.

Worksheets

Look at the given pictures and iden� fy the food as junk or healthy food.

Draw, colour and name three foods that you like to eat.

AssessmentAssess the students based on their responses to the following ques� ons:

• How many glasses of water must we drink in a day?

• Why do we need food?

• Why should we eat healthy food?

• We can consume fast food but in modera� on. Why?

35

Environmental EducationLesson Plan-b

Topic: Three Food Groups (Energy giving, Body building and Protec� ve food)

Dura� on: 4 hours

Brief Descrip� on : Through this lesson, the students will be able to make healthy food choices and describe at least two health benefi ts associated with each food group.

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

• Understand and learn about three food groups.

• Know the signifi cance and func� ons of each food group.

• Iden� fy and classify food items into three food groups i.e. energy giving, protec� ve and body building food.

• Understand the importance of a balanced diet.

• Analyse their own diet and try to improve the daily intake of a balanced meal.

• Mo� vate others and themselves to eat healthy food.

Material RequiredSamples of food items, cutouts of various food items, animated video CD (3 food groups), A4 size sheets, cra� paper, sketch pens, adhesive, scissors, story book ‘Gregory the Terrible Eater’ by Mitchell Sharmat.

Teacher ActivityIntroduce the topic by asking simple ques� ons - What is food? Why do we need food?

Discuss why we need to eat diff erent kinds of food in a right quan� ty to stay healthy. Our daily intake of food can be broadly divided into fi ve categories. These are: fruits and vegetables; breads and other cereals and potatoes; meat, fi sh, eggs, beans and pulses; milk and dairy products ; food items containing sugar and fat.

A healthy balanced diet contains more food items from the fi rst two groups and a smaller number of food items from the next two groups. Food from the fi � h group containing fat and sugar should be eaten sparingly and not as a subs� tute for food from the other four groups.

36

To introduce the concept of ‘three food groups’, show the animated video (refer to Teacher Resource Material - Websites). Explain -

• Food items like cereals, ghee, bu� er, sugar, potato, etc. give us energy to work and play. They are called Energy Giving Food.

• Food items such as beans, eggs, cheese, nuts, fi sh, pulses, milk, etc. help us to grow and build our bones and muscles. They are called Body Building Food.

• Food items like fruits and vegetables provide vitamins, nutrients and minerals which help us to fi ght diseases and stay fi t. They are called Protec� ve Food.

Further, elaborate food such as milk gives us energy, helps us to grow and fi ght diseases. Thus, it is called a complete diet. Also tell about the nutrients present in various other food items.

Discuss what one generally eats for breakfast, lunch and dinner.

Food Pyramid

To explain the importance of a balanced diet, prepare a ‘Food Pyramid’. Elaborate the concept of healthy ea� ng. Create a rainbow of coloured, ver� cal stripes to represent the food groups. Here’s what the colours stand for:

orange — grains, cereal, rice and pasta; green — vegetables and fruits; blue — milk and dairy products; yellow — meat, beans, fi sh and nuts; red — sugar and fat.

Student ActivityRead the story, ‘Gregory the Terrible Eater’ by Mitchell Sharmat. It is the story of Gregory, a young goat who is a fussy eater.

Ask the students to share their viewpoints on ‘How can we make sure Gregory’s meals are healthy?’

Follow up the session with an ac� vity with the help of the food pyramid, the number of servings that are allowed from each group for one day. Divide the class into three groups and assign a diff erent food group from the pyramid to them.

Ask the groups to collect pictures of food from magazines or newspapers, appropriate for their food group. Share the informa� on about the pictures of the items found, names of the food and relate them with the food group on the food pyramid.

Display Board on Food

Make a display board of healthy food and junk food. Find pictures, labels and packets to a� ach to the board for a three dimensional eff ect. Students can con� nue to fi nd things and add on to the display board, � ll the lesson con� nues.

37

Recite and learn the poem ‘Healthy Food’ with ac� ons. This will enhance and develop the students vocabulary related to food.

Recapitulate the concept by drama� sing the story ‘Who is the Best?’

ReviewLearn the poem ‘Eat a Carrot Everyday’.

Worksheets

Iden� fy clues and fi nd the answers that are hidden in the given maze.

Examine diff erent meals and enlist the diff erent food groups present/absent in each.

Plan, draw, colour and label the food that you eat for breakfast, lunch and dinner.

Look at the pictures of various food items and classify them into three food groups.

Plan a Meal

Tell the students to plan a menu for any one meal that includes at least one serving of food from each food group. The menu must include a main dish, a side dish and a beverage. Ask the students to share their meal ideas with the class.

Weekly Food Journal

Maintain a weekly food journal of what you eat daily. Either write or draw pictures of the food items.

AssessmentThe students can be assessed on their responses to the task assigned to them.

38

Environmental EducationLesson Plan-c

Topic: Vegetarian and Non-vegetarian Food

Dura� on: 3 hours

Brief Descrip� on : This lesson will help the students to iden� fy the sources of food items

that we eat. They will be able to classify food as vegetarian and non-vegetarian based on

the food source.

Learning Objectives

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

• Iden� fy and list the food that we get from plants and animals.

• Learn about diff erent kinds of food.

• Iden� fy and classify living beings on the basis of their ea� ng habits.

Material Required

A4 size sheets, pictures of vegetables and fruits, menu cards.

Teacher Activity

Elicit responses from the students and write the names of the food items. Classify them according to the source.

Explain that we get food from plants and animals. Give examples of the food items.

Food Sample Ac� vity

Bring a variety of vegetables and fruits.

Explain rice and wheat are the seeds of the plant; caulifl ower and broccoli are the fl owers

of the plant; ginger and potatoes are the stems of the plant; radish and carrot are roots

of the plant; brinjal and lady fi nger are the fruits of the plant; le� uce and spinach are the

leaves of the plant.

39

Organise a visit to a farm, an orchard or a vegetable garden to understand how food

is grown. Let the students observe and think more about how food is grown and

harvested.

Explain, with the help of powerpoint presenta� on, the things that we get from animals.

• We get eggs from hens and ducks. Birds lay eggs but those eggs are not edible, we

mostly eat eggs of hens and ducks.

• We get milk from buff alo, cow and goat.

• We make a variety of things from milk such as curd, cheese, bu� er, etc. These

products are called milk products.

• We get meat from goat, lamb, chicken, etc.

Vegetarians and Non-vegetarians

Find out how many students in the class eat egg, meat, mu� on and fi sh and how many eat

only vegetables. Explain the topic.

• Some people consume only milk, milk products and food items that we get from

plants. They are called vegetarians.

• Some people consume meat, fi sh, chicken, mu� on, eggs, etc. They are called non-

vegetarians.

Student Activity

To iden� fy vegetarian and non-vegetarian packed and processed food, show a food

packet that has a green dot (vegetarian) and the food packet which has a red dot (non-

vegetarian).

Divide the class into four groups: two groups each of vegetarian and non-vegetarian

respec� vely. Ask the vegetarian groups to plan a vegetarian balanced meal for lunch and

tell the non-vegetarian groups to plan a non-vegetarian balanced meal for lunch.

Visit to a Departmental Store

Visit a departmental store and observe the packets of packed foods, like cakes, bread,

biscuits, etc. Note the names of the ingredients and also the colour of the dot which tells

us whether the food is vegetarian or non-vegetarian.

40

Recapitula� on

Put a red dot for the food items that we get from animals and a green dot for the one’s which we get from plants.

Draw and colour the food items that vegetarians don’t eat.

Recite the poem ‘Chicken Soup with Rice’.

Review

Guided Game

To reinforce the concept, ask the students to stand in a circle and pass the clap to the next student. If the student passes the clap to the right hand side, then the student on the right will tell the name a vegetarian dish and if the clap is passed to the student on the le� side, then the student on the le� will name a non-vegetarian dish. The one who gives the maximum right answer, wins the game.

Meal Chart

Make a meal chart by enquiring and gathering informa� on from your friends and rela� ves about the food items that they eat for breakfast, lunch and dinner in a week. Then, highlight the vegetarian dishes with green colour and non-vegetarian dishes with red. Find out how many families are vegetarian and how many are non-vegetarian.

Menu Card

Collect menu cards of various restaurants. Iden� fy and classify vegetarian and non-vegetarian dishes.

AssessmentThe students can be assessed on their responses to the following ques� ons:

• Name the diff erent sources from where we get food.

• Give two examples of the following:

Seeds ………………………………… ………………………………………

Stem ………………………………… ………………………………………

Fruits ………………………………… ………………………………………

Leaves ………………………………… ………………………………………

• Name a few non-vegetarian food items.

41

Environmental EducationLesson Plan-d

Topic: Raw Food and Cooked Food

Dura� on: 3 hours

Brief Descrip� on : Through this lesson, the students will be able to diff eren� ate between

food items that can be eaten raw and the food items which need to be cooked before

ea� ng. They will learn about the benefi ts of ea� ng raw food and cooked food.

Learning Objectives

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

• Understand the benefi ts of ea� ng raw and cooked food.

• Compare how ea� ng habits have changed with � me.

Material Required

A4 size sheets, ziploc bags, serving containers of diff erent types, blunt knives, plates,

forks, pepper, lemon, salt, raw vegetables, various food items such as fruits, vegetables,

pulses and cereals.

Teacher Activity

Start a discussion on raw food and cooked food.

• Do you cook and eat fruits?

• Can you eat wheat, rice, kidney beans raw? If not, why?

Explain that some food items can be eaten raw whereas some food items cannot be eaten

raw and they need to be cooked.

Discuss how the ea� ng habits of human beings have changed over the period of � me

and draw comparison between the food habits in the past and present. Explain through a

powerpoint presenta� on the inven� on of fi re and evolu� on of cooking food.

Ini� ate a discussion on foods which are o� en eaten raw and cooked and how they

are prepared (grilled, baked, boiled, steamed, etc.). Ask the students to tell which raw

vegetables they like. Explain that raw food are usually very good for us as they contain

42

minerals, vitamins and are rich in fi bre. Cooked food should be prepared well and not overcooked.

Demonstrate the ways of cooking food - boiling, steaming, baking, frying, grilling, etc.

Ask ques� ons and discuss what happens to the vitamins in the vegetables when boiled? Some dissolve in the water when boiled.

Show pictures of or mime the method of steaming. Is this be� er than boiling? Yes, because the vitamins stay in the vegetables. Talk about grilling vegetables on a grill. Is this a good method to cook food?

Finally, demonstrate s� r-frying. Explain that it is a faster and quicker way to cook food and many of the vitamins stay in the food.

Let the students draw conclusion about the diff erent cooking methods and the method in which food is cooked at their homes.

Student ActivityBrainstorm about the food the students enjoy ea� ng. Write their responses on slips and paste them on the display board. Distribute food adver� sements, magazines and coupon supplements to students. In pairs or alone, let them collect pictures of food items they eat.

Display the pictures of raw food around the classroom and ask students to iden� fy them, e.g. apple, chicken, eggs, corn, cow, grapes, oranges, peanuts, potatoes, rice, soybeans, tomatoes, wheat, etc.

Ask the students to walk around the room sor� ng and matching their pictures of food with the pictures of raw food.

Raw or Cooked

Hang plain charts in diff erent loca� ons in the classroom. Print or write the following headings on diff erent sheets.

• Beverages and Teas

• Plants, Fruits and Vegetables

• Meat and Poultry

• Breads, Nuts, Seeds and Grains.

Divide the students into 4 groups and let each group illustrate as many food as they can

think of that come under a par� cular heading. Glue the pictures on the chart paper.

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Salad Party

Arrange a Salad Party. Explain the food items that can be eaten raw and its benefi ts. This ac� vity will also provide a model for healthy ea� ng. Ask each student to bring a vegetable that can be eaten raw. Students can choose a vegetable that is either a fruit (cucumber, tomato), a leaf (le� uce), a stem or a root (carrot). Tell them to bring the food items in a ziploc bag.

Guide the students to prepare a salad. Each student will perform his/her duty while making the salad. Eat it and enjoy it.

Taste and Tell

Bring assorted food items to the class, e.g. apple sauce, condensed milk, baked potatoes, smoked corn, etc. Blindfold the students and tell them to iden� fy the food by tas� ng a small amount. Ask the students to choose any one food of their choice and make a book about its diff erent forms. For example ‘A book about apples’ will include names of food made with apple as its main ingredient, like apple jam, apple pie, etc. The book can also be in the shape of an apple.

If possible, organise a visit to a grain mill to provide a fi rst hand experience to the students. Observe the processes that prepare our dietary staple for consump� on. This will help students to connect classroom learning with real life and prepare them to make healthier choices about the food they eat.

ReviewWorksheets

Compare the ea� ng habits of the humans in the past and present.

Answer the ques� ons based on food.

Recite and enact the poem ‘Cooking Vegetable Soup’.

AssessmentAssess the students based on their responses to the following ques� ons:

• Name four vegetables that can be eaten raw.

• List food items that cannot be eaten raw.

• List two benefi ts of ea� ng:

- raw food

- cooked food

44

MathematicsLesson Plan

Topic: Mul� plica� on

Dura� on: 13 hours

Brief Descrip� on : In this lesson, the students learn that mul� plica� on is the quickest way to add the same numbers. Mul� plica� on as repeated addi� on is explained through ac� vi� es. Mul� plica� on tables of 2, 3, 4, 5 and 10 are reinforced through skip coun� ng and dot paper method. The situa� ons from daily life involving mul� plica� on are also discussed.

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

• Relate repeated addi� on with the concept of mul� plica� on.

• Comprehend and recall mul� plica� on tables of 2, 3, 4, 5 and 10 using dot paper and skip coun� ng methods.

• Comprehend and solve picture stories and situa� ons related to mul� plica� on.

Material Required Flashcards of pictures of fruits and vegetables, ice tray, macaronis/beads/marbles, beans, 10 small jars, 30 candies, cutout of cars, 40 bu� ons, beans, worksheets with dot structure, cutouts of grapes and grapevine, dice, connec� ng cubes, number grid, chocolates.

Teacher Activity Introduce the topic using fl ashcards.

Show the fl ashcard depic� ng two things in groups and ask the following ques� ons.

45

How many cherries are there in each group?

How many groups are there?

How many cherries are there in all?

Explain that there are two cherries on each card.

2+2+2+2 = 8 Hence, there are 8 cherries in all.

It can be wri� en as 4 � mes 2 = 8 or 4 groups of 2 is equal to 8.

So, 2+2+2+2 = 8

4 � mes 2 = 8

4 groups of 2 = 8

4 x 2 = 8

Where ‘x’ symbol stands for ‘� mes’ or ‘groups of’.

Ask the students to observe and note when the same number is added to itself repeatedly, it is called repeated addi� on. The process of fi nding the total number obtained by combining several groups of similar size is called mul� plica� on. ‘x’ is the sign of mul� plica� on.

Con� nue the ac� vity by showing the fl ashcards of cakes with 5 candles on each. Ask the following ques� ons:

How many candles are there on each cake?

How many cakes are there?

How many candles are there in all?

What will be the addi� on sentence?

What will be the mul� plica� on sentence?

46

5+5+5 = 15

or

3 � mes 5 =15

3 groups of 5 =15

or

3 x 5 = 15

Mul� plicand Mul� plier Product

The result of mul� plica� on is called Product.

Also, explain mul� plica� on with 1 and zero.

Four columns, each has one apple.

1 + 1 + 1 + 1 = 4

4 � mes 1 = 4

4 X 1 = 4

The product of a number and one is the number itself.

Four columns, each has zero apples.

0 + 0 + 0 + 0 + 0 = 0 apples.

5 � mes 0 = 0

5 x 0 = 0

The product of a number and zero is zero.

47

To reinforce the concept of mul� plica� on as repeated addi� on do the ac� vity ‘Rock and Roll’ with the students.

Explain mul� plica� on in two ways (commuta� ve property) through the following ac� vity.

Ice Tray

Divide the students in groups of 4 each. Provide each group with an ice tray and beads or uncooked macaronis. Write a problem on the board, such as 3 x 4. Now, ask the students to display the problem using diff erent compartments of the ice tray to hold each group of beads or macaronis.

The students only use 3 compartments and put 4 items in each compartment.

Numbers of columns fi lled up in the ice tray = 3

Number of items in each group = 4

Total number of items in the ice tray = 4 + 4 + 4 = 12

So, 3 groups of 4 or 3 x 4 = 12

Also count by 4’s - 4, 8 and 12.

Similarly, display 4 x 3. The students use 4 compartments and put 3 items in each and s� ll get 12 as the product.

48

Number of columns fi lled up in the ice tray = 4

Number of items in each group=3

Total number of items in the ice tray = 3 + 3 + 3 + 3 = 12

So, 4 groups of 3 or 4 x 3 = 12

Also count by 3’s - 3, 6, 9, and 12.

Explain ‘4 X 3’ and ‘3 X 4’ equals to 12. Mul� plied in any order, the product of numbers remains the same.

Provide fl ashcards to each group and ask them to group the food items in two diff erent ways. Then, write the addi� on and mul� plica� on facts.

The students will understand that mul� plica� on is grouping of sets and repeated addi� on. Explain that to gain a strong founda� on they have to memorise the mul� plica� on tables as it will help them to perform calcula� ons rapidly.

In this ac� vity, tables of 2, 3, 4, 5 and 10 are derived with the help of skip coun� ng and dot paper methods.

Beans and Worksheets with Dot Structure

Provide the following worksheet and beans to each student.

Ask the students to keep 2 beans in each oval shape and write the total number by adding the beans in the next shape.

EMPTY PACKETS NUMBERS

49

Similarly, build up the tables of 3 and 4 by pu� ng three and four beans in each oval.

The ac� vity is taken up with each table and followed by a worksheet on dot tables.

TABLE OF 2

One 2’s is 2

Two 2’s are 4

Three 2’s are 6

Four 2’s are 8

Five 2’s are 10

Six 2’s are 12

Seven 2’s are 14

Eight 2’s are 16

Nine 2’s are 18

Ten 2’s are 20

1 � mes 2

2 � mes 2

3 � mes 2

4 � mes 2

5 � mes 2

6 � mes 2

7 � mes 2

8 � mes 2

9 � mes 2

10 � mes 2

1 X 2 = 2

2 X 2 = 4

3 X 2 = 6

4 X 2 = 8

5 X 2 = 10

6 X 2 = 12

7 X 2 = 14

8 X 2 = 16

9 X 2 = 18

10 X 2 = 20

1

2

3

4

5

6

7

8

9

10

2

4

6

8

10

12

14

16

18

20

TABLE OF 3

One 3’s is 3

Two 3’s are 6

Three 3’s are 9

Four 3’s are 12

Five 3’s are 15

Six 3’s are 18

Seven 3’s are 21

Eight 3’s are 24

Nine 3’s are 27

Ten 3’s are 30

1 � mes 3

2 � mes 3

3 � mes 3

4 � mes 3

5 � mes 3

6 � mes 3

7 � mes 3

8 � mes 3

9 � mes 3

10 � mes 30

1 X 3 = 3

2 X 3 = 6

3 X 3 = 9

4 X 3 = 12

5 X 3 = 15

6 X 3 = 18

7 X 3 = 21

8 X 3 = 24

9 X 3 = 27

10 X 3 = 30

1

2

3

4

5

6

7

8

9

10

3

6

9

12

15

18

21

24

27

30

50

TABLE OF 4

One 4’s is 4

Two 4’s are 8

Three 4’s are 12

Four 4’s are 16

Five 4’s are 20

Six 4’s are 24

Seven 4’s are 28

Eight 4’s are 32

Nine 4’s are 36

Ten 4’s are 40

1 � mes 4

2 � mes 4

3 � mes 4

4 � mes 4

5 � mes 4

6 � mes 4

7 � mes 4

8 � mes 4

9 � mes 4

10 � mes 4

1 X 4 = 4

2 X 4 = 8

3 X 4 = 12

4 X 4 = 16

5 X 4 = 20

6 X 4 = 24

7 X 4 = 28

8 X 4 = 32

9 X 4 = 36

10 X 4 = 40

1

2

3

4

5

6

7

8

9

10

4

8

12

16

20

24

28

32

36

40

To recall the tables, skip coun� ng in twos, threes, etc. is introduced by grouping collec� ons in twos, threes, etc.

For skip coun� ng by 2 show students pictures of things that occur in pairs, e.g. shoes, socks, chops� cks.

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The coun� ng will be 2, 4, 6, 8, 10, 12, 14, 16

For skip coun� ng by three, display 10 jars with three candies in each. Ask the students to fi nd the total number of candies by coun� ng in 3’s.

The coun� ng will be 3, 6, 9, 12, 15, 18, 21, 24, 27, 30

Coun� ng by 4’s

Ask the students to list things that come in 4’s, e.g. wheels on a car, holes in a bu� on, animals with four legs, etc.

For coun� ng in groups of 4, provide students with cutout of cars and bu� ons as wheels. The students put four wheels on each car and fi nd out how many wheels are there on all the cars by coun� ng in 4’s.

Further, show the following picture and ask the students to count in 2’s to fi nd the total number of eyes and feet.

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The coun� ng will be 4, 8, 12, 16, 20, 24, 28, 32, 36, 40

Similarly, count in groups of 5 and 10 with the help of fi ngers.

A� er the students have mastered the skill of skip coun� ng by 1’s, 2’s, 3’s, 4’s, 5’s and 10’s. Explain how skip coun� ng helps them to learn tables easily and quickly.

The students are now familiar with the concept of repeated addi� on as mul� plica� on and have memorised tables to do calcula� on faster. The ac� vity ‘Growing a Grapevine’ will help the students to apply the knowledge of tables in real life situa� ons.

Growing a Grapevine

The teacher displays the grapevine on the board using cutouts of numbers in place of bunches of grapes. The cutout of number grapes with mul� plica� on sum based on tables of 1, 2, 3, 4, 5 and 10 are kept on the table. Every student has to pick up one bunch of number grapes and read it carefully and then, hang the card corresponding to its product.

32 16

9

10

15

50

53

5 × 3 10 × 5

2 × 8 10 × 5 3 × 3

3 × 3

Con� nue the actvity � ll all the students get a chance to complete the grapevine.

A� er the ac� vity, the grapevines are displayed in the class.

Student Activity

Tables through Skip Coun� ng

Divide the class in groups and provide each group a number grid. To generate table of 5,

ask the students to start coun� ng from 1 and colour every fi � h number.

54

NUMBER GRID TABLE OF 5

1 2 3 4 5 6 7 8 9 10 1 X 5 = 5

11 12 13 14 15 16 17 18 19 20 2 X 5 = 10

21 22 23 24 25 26 27 28 29 30 3 X 5 = 15

31 32 33 34 35 36 37 38 39 40 4 X 5 = 20

41 42 43 44 45 46 47 48 49 50 5 X 5 = 25

51 52 53 54 55 56 57 58 59 60 6 X 5 = 30

61 62 63 64 65 66 67 68 69 70 7 X 5 = 35

71 72 73 74 75 76 77 78 79 80 8 X 5 = 40

81 82 83 84 85 86 87 88 89 90 9 X 5 = 45

91 92 93 94 95 96 97 98 99 100 10 X 5 = 50

NUMBER GRID TABLE OF 10

1 2 3 4 5 6 7 8 9 10 1 X 10 = 10

11 12 13 14 15 16 17 18 19 20 2 X 10 = 20

21 22 23 24 25 26 27 28 29 30 3 X 10 = 30

31 32 33 34 35 36 37 38 39 40 4 X 10 = 40

41 42 43 44 45 46 47 48 49 50 5 X 10 = 50

51 52 53 54 55 56 57 58 59 60 6 X 10 = 60

61 62 63 64 65 66 67 68 69 70 7 X 10 = 70

71 72 73 74 75 76 77 78 79 80 8 X 10 = 80

81 82 83 84 85 86 87 88 89 90 9 X 10 = 90

91 92 93 94 95 96 97 98 99 100 10 X 10 = 100

The same ac� vity is con� nued to learn the table of 10. Every tenth number is coloured to

get the table of 10.

Similarly, repeat the ac� vity for genera� ng tables of 2, 3 and 4.

To reinforce tables of 5 and 10, distribute worksheets of dot structures and the students

write the tables themselves.

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Table of 5 Table of 10

1 × 5 = 5 1 × 10 = 10

Jump and Count

Draw a big circle with 10 dots around it, on the ground. The teacher calls out number 5,

the student stands on the fi rst dot and says 1 � mes 5 = 5.The teacher says 20, the student

skips each dot by coun� ng in 5’s, reaches the fourth dot and says 4 � mes 5 = 20. The game

con� nues � ll all the students get a chance to par� cipate. Similarly repeat the ac� vity for

the tables of 1, 2, 3, 4, and 10.

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What is Your Number?

On a name card write a mul� plica� on problem e.g. 5 x 7.

Each student wears the number name card for one day and will not be called by his/her

name. When a student wants to speak to someone, they must call them by their answer

e.g. 35.

Review

To develop the fl uency in the mul� plica� on tables, drill the tables regularly. The learning

of tables is made easier by singing them in rhythm or through poems.

Coun� ng by 2’s

When I’m in a hurry,

To count up something long,

I skip some of the numbers,

As I sing this song.

Two, four, six, eight chicks I saw,

With a mother hen.

Ten, twelve, fourteen, sixteen.

Count them all again.

Found A Penny (Coun� ng by 4’s) Coun� ng by 10’s

4, 8, 12, 16, 20, I just found a brand new penny. Ten, twenty, thirty, forty, fi � y

24, 28, it was by the gate. Pennies on the fl oor.

32, 36, under some big s� cks. To get up to a hundred

40, 44, now I’m off to the store. I’ll need fi � y more.

Associate mul� plica� on with real life experiences by discussing situa� ons where it is

used.

For example:

3 eggs are used to make a cake. How many eggs are needed to make 4 cakes?

Explain instead of coun� ng 1, 2, 3, 4…. or 3 + 3 + 3 + 3, use mul� plica� on tables 4 � mes

3 is equal to 12 .

So, 12 eggs are needed to make 4 cakes.

57

Assessment

The students are assessed on their knowledge related to the topic, par� cipa� on in

class ac� vi� es and how effi ciently they are able to apply the concept learnt outside the

classroom.

58

Performing Arts Lesson Plan

Topic: Karaoke - Sing and Dance with Music

Dura� on: 3 hours

Brief Descrip� on: This lesson involves knowledge about diff erent tempos of music through

recorded piece of music, i.e. how it can be quite so� and loud all of a sudden and enac� ng

and expressing as per the tempo of the music.

Learning Objectives

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

• Classify music as so� , loud or medium.

• Use music for specifi c purposes.

Material Required

Puppet of a lion and a mouse, picture of Haydn

Teacher ActivityShare the biography of Haydn with the students.

Listen to recorded music and recognise how music and sounds form an integral part of our

day-to-day experiences.

Sing, maintaining a steady beat, either solo or in chorus.

Puppet Ac� vity

Introduce the mouse puppet and let it talk or sing so� ly with the selected familiar song

such as “London Bridge” or any other song of the teacher’s/students’ choice and invite

the class to sing along so� ly with the recorded music.

Introduce the lion puppet and tell that when a lion roars, it is quite loud compared to a

mouse.

59

Student Activity

Students sing a song and demonstrate so� and loud tempos.

Ask the students to listen to the recorded music and iden� fy so� -loud sec� ons as well as

medium loud/medium so� sec� ons in the song and express the diff erence through varied

movements.

Switch Over

Play a game of ‘Switch Over’. Take two glove-puppets - a lion puppet and a mouse puppet

or any other puppets of the students choice. Sing a song or ‘London Bridge’. First, sing

so� ly and display the mouse puppet. Then, display the lion puppet and sing loudly. Now,

sing the song with modula� on and change the puppets according to the tempo of the

music.

Review

Ask the students to describe and demonstrate what they have learnt.

Assessment

Play a piece of music with diff erent tempos and ask the students to iden� fy the tempos.

60

Visual ArtsLesson Plan

Topic: Shape, Colour and Texture of Fruits and Vegetables

Dura� on: 3 hours

Brief Descrip� on: The students will acquire the knowledge to use the shape, colour and texture of fruits and vegetables and apply them to create illustra� ons and artwork.

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

• Explore designs in fruits and vegetables.

• Use the designs to create artwork.

• Apply and use various shapes while designing.

• Observe the colours of fruits and vegetables and apply it in art and design.

Material Required Lady fi nger (okra), poster colours, vegetables and fruits, trays, forks and spoons, drawing sheets, oil pastels, artwork of ar� sts - S� ll Life, origami paper, pastel sheets, glue, scissors.

Teacher ActivityCut a lady fi nger (Okra) and show the design in the sliced part. Discuss the use of this design. Brainstorm with the students on ideas as to what can be made with it. Integrate mathema� cs into the lesson as designs also involves repe� � on of the same pa� erns. Reinforce skip coun� ng through the print designs in the groups of two, three, four.

Divide the class into groups and ask each group to bring vegetables/fruits (cut or whole). Give the informa� on one week prior to the ac� vity.

Discuss the colour of the fruits and vegetables the students have brought. Regroup the students according to the colour of the fruits/vegtables. Give them containers to put their vegetables/fruits. Discuss the colours they have collected.

Brainstorm on ideas for salad designs and draw them on the board. For the salad collage ac� vity, divide the class in groups of 4 students. Provide trays to each group. Instruct the students to handle their salad with clean hands and wash the fruits/vegetables before cu� ng. Elaborate the importance of maintaining hygiene and cleanliness while cooking food. Take photographs of the salads prepared by the students.

61

Student ActivityTake paint in pale� es. Dip the okra, design face down, into the paint and stamp the design onto the paper to create block prints for le� er paper, cards, etc.

Place fruits and vegetables in a basket. Demonstrate overlapping of the objects. Ask the students to observe the shapes and pa� erns. Introduce the rudiments of drawing by sketching the outlines. Show visuals of s� ll life pain� ngs by famous ar� sts. (source: h� p://www.amsterdam-artgallery.com/faq.php)

Weave a basket using strips of brown and ochre yellow paper. Paste it at the bo� om of the sheet. Draw and colour the fruits/vegetables on it. Colour the background.

ReviewEach student explains about the fruits/vegetables, in terms of texture, taste and colour a� er the salad ac� vity.

Draw fruits and vegetables of your choice.

62

Physical EducationCard 9

Throwing and catching games

Use these activities to:• Use throwing and catching skills to play simple games

• Be ready to catch the ball

• Improve the ac� ons of throwing and catching

• Watch and track the ball through the air.

63

Activities

In groupsAround the circle

• Pass the ball around the circle of players.

Monkey in the centre• Pass the ball across the circle. The player in the middle tries to stop the ball being

passed. If the player in the middle succeeds she/he changes places with the student who threw the ball.

Variations• Take balls of various sizes or change the object being thrown (e.g. bean bag).

• Increase the distance between players.

Equipment• Ini� ally use larger/so� er balls. As students become competent, introduce diff erent

balls and other equipment like rings.

• Lime powder or markers

Safety measures• Use so� or light equipment only

• Space ac� vi� es

• Watch out for others par� cularly when collec� ng and chasing a� er objects.

Links to other subjects

English: Build a working profi ciency of the language• When playing the games use diff erent sized balls. During the lesson expose the students

to the compara� ve forms of relevant vocabulary. For example ‘throw the large ball to Renu’, ‘throw the largest ball to Rajesh’.

Mathematics: Mental arithmetic• Each � me a student catches the ball they mentally add a mul� ple of ten. Keep going

un� l the ball is caught by the student in the middle. This can be repeated with students subtrac� ng mul� ples of ten from 100.

Curriculum links• Linked to the learning objec� ve nos. 5 and 18 in the CBSE School Health Manual and

the Theme on Body Awareness in the NCERT Syllabus: What are the sensory organs I use when throwing and catching?

Self assessment• Was I successful at catching the ball?

• When in the centre of the circle did I mange to stop the ball being caught?

64

Card 10Movement with a ball

Use these activities to:• Dribble a ball in diff erent ways

• Use diff erent implements to dribble a ball

• Understand what it means to ‘dribble’ a ball

• Improve neuromuscular coordina� on.

65

Activities

In Groups• Dribble/tap a ball with the hand. (1)

• Dribble/tap a ball with a s� ck. (2)

• Dribble/tap a ball with a bat. (3)

• Dribble/tap a ball with the feet. (4)

• Dribble a ball by bouncing it downwards (as in basketball). (5)

Variations• Use cones to create zigzag pathways for students to follow.

• Use smaller balls.

• Roll rings.

Equipment• Variety of balls, bats and s� cks.

• Lime powder or markers.

• Cones and markers for moving around.

Safety Measures• Watch out for others when moving.

• Tell others if the ball rolls into their path.

• Be careful when chasing a� er a ball that has rolled away.

Links to other subjects

English: visual familiarity with text• Sentence cards are placed at the end cone. Students dribble the ball and pick up a

card. They read the sentence wri� en on the card.

Mathematics: subtraction• Count the number of � mes you tap the ball when dribbling it. Subtract this number

from a given number.

Curriculum links• Linked to the learning objec� ve nos. 6 and 11 in the CBSE School Health Manual and

the Theme on Movement Awareness in the NCERT Syllabus: What are the fundamental movements?

Self Assessment• Which is my best way of moving with a ball? Using a hockey s� ck, tapping it, dribbling

it or bouncing it?

66

Assessment

67

Rubric for the unit

Expected Indicators of student’s performanceLearningOutcomes Beginning Developing Achieved

The student is able to:

Consistently and appropriately use conjunc� ons to join two words, group of words and sentences together.

Use of conjunc� ons

The student is able to:

Iden� fy the conjunc� ons but needs assistance to use appropriate conjunc� ons to join them together.

The student is able to:

Iden� fy the joining words or conjunc� ons.

Knowledge about singular and plural

Use of singular and plural

Change singular nouns into plural with support and guidance.

Display limited knowledge of the modifi ed form of a noun when changed into its plural form.

Change singular into plural and vice versa.

Exhibit confi dence in the applica� on of singular and plural nouns, and has knowledge of rela� on between singular/plural nouns and verbs.

Understand the rules of plural forma� on and apply them.

Write and speak correct and eff ec� ve English using singular and plural nouns and subject verb agreement.

AssessmentEnglish

By the end of this unit, the students will be able to: • Use conjunc� ons to join words, group of words and sentences.

• Learn about nouns and their number.

• Change singular nouns into their plural forms and vice versa.

• Use the correct helping verb in rela� on to the corresponding noun.

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Expected Indicators of student’s performanceLearningOutcomes Beginning Developing Achieved

Exhibit a complete understanding of verbs in rela� on to nouns and iden� fy verbs in a sentence.

Exhibit a complete understanding of the use of helping verbs in a sentence and use them independently.

Knowledge about verbs

Use helping verbs in a sentence

Project be� er understanding of verbs in rela� on to nouns.

Use helping verbs correctly thus enhancing one’s speaking as well wri� ng skills.

Demonstrate li� le knowledge about ac� on words.

Use helping verbs inappropriately.

69

Rubric for the unit

The student is able to:

Par� cipate in discussions regarding signifi cance of healthy food and create awareness among peers.

Explain about the importance of balanced diet at fi xed � me and describe in detail each food group.

Signifi cance of food

Three food groups

The student is able to:

Consistently make observa� ons and tell about the importance of food.

Iden� fy, compare and classify food items into three groups; par� cipate ac� vely in the classroom discussions.

The student is able to:

Share general informa� on about importance of food though is inquisi� ve to know more.

Project very limited knowledge about the three food groups and their signifi cance.

Environmental EducationBy the end of the unit, the students will be able to :

• Iden� fy, compare and classify food items into various groups and categories.

• Appreciate and prac� ce good and healthy ea� ng habits.

• Understand the benefi ts of ea� ng raw food as well as cooked food.

• Compare ea� ng habits of living beings in the past and the present.

Expected Indicators of student’s performanceLearning Outcomes Beginning Developing Achieved

Dis� nguish between vegetarian and non-vegetarian food.

Vegetarian and Non-vegetarian food

Tell about the sources of food items.

Understand the concept and share personal informa� on about one’s dietary habits.

Relate and understand the benefi ts of ea� ng raw food and cooked food; compare ea� ng habits of living beings in the past and the present.

Raw food and Cooked food

Par� cipate ac� vely in discussions and ac� vi� es.

Name the fruits and vegetables that can be eaten raw but needs exposure and s� mula� ng environment to know more about the concept.

70

Rubric for the unit

The student is able to:

Iden� fy and comprehend the situa� ons from day- to-day life involving repeated addi� on and mul� plica� on independently.

Mentally count forward using skip coun� ng effi ciently and eff ortlessly.

Create tables for any number using skip coun� ng independently.

Understand repeated addi� on and mul� plica� on

Use skip coun� ng method and tables eff ec� vely

Knowledge of mul� plica� on tables

The student is able to:

Iden� fy and comprehend the situa� ons involving repeated addi� on and write mul� plica� on sentences.

Mentally count forward using skip coun� ng but some� mes misses the number/s.

Write the tables using skip coun� ng for the numbers done in class.

The student is able to:

Iden� fy the situa� ons involving only repeated addi� on and unable to write mul� plica� on sentences.

Count forward using skip coun� ng by adding the same number though fi nds diffi culty in genera� ng the table using skip coun� ng.

Memorise tables and recall them mentally. Understand the importance of memorising tables for quick calcula� on.

Generate tables independently though fi nds it diffi cult to recall them randomly.

Recall tables with teacher’s support.

MathematicsBy the end of this unit, the students will be able to :

• Understand mul� plica� on as repeated addi� on.

• Memorise and recall the tables from 1 to 10.

• Apply skip coun� ng method.

• Iden� fy situa� ons involving repeated addi� on and mul� plica� on.

Expected Indicators of student’s performanceLearningOutcomes Beginning Developing Achieved

71

Teacher Resource Material

72

Teacher Resource MaterialEnglish

Material RequiredPhotocopy of the song ‘Conjunc� on Junc� on’, note cards, markers, a short story, charts, slips with set of words wri� en.

Books If You Were a Conjunc� on (Word Fun) by Loewen, Nancy, Gray and Sara.

Just Me & 6,000 Rats (new): A Tale of Conjunc� ons (Language Adventure: Conjunc� ons) by Rick Walton.

Find Your Func� on at Conjunc� on Junc� on (Grammar’s Slammin’) by Pamela Hall and Gary Currant.

Grammar Roots by Jacinta Khatari edited by Rev. Fr. George Thana S.J.

Audio-VideoBradley’s online interac� ve ac� vi� es.

Powerpoint presenta� on on ‘is, am, are’.

Websites for Referenceteacherexpress.scholas� c.com

www.havefunteaching.com

www.amazon.com

www.brainpopjr.com

h� p://gardenofpraise.com/mugram.htm,

First School Years.com

www.bradleys-english-school.com/online

Flash Cards

73

74

Food is My Friend Food is my friend,

I eat it everyday.

When I’m all done,

I throw the trash away!

Food is really good,

I like chicken and fruits and rice.

I think that without it,

I just would not survive!

Food can be gross, too,

It s� nks when it’s gone bad.

But when it doesn’t s� nk,

It actually tastes rad!

Food is the best,

I’m sad when it ends.

But all in all,

FOOD IS MY FRIEND! !

75

Environmental EducationMaterial Required

Cutouts of vegetables, fruits, nuts, milk and eggs, food pyramid, powerpoint presenta� on on good ea� ng habits; sources of food and samples of junk food and healthy foods, snakes and ladders game boards with good and bad ea� ng habits wri� en on it, dice, counters of diff erent colours, paint brush, onions, lady fi nger, poster colours, water, A4 size sheets, cra� paper, sketch pens, fevicol, scissors, menu cards, ziploc bags, serving containers, knives, plates, plas� c forks, pepper, lemon, salt, movie CD ‘Ratatouille’.

BooksWhat Food Is This? by Rosmarie Hausherr

My Food Pyramid (Healthy Ea� ng) by Rebecca Rissman and Catherine Veitch

Healthy Ea� ng (Now We Know About...) by Deborah Chancellor

Audio-Video Powerpoint presenta� on on good ea� ng habits; diff erent food groups; food from animals; ea� ng habits of living beings.

Websites for Referencehttp://www.authorstream.com/Presentation/Dagzie-196968-healthy-eating-habits-dagame-bohol-educa� on-ppt-powerpoint/

h� p://www.vtaide.com/png/foodPyramidF.htm

h� p://www.sheppardso� ware.com/nutri� onforkids/games/foodgroupsgame.html

h� p://drbass.com/primi� ve.html

www fruitsrhymes.com/- United States

Radhika and the FairiesOnce there lived a li� le girl named Radhika. She only liked to eat junk food. She didn’t eat any vegetables or fruits.

One night she saw two fairies in her dream. One was Red and the other one was Green in colour. The Red Fairy was ea� ng chips, burger and pizza and was also drinking from a big glass of coke. The Green Fairy was ea� ng green vegetables and fruits. The fairies decided to fl y out of the window. The Red Fairy was unable to fl y as she ate junk food. The Green Fairy gracefully fl ew out of the window.

Radhika rushed to help the Red Fairy. The Green Fairy also came back and said, “Radhika, this is what happens if you eat only chips, pizzas and chocolates. You become weak and unfi t. You must eat food that is good for you and that makes you healthy”. Radhika woke up “Oh!” she exclaimed. “It was just a dream.” But now Radhika had understood the signifi cance of ea� ng healthy food.

76

Picky Paul Paul was a small boy who was a picky eater. He would always make faces if the food was diff erent or if he had not tasted it before. His father would ask, ‘Try one bite’ and Picky Paul would always say, “No, I won’t.”

One day his father said “Paul today I’m going to make something special. Won’t you try one bite?”

But Picky Paul s� ll said, “No I won’t?” He s� ll went to the kitchen where his father got out a nice red tomato.

His father said, “Won’t you try a bite?”

But Picky Paul said, “No, I won’t!”

Next, his father brought out mushrooms and asked, “Paul, here is something new, won’t you try a bite?”

But Picky Paul said, “No, I won’t!”

Then, his father brought out cheese. He looked at Paul and said, “Mmmmm! this cheese smells good. Won’t you try just a bite?” But s� ll Paul said, “No, I won’t!”

Then, his father s� rred all the items in a big bowl and made dough. He put the items on a pan and put it in the oven. Picky Paul and his father waited. And while they waited, the smell of something came out of the oven. Picky Paul smelled it, his father smelled it. When it was all cooked, Paul’s father took it out from the oven. It was a nice warm pizza.

His father asked, “Here is a pizza, won’t you try a bite?”

This � me Paul said, “Yes, I will.” And he not only ate one bite but ate two more pieces – all by himself.

To make the story interes� ng ask the students to repeat the line, ‘No, I won’t’/‘Yes, I will.’

77

Story: Who is the Best?Once upon a � me there were three friends - energy giving food, protec� ve food and body building food. They played together and were always happy. A� er some � me, each felt that he was more important than the other. They went to a die� cian to fi nd out who was the most important of them all. The die� cian smiled and said, “Why don’t you go to the doctor and ask him?”

All three went to the doctor and said, “The wise die� cian has sent us for your advice. Please tell us, which one of us is the most important.”

The doctor thought for a while and replied, “Look at the food kept in my lunch box. Without chapa� , I will not get energy. If there were no vegetables and fruits who will prevent me from falling sick. Curd, meat, eggs and pulses will help me build my muscles. So you see, all three of you combine to give me a balanced diet.” Hearing this, the three friends realised they are inseparable. They thanked the doctor and once again rejoiced their togetherness.

Eat a Carrot EverydayEat a carrot everyday

It is rich in vitamin A.

Carrot gives you good eyesight

You can see be� er even at night.

Healthy MealsFruit and bread and milk and meat

This is what I have to eat.

Some of each for every meal

Strong and healthy, then I’ll feel.

Fruit and bread and milk and meat

I’ll make sure that’s what I eat!

(Tune: Twinkle, Twinkle, Li� le Star) by Helen Balanoff

Healthy FoodTomatoes are red, beans are green,

A brinjal has a crown, just like a queen.

Potatoes are brown, onions are pink,

Carrots have juice which I can drink.

Vegetables make me healthy and wise,

I’ll eat some daily with milk and rice.

Chicken Soup withRice

Each month is gay, each season is nice,

When ea� ng chicken soup with rice.

It’s nice in January, April, June, and December.

Here’s the every-month dish for everyone to remember.

by Maurice Sendak

Poem

78

MathematicsMaterial Required

Flashcards of pictures of fruits and vegetables, ice tray, macaronis, beads, marbles, beans, 10 small jars, 30 candies, cutout of cars, 40 bu� ons, beans, worksheets with dot structure, cutouts of grapes and grapevine, dice, connec� ng cubes, number grid, chocolates.

BooksTeach Your Child the Mul� plica� on Tables: Fast, Fun and Easy with Dazzling Pa� erns, Grids and Tricks! [Paperback] by Eugenia Francis

Times Tables the Fun Way: Book for Kids: A Picture Method of Learning the Mul� plica� on Facts [Spiral-bound] by Judy Liautaud

Audio-Video

Mul� plica� on Mountain [CD] by Hap Palmer (Ar� st)

Websites for Referencewww.mul� plca� on.com

www.mul� plica� on� mestables� mes.com/blog/children’s song – love to sing- Time table 2, Mul� plica� on table 3, 5 X, 4 X and 10 X Table song, mul� plica� on as repeated addi� on, Skip coun� ng song of table 3 , 5 and 10.

www.aplusmath.com

www.toonuniversity.com

Performing ArtsMaterial Required

Puppets of a lion and a mouse, Picture of Haydn

BooksThe biography of Franz Joseph Haydn

A Treasury of Children’s Songs: Forty Favorites to Sing and Play [Hardcover] by

Dan Fox

A Children’s Treasury of Lullabies [Board book], Linda Bleck (Illustrator)

Audio-VideoClassics for Kids CD

Website for Referencethewalters.org/teachers/

79

Visual ArtsMaterial Required

Okra, poster colours, pale� es, pastel sheets, vegetables, tray, fruits, drawing sheets, oil pastels, artwork of ar� sts - S� ll Life, crepe/glazed/origami paper, pastel sheets, glue, scissors.

BooksRefer to books on food, fruits, vegetables in the school library

Nature Prin� ng with Herbs, Fruits and Flowers by Laura Donnelly Bethmann

Websites for Referencewww.enchantedlearning.com/cra� s/fruitveg/

h� p://www.amsterdam-artgallery.com/faq.php

Physical EducationMaterial Required

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

80

MathematicsFlashcards

81

82

83

Flashcards

Addition fact ___________

Multiplication fact _______

Addition fact ___________

Multiplication fact _______

Addition fact ___________

Multiplication fact _______

Addition fact ___________

Multiplication fact _______

84

Flashcards

Addition fact ___________

Multiplication fact _______

Addition fact ___________

Multiplication fact _______

Addition fact ___________

Multiplication fact _______

Addition fact ___________

Multiplication fact _______

85

2 × 8

5 × 3

10 × 5

4 × 8

3 × 3

1 × 10

32 16

9

10

15

50

86

Outline of Cars

87

Worksheets

88

I. Read the sentences and tick the correct conjunction given in the bracket.

English(a) Conjunctions

Name : ___________ Class :___________

Date : ___________ Subject :___________

1. I bought a teddy (and/but) a top.

2. This box is heavy (and/but) that one is light.

3. Is that a rabbit (or/but) a hare?

4. This ring is small (but/ because) expensive.

5. I missed the train (or/because) I got up late.

6. Walk carefully (or/and) you may get hurt.

7. This is a circle (or/not) a square.

8. This book is small (and/but) heavy.

9. A tiger has stripes (or/but) a leopard has spots.

10. Tina wants to play (but/ and) it is raining.

89

II. Underline the conjunctions in the paragraph given below. Write them in the space given at the end.

The rabbit is a furry animal with long ears and a short tail. It does not move or run as other animals do. It hops on its hind legs since they are much longer and stronger than its front legs. It can hop as fast as 29 kilometers in an hour.

Rabbits make their homes in fi elds and grassy areas because they can hide their young ones safely there. People rear rabbits as pets but hunters like to hunt wild rabbits for their meat and fur.

_______________ _______________ _______________

_______________ _______________ _______________

90

I. Join the sentences using suitable conjunctions from the bracket and rewrite them.

1. I did not go to school today. I was tired. (because/and)

_________________________________________.

2. I got good marks in Geography. I did not score well in maths. (if/but)

_________________________________________.

3. Would you like a dog for a pet? Would you like a goldfi sh for a pet?(if/or)

_________________________________________.

4. You may get wet. You play in the rain. (if/but)

_________________________________________.

5. I went to the market. I bought myself a toy. (or/and)

_________________________________________.

Conjunctions

Name : ___________ Class :___________

Date : ___________ Subject :___________

91

II. Complete the crossword using conjunctions.

Across

1. We like to eat a cake ____ an ice cream together

2. She could go with him ____ stay at home.

4. I have toys, dresses ____ story books.

6. I would like to go with you, ____ I cannot leave the house.

7. She cleaned the house all alone, ____ I didn‛t help her.

8. You must choose only one colour, red ____ blue.

Down

1. He was without a job ____ he needed money.

3. He is a good brother ____ I love him.

5. He was smiling, ____ he seemed unhappy.

7. She wanted to play outside, ____ it was raining.

8. Have you seen either Carl ____ his brother?

9. She ate the sandwich quickly __________ she was hungry.

2

9

4 5

8

3

1

6

7

92

(b) Singular - Plural

Name : ___________ Class :___________

Date : ___________ Subject :___________

I. Change the nouns in the bracket to their plural form and complete the sentences.

a) The shepherds could hear the howling of ___________ in the distance. (wolf)

b) Set the __________, forks and spoons on the table.(knife)

c) Put ___________ in the pot and add boiling water. (tealeaf)

d) The farmer put ear tags on the newly born ______ . (calf)

Some nouns have irregular plural forms. They are not formed by adding ‘s‛ or ‘es‛. For example: tooth-teeth; man-men; oasis-oases.

II. Match the singular nouns with their plural form. Use different colours.

woman goose foot child man mouse

children feet men mice geese women

93

Can you list afew

III. Some nouns are both singular and plural, e.g. fi sh, sheep, deer.

Some nouns are only plural, for e.g. trousers, scissors.

94

A singular noun denotes one person, place or thing.

A plural noun denotes more than one person, place or thing.

I. Underline the noun in each sentence. State whether the noun is singular or plural.

Singular - Plural

Name : ___________ Class :___________

Date : ___________ Subject :___________

1. The squirrel is running fast. _________________________

2. Three of the plates are round. _______________________

3. My grandmother is very kind. ________________________

4. They gave her a nice gift. ___________________________

5. Answer the telephone, please. _______________________

6. My crayons are broken. ____________________________

7. Have you seen my keys? ____________________________

8. That map is old. __________________________________

9. Birds are fl ying in the sky. __________________________

10. The store will open tomorrow. _______________________

95

Change the ‘y‛ to ‘i‛ and add ‘es‛ when the letter before the ‘y‛ is a consonant. For example: baby - babies; lady - ladies.

Just add ‘s‛ if the letter before the ‘y‛ is a vowel. For example:key - keys; boy - boys

I. Write the plurals of the nouns in the brackets.

a. Many ____________ (family) from other _____________ (country) come to India.

b. The __________ (gully) are dry, but the ____________ (valley) are green.

c. Some of the ___________ (lady) were nursing their sleeping ___________ (baby).

d. Sara picked a bunch of red ___________ (pansy) and white __________ (lily).

e. Are there really ____________(fairy) at the bottom of the garden?

f. There are many large _______________ (city) in India.

Singular - Plural

Name : ___________ Class :___________

Date : ___________ Subject :___________

Note the rules for forming the plural of nouns ending in y

96

II. Rewrite the following statements in plural form.

Singular number (one) Plural number (more than one)

a. The snake slides. The snakes slide.__________.

b. The bird sings. _______________________.

c. The door is shut. _______________________.

d. The baby was crying. _______________________.

e. My friend is coming. _______________________.

f. The girl is in the dollhouse. _______________________.

g. My cat likes milk. _______________________.

h. The teacher is in the staff room. _______________________.

i. The woman is knitting. _______________________.

j. The knife is sharp. _______________________.

A singular subject has a singular verb.

A plural subject has a plural verb.

97

(c) Use of is, am, are

Name : ___________ Class :___________

Date : ___________ Subject :___________

I. Circle the correct helping verb for each of the sentence.

1. The girls is/are playing in the garden.

2. I is/am very fond of my elder sister.

3. They am/are going to meet the President.

4. I is/am happy with his performance.

5. I is/am annoyed with Susan.

98

II. Find the error in the sentences. Rewrite each sentence correctly.

1. We am children.

_________________________________.

2. You is a doctor.

_____________________________________________.

3. He are called Jack.

_____________________________________________.

4. I is the best footballer in the school.

_____________________________________________.

5. The boys is on their bicycles.

_____________________________________________.

6. They am waiting for the train.

_____________________________________________.

7. We is going to Mumbai tomorrow.

_____________________________________________.

8. Milk are a complete diet.

_____________________________________________.

99

The verbs ‘is‛ ‘am‛ and ‘are‛ are all forms of the verb ‘be‛ The verb ‘be‛ does not show action. It tells what someone or something is or is like. The verbs ‘is‛, ‘am‛ and ‘are‛ tell what someone or something is now.

I. Fill in the correct form of the verb - is, am or are and rewrite the sentences.

1. ________ it a spider that crawled on the wall?

______________________________________________

2. I _______ celebrating my eighth birthday today.

______________________________________________

3. That _______ a beautiful sight! Let us take a picture.

______________________________________________

Use of is, am, are

Name : ___________ Class :___________

Date : ___________ Subject :___________

Example: I am a painter. He is a painter. You are a painter.

100

4. They_______ going to school now.

______________________________________________

5. Mt. Everest ________ one of the highest mountain peak in the world.

______________________________________________

6. I ________ the tallest student in my class.

______________________________________________

7. She _________ going to the hill station for summer holidays.

______________________________________________

8. Eating balanced diet __________ very important for our health.

______________________________________________

9. I _______ working hard for my exams.

______________________________________________

10. They __________ busy in receiving the guests.

______________________________________________

101

I. Fill in the blanks with is, am or are.

1. The princess ________ very kind.

2. There_______ four pencils in my box.

3. Where _______the rest of my books?

4. The baby _______ sleeping.

5. I ________ climbing a tree.

Use of is, am, are

Name : ___________ Class :___________

Date : ___________ Subject :___________

102

II. Underline the verbs in the sentences. Rewrite the passage using the correct verb wherever necessary.

I is John. He are my son and she am my daughter. You is a man. You are not good. You kill animals. We am good. We do not kill animals. They are my brothers and sisters. He are idle, but he is gentle.

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

103

III. Fill in the blanks with is, am or are.

1. I _______ a good boy.

2. The fl owers ___________ very colourful.

3. Sona _________ a good student.

4. These __________ pens.

5. The dog __________ chasing the cat.

6. Tom and Shahid _________ going up the hill.

7. I _______ a doctor.

8. Kiwi _______ a fruit.

104

I. Circle the correct blend for each picture. Write the blend word in the space below.

(d) Blend Words - br, tr, dr

Name : ___________ Class :___________

Date : ___________ Subject :___________

dr tr br

dr tr br

dr tr br

dr tr br

105

The blend words can be in the beginning, in the middle or at the end of the words.

I. Write words with the given blends.

Blend Words - br, tr, dr

Name : ___________ Class :___________

Date : ___________ Subject :___________

dr tr br

106

I. Unscramble the blend words.

mared

rasht

ialentrg

gberdi

Blend Words - br, tr, dr

Name : ___________ Class :___________

Date : ___________ Subject :___________

107

mpetrut

mudr

reliorb

lbcetrae

reildzz

rott

108

I. Answer the following questions.

1. Why do we need food?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

2. Encircle the food items that doctor advised Paul to eat.

Environmental Education(a) Signifi cance of Food

Name : ___________ Class :___________

Date : ___________ Subject :___________

109

3. Enlist three good food habits.

a) _____________________________________________

b) _____________________________________________

c) _____________________________________________

4. The food items are kept for the Red fairy and the Green fairy. Write ‘R‛ for the junk food and ‘G‛ for healthy food that the Red fairy and the Green fairy would like to eat respectively.

110

I. Make a list of healthy food and junk food

II. Draw, colour and label.

a) Two healthy food items

Healthy Food Junk Food

Signifi cance of Food

Name : ___________ Class :___________

Date : ___________ Subject :___________

111

b) Two junk food items

c) One vegetable and one fruit of the same colour

112

I.(a) Write ‘H‛ for healthy food and ‘J‛ for junk food.

(b) Three Food Groups

Name : ___________ Class :___________

Date : ___________ Subject :___________

113

(b) Write the name of the food items given on the previous page in the correct columns. Add a few more names to each list.

Energy giving food Protective food Body building food

114

I. Read the clues and fi nd the answers hidden in the maze. Mark them with different colours.

p o u y k k o p m u

r j h y m i l k r o

s n h o u g u o e i

q e y o l e r t w p

u s g t e h b m a k

i h u e m o u d t p

c a r r o t m y e s

p u j j n f p e r a

s t k g i j t t y d

y r a p p l e a u o

Clues:

a) A complete meal

b) We must drink 6-8 glasses of it daily

c) A rich source of Vitamin A and is good for our eye-sight

d) A rich source of Vitamin C that keeps our gums healthy

e) Eat it once a day and keep the doctor away.

Three Food Groups

Name : ___________ Class :___________

Date : ___________ Subject :___________

115

Three Food Groups

Name : ___________ Class :___________

Date : ___________ Subject :___________

I. Look at each plate carefully. They belong to Krishna, Farid, Angela and Jasjeet. Examine the food in each plate.

Now, complete the table:

Krishna‛s food Farid‛s food

Angela‛s food Jasjeet‛s food

Food groups present Food groups that in the food are not present in the food

Krishna‛s food

Farid‛s food

Angela‛s food

Jasjeet‛s food

116

II. Plan a week‛s menu for breakfast, lunch and dinner.

Breakfast

Lunch

Dinner

III. Encircle the odd one in each group.

a) rice potato corn apple

b) apple wheat mango orange

c) fi sh pulses sugar cheese

d) curd cheese butter lemon

e) melon tomato potato onion

117

I. Encircle the pictures of the foods that you think are vegetarian. What‛s your favourite food?

II. Write the names of the food items that vegetarians do not eat.

______________________________________________

______________________________________________

______________________________________________

(c) Vegetarian and Non-vegetarian Food

Name : ___________ Class :___________

Date : ___________ Subject :___________

My favourite food is _______________________________

118

I. Look at the pictures carefully. Colour the square red for the food items that we get from animals and green for the ones we get from plants.

II. Give two examples of fruits/vegetables for each of the following:

Leaves: ------------------ ------------------

Fruits: ------------------ ------------------

Roots: ------------------ ------------------

Stems: ------------------ ------------------

Vegetarian and Non-vegetarian Food

Name : ___________ Class :___________

Date : ___________ Subject :___________

119

III. Name two sources from which we get the following:

Milk: ------------------ ------------------

Meat: ------------------ ------------------

Eggs: ------------------ ------------------

IV. Draw and colour the foods that vegetarians don‛t eat.

120

I. Answer the following in your own words.

1. Name the food that early man used to eat.

______________________________________________

______________________________________________

2. Name any fi ve food items that you eat.

______________________________________________

______________________________________________

3. Complete the following:

a) Two fruits that can be cooked __________, __________

b) Two vegetables that can be eaten raw __________, __________

4. Write the benefi ts of eating cooked food.

______________________________________________

______________________________________________

5. Write the benefi ts of eating raw food.

______________________________________________

______________________________________________

(d) Raw Food and Cooked Food

Name : ___________ Class :___________

Date : ___________ Subject :___________

121

6. Draw food items that can be eaten raw.

122

Raw Food and Cooked Food

Name : ___________ Class :___________

Date : ___________ Subject :___________

1. Write the process involved in preparing chapatti, in a correct sequence.

Step 1- We grind wheat to make fl our.

Step 2- ______________________

Step 3- ______________________

Step 4- ______________________

2. Write the different ways of cooking food.

_______________________________________________

_______________________________________________

_______________________________________________

3. Write the method of cooking the following food items.

a) Pudding, dim sum = Steaming

b) Cakes and biscuits = ________________________

c) Mashed potatoes, plain rice and noodles = ______________

d) Doughnuts and french fries = _______________________

123

I. Look at the pictures given below. Each picture shows equal groups of things. Write the statements corresponding to the picture.

1.

2.

Mathematics(a) Multiplication

Name : ___________ Class :___________

Date : ___________ Subject :___________

Numberof groups

Number of eggs in each group

_ + _ + _ + _ = ___ X ___ =

Total eggs

Numberof groups

Number of cookies in each group

_ + _ + _ = ___ X ___ =

Total cookies

124

Number of cakes

Number of groups

Number of groups

Number of candles on each cake

Number of ice cream in each group

Number of cherries on each branch

_ + _ + _ + _ =

_ + _ + _ + _ =

__ + __ + __ =

___ X ___ =

___ X ___ =

___ X ___ =

Totalcandles

Totalice creams

Totalcherries

3.

4.

5.

125

I. Look at the fruits in the fruit market. Answer the questions that follow.

1. Find the total number of apples in the shop.

Ans. ____ +____ + _____ = _______

or

____ X ____ = _______

Total number of apples = _____.

Multiplication

Name : ___________ Class :___________

Date : ___________ Subject :___________

126

2. Find the total bunches of grapes in the shop.

Ans. Bunches of grapes =

Multiplication fact =

or

Total number of grapes

3. Compare the groups of mangoes and coconuts. Find out which is more in number.

MANGOES COCONUTS

127

I. Encircle the objects in groups. Find the total number of objects.

1. A crate of milk bottles

Number of groups = of each

Multiplication fact =

Total bottles =

Multiplication

Name : ___________ Class :___________

Date : ___________ Subject :___________

128

2. Ice cubes in an ice tray

Number of groups = of each

Multiplication fact =

Total numbers of ice cubes =

Number of groups = of each

Multplication fact =

Total candies =

3.

Number of groups = of each

Multplication fact =

Total burgers =

4.

129

MULTIPLICATION TABLE WITH DOTS

Multiplication

Name : ___________ Class :___________

Date : ___________ Subject :___________

2 1 times 2

2 times 2

3 times 2

4 times 2

5 times 2

6 times 2

7 times 2

8 times 2

9 times 2

10 times 2

1 X 2 = 2

_________

_________

_________

_________

_________

_________

_________

_________

_________

130

MULTIPLICATION TABLE WITH DOTS

Multiplication

Name : ___________ Class :___________

Date : ___________ Subject :___________

3 1 times 3

2 times 3

3 times 3

4 times 3

5 times 3

6 times 3

7 times 3

8 times 3

9 times 3

10 times 3

1 X 3 = 3

_________

_________

_________

_________

_________

_________

_________

_________

_________

131

MULTIPLICATION TABLE WITH DOTS

Multiplication

Name : ___________ Class :___________

Date : ___________ Subject :___________

4 1 times 4

2 times 4

3 times 4

4 times 4

5 times 4

6 times 4

7 times 4

8 times 4

9 times 4

10 times 4

1 X 4 = 4

_________

_________

_________

_________

_________

_________

_________

_________

_________

132

Multiplication

Name : ___________ Class :___________

Date : ___________ Subject :___________

Table of 5

1 × 5 = 5

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

I. Complete the following:

133

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

__________________

Table of 10

1 × 10 = 10

134

Multiplication

Name : ___________ Class :___________

Date : ___________ Subject :___________

I. Merry and Henry went to a fair. Both of them have got lost in the fair. Merry calls up Henry and gives him the following instructions to reach the stall, i.e. Ice-cream Parlour. The numbers given below represent the different stalls.

FUN AT FAIR

a) Merry tells Henry to skip 2 stalls and reach the McDonald‛s stall. Soon Henry reaches stall number _________.

b) Now, Henry has to skip 2 stalls to reach the Burger Nest Stall. Merry reads the stall number, it is ___________.

c) Next Henry skips 2 stalls again to reach the Ice -cream Parlour. He is on stall number _______.

d) Is, he able to fi nd his lost friend ? Yes / No ___________

135

I. Multiply and write the answer in the boxes.

Now, write the numbers in ascending order along with the name of the ingredients.

Multiplication

Name : ___________ Class :___________

Date : ___________ Subject :___________

PASTA INGREDIENTS

a) 4 Pasta b) ________ c) ________

d) ________ e) ________ f) ________

g) ________ h) ________ i) ________

136

Multiplication

Name : ___________ Class :___________

Date : ___________ Subject :___________

I. Count the number of fruits. Complete the following by writing the multiplication facts of the tables of 2, 4, 5 and 10 in the space provided.

Number of cherries =

Multiplication fact =

20

137

Number of strawberries =

Multiplication fact =

10

138

Multiplication

Name : ___________ Class :___________

Date : ___________ Subject :___________

I. Harry is hungry. He stays on the top fl oor of his building. The lift is under repair. So, he has to use the staircase to reach his fl oor. Help him reach his fl oor by solving the number clues written on the staircase.

139

I. Fill in the grids by multiplying the numbers.

The fi rst grid has been solved

Multiplication

Name : ___________ Class :___________

Date : ___________ Subject :___________

15 33612

48

51020

124

140

Basic mathematical operations (+,—,x)

Name : ___________ Class :___________

Date : ___________ Subject :___________

I. Write a plus (+), minus (-) or multiplication (x) sign in the circle to make the number sentence true.

0 6 = 6

10 9 = 19

10 2 = 12

3 7 = 21

0 1 = 1

4 6 = 24

0 10 = 10

4 0 = 4

10 6 = 4

8 8 = 16

10 2 = 8

0 10 = 0

3 1 = 2

10 9 = 19

10 3 = 13

3 9 = 12