F¬êñ£Q Ýèv† 2017 · Briefings from teacher discussions, workshops and exposure visits in...

Ýèv† 2017 1F¬êñ£Q

Foreword

An efficient learning process involves well-planned content and interesting pedagogical practices. But teachers often face challenges in their day to day practice. Sharing classroom experiences and having collaborative discussions with peers help in tackling many of these challenges. The major constraints for these discussions are lack of time and space.

Thisaimaani acts as a medium to convey and exchange various innovative ideas, classroom experiences, challenges and success stories between teachers.

The articles in Thisaimaani help teachers create child-centred and student friendly atmosphere in classrooms. The segment on Lesson Ideas supports teachers in planning different teaching methodologies cum learning activities with an overall objective of creating lively classrooms with attentive and involved students.

Thisaimaani has done a commendable job in providing a common platform for sharing practical ideas which is a great guidance for all the teachers towards achieving educational aims.

Ms. Malliga Gopal

DIS - II

Ms. Malliga Gopal, DIS - II

¶¬í ÝŒõ£÷˜èO¡ è¼ˆ¶Š ðA˜¾èœ

Ýèv† 20172 F¬êñ£Q


F¬êñ£Q â¡ø Þî› ¹¶„«êK ÝCKò˜èÀ‚è£èŠ Hó²K‚èŠð´õ¶. ÝCKò˜èœ îƒè÷¶ è¼ˆ¶‚èœ ÜÂðõƒèœ ºîLòõŸ¬ø‚ è†´¬óò£èŠ ðF¾ ªêŒ»‹ Mî‹ Ü¼¬ñ. ÞšMîN¡ è†´¬óèœ îIN½‹ ÝƒAôˆF½‹ Þì‹ªðÁõ¶ CøŠ¹.

ÝCKò˜èœ îƒè÷¶ è¼ˆ¶‚è¬÷Š ðA˜‰¶ ªè£œ÷¾‹, ñŸøõ˜èO¡ è¼ˆ¶‚èO™ àœ÷ Ýöñ£ù ªð£¼œè¬÷ ÜPò¾‹, îƒèÀ‚°Š HKòñ£ù î¬ôŠ¹èœ °Pˆ¶ à¬óò£ì¾‹ ¶¬í GŸð¶ F¬êñ£Q.

æ˜ ÝCKò˜, Cô «èœMèÀ‚°Š ðF™ ªîKò «õ‡´‹ â¡Á G¬ùˆî£™, Ü‚«èœM °Pˆ¶ à¬óò£ì G¬ùˆî£™, âF˜ ªè£œ÷ «õ‡®ò Hó„C¬ùèœ ðŸP ÜPò G¬ùˆî£™, F¬êñ£Q¬ò ï£®ù£™ Ü¬ùˆFŸ°‹ b˜¾ A¬ì‚°‹ â¡ð¶ G„êò‹.

ðœOJ¡ è™Mˆîóº‹ à¡ùîñ£ù «îê õ÷˜„CJ¡ ðƒ°‹ Þ¡Á ªð¼‹ Mõ£îˆFŸ°Kò å¡ø£A M´Aø¶. Þ‰î Mõ£îˆ¬î ÝCKò˜è¬÷‚ ªè£‡´ ïìˆF, ÞîN™ ªõOJ´‹ Fø¡ F¬êñ£Q‚«è à‡´.

ïiù, è†®ì«ñ£, ªî£N™ ̧ †ð«ñ£ Ü™ô¶ ¹ˆîèƒè«÷£ å¼ ÝCKòK¡ Þìˆ¬î ß´ªêŒò º®ò£¶. Þ‚è¼ˆ¬îˆ î¬ôò£Œ‚ ªè£‡´ ªêò™ð´‹ F¬êñ£Q â¡Â‹ Þî¬ö ÝCKò˜èÀ‚è£èŠ Hó²K‚°‹ ÜC‹ H«ó‹S ð¾‡«ìü¡ GÁõùˆFŸ° â¡ õ£›ˆ¶‚èœ.

ï£¬÷ò êºî£òˆ¬î à¼õ£‚°‹ ÝCKò˜èÀ‚°

å¼ «î£öù£è å¼ õNè£†®ò£è å¼ á¡Á«è£ô£è å¼ ¶¬íõù£è

M÷ƒ°‹ F¬êñ£QJ¡ ðòí‹ ªñ¡«ñ½‹ ªî£ìó â¡ ð£ó£†´‚èÀ‹ õ£›ˆ¶‚èÀ‹. àƒèÀì«ù ªî£ì¼‹...

“F¬êñ£Q â¡ð¶ - F¬êè£†®, õNŠ«ð£‚è˜èÀ‚° Ü™ô ñ£íõ êºî£òˆFŸ° ï™õNè£†´‹ ÝCKò˜èÀ‚è£ù õNè£†®''.

õ£›ˆ¶‚èÀì¡, àƒèÀì¡ ðòE‚°‹,

C. °ñ£˜, (DIS –III)

C. °ñ£˜ DIS –III


“àôA™ î£ù£è º¡«ùPòõ˜ ò£¼‹ Þ™¬ô, c à¬ö‚èˆ îò£ó£è Þ¼‰î£™ Cô˜ àîMìˆ îò£ó£è Þ¼Šð£˜èœ” â¡ø ªð£¡ªñ£N‚° â´ˆ¶‚è£†ì£Œ Þ¼Šð¶ ÜC‹ H«ó‹S ð¾‡«ìü¡ â¡ø£™ I¬èò£è£¶.

‘ºî™ ÝÁ õ£óƒèœ’ â¡Â‹ è†´¬óJ™ º¡ ñö¬ôò˜ ºî™ ä‰î£‹ õ°Š¹õ¬ó ðJ½‹ ñ£íõ˜èO¡ èŸø½‚°ˆ ¶¬í¹K»‹ êÍèˆ Fø¡è¬÷ õ÷˜‚è¾‹ Üõ˜è¬÷ ñA›„Cò£èŠ ðœO‚° õóõ¬ö‚è¾‹ àî¾‹ ¹Fò Üµ°º¬øèœ Hó²K‚èŠð†´ Þ¼‰î¶ Þˆî¼íˆF™ «î¬õò£ù å¡Á.

è¬î«èÀ! è¬î«èÀ! Iè¾‹ Ü¼¬ñ. å¼ ÝCKòó£è å¼ è¬î¬ò‚ Ãø âˆî¬ùŠ ðJŸCèœ «î¬õŠð´Aø¶? °ö‰¬îèO¡ õòFŸ«èŸø è¬îè¬÷ˆ «î˜‰ªî´Šð¶, °ö‰¬îè¬÷‚ èŸøL™ ß´ð´ˆ¶õ¶, è¬îè¬÷ à¼õ£‚°õ¶, àJ«ó£†ìñ£è‚ è¬îè¬÷‚ ÃÁõ¶ «ð£¡ø Ü¬ùˆ¬î»‹ ªîO‰î c«ó£¬ìò£Œ, M÷‚èñ£è‚ ÃPJ¼Šð¶ Iè¾‹ CøŠð£°‹.

ðE„ ²¬ñJ™ Þšõ÷¾ èŸHˆî™ õ÷ƒè¬÷ æ˜ ÝCKò˜ «î´õ¶ â¡ð¶ Þòô£¶. õ‡´ «î¬ù„ «êèKŠð¶ «ð£™ «î®ˆî‰î õ÷ƒèœ, õ°Šð¬øŠ ¹¬îò™èœ. ï£†°PŠ¹, ªêŒFˆî£œ «ð£™ ðœOèO™ ï¬ìªðÁ‹ Gè›¾è¬÷ «ï˜ˆFò£èŠ ðì‹ H®ˆ¶‚ è£†®J¼Šð¶ ð£ó£†ìˆî‚è¶.

¹ˆîè õ£CŠ¹ ðö‚è‹ °ö‰¬îèÀ‚° ñ†´‹ Ü™ô, ÝCKò˜èÀ‚°‹ «î¬õ â¡ð¬î àí˜¾Š Ì˜õñ£è ÜPò º®õ¶ì¡ Ü¬ùõ¼‚°‹ Þ‰îŠ ¹ˆîèˆ¬î õ£C‚è «õ‡´‹ â¡ø â‡íˆ¬î ãŸð´ˆ¶õ¶ ï™ô ºòŸC. õ£›ˆ¶‚èœ!

Þ¬õ ñ†´I¡P, °ö‰¬îèO¡ Ý˜õˆ¬îˆ É‡®, Cø‰î èŸø™ M¬÷¾ ãŸðì «ð£†®èœ ÜPMˆ¶ á‚èŠð´ˆFò¶ Iè ï¡Á.

å¼ Hó„ê¬ù¬ò å¼õ˜ Ãø ñŸøõ˜ ÜîŸ°ˆ b˜¾è£µ‹ ‘Mõ£î«ñ¬ì’ âÂ‹ ¹Fò ð°F Þ¬íˆî£™ Ü¬ùõ¼‚°‹ ðòÂœ÷î£è Ü¬ñ»‹.

“ªîK‰î Þùˆ«î£´ «î˜‰ªî‡E„ ªêŒõ£˜‚° Ü¼‹ªð£¼œ ò£ªî£¡Á‹ Þ™”

â¡ø õœÀõK¡ õ£Œªñ£N‚«èŸð ÝCKò˜è÷£™ à¼õ£‚èŠð†´ Üõ˜èO¡ ñùF™ îì‹ ðFˆî F¬êñ£QJ¡ å¡Á Ã®ò ðòí‹ ªî£ìó ñùñ£˜‰î õ£›ˆ¶‚èœ.

Þó£ð˜† ªè¡ù® DIS –IV


Þó£ð˜† ªè¡ù® DIS –IV


õ°Šð¬ø ï£†°PŠ¹èœ

Þ‰îŠ ð°FJ™ ÝCKò˜èO¡ õ°Šð¬ø ÜÂðõƒèÀ‹ HóFðLŠ¹èÀ‹ Þì‹ ªðŸÁœ÷ù. Þˆî° «ïó® ÜÂðõƒèO¡ ðA˜î™ õ£êè˜èÀ‚°Š ðòùOŠðî£è Þ¼‚°‹.

Ì„Cè¬÷Š H®»ƒèœ! Ì„Cè¬÷Š H®»ƒèœ 8

î£õó à¼ñ£ŸøMò™ 11

ð¼Šªð£¼†è¬÷ îQñƒèœ, «ê˜ñƒèœ ñŸÁ‹ èô¬õè÷£è õ¬èŠð´ˆ¶î™ 12

Üµ Ü¬ñŠ¹ 15

ï‹¬ñ ²ŸP»œ÷ ð¼Šªð£¼†èœ 17

ªêò™ð£†´ º¬ø¬òŠ ðò¡ð´ˆF ÅKò¬ù»‹ ÌI¬ò»‹ ðŸPò æ˜ ÝŒ¾ ð°F -II 19

î£õó «îõ¬î 21

î£õó «îõ¬î 24

ï‰¶¾ì¡ å¼ ï£œ 26

àí¾ ªè´î½‹ ðîŠð´ˆ¶î½‹ ð£‹ð£†®èO¡ è¬î 31

c âšõ÷¾ ²ñŠð£Œ? 36

°¿õ£è â‡µî™ 39

°¿õ£è â‡µî™ 42

ð£˜Š«ð£‹! ð®Š«ð£‹! 46

M¬÷ò£´«õ£‹ õ£ƒè 48

â‡èÀì¡ ªè£‡ì£†ì‹ 50

«ð£ð£½‚° å¼ ðòí‹ 53

õ°Šð¬ø»‹ M¬÷ò£†´‹ 55

â¡ ð‰¶ 56

â¡ ð‰¶ 59

ð£óFò£˜ ÝˆF„Å® 62

M¬÷ò£´«õ£‹ õ£ƒè 64

è£‡«ð£‹ èŸ«ð£‹ 66

F¼‚°øœ 67

F¼‚°øœ 69

èŸø™ Åö¬ô à¼õ£‚°«õ£‹ 74

èŸHˆî™ õ÷ƒèœ

ÞŠð°FJ™ õóM¼‚°‹ ð£ìƒèÀ‚è£ù ªêò™ð£´èœ, ªêò™ F†ìƒèœ ñŸÁ‹ õ÷ƒè¬÷ ðA˜‰¶œ÷ù˜

ªñ£N M¬÷ò£†´èÀ‹ ªêò™ð£´èÀ‹ 77

õN Hø‰î¶ 80

C¡ù ó£ê£ è‡µøƒ° 82

àœ÷ì‚è‹


ðœO ï£†°PŠ¹èœ

ÞŠð°FJ™ Üó²Š ðœOèO™ ïì‰î Gè›¾èœ ðŸPò ¹¬èŠðì ªî£°Š¹ Ü¬ñ‰¶œ÷¶.

ðœO„ Gè›¾èœ-ªî£°Š¹ 84

ðœO Gè›¾èœ 87

è‡«í£†ìƒèœ

ÞŠð°FJ™ è™MJ¡ «ï£‚èƒèœ ñŸÁ‹ êÍèˆ¶ì¡ Üî¡ ªî£ì˜¹ ðŸPò Mõ£îƒèœ, °ö‰¬îèœ âšõ£Á èŸA¡øù˜ ñŸÁ‹ ÜF™ ÝCKòK¡ ðƒ° ðŸP ðA˜‰¶œ÷ù˜

¹¶¬õJ™ è™M õóô£Á, ð£è‹ - II 91

Gè›¾èœ

ÞŠð°FJ™ èì‰î Þó‡´ ñ£îƒèO™ ïì‰î ÝCKò˜ Mõ£îƒèœ, ðJŸCŠ ð†ì¬øèœ ñŸÁ‹ è÷Šðòíƒèœ ðŸPò CÁ M÷‚èƒèœ àœ÷ù.

à²ˆ«îKJ¡ ðø¬õèœ 94

ðœOJ™ ºî™ ÝÁ õ£óƒèœ 98

â¡¬ù„ ªê¶‚Aò ñ£íõ˜èœ 100

èù¾ õ£Kò‹ 103

Þ¼Šð¶‹ ªðÁõ¶‹ 106

ÝJü£ 108

èù¾Š ð†ì¬ø 112

èù¾Š ð†ì¬ø 114

ð£ì™èœ ð¬ìŠ«ð£‹ 116

«ó£´ ¬ê´ Ü‹ð£Q 119

«ð£†®

«ð£†®èœ 120


Table of Contents

Classroom Diaries

This section carries articles on classroom

experiences and reflections by teachers. We

hope that sharing of these direct experiences

will enrich the readers.

Catch the insects! Catch them all ! 8

Plant morphology 11

Classifying matter into elements, compounds and mixtures 12

Atomic structure 15

Is matter around us pure ? 17

Exploring the sun and earth using hands on activities- Part 2 19

The plant Fairy 21

The plant Fairy 24

A Day with Nandu 26

Food spoilage and preservation 31

A Snake Charmers Story 36

How much can you carry 39

Counting in groups 42

Counting in groups 46

Fun with Numbers 48

A Trip to Bhopal 50

Vaguparayum vilayaattum 53

En panthu 55

En panthu 56

Bharathiar aathichudi 59

Paarpom padippom 62

Vilayaduvom vaanga 64

Kaanpoom karpoom 66

Thirukural 67

Thirukural 69

Creating learning space 74

Teaching Resources

Activities, projects and resources for upcoming

lessons

Language games and activities 77

Vazhypiranthathe 80

Chinna raasa kannurange 82

School Diaries

Photos and updates from events that happened

in government schools

School Gallery 84

School Events 87

Perspectives

Discussions on the aims of education, its

connections with society, how children learn

and the role of a teacher.

School History of Puducherry - Part II 91


Event updates

Briefings from teacher discussions, workshops

and exposure visits in the last two months.

Bird watching at Ousteri 94

First six weeks of school 98

Ennai sethukiya maanavargal 100

Kanavu vaariyam 103

Irupathum peruvathum 106

Aayisha 108

Kanavu pattarai - Book review 112

Kanavu pattari - Book review 114

Think, Sing, Write: Songs in language classrooms 116

Movie Review - `oad side Ambani, Aasaan 119

Contest

Thisaimaani Contest - June 2017 Results 120


êñ„Y˜ , ÜPMò™, õ°Š¹ - 7, Üô° - 1

Ì„Cè¬÷Š H®»ƒèœ! Ì„Cè¬÷Š H®»ƒèœ !

Teac

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õ°Šð¬ø‚° ªõO«ò ðø‰¶ õ‰î 13 ñ£íõ˜èÀ‹ ÞŠð®ˆî£¡ ðœO õ÷£èˆF™ ð„¬ê ªê®èÀ‚° Þ¬ì«ò æ®‚ ªè£‡®¼‰îù˜, ÝCKò¼‹ H¡ªî£ì˜‰¶ æ®ù£˜. Þ«î£ å¼ Ì„C¬òŠ H®ˆ¶M†«ì¡. ñ£íõ¡ IAô¡ Ýù‰îˆF™ èˆFù£¡. ÝCKò¼‹ æ®Š«ð£Œ îù¶ Ü¬ô«ðCJ™ ¹¬èŠðìˆ¬îŠ ðF¾ ªêŒî£˜. Ì„C¬ò Mì Üõù¶ Ý˜õ‹ Üöè£è«õ Þ¼‰î¶. ñŸø ñ£íõ˜èÀ‚°‹ Ý˜õ‹ ªî£ŸP‚ªè£œ÷ Ì„Cèœ ðîPò¶ «ð£™ M¿‰î®ˆ¶ ð‚èˆF™ àœ÷ ïì¾ õò½‚°œ ¹°‰îù. ñ£íõ˜èœ M´õ£˜è÷£!

ÝCKò˜ ð£´ ªð¼‹ð£ì£AM†ì¶. «õÁ õNJ™¬ô. Üõ¼‹ æ®ù£˜.

ã¡?

ãö£‹ õ°Š¹ ÜPMò™ ºî™ð¼õ ¹ˆîèˆ¬îˆ Fø‰¶ “Ü¡ø£ì õ£›M™ Môƒ°èO¡ ðƒ°” â¡Á ÝCKò˜ ÃPò Ü´ˆî èí«ñ.

Môƒ°èO¡ ªðò˜èœ

âîŸè£è ï‹ºì¡ ¬õˆ¶œ«÷£‹?

ï£Œ

«ïC‚A«ø£‹

C¡ù…CÁ °¼M «ð£«ô - c FK‰¶ ðø‰¶ õ£ ð£Šð£..!

â¡Á ð£ì Ýó‹Hˆ¶ M†ìù˜ ñ£íõ˜èœ.

ÝCKò¼‹ Þ¬ê«ò£´ ÜŠð£ì¬ôŠ ð£ì, ðœOJ™ ð£™ è£Œ„²‹ õ†ì£M™ Þó‡´ ñ£íõ˜èœ «ñ÷ î£÷Iì, õ°Šð¬ø å«ó ¶œ÷™ ñòñ£ù¶. åšªõ£¼ ð£ì‹ ªî£ìƒ°‹«ð£¶‹ ÞŠð®ªò£¼ ð£ì™ Þì‹ªðŸP¼‰î£™ âŠð®J¼‚°‹ âù ñù‹ ÞôJˆî¶. à‡¬ñJ™ Ü¡ø£ì õ£›M™ ï‹ºì¡ ðö°‹ Môƒ°è¬÷ Üö°ø ð†®òL†®¼‰î£˜ ñè£èM ð£óF.

ñÁï£œ ¹ô˜‰î¶. Ü«î ð£ì«õ¬÷.

ªêò™ 1.2


°ö‰¬îè«÷, H¡õ¼‹ ªõŸPìƒè¬÷ GóŠ¹«õ£ñ£?

M¬ìèœ Möˆªî£ìƒAù.

ï£Œèœ «ðŒè¬÷‚ è‡´H®‚è àî¾ñ£‹, ñ£íõ¡ Þ¬÷òõQ¡ ðF™ Þ¶. æ˜ Ý†´‚°†®, Ü®Šð†´ Aì‚è â¡ù ªêŒõ£Œ? ÝCKò˜ Mùõ, ÜMù£C¡ ðF™ Þ¶,

“Ý†´‚°†®¬ò É‚°«õ¡; Ü‹ñ£Mì‹ â´ˆ¶ ªê™«õ¡; èPò£‚A ê£ŠH´«õ¡”.

ÜìŠð£õ«ñ..!

îŸè£ô ñ£íõ˜èO¡ è‡«í£†ì‹ ÝCKò¬ó ÜF˜„C‚°œ÷£‚Aò¶.

Ü´ˆî ï£œ õ°Šð¬øJ™ ªêƒ°÷M å¡Á ÝCKò¬ó ï´ñ‡¬ìJ™ ªè£†®ò¶. ÝCKò˜ õLò£™ ¶®ˆî£˜. ñ£íõ˜èÀ‚° «è£ð‹ ªð£ˆ¶‚ªè£‡´ õ‰î¶. °÷M¬òˆ ¶óˆFŠH®ˆ¶ Ü®ˆ¶‚ ªè£¡øù˜. å¼ ñ£íõ¡ èˆFù£¡, “ÜŒò£! â™ô£ Ì„Cè¬÷»‹ ªï¼Š¹ ¬õˆ¶ ªè£ÀˆF Mìô£ñ£?” â¡Á ÃPò¬î‚«è†´ ÜF˜‰¶ «ð£«ù¡. ÜŠªð£¿¶î£¡ âù‚°œ Þ‰î„ ªêò™F†ì‹ àFˆî¶.

Ì„Cè¬÷Š H®»ƒèœ H®»ƒèœ â¡Á

1.4 ð†´ŠÌ„C õ÷˜Š¹ 1.5 «îQ õ÷˜Š¹

1. ð†´ŠÌ„C âŠð® Þ¼‚°‹? 1. å¼ «îQ¬ò»‹, õ‡¬ì»‹ âŠð® Þù‹ è£‡ð£Œ?

2. ð†´ŠÌ„C âŠð® ð†¬ì àŸðˆF ªêŒ»‹?

2. «î¡Ã´ ñŸÁ‹ «îm‚èO¡ õ¬è.

3. ð†´ŠÌ„Cèœ õ£›‚¬è ²öŸC 3. Þó£Eˆ«îQJ¡ ÝÀ¬ñ

4. ð†´‚Ã´è¬÷ ²´cK™ «ð£´î™ 4. «õ¬ô‚è£óˆ«îQèO¡ «î¡ ðòí‹.

5. ð†´ˆ¶E ªïŒî™. 5. «îm‚èO¡ ïìù‹

6. M¬ô»ò˜‰î ð†´, ð†´ õ¬èèœ 6. «î¡ ªè†´Š«ð£è£î£? ê˜‚è¬ó «ï£¬ò à‡´ ð‡µñ£?

ñ£íõ˜èœ ðø‰¶ ªè£‡®¼‰îù˜.

å¼ õNò£è ñ£íõ˜ Ü¬ùõ¼‹ ÝÀ‚ªè£¼ Ì„C, Þ¼ Ì„C â¡Á õ°Šð¬ø‚° H®ˆ¶ õ‰îù˜. Ì„Cèœ åšªõ£¡¬ø»‹ ðì‹ H®ˆî¾ì¡ ÜŠð®«ò ªõOJ™ M†´ Mì„ ªê£¡«ù¡.

“Ì„Cè÷£™ ïñ‚° å¼ ðòÂ‹ Þ™¬ôò£?” â¡«ø¡. õ°Šð¬ø‚°œ å«ó Ü¬ñF.

å¼ ñ£íõ¡ õ£Œ Fø‰î£¡.

ð†ì£‹Ì„C - ð£˜‚è Üöè£ Þ¼‚°‹.

¶‹H - ðø‰î£™ ñ¬ö õ¼‹.

Ü´ˆî´ˆ¶ ñ£íõ˜èœ...

èóŠð£¡ Ì„C - ÞóM™ ²ˆ¶‹; ªõ†´‚AO î£Mˆ î£M ªê™½‹.

è‹ðOŠÌ„C - º¼ƒ¬è ñóˆF™ Þ¼‚°‹.

Í†¬ìŠÌ„C - ð´‚¬èJ™ è®‚°‹.

âÁ‹¹ - å¡ø¡H¡ å¡ø£Œ ªê™½‹.

ßê™- ñ‡EL¼‰¶ A÷‹¹‹.

I¡IQŠÌ„C ªõO„ê‹ è£†´‹.

ð†®ò™ c‡´ ªè£‡«ì «ð£ù¶. “ÞŠªð£¿¶

Ýèv† 201710 F¬êñ£Q

¹ˆîèˆ¬îˆ Føƒèœ”, â¡«ø¡.

°è¡ èˆFù£¡, “Ý‹ ÜŒò£”.

«îQ - «î¡ ªè£´‚°‹

ð†´ŠÌ„C - ð†´¹ì¬õ ªêŒòô£‹.

¹ˆîèˆF™ õ‡íŠðìƒè¬÷Š ð£˜ˆî¾ì¡ Ý˜ŠðKŠð¶ æ˜ Üô£F.

Ü´ˆî ï£œ è£¬ô ºî™ ð£ì«õ¬÷ ICT ÝŒõèˆFŸ° ñ£íõ˜è¬÷ Ü¬öˆ¶„ ªê¡Á M†ì£˜ ÝCKò˜. ðœOŠHœ¬÷èÀ‚°‚ °ÉèôˆF™ å¡Á‹ ¹KòM™¬ô.

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M. ªêƒªè£® «îõ¡, TGT ð£óF Üó² «ñ™G¬ôŠðœO, ð£Ã˜

Ýèv† 2017 11F¬êñ£Q

Lesson Objectives

1. To take an interest in plants around them

2. To observe the different parts of a plant

3. To try to deduce if a seemingly innocent part is really what it looks like or if it is a modification

4. To guess the reasons or need for these modifications

Classroom discussion

The lesson was on plant modifications. This is best learnt when students get to see samples and understand why it is a modification. I had asked children to bring plant samples to the class and it was heartening to see that most of them brought different samples - stem, root, leaves etc. Children know about the parts of the plant. So the first discussion was on the parts of a plant and their uses.

Students observed different samples - spines of opuntia, tendrils of beans, swollen roots of carrot, beetroot etc. They discussed which parts were modified and the possible reasons behind it. Then they were encouraged to cite other such examples. One of them said that the thorns of a rose were from stem. It is a stem modification to give protection to flowers. Another said the sepal of roses sometimes look like leaves. Therefore, it must be a leaf modification. That was impressive. Another one said the colorful parts of bougainvillea are leaves. Because they look like leaves. As the flower is small, the colorful leaves help attract bees. While they are actually bracts and not leaves, children’s ability to predict the probable causes made me very happy.

From their answers, I was able to understand that they are able to observe a plant and guess the probable reason for modification. This would also make them look at plants very differently. Through this hands-on session and discussion I was able to achieve the expected learning outcomes.

SAMACHEER, CLASS VII, SCIENCE, LESSON - 3

J. Mahalakshmi, TGTGHS, Mangalam

Teacher

Reflectio

n

Plant Morphology – Can you guess why?

Ýèv† 201712 F¬êñ£Q

Objectives of the session:

• Distinguish between a pure substance (element and compound) and mixture

• Classify elements based on their physical properties

Assessing prior knowledge

A questionnaire was used to assess the prior knowledge of students.

A. State whether the following statements are true or false.

1. Anything which has mass and occupies space is called as matter.

2. Oxygen is matter.

3. Air has no mass.

4. Air is not matter.

5. Light and sound are examples of matter.

6. Matter can be classified into solid, liquid and gas.

7. Solids, liquids and gaseous matter have same physical properties.

8. Matter is made of tiny particles.

9. Air is a pure substance.

10. Milk without water is a pure substance.

B. State which among the following are solid, liquid or gas – oxygen, chair, milk, smoke

During the discussion, students were shown a single sheet of paper and asked whether it had mass. The instinctive response was - paper does not have mass. I quoted the example of how tiny gold ornaments are weighed in the jewellery shop. This made them realise the fact that just because something weighs very less, it doesn’t mean that it has no mass at all. The question on whether substances are made of tiny particles, created confusion among students. To clarify this, the example of the chalk piece, which gets smaller and powdery on usage was given. I also pointed out that the basic constituent of all matter, which is a tiny atom, also has mass and occupies space. The question on whether light and sound has mass and the discussion that ensued clarified the distinction between energy and matter. Students had clarity about the differences between solids, liquids and gases. For certain questions, although the students were able to come up with the right response of ‘true or false’, they had some misconceptions regarding the reason for the same.

Teac

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R

efle

ctio

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Classifying matter into elements, compounds and mixtures

Ýèv† 2017 13F¬êñ£Q

Some other misconceptions that were addressed in the discussion.

More examples were provided for students to classify matter - like seawater, salt, sugar, iron nail, non-alloyed silver ornaments. A specific example of water was used to elaborate it further. Water, as a compound remains the same at all places at all time in

contrast to air whose composition differs at various places like forest, city, around factories etc.

Conclusion with an activity:

The class was split into groups. Flash cards that diagrammatically represent the concept of elements,

Misconception / incomplete understanding Clarification

Air is a not a pure substance because it has a lot of dust, smoke and pollutants.

Although the statement and common understanding is correct, the students were reminded of how air is constituted of different types of gases. They were also told that the criteria for a substance to be pure is that it should have only one type of constituent. The concept of mixture was introduced.

Water is impure because it is made up of hydrogen and oxygen.

This misconception opened up the discussion on the distinction between elements and compounds. The fact that water is a compound, which has properties that are different from its constituents and how compounds are classified as pure substances were discussed.

Unadulterated milk is a pure substance. Students were asked about the different types of materials that can be extracted from milk. Children were able to come up with answers like butter, ghee. They were questioned about the other constituents nutritionally and students were able to say proteins, fat and water. When they were asked whether milk is a compound or mixture, students gave the correct response as mixture.

Ýèv† 201714 F¬êñ£Q

compounds and mixtures were distributed to each group and they were asked to classify them.

Many groups were able to successfully segregate the flash cards. Others were able to do it with a little support.

Classifying elements based on their physical properties:

The students were divided into seven groups and provided the materials (copper, aluminium, zinc, graphite, iron and sulfur) to find out the similarities/differences in

properties (ductility, conducting heat and electricity, produces sound, malleability) of the provided materials. Their initial findings were that some materials are hard and difficult to break. Graphite was easily broken and is not hard.

Initially the groups of students were asked to do the activity. Since the class was noisy with the activities and the students were more curious about collecting materials form the other groups, I decided to show them the activities one by one.

Misconceptions that were addressed in this discussion.

Misconception / incomplete understanding Clarification

As a whole class, they said, graphite also produces sound.

I asked them to compare the intensity of the sound with other materials.

A few students said that air is a mixture so it is a non- metals

Though it is true to say that air is a non-metal, they need to understand that air is a mixture of gases and gases are non-metals.

We discussed the constituents of air and its properties to determine whether they are metals or non-metals – Can air produce sound, is it ductile or malleable, does it conduct electricity etc.

M. Pajanissamy, TGTGHS Arumbarthapuram

Ýèv† 2017 15F¬êñ£Q

What is matter made up of? This is a question human beings have been trying to answer since a very long time. Our current understanding of the atomic structure is almost there but not perfect yet, research is still on. It is therefore important that children understand the significance of this concept and not see it as a dry boring topic. Before discussing the structure of an atom, I wanted to know whether my students knew the basic concept of an atom. Children, however were only able to answer that atom is ‘anu’ and not describe it any further. I realized that they were just translating the word and did not know much about the atom. Therefore, I gave them a simple assignment. They had to interact with their juniors and seniors, find out about atoms and come back and present it in the class. They were given two days for this.

When we reconvened, students’ responses were very different. They were up with answers and ready with more questions.

• They had found out that atoms are the fundamental unit of matter.

• It has charged particles such as protons and electrons.

• There is attraction and repulsion inside the atom etc…

• As far as where they are found, students shared that atoms are seen in trees, in water and even in textbooks.

They were partially able to explain that atoms are everywhere. However, I had to clarify that atoms are not visible to the naked eye, as it is the smallest particle of any substance.

Since they now knew about atoms, their minds had started working. They had questions on this topic.

• What is the shape of the atom?

• Why don’t electrons fall inside the nucleus of the atoms?

• How do electrons revolve around the nucleus?

• How were atoms formed?

We therefore had to have a discussion that cut across different disciplines. We discussed the Big Bang Theory and referred to the planetary model to explain the electron cloud orbitals. We discussed that cell is the fundamental unit of a living organism because it has life; it can reproduce, regenerate etc. Atoms are, however, the fundamental particle in all matter.

Atoms Molecules Organelles Cells Tissues Organs Organ systems Living beings

I felt that this discussion was critical before moving on to the higher concepts about atom. We then continued the discussion on electrons,

SAMACHEER, CLASS XI, SCIENCE, LESSON - 4

Teacher

Reflectio

n

Atomic Structure – Students driving their learning

Ýèv† 201716 F¬êñ£Q

protons, neutrons, mass number, atomic number, isotopes, etc.

Students’ involvement was high though the concept was abstract. Their questions and enthusiasm pushed me to develop a deeper

understanding of this topic. It took us beyond the textbook to other subjects such as Biology and Social Sciences too. I realized that the nature of the class is vibrant when children take responsibility for their learning.

B. Priyamvatha, TGTKasthuribai Gandhi GGHSS, Bahour

Ýèv† 2017 17F¬êñ£Q

The idea of pure substances and mixtures, although fundamental to chemistry, is abstract for students to comprehend. They have a poor understanding of particle ideas and find it difficult to imagine particles reacting with each other. To concretize the concept and help them visualize, a combination of activities and discussions were carried out for class IX students.

Card Sort Activity - A set of symbol cards were used for this activity. Students were asked to sort the cards into three groups and explain their rationale. Children grouped them differently according to their understanding. At the first level, some groups categorized them as atoms, molecules, and mixtures. It was interesting to note that students had perceived the different shapes as atoms. However, they had confusions with regard to mixtures and compounds. About half of the students considered any diagram that contained different symbols as atoms, whatever their placement, as a representation of a mixture.

After one round of sorting, it was explained that each shape represents a different kind of atom. Two three different atoms joined together

could represent a compound. Based on this understanding, they were asked to regroup the cards. This time most children were able to group them into elements, compounds and mixtures.

Classifying Common Substances - Students were given a list of substances and were asked to identify it as an element, compound or mixture. Each group had to justify why they put a substance in either category. Two things came out in the discussion. Children’s perception of objects were those that they come across in their lives. Since copper wires have insulation around it, they placed it as a mixture and not element. Silver, is not an element as the ornaments are mixed with other metals. It has to be clarified that these copper, silver etc. are elements but are mixed with other elements for different purposes.

The second point of confusion arose when they had to distinguish between mixtures and compounds based on separation of its components. When we say that components in a mixture can be easily separated, children understand it literally. They apply the methods that they are familiar with to

Another version of the card game with the symbols of elements is being shown here

SAMACHEER, CLASS XI, SCIENCE, LESSON - 3

Teacher

Reflectio

n

Is Matter Around Us Pure ?

Elements MixturesCompounds

Ýèv† 201718 F¬êñ£Q

different substances. Substances that cannot be separated using hand picking, winnowing, sieving and magnetic separation etc. are placed in the category of compounds

Separating Mixtures - Different mixtures were given to students and they were asked observe and predict the best method to separate its components. Most groups tried the sieve first. If the sieve couldn’t separate a particular mixture (iron fillings and graphite), they sought other methods. They kept tinkering until they

arrived at the appropriate method for that particular mixture. They explored methods such as sublimation (salt and camphor), separating funnel (oil and water) and filtration (sand water). This activity highlighted that different separation methods are adopted according to the properties of the components in the mixture.

Through such discussions and activities, it is easier to spark their imagination, kindle curiosity and confront their misconceptions - molding them into real science practitioners

Students were able to guess that smoke is a mixture as it contains different gases. However, since they were not able to think how the different gases could be separated, they changed their answer to ‘smoke is a compound’. It is therefore important to discuss physical properties and methods of separation in detail with students.

R. Hemalatha, TGTIAGHSS Mutharayarpalayam

Ýèv† 2017 19F¬êñ£Q

Sch

oo

lD

iaries

Exploring the Sun & Earth using hands-on activities – Part 2

2017. The time-period of the sunlight was calculated using the formula. Sunlight time = Sunset time – Sunrise time

It was experimentally verified that the length of the day increases during summer.

3. Calculating the time period of the Earth’s rotation

The image of the sun captured on the screen using the solar projector is traced. As time progresses the image shifts and it is traced again after a one-minute interval. The distance between the trace marking of the two images

2. Sunrise and Sunset

The time of sunrise and sunset were noted every day from 1st March 2017 to 21st April

Distance L (in m)

Diameter of the Sun’s image (in

cm)

Angular Distance (in

degrees)

15 13.5 0.5120 19 0.5425 22.5 0.5130 30 0.57

Date Sunrise Sunset Day length

01-Mar 06:26 18:20 11.54: : : :

19-Mar 06:15 18:21 12.05: : : :

30-Mar 06:08 18:21 12.13: : : :

07-Apr 06:03 18:22 12.18: : : :

15-Apr 05:58 18:22 12.23: : : :

21-Apr 05:55 18:23 12.27

In an attempt to make science learning fun, engaging and interesting, students of Class IX of Indira Gandhi Government High School, Katterikuppam, Puducherry, guided by S.Rajkumar (TGT) had undertaken a project of exploring and knowing facts about the sun and earth. Part one of the article was published in the June 2017 issue of Thisaimaani. This article is a continuation of their project report.

Experiments:

1. Finding the angular size of the Sun

The angular size or the angular diameter of the sun is a measurement that describes how large the sun appears at different points. The solar projector (A setup with a ball and mirror instrument over a mug) is used to focus the sun’s image on the wall. The distance between the solar projector and the wall is ‘L’. The diameter of the sun’s image is ‘d’. The angular diameter is calculated by substituting the known values in the formula

Ýèv† 201720 F¬êñ£Q

is measured. The shift of the image is due to the rotation of the earth in 1 minute.

The distance between the screen and the solar projector is considered as radius (r) and the circumference is calculated. The distance moved in 1 minute is used to calculate the time taken for a complete rotation. This is approximately 1440 minutes. i.e. 24 hours.

Calculation example :

Distance between solar projector and screen (r) = 15 m = 1500 cm

The size of the planets and distance between them was depicted at the nano scale using clay models. Nano size is 10-9 times the original size, which is 100 crore times smaller than the real one.

The length of our school ground is 110m. The nano models of Mercury and Venus were placed at a distance of 58m and 107m respectively from one end of the ground. There was no space for Earth and other planets. If extended, nano-Neptune will be at a distance of 4.5 km.

Movement of image (Distance moved) in 1 minute = 6.5 cm

Time taken to complete one rotation = Circumference (2πr) / Distance moved

= 2 x 3.14 x 1500 / 6.5

= 1449 minutes

Multiple readings are recorded by varying the distance between the solar projector and the screen. The shift of image is measured each time and tabulated.

4. Nano Solar System

Distance (in m) Circumference of the circle (2πr) (in cm)

Distance moved in 1 minute (in cm)

Time taken to complete one rotation

(in minutes) (Circumference / Distance moved)

20 12560 8.8 142725 15700 11 142730 18840 13 1449

Diameter

(in km)

Nano

Diameter

(in cm)

Nano

distance from

Sun (in m)

Sun 1392000 139.2 0Mercury 4880 0.488 58

Venus 12100 1.21 107Earth 12756 1.28 150Mars 6794 0.68 227

Jupiter 143200 14.32 777Saturn 120000 12 1426Uranus 51800 5.18 2870

Neptune 49500 4.95 4496

S. Rajkumar, TGTGHS, Katterikuppam

Ýèv† 2017 21F¬êñ£Q

Grade: 3, CBSE, EVS, Lesson: 2

Teacher

Reflectio

n

The Plant Fairy

Objective of the lesson: Understand the diversity of plants around us. Explore parts of plants and their diversity

Field visit

Students were taken outside for a field visit to explore the diversity of plants, to learn about parts of plants, types of leaves and flowers, their color, size and shape. After collecting the leaves and flowers, we all sat in the field. I asked children to show their friends the leaves and flowers they had collected. Then we discussed the different shapes, colors, margin, size, aroma and texture that we observed.

Some questions asked by students were taken up during the discussion. Students asked why all the flowers are not of the same colour. I replied saying flowers have different colours to attract insects. Other questions were why some leaves are soft while some are rough? How is sunlight and flower colour related? Why are leaves yellow or red color?

Reflections - Field visits are opportunities to go outside the classroom and explore; they give opportunities to discuss with people in the locality. Field visits also gives chances to students to bond within their group. Some points for improvement are: it would have been better if students were taken out in the morning; a worksheet could have been prepared where students could tick what they had seen, that would have made the experience much richer.

Discussion on living and non-living things:

I showed them different pictures (plant, tree, bike, car, books, dog, desk and bench) and asked them if they could identify them as living or non-living.

Here are the reasons children offered for their classification

S : A cat is living because - It makes noise, it moves, it gives birth to young ones.

S : A pencil is non-living because - it does not move or make any noise.

T : What about a car, it moves and makes noise, so is a car a living thing?

S : (some mixed answers initially) … A car does not move on its own. We need to be inside for the car to move, hence a car is non- living.

T : What about a plant/tree, it does not move around or make noise, so is it living or non-living? Students had doubts about this and there were mixed responses about

Ýèv† 201722 F¬êñ£Q

plants being living or non-living. I helped students to recollect from observations- how a plant that was seen to be small last year has become bigger now.

I summarized the indications students shared for a living thing: it moves, it breathes, it grows; living things eat, makes noise, give birth to young ones, have feelings and die. A non-living thing doesn’t die.

Discussion on plant diversity:

Pictures of different plants and trees that are commonly found in the locality were shown. I asked students to name some plants they know which are commonly seen. Students mentioned rose, hibiscus, jasmine, drumstick tree, guava tree, mango tree, and neem tree. Students also correctly identified neem, jasmine, pumpkin, aloe vera, coconut tree, rose, banana tree, drumstick tree, hibiscus, mint, water lily and papaya tree from the slide.

Discussion on parts of plants:

I showed them a picture of a plant and students were asked to identify the different parts of the plant.

The next slide had various pictures of roots, stems, flowers, and leaves. The students were asked to organize them according to the parts, i.e. roots together, stem together, leaves together etc. There were different pictures

of roots. They could also compare them with plants they may have seen earlier. One of the students called out saying that when grass is plucked one can find the root that looks like a bunch and when a small plant is plucked a long stem like root is seen. I reiterated saying there are mainly two types of roots that we will be able to see: grass will have roots that look like a bunch and other plants will have a longish root.

The slide then moved to stems. There were different pictures showing thin stem, thick stem, long and broad stem etc. students were asked to identify them if they had seen these stem types before. Students were able to recollect that a particular stem had thorns on it. The stem of the mango tree is thick and the stem of the coconut tree is long.

Then the discussion moved to leaves. There were pictures of leaves with different margins and shapes. There was not much discussion on which plants have a particular shape of leaf as the students had already collected leaves.

After these slides, the class summarized the day’s learning. Qualities of living things: they move, make noise, give birth to young ones, eat food and breathe. Different parts of plants: root, leaf, stem, and fruit and the diversity among kinds of leaf, flower and stem in plants.

Reflections:

• While students are responding turns could be given so that every student, as well as the teacher, would be able to hear individual responses. This practice also will help create the value of waiting for turns in the classroom.

• If the question posed gives away the answer, student misconception cannot be

Ýèv† 2017 23F¬êñ£Q

uncovered. But when they are encouraged to explain, e.g. if a cat moves and is living why is a car not living, this helps us understand how children reason. It also helps the other children to learn.

• Building understanding of basic concepts would take a bit longer. It is worth the time spent if the topic goes beyond basic concepts. The slideshow was intended to fit into one period; the discussion on living and non-living things itself was interesting and engaging; more time could have spent on the topic.

• There were a lot of instances where students’ own knowledge was brought to the class – a student shared his experience of seeing animals giving birth to their young, a student’s observation on two types of roots.

• In presentations, both Tamil and English words could have been used so that students can be familiarized with both terms.

• After a discussion, it is always good to have individual writing activity, which helps children reflect on what has been learned.

Children exploring leaves and flowers

K. Maheswari, PSTGPS, KT Kuppampet

Ýèv† 201724 F¬êñ£Q

CBSE, EVS, Grade 3, Lesson 2

Teac

her

R

efle

ctio

n

The Plant Fairy

Objectives: To observe and identify plants and their parts. To know about the classification of plants. To understand the diversity of plants

Activity 1: We played the plant fairy game with one girl playing the role of the fairy. She would name objects in the room and students would run and touch those objects. After this, students were taken to the garden to play this game with plants and trees.

We started discussing any differences we see in the flowers and leaves. They noted that while most leaves are green in colour, they have different shapes, they have different kinds of margin and different plants have different types of stems too.

Students asked why the stem of a banyan tree grows outside the main trunk. I explained to them that they are in fact roots that grow from the trunk to support the expanding tree. They keep growing till they reach the ground and grip on the soil. By this time they start looking like a trunk by itself.

Reflection: By this exposure the students learn about the diverse size /color/ patterns of leaves, stem and roots. Students are also able to ask questions freely and find answers which would not have been possible inside the classroom.

Activity 2: Then I showed a video, ‘the story of a seed’. A farmer carrying packages of seeds in which one pocket had a hole and many seeds are dropped on the ground. Among them one seed falls and rolls into a garden. After heavy rain and sunlight the seed grows into a plant. A student pointed out that this is because a

seed can only grow in muddy surface and not in concrete surface. This helped us discuss the role of soil, water and sunlight in the growth of the plant. We also discussed the concept of living and non-living and came up with a list of things living beings can do - eating, growing, reproducing, etc. Some students still had doubts about whether a tree is living or non-living. I explained that ‘since it grows tall, produces flowers, vegetables, etc., a tree is living. Also when a branch of a tree is cut, it decays and its appearance changes within a day. But if a leg of a bench breaks, it doesn’t undergo such a change.’ Students then agreed that trees and plants are living things.

Reflection: The students were able to understand that soil, water and sunlight are needed to make a seed grow into plant. After this, the students themselves planted some seeds in a plastic container. They are observing the growth of the plant in stages.

Activity 3: I explained the kind of pants based on their stem. Trees such as banyan, mango tree have a hard stem; plants like rose and

Observation of school garden

Ýèv† 2017 25F¬êñ£Q

chrysanthemum have thin stems, coriander and grass have very thin stems. I used flashcards to show them the plants with different types of stem. Then the students pasted the flash cards on a chart ordering them based on the stem thickness.

Reflection: Through this activity, students learnt that trees, herbs, shrubs are grouped according to the size and thickness of stem.

Activity 4: I gave the students pictures of a variety of trees and plants. Students identified the plants that are used as food. Eg: They pointed to mango tree which gives mango vegetable and fruit. I also explained that not only trees, but also shrubs like tomato, brinjal plants are a source of food.

Activity 5: Students shaded the shapes of leaves with the help of pencil. By this activity, the students got on hand experience and learned about the diversity in leaf shapes and

also the different patterns.

Activity 6: A PowerPoint presentation was used to reinforce the concepts of parts of plant, their diversities and variations. This was useful and engaging for the students. They came to know about plants, their parts, their shape and pattern and the diversity of plants. By showing real pictures of plants, the students eagerly participated and reflected.

Activity 7: I took the students for a village field trip around Vaduvakuppam and guided them to observe various trees and plants. The students looked at the banyan tree and recalled the discussion about the roots supporting its weight. They also discussed the shape and pattern of the leaves, stem thickness, etc. It was clear that students have immersed into the concepts of the lesson. Then I showed weaver bird’s nest in palm tree and explained how trees are useful for many birds and animals. It was a good and rich experience.

A. Santhosh Kumar, PSTGPS Vaduvakuppam

Ýèv† 201726 F¬êñ£Q

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ÅöLL¼‰¶ å¼ Cô Mù£‚è¬÷‚ «è†«ì¡. Üõ˜èœ Ý˜õºì¡ ðFôOˆîù˜.

1. à¡ i†®™ ò£˜ ò£ªó™ô£‹ àœ÷ù˜ â¡Á «è†ìîŸ° Ü¬ùõ¼‹ î£ˆî£, Ýò£, Ü‹ñ£, ÜŠð£, Ü‚è£, Ü‡í¡, î‹H â¡Á ðFôOˆîù˜. Ü¬ùõ¼‹ Ã†´‚ °´‹ðˆF™ õC‚A¡øù˜ â¡Á ªîK‰î¶‹ âù‚° Iè¾‹ Ýù‰îñ£è Þ¼‰î¶. Hø°

Mù£‚èÀ‚° ñ£íõ˜èœ Iè¾‹ àŸê£èñ£è àìÂ‚°ì¡ ðF™ ÜOˆîù˜.

Ýó£Œî™:

ªêò™ð£´ 1: ñ£íõ˜èOì‹ Môƒ°èœ ðì Ü†¬ìè¬÷‚ ªè£´ˆ¶ ÜšMôƒ°èO¡ ªðò˜è¬÷ å¼õ˜ H¡ å¼õó£è‚ Ãø„ªêŒ¶ ÜõŸ¬ø‚ è¼‹ðô¬èJ™ â¿F«ù¡. ÞšMôƒ°èO™ à¼õˆF™ IèŠªðKò Môƒ° â¶ â¡Á «è†«ì¡. Ü¬ùõ¼‹ ò£¬ù â¡Á ÃPù£˜. ÜŠªðò¼‚° ñ†´‹ õ†ìI†´‚ è£†®«ù¡.

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Ã†´‚ °´‹ðˆî£™ õ¼‹ ï¡¬ñè¬÷Š ð†®òL†´, Ü¬ùõ¼‹ ªðKòõ˜èOì‹ ð£êñ£è¾‹, Ü¡ð£è¾‹ ðöA Üõ˜èÀ‚° àîõ «õ‡´‹ â¡Á â´ˆ¶‚ ÃP«ù¡.

‘Þšõ£Á ï£‹ âŠð®ˆ îQ‚°´‹ðñ£è¾‹, Ã†´‚°´‹ðñ£è¾‹ õ£›A¡«ø£«ñ£ Ü«î«ð£™ Môƒ°èÀ‹ Ã†ìñ£è õ£¿‹. ÞŠð£ìˆF™ å¼ ò£¬ù‚ Ã†ì‹ ñŸÁ‹ ÜF™ àœ÷ ‘ï‰¶’ â¡ø °†®ò£¬ù å¼ ï£œ º¿õ¶‹ â¡ªù¡ù ªêŒ»‹ â¡ð¬îŠ ðŸPˆ ªîK‰¶ªè£œ«õ£‹.’ Hø° åšªõ£¼õ¬ó»‹ îQˆîQò£è‚ è£¬ôJL¼‰¶ Þó¾ Éƒ°‹ õ¬ó â¡ªù¡ù ªêŒi˜èœ â¡Á «è†«ì¡. Ü¬ùõ¼‹ îƒèœ å¼ ï£œ Gè›¬õ Ü¼¬ñò£èŠ ðA˜‰¶ ªè£‡ì£˜èœ.

M÷‚°î™:

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1. ï‰¶ âŠªð£¿¶ MNˆî¶ â¡Á «è†«ì¡. ñ£íõ˜èœ M®òŸè£¬ô â¡øù˜. Hø° cƒèœ âŠ«ð£¶ MNŠd˜èœ â¡Á «è†«ì¡. Cô˜ è£¬ô 7:00 ñE‚° â¡øù˜. Þ¡Â‹ Cô˜ 8:00 ñE‚° â¡øù˜.

2. ò£¬ùèO¡ â¬ì, Éƒ°‹ «ïó‹, àí¾ à‡µ‹ º¬ø, åL â¿Š¹‹ º¬ø, cK™ M¬÷ò£´õ¶, «êŸP™ AìŠð¶, «ð£¡ø¬õ âîŸ° â¡Á «è†ìîŸ°‚ è£ªí£O¬òŠ ð£˜ˆ¶ˆ ªîK‰¶ ªè£‡ìî£™ Ü¬ùõ¼‹ î¡ àìL™ àœ÷ à‡E¬ò Mó†ì¾‹ î¡¬ù‚ °O˜„Cò£è ¬õˆ¶‚ ªè£œõîŸè£è¾‹ â¡Á ÃPù˜.

3. è£¬î ã¡ Ü¬êˆ¶‚ ªè£‡«ì

Þ¼‚Aø¶ â¡Á «è†ìîŸ° Ü¬ùõ¼‹ Ì„CèOìI¼‰¶ î¡¬ùŠ ð£¶è£‚è¾‹, °O˜„Cò£è ¬õˆ¶‚ ªè£œõîŸ°‹ â¡Á‹ ÃPù˜.

4. ò£¬ùJ¡ è£¶èœ ºø‹ «ð£ô Þ¼‚°‹, è£™èœ É‡ «ð£ô Þ¼‚°‹, c‡ì ¶‹H‚¬è Þ¼‚°‹, î‰îƒèœ Þ¼‚°‹ â¡Á Ü¬ùõ¼‹ Üî¡ à¼õ¬ñŠ¬ðŠ ðA˜‰¶ ªè£‡ìù˜.

ªêò™ð£´ 2: è¼‹ðô¬èJ™ ï£Qñ£, Ü‹ñ£, ï‰¶ ÍõK¡ ðìƒè¬÷»‹ õ¬ó‰«î¡. Hø° ñ£íõ˜èÀ‚° ò£¬ù‚ Ã†ìˆF™ ð£†®, Üˆ¬î, ªðKò‹ñ£, Ü‹ñ£, Ü‚è£, âùŠ ªð‡ ò£¬ùèœ ñ†´«ñ Þ¼‚°‹ âù‚ ÃP«ù¡. Ü¬ùõ¼‹ Ü‰î‚ ÃìˆF«ô«ò Iè¾‹ õòî£ù ð£†® ò£¬ùJ¡ õNè£†´îL¡ ð®«ò Ü¬ùˆ¶ ò£¬ùèÀ‹ ªêò™ð´‹ â¡Á ÃPò Hø° Üõ˜èOì‹ àƒèœ i†®™ ò£¼¬ìò õNè£†´îL¡ð® ïì‚Al˜èœ â¡Á «è†«ì¡. å¼ Cô˜ î£ˆî£ â¡Á‹, «õÁ Cô˜ ð£†® â¡Á‹ ñŸÁ‹ Cô˜ ÜŠð£

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â¡Á‹ ÃPù˜. ï‰¶¾‚° M¬÷ò£ì, °O‚è, à‡í â¡Á Ü¬ùˆ¶„ ªêò™è¬÷»‹ Üî¡ àøMù˜èœ º‚Aòñ£è Ü‹ñ£ ò£¬ù èŸÁ‚ ªè£´Šð¬îŠ ð£˜ˆ«î£‹. Ü«î«ð£™ âù‚°Š «ðê, â¿î, àîM ªêŒò â¡Á â¡ î£ˆî£, ð£†® èŸÁ‚ ªè£´ˆîù˜ â¡Á ðA˜‰îù˜. Þ¶«ð£™ î£¡ ï‰¶¾‹ èŸÁ‚ ªè£œAø¶ â¡Á M÷‚A«ù¡.

ªêò™ð£´ 3: ñ£íõ˜èOì‹ Môƒ°èœ õ£›õ¶ è£´, ï‹ õ£›õ¶ âƒ«è â¡Á «è†ìîŸ°, Ü¬ùõ¼‹ i´ â¡øù˜. Hø° i†®¡ õ¬èè¬÷‚ Ãø„ ªêŒ«î¡. Ü¬î‚ è¼‹ðô¬èJ™ õ¬ó‰¶‹ è£†®«ù¡. ñ£íõ˜èœ Üõ˜èœ â‰ªî‰î i´èO™ õC‚A¡øù˜ â¡Á‹ ðA˜‰¶ ªè£‡ìù˜.

Cô ðìƒè¬÷‚ è£†®‚ è£´è¬÷ ÜNŠðî£™ Môƒ°èœ àíMŸè£è á˜èÀ‚°œ ¹°‰¶ i´è¬÷ ï£ê‹ ªêŒA¡øù â¡ð¬î M÷‚A«ù¡. «ñ½‹ è£´è¬÷ ÜNŠðî£™ ñ¬ö ªðŒõ¶ °¬ø‰¶ ÌI ªõŠðñòñ£Aø¶ â¡Á â´ˆ¶‚ ÃP«ù¡. Þ¶ ¹K‰î ñ£íõ˜èœ å¡Á «ê˜‰¶ ñó‚è¡Á å¡¬øŠ ðœOJ™ ï†ìù˜.

ªêò™ð£´ 4 : ñ£íõ˜èÀ‚°Môƒ°è¬÷ˆ îƒèO¡ «î¬õ‚è£è ñQî˜èœ âšõ£ªø™ô£‹, âîŸªè™ô£‹ ðò¡ð´ ˆ¶Aø£˜èœ â¡ð¬î‚ è£ªí£O Íô‹ M÷‚A‚è£†®«ù¡. ñ£íõ˜èœ G¬øò Mù£‚èœ «è†ìù˜. ï£¡ ðF™ ÃP«ù¡. Üõ˜èÀ‹ âƒªè™ô£‹ I¼èƒè¬÷Š

ð£˜ˆ¶œk˜èœ â¡Á «è†ìîŸ°„ ê˜‚èv, I¼è‚ è£†Cê£¬ô, êõ£K ªêŒò, êó‚° ãŸø â¡Á‹ ò£¬ù¬ò‚ «è£ML™ ð£˜ˆ«î£‹ â¡Á‹ ÃPù˜. ‘ï£¡ ÝY˜õ£î‹ õ£ƒA«ù¡’, ‘ï£¡ êõ£K ªêŒ«î¡’ â¡ªø™ô£‹ ðA˜‰¶ ªè£‡ìù˜.

ªêò™ð£´ 5: ñ£íõ˜èOì‹ Môƒ°èO¡ ºèº®¬ò‚ ªè£´ˆ¶ åšªõ£¼õó£è ÜõŸ¬øŠ ðŸPˆ ªîK‰î ªêŒF¬ò‚ Ãø„ ªêŒî«ð£¶ Ý˜õºì¡ ÃPù£˜èœ. àî£óí‹.: Cƒè‹ - è£†®Ÿ° ó£û£, ºèˆF™ ªðKò î£® ¬õˆF¼‚°‹, Ã†ìñ£è õ£¿‹, àJ¼œ÷ Môƒ°è¬÷ Ü®ˆ¶ à‡µ‹, ðCˆî£™ ñ†´«ñ à‡µ‹, è£M GøˆF™ Þ¼‚°‹, àì™ º¿õ¶‹ ¹v¹v¡Â º® Þ¼‚°‹. «ñ½‹ ò£¬ù, èó®, Ì¬ù «ð£¡ø Môƒ°è¬÷Š ðŸP åšªõ£¼õ¼‹ «ðC ï®ˆ¶‚ è£†®ù˜.

MKõ£‚°î™:

ªêò™ð£´ 1: ñ£íõ˜èOì‹ ðEˆî£œ ªè£´ˆ¶ Üõóõ˜‚°Š H®ˆî å¼ MôƒA¡ ðì‹ å¡¬ø õ¬ó‰¶ õ‡íI†´, Hø° ÜšMôƒ¬è ÞóML¼‰¶ ñÁï£œ Þó¾ õ¬ó â¡ªù¡ù ªêò™èœ ªêŒA¡øù, â¡ù àí¾ à‡A¡øù â¡Á àŸÁ «ï£‚A å¼ 10 õK â¿F õó„ ªê£¡«ù¡. ï£™õ˜ ñ†´‹ Þó‡´ ï£†èœ èNˆ¶ i†®™ àœ÷õ˜èO¡ ¶¬í«ò£´ Þ¼õ˜ ð‚èˆ¶ i†®™ Þ¼Šðõ˜èOì‹ «è†´ â¿F‚ ªè£‡´ õ‰îù˜.

Ýèv† 2017 29F¬êñ£Q

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ð£ìˆF¡ î¬ôŠHŸ° ãŸø£Ÿ«ð£™, õ°ŠH™ è£†´ Môƒ°èœ ðŸP ï£¡ «ðCò Hø° ð£ìŠ¹ˆîèˆF½œ÷ Mõóƒè¬÷ ñ†´‹ Mõ£Fˆ«î£‹. àî£óíˆFŸ° ò£¬ù å¼ ï£¬÷‚° âšõ÷¾ «ïó‹ Éƒ°‹, âšõ÷¾ ê£ŠH´‹, âšõ÷¾ â¬ì Þ¼‚°‹, ÜîŸ°ˆ î‡aK™ M¬÷ò£´õ¶ ã¡ H®‚°‹ «ð£¡ø ð£ìŠ¹ˆîèˆF™ àœ÷ MõóƒèÀ‚è£ù å¼ Cô ò£¬ù ðìƒè¬÷ ñ†´‹ è£‡Hˆ¶ M†´Š ð£ìˆ¬î º®ˆ¶M†«ì¡. H¡¹ ò£¬ù ðìˆ¬î «ï£†®™ õ¬óò„ ªêŒ«î¡. Ýù£™ ð£ìŠ¹ˆîèˆF™ àœ÷ ð£ìŠªð£¼¬÷ˆ î£‡®»‹ Þ¡Â‹ G¬øò„ ªêŒò «õ‡´‹ â¡Á «ò£Cˆî ªð£¿¶, ÜC‹ H«ó‹T GÁõù ï‡ð˜èœ Íô‹ Cô õ÷ƒèœ A¬ìˆîù.

ñÁï£œ ñ£íõ˜èÀ‚° å¼ i®«ò£ «ð£†´‚ è£‡Hˆ«î£‹. Ü¶ å¼ °†® ò£¬ù Hø‰î àì¡ ÜîŸ° â¡ªù¡ù ºî½îMè¬÷ ò£¬ù‚ Ã†ìƒèœ ªêŒA¡øù â¡ð¶ ðŸPò¶. àî£óíñ£è ò£¬ù‚°†®Š Hø‰î¾ì¡ Üî¡ «ñ™ ò£¬ùèœ «êŸ¬ø õ£K Ü®ˆîù. àì«ù ñ£íõ˜èOì‹ ‘ò£¬ùèœ ã¡ «êŸ¬ø õ£K Ü®‚A¡øù?’ âù‚ «è†«ì¡. ÜŠ«ð£¶ ñ£íõ˜èœ ‘Üî¡ àìL™ ªõŠð‹ °¬øò£ñ™ Þ¼ŠðîŸè£è’ âù‚ ÃPù˜. ‘Ü´ˆîî£è‚ °†® ò£¬ù‚°ˆ î‡aK™ °OŠðîŸ°‹, àí¾ ê£ŠH´õîŸ°‹, ïì‚è¾‹ ªðKò ò£¬ùèœ ðJŸC ÜOˆîù’ â¡ð¬î i®«ò£¬õŠ ð£˜ˆ¶ ñ£íõ˜èœ Üõ˜è÷£è«õ ªê£¡ù£˜èœ. «ñ½‹ ò£¬ùèœ Ã†ìñ£è«õ õ£›A¡øù â¡ð¬î ñ£íõ˜èœ i®«ò£ Íôñ£èˆ ªîK‰¶ ªè£‡ì£˜èœ.

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àî£óíñ£è‚ Ã‡®™ Ü¬ì‚èŠð†ì °óƒ¬èŠ ðŸP‚ ÃÁ‹«ð£¶, ‘Ã‡®™ Ü¬ì‚èŠð†ì Môƒ° «è£ðñ£è¾‹ «ê£˜õ£è¾‹ ªõPŠH®ˆî ñ£FK Þ¼‚Aø¶’ â¡Á ÃPù£˜. ‘ã¡ ÜŠð® Þ¼‚Aø¶’ â¡Á «è†ì «ð£¶ ‘Ü¶ ²î‰Fóñ£è ñóˆFŸ° ñó‹ î£õ º®ò£ñ½‹ H®ˆî àí¬õ G¬ùˆî ñ£FK ê£ŠHì º®ò£ñ½‹ î‹ °´‹ðˆ¬î M†´Š HK‰¶‹ ¶¡ðŠð´Aø¶’ â¡Á ÃPù˜. ‘Þ‰î ñ£FKªò™ô£‹ Ü¬ìˆ¶ ¬õˆî£™ î£«ù àƒè÷£™ è£†´ Môƒ°è¬÷Š ð£˜‚è º®»‹’ â¡Á ÃPò¶‹, ‘Ü¬ì„C ¬õ‚Aø¶ êK î£¡’ âù ñ£íõ˜èœ ÃPù£˜èœ. ÜîŸ° ï£¡ ‘ÜŠ«ð£ è£†´ô Þ¼‚°‹ Môƒ°èœ â™ô£‹ àƒè¬÷Š ð£˜‚è àƒè i†´‚° õó†´‹’ â¡Á ÃP«ù¡. àì«ù ñ£íõ˜èœ, ‘Ü¶ƒè Üƒè«ò Þ¼‚è†´‹. ï£ñ ò£¬ó»‹ ð£˜‚è «õ‡ì£‹Â

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ñÁï£œ Þó‡´ ñ£íõ˜èœ ñ†´«ñ i†´Šð£ìˆ¬î„ ªêŒ¶ õ‰îù˜.

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àì™ ïôI™¬ô â¡ø£™ àì«ù ‘â¡ù ê£ŠH†ì£Œ?’ â¡ø «èœM â¿Aø¶. Þ¬îŠ ð£˜‚°‹ ªð£¿¶ ï‹ àì½‚°ˆ «î¬õò£ù ê‚F¬ò»‹ ÝŸø¬ô»‹ î¼‹ àí«õ ïñ‚° «ï£¬ò»‹ î¼Aø¶ â¡Á Ièˆ ªîOõ£èˆ ªîKAø¶. Ýè«õ Þˆî¬èò âF˜ âFó£ù M¬÷¾è¬÷ˆ îó‚Ã®ò àí¬õŠðŸPˆ ªîK‰¶ ªè£œ÷ «õ‡®ò¶ ÜõCò‹ â¡ð¬î àíó º®Aø¶. àí¾ âŠð® ïñ‚°‚ ªè´î™ ªêŒAø¶? âˆî¬èò àí¾ ïñ‚° Müñ£Aø¶? ªè†´Š«ð£ù àí¾ â¡ø£™ â¡ù? âŠð®‚ ªè†´Š«ð£Aø¶? ã¡? âšõ÷¾ «ïóˆF™ ªè†´ M´Aø¶? «ð£¡øõŸ¬øˆ ªîK‰¶ ªè£‡ì£™ î£¡ êKò£ù àí¬õ à‡´ Ý«ó£‚Aòñ£è õ£ö º®»‹. ä‰î£‹ õ°Š¹Š ð£ìŠð°FJ™ Å›G¬ôJòL™ Þì‹ ªðŸÁœ÷ ð£ìˆ¬îŠ ¹K‰¶ ªè£œ÷ ï™ô õ£ŒŠð£è Ü¬ñõ¶ì¡, Þ„ªêò™ F†ì‹ àíM¡ î¡¬ñ¬ò ÜP‰¶ ðò¡ð´ˆî¾‹ àî¾‹. «ñ½‹ ÞˆF†ì‹

ä‰î£‹ õ°Š¹ ñ£íõ˜èÀì¡ ñ†´‹ G¡Á Mì£¶ Ü¬ùˆ¶ ñ£íõ˜èÀ‚°‹ ðò¡ðì «õ‡´‹ â¡ø «ï£‚«è£´ Ü¬ùˆ¶ ñ£íõ˜èœ ñŸÁ‹ ÝCKò˜èœ Þ¬í‰¶ Þ„ªêò™ F†ìˆ¬î à¼õ£‚A º¿¬ñò£ù ß´ð£†´ì¡ ªêò™ðìˆ ªî£ìƒA«ù£‹.

F†ìIì™ :

1. ñ£íõ˜èœ ñŸÁ‹ ÝCKò˜èœ Üõóõ˜ i†®™ ªêŒî àíM™ CP¶ â´ˆ¶ õ¼î™.

2. è£ŒèP, ðöƒèœ, W¬ó «ð£¡øõŸ¬ø»‹ â´ˆ¶ õ¼î™.

3. Ü¬î ï£¡° ÞìˆF™ ¬õˆ¶ Fùº‹ àŸÁ «ï£‚°î™.

Ü. ÅKò åOJ™ Í® ¬õˆî™.

Ý. ÅKò åOJ™ Fø‰¶ ¬õˆî™.

Þ. ÅKò åO ðì£î ÞìˆF™ Í® ¬õˆî™.

ß. ÅKò åO ðì£î ÞìˆF™ Fø‰¶ ¬õˆî™.

4. Fùº‹ °ö‰¬îèœ Þ¬î àŸÁ «ï£‚A Üî¡ Gø‹, ñí‹, î¡¬ñ «ð£¡øõŸ¬ø‚ °Pˆ¶ ¬õˆî™.

5. º®¾è¬÷ Ýó£Œî™.

6. °¿‚èO™ Mõ£Fˆ¶ ÜP‚¬è„ êñ˜ŠHˆî™.

7. ê¬ñò™ ð£ˆFóƒè¬÷Š ð†®ò™ Þ´î™.

8. Mî Mîñ£ù ê¬ñò™ °PŠ¹èœ «êèKˆî™.

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9. ê¬ñ‚è£¶ ê£ŠHì‚Ã®ò àí¾Š ªð£¼†- è¬÷Š ð†®ò™ Þ´î™.

10. ê¬ñ‚°‹ Þìƒèœ ñŸÁ‹ º¬øè¬÷„ «êèKˆî™.

11. àí¾ˆ F¼Mö£ ¬õˆî™.

12. «ý£†ì™, ê¬ñòŸÃì‹, è™ò£í ê¬ñò™ «ð£¡ø ÞìƒèO™ ê¬ñŠð¬îŠ ð£˜ˆ¶ õ¼î™.

Cô ²¬õò£ù ê‹ðõƒèœ:

å¼ ªõœOò¡Á Í¡Á C™õ˜ î†®™ Þ†L, «èó†, ê£î‹ ¬õˆ«î£‹. Fƒè†Aö¬ñ õ‰¶ ð£˜ˆîªð£¿¶ ñò‚è«ñ õ‰î¶. °ö‰¬îèœ Í‚¬èŠ H®ˆ¶‚ ªè£‡´, ‘ï£ÁAø¶’ â¡Á ¹ô‹Hù˜. Í® ¬õ‚èŠð†ì àí¬õˆ Fø‰¶ ð£˜ˆî ªð£¿¶ âƒèœ è‡è¬÷ ï‹ð«õ º®òM™¬ô. Ì…¬êèœ 1 Ü® àòóˆFŸ° õ÷˜‰¶ Þ¼‰î¶. ÜŠªð£¿¶ î£¡ ñ…²÷£ ÝCK¬ò â‰îŠ ªð£¼÷£™ â¶ «è†ì¶ â¡Á ªîKòM™¬ô â¡Á ÃPù£˜.

Üî¡ Hø° î£¡ ªð†®èœ õ£ƒA îQˆîQ«ò àí¾Šªð£¼†è¬÷ ¬õˆ¶ àŸÁ «ï£‚è™ ªêŒ«î£‹. Ü¬ùõ¼«ñ I‚è Ý˜õˆ¶ì¡ àí¾Šªð£¼†èœ âŠð® Þ¼‚°‹ â¡ø «èœM«ò£´ î£¡ åšªõ£¼ ï£À‹ õ‰¶ «ï£‚A‚ °PŠ¹èœ â´ˆ«î£‹.

â¡ªù¡ù àí¾Šªð£¼†èœ ¬õ‚èô£‹ â¡ø ªð£¿¶ Ü¬ùõK¡ ð†®ò½‹ c‡´ ªè£‡«ì ªê¡ø¶. ÞîŸè£è«õ d†ê£, ð˜è˜ «ð£¡øõŸ¬ø õ£ƒA à‡´ å¼ CÁ ð°F¬ò àŸÁ «ï£‚è½‚è£è ¬õˆ«î£‹. «è‚, ð«ó£†ì£ «ð£¡ø¬õ ¬õ‚°‹ ªð£¿¶ CKŠð£è Þ¼‰î¶. âƒèÀ‚° àí¾Šªð£¼†è¬÷„ ÅKò åOJ™ Í® ¬õ‚°‹ ªð£¿¶ âŠð® Þ¼‚°‹ â¡Á ªîKòM™¬ô. âù«õ I‚è Ý˜õˆ¶ì¡ àí¾Šªð£¼†è¬÷ âÁ‹¹ «ð£ô «êèKˆ«î£‹. àî£óí‹: «è£M™ Hóê£î‹, ð‚èˆ¶‚° i´èO™ ªêŒõ¶ «ð£¡ø ðô õNèO™ àí¾Šªð£¼†èœ «êèKˆ¶ àŸÁ «ï£‚è™ ªêŒ«î£‹.

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àí¾Šªð£¼†èœ Í® ¬õ‚èŠð´‹ «ð£¶

ñê£ô£ ê£ñ£¡èœ «ð£†´ ê¬ñ‚°‹ ªð£¼œ

8 ñE «ïóˆF™ ªè†´ MÁø¶

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8 ñE «ïóˆF™ ªè†´ MÁø¶

¹O «ê˜ˆ¶ ê¬ñ‚°‹ ªð£¼œ 16 ñE «ïóˆF™ ªè†´ MÁø¶.

Ü¬êõ àí¾ 14 ñE «ïóˆF™ ªè†ì õ£¬ì õó Ýó‹Hˆ¶ MÁø¶. (õÁ‚èŠð†ì ªð£¼÷£è Þ¼‰î£½‹ õ£¬ì ñ£Ÿøñ¬ìAø¶).

â‡ªíJ™ ªð£P‚èŠð†ì ÜŠð÷‹, CŠv «ð£¡ø¬õ

24 ñE «ïó‹ ªè´õF™¬ô, Üù£™ 3 ñE «ïóˆF™ î¡ î¡¬ñ¬ò Þö‰¶ MÁø¶. ñ£¬ô «ïóƒèO™ ð£ˆFóˆF™ Þ¼‚°‹ ªõŠð‹ à¬ø‰¶ c˜ Fõ¬ôè÷£è àíM™ M¿õî£™ ªè£öªè£ö â¡ø£A MÁø¶. 3 ï£†èÀ‚°Š Hø° Ì…¬ê ¬õˆ¶ ªè†´MÁø¶.

â‡ªíJ™ õÁ‚èŠð†ì àí¾Šªð£¼†èœ

26 ñE «ïó‹ î¡ î¡¬ñ¬ò ÞöŠðF™¬ô.

ÞQŠ¹ ºî™ ï£«÷ î¡ î¡¬ñ¬ò Þö‰¶MÁø¶.

êŠð£ˆF, ð«ó£†ì£ 28 ñE «ïóˆF™ î‡a˜ M†ì¶ «ð£™ ªè£ö ªè£ö â¡Á ñ£PMÁø¶.

W¬ó õ¬èèœ 12 ñE «ïóˆF™ õ£® MÁ¡øù.

è£ŒèPèœ ï£˜êˆ¶, c˜êˆ¶ àœ÷¬õ 3 ï£†èO™ ²¼ƒA î¡ î¡¬ñ¬ò Þö‚Aø¶. Aöƒ° õ¬èèœ 5 ï£†èÀ‚°Š Hø° î‡a˜ M†ì¶ «ð£™ ÝAø¶.

ðöƒèœ 3 ï£†èÀ‚°Š Hø° ªè†´Š«ð£è Ýó‹H‚Aø¶. ÜFè c˜ˆî î¡¬ñ»¬ìò Fó£†¬ê «ð£¡ø ðöƒèœ 12 ñE «ïóˆFŸ°Š Hø° ií£Aø¶.

Ýó£òŠð†ì à‡¬ñèœ:

1. ÅKò åOJ™:

ÅKò åOJ™ Í® ¬õ‚èŠð†ì àí¾Š ªð£¼†èœ ªè†´Š«ð£è CP¶ è£ôˆî£ñî‹ Ýù¶. ºî™ ï£œ àí¾Šªð£¼œ î‡a˜ M†ì¶ «ð£™ Þ¼‚Aø¶. Ü´ˆîï£œ Üî¡ î¡¬ñ ªè†´MÁø¶. Í¡ø£‹ ï£œ Gø‹ ñ£P MÁø¶. ï£¡è£‹ ï£œ õ£¬ì õó Ýó‹Hˆ¶ º¿õ¶‹ ªè†´ MÁø¶. Þ¼ŠHÂ‹, ê¬ñˆî àí¾ â¶õ£è Þ¼‰î£½‹ 8 ñE «ïóˆFŸ°Š Hø° ªè†´ MÁø¶.

ÅKò åOJ™ Fø‰¶ ¬õ‚èŠð†ì àí¾Šªð£¼†èœ ºî™ ï£O«ô«ò è£Œ‰¶ MÁø¶. Ü®Šð°F êŸÁ ßóñ£è Þ¼‚Aø¶. Üù£™ ªè†´Š«ð£ù õ£¬ì Ü®‚èM™¬ô, ªñ£ìªñ£ì â¡Á ï¡° è£Œ‰¶ MÁø¶. ê£îñ£è Þ¼‚°‹ ð†êˆF™ Ü¶ ÜKC «ð£¡Á ñ£PMÁø¶.

àí¾Šªð£¼œ ¬õ‚èŠð´‹ ð£ˆFóˆFŸ°ˆ î°‰î£Ÿ«ð£™ ñ£Ÿø‹ ãŸðÁø¶. CP¶ ªñ£ˆîñ£ù ï™ô ªïANŠ ð£ˆFó‹ ñŸÁ‹ C™õ˜ ð£ˆFóˆF™ ¬õ‚°‹ àí¾ 14 ñE «ïó‹

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ªê¡ø H¡¹ î£¡ î¡ î¡¬ñ¬ò Þö‚Aø¶. àí¾Šªð£¼œ ê¬ñ‚°‹ º¬øò£½‹ ñ£Áî™ ãŸðÁø¶. ðöƒèœ, è£ŒèPèœ

ºî™ ï£O«ô«ò ²¼ƒA MÁ¡øù.

ªð£¶õ£è ÅKò åOŠðì£ñ™ Í® ¬õ‚°‹ ªð£¿¶ ê¬ñˆî àí¾Šªð£¼†èœ ñŸÁ‹

2. ÅKò åOŠðì£î ÞìˆF™

àí¾Šªð£¼†èœ

ê¬ñˆî àí¾Šªð£¼†èœ Í® ¬õ‚èŠð´‹ «ð£¶ - ºî™ ï£O«ô«ò Üî¡ î¡¬ñ¬ò Þö‰¶ ªè†´, ¶˜ï£Ÿø‹ iê Ýó‹Hˆ¶ MÁø¶. Ü´ˆî ï£œ Üî¡ e¶ ¹…¬êèœ Ìˆ¶ Ü¼õ¼Šð£A MÁø¶. Fø‰¶ ¬õ‚èŠð´‹ «ð£¶ - ê¬ñˆî àí¾Šªð£¼†èœ Üî¡ «ñ™ð°F è£Œ‰¶ MÁø¶. Ü®J™ î‡a˜ M†ì¶ «ð£™ H²H²Šªð¡Á ÝAMÁø¶. êŠð£ˆF, ð«ó£†ì£ «ð£¡ø¬õ 3‹ ï£O™ î¡ î¡¬ñ¬ò Þö‚è Ýó‹Hˆ¶ H²H² â¡Á ÝAø¶.

¹O «ê˜ˆ¶ ê¬ñ‚°‹ ªð£¼œ ¹O°ö‹¹ ê£î‹ «ð£¡ø¬õ ºî™ ï£O™ î¡ î¡¬ñ¬ò Þö‰¶ å¼Mî ¹OŠ¹ õ£¬ì õ‰¶ H²H²ªõ¡Á Þ¼‚Aø¶.

â‡ªíŒ ªð£P‚èŠð†ì ÜŠð÷‹, CŠv «ð£¡ø¬õ

Í® ¬õ‚èŠð´‹ «ð£¶ - 2 ï£†èœ ï¡ø£è Þ¼‚Aø¶.

â‡ªíŒ õÁ‚èŠð†ì àí¾Šªð£¼†èœ

Í® ¬õ‚èŠð´‹ «ð£¶ - 2‹ ï£œ ºî™ ªè†´Š«ð£è Ýó‹H‚A¡ø¶.

ÞQŠ¹ Í® ¬õ‚èŠð´‹ «ð£¶ - àî£óíñ£è ô†´, ð£¶û£ «ð£¡ø¬õ 5 ï£†èœ ï¡ø£è Þ¼‚°‹. 6õ¶ ï£œ ºî™ CP¶ CPî£è Üî¡ î¡¬ñ¬ò Þö‚è ªî£ìƒ°Aø¶. Fø‰¶ ¬õ‚èŠð´‹ «ð£¶ - 2‹ ï£œ H²H²ˆ¶ MÁø¶, õ£ê¬ù ñ£ÁAø¶, ªè†´Š«ð£è Ýó‹H‚A¡ø¶.

è£ŒèPèœ, ðöƒèœ Í® ¬õ‚èŠð´‹ «ð£¶ - 2‹ ï£œ Ü¿è Ýó‹H‚Aø¶. 3‹ ï£œ î¡ î¡¬ñ º¿õ¬î»‹ Þö‚A¡ø¶. Fø‰¶ ¬õ‚èŠð´‹ «ð£¶ - Üî¡ î¡¬ñ‚° ãŸø£˜«ð£™ 7 ï£†èœ Ãì ªè´õF™¬ô. àî£óí‹: ªõƒè£ò‹, à¼¬÷, «èó†. ÜFè‹ c˜ˆî¡¬ñ àœ÷ ºœ÷ƒA, õ£¬öˆî‡´ «ð£¡ø¬õ 3 ï£†èO™ ²¼ƒè Ýó‹H‚A¡ø¶. õ£¬ö‚è£Œ, ñ£ƒè£Œ «ð£¡ø¬õ ðöñ£è ñ£ÁA¡øù. â½I„ê‹ðö‹ 3 ï£†èÀ‚° Hø° è£Œ‰¶ MÁø¶. «î£™ êŸÁ èùñ£è àœ÷ ê£ˆ¶‚°® «ð£¡ø¬õ Ãì è£Œ‰¶ ²¼ƒ°Aø¶. î‚è£O, Fó£†¬ê «ð£¡ø¬õ Ü¿A MÁ¡øù.

W¬ó õ¬èèœ Í® ¬õ‚èŠð´‹ «ð£¶ - 6 ñE «ïóˆF™ ªè†´ MÁø¶

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è£ŒèPèœ, ðöƒèœ Ü¬ùˆ¶‹ Iè M¬óM™ ªè†´M´Aø¶. â‡ªíJ™ ªð£Kˆî¬õ, «ð‚èKJ™ ªêŒî¬õ Hvè†, Hó† «ð£¡ø¬õ ñŸÁ‹ ÞQŠ¹ â¡Á Ü¬ùˆ¶‹ ªè†´Š«ð£è‚ Ã´î™ ï£†èœ â´ˆ¶‚ ªè£œA¡øù.

Þ¬õ «ð£¡ø ðô à‡¬ñè¬÷ˆ ªîK‰¶ ªè£‡«ì£‹. «ñ½‹ ê¬ñ‚èŠð†ì àí¾Š ªð£¼†è¬÷ 6 ñE «ïóˆFŸ°œ ê£ŠH†´

Mì «õ‡´‹ â¡ð¬îˆ ªîK‰¶ ªè£‡«ì£‹. ÜîŸ°Š Hø° ê£ŠH´‹ ªð£¿¶ Ü¶ àì½‚° bƒ° M¬÷M‚è‚ Ã´‹. ï™ô ð£ˆFóƒèœ ðò¡ð´ˆ¶õ¶ Iè º‚Aò‹. ªïAN ªð£¼†èœ ðò¡ð´ˆ¶‹ ªð£¿¶ ï‹ àì½‚° Müñ£Aø¶. ÉŒ¬ñò£è ï™ô ªð£¼†è¬÷‚ ªè£‡´ ê¬ñˆ¶„ ê£ŠH´õ¶ Ièº‚Aò‹ â¡Á ªîKAø¶. Þ„ªêò™F†ì‹ àí¾ ðŸPò âƒè÷¶ ¹Kî¬ô «ñ½‹ õ½Šð´ˆ¶‹ Mîñ£è Ü¬ñ‰î¶.

º. ê£‰î°ñ£K, î.Ý. Ü. ªî£. ð. õ´õ‚°Šð‹

Ýèv† 201736 F¬êñ£Q

Understanding students’ prior knowledge -

introducing snakes

The session started with an exciting discussion where students were encouraged to share their experiences with snakes. Many instances of snakes being spotted at homes and schools, frightening people, and in some cases, the snakes being killed were shared by students.

Then I asked the students to describe the appearance of snake and its food habits. Children described the long, slender and slippery scales. They also elicited how the head of the snake is tapering with a long fork shaped tongue. One of the students shared an instance where he witnessed a snake ingesting milk and egg offered at temples.

Continuing the discussion, I asked students about the habitat of snakes. Some of them came up with answers like burrows and water. Immediately a student was shocked, exclaiming whether a tank of water in front of his house has snakes, for which the whole class burst into laughter. I summarized by saying that snakes live in burrows, trees, among grasses and water bodies.

I showed them few pictures of common snakes in the locality and asked students to identify them. Students were familiar with names like Naaga Pambu, Pachcha Pambu.

A PowerPoint slide show made

on the topic of snakes, covering

details of their habits and habitat was screened to

the class. An engaging discussion ensued.

In order to make the discussion more interesting, I asked students how different animals make sounds and students imitated the bark of a dog and meow of a cat. I guided them back to the topic by asking about the sound produced by snakes. The whole class started making sounds. An audio recording of the hissing of snakes was played. I told them that snakes hiss to make their presence known thereby serving as a warning for other animals.

I asked students on whether they knew about snakes not having a nose or an ear. Students replied that they had not seen ears but had seen two holes in front of a snake’s head and considered them nose. I explained how the flick of its tongue is used to smell, while vibrations are picked from the ground using their lower jaw and processed in the snake’s brain to identify the sound. Students were asked to guess the food

consumed by snakes out of a list displayed in the

slide, with correct answers in the next slide.

They doubted whether snakes consume eggs.

CBSE, Grade 5, EVS, Lesson: 2

A Snake Charmer’s Story

Teac

her

R

efle

ctio

ns

Ýèv† 2017 37F¬êñ£Q

I added that snakes swallow

their food whole due to absence

of teeth.

Moving the discussion to the types of snakes, I showed them pictures of venomous and non-venomous snakes.

Me: What is venom?

Students: Venom causes death.

Me: Where have you seen it?

Students: When a snake bites, the person’s body becomes blue, foam comes out of the mouth and the person dies.

I explained that snakebites could cause death but added that there are medicines called anti-venom to save victims. A brief description of first aid to be administered in case of snakebite was also discussed.

A video on how snakes smell, hear, eat food, climb trees, scare enemies etc. was shown. A snake eating an egg and later spitting out the eggshell grabbed students’ attention. Children were asked to write the new things they had learned that day.

From their writing, it was evident that some

misconceptions like ‘snakes dance to the music of

snake charmers flute’, ‘some snakes eat fruits’, ‘snakes

drink milk’, ‘snakes do not have ears but they have a

nose’ still remained.

Making animal profiles:

Students were asked to collect details about different animals around their locality such as name, pet name, the food it eats, who takes care of them etc.

What went well?

Using the slide show with a lot of pictures helped initiate discussions. Videos helped students

understand better. Showing pictures of different kinds of snakes was interesting as students were able to identify some.

A game of snakes’ food habit

Students were divided into two groups. One group role-played snakes, while students in the other group were assigned names of different kinds of food. On the blow of a whistle, students who played ‘snake’ stood near the food, snakes would eat. After the game, a discussion ensued on why certain foods are not eaten by snakes.

Discussion on cruelty against animals:

The class was divided into six groups. Each group was given a picture card showing cruelty towards animals. E.g., a chimpanzee in a cage, a lion in a circus, a bear tied using rope, an elephant chained etc. Students discussed the situation and empathized with the animals. Each group was encouraged to present their discussion to the class. This activity heightened their awareness about cruelty towards animals.

My reflections:

• Eliciting prior knowledge from students through a discussion made the session interesting and interactive.

• Students participated with enthusiasm when questions were asked based on the pictures.

Ýèv† 201738 F¬êñ£Q

However, there is a need for some strategy to control mass answers and allow individual narratives.

• Even after discussion with the whole class, some students had misconceptions about snake’s food and its habits. Discussions for a longer period of time may be necessary.

• Plenty of opportunities opened up for introducing diverse concepts. When a student

Sample Animal Profiles

narrated an experience where a rat snake was killed, the importance of snakes in the ecosystem could be discussed. It is necessary to let students become aware of the methods to control snakes rather than killing them.

• Preparing animal profiles was engaging as a classroom activity; a little support like providing sample narrations, observations etc. might be needed for students in preparing it themselves.

M. Ramakrishnan, PSTGPS Sulthanpet

Ýèv† 2017 39F¬êñ£Q

CBSE, Grade 2, Maths

How much can you carry?

Teacher

Reflectio

ns

I gave a copy of the worksheet to each child. Each question had two items out of which one was light and the other was heavy. For example,

Students had to colour the heavier one. They sat in a circle and I guided them on how to answer the worksheet. After each question, I stopped to ask them, which is heavier or lighter and asked them to colour it.

To address their doubts on size vs weight, I showed them two balls – a big plastic ball and a small rubber ball. Every child was given an opportunity to lift both and decide which is heavier. They tried with some more objects on their own. By the end of the activity, half of the class was able to say that even big objects can be light in weight.

b. Paired work – allowing children to work independently

The next question was similar to the previous one. This time they were asked to sit in pairs, discuss and colour the lighter item. I went around seeing if any student needs support. After every one finished, they formed a circle for discussion. I asked each child to reason why they coloured a particular object. One girl said ‘helicopter is lighter compared to car’. When asked she kept repeating that the helicopter

This aim of this lesson is to make students understand the concept of heavy vs light. Initially I had thought that this concept would be easy for children to understand. I taught it with some examples and activities given in the book and children answered well when asked in the whole group. I was happy.

The situation changed when I gave them individual assignments. I found that children were able to answer only when they lift and feel the weight and not when asked to answer worksheets. Children also had confusion with size and weight - they thought bigger objects are heavier. Then I realized that they need some more hands on experience and discussion.

To validate my assumption I used worksheets at different levels -

• Pictures of objects – where children can see and identify. E.g. Fridge - iron box

• Materials on balance – they can answer if they understand that heavier object will go down

• Cut and paste heavier object one side and lighter the other side

• Compare three concrete objects

• Giving independent examples on heavy and light objects

a. Whole group work - emphasis was laid on the logic applied by the child for their answers, be it right or wrong.

And

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classroom and made them hold, lift, feel the objects.

We discussed two ways of differentiating heavy and light objects.

1. Objects of the same size but differing in weight: plastic ball and cricket ball, water bottles with and without water, ring balls made of rubber and plastic, brick and wooden box

2. Weight is not based on the size: iron and plastic ball, wooden and thermocol cubes, plastic bat and cricket ball, bamboo stick and iron rod

Weigh using hands - I displayed all the items in front of the children. Students went one by one and picked up any two items of their choice. They lifted and told which of the two objects is heavy. As one student performs, the others listen. Each child was given time to think and respond.

is lighter than a car. It was much later that I understood that she was comparing a plastic helicopter with a real car. Similarly, a boy coloured cake in comparison with a candy. I realized that it was difficult for children to imagine the weight of certain objects by just seeing the picture.

c. Independent work - to assess individual understanding

Students had to circle the heavier item. Interestingly, one child had circled all the boxes. When she was given real objects, asked to lift and find out which is heavier, she was able to give the right answer. However, she made mistakes in the worksheet. I decided that I had to something more to make children understand.

Balance using Scale - I set up a balance using a scale and a box. I placed different objects on it and asked children if they were able to say which is heavier. I placed a big plastic bottle on one side and a small rubber ball on the other; children saw that the rubber ball was heavier. It reaffirmed to them that objects that are big in size are not necessarily heavier. Afterwards, children were allowed sometime to tinker with the set up and objects and explore on their own.

Day 2

The next day I used many more objects – Balls in different sizes, shapes and weight, bowls, cups, tumblers, plates, blocks, bottles, boxes, leaves, heavy motors, etc. and a weighing scale. The children were taken outside the

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Once all students were done comparing, they stood in a line and displayed which was heavier and which was lighter. They raised the lighter item and bought the heavier item down. I re-emphasised this so that students can imagine a balance while they are balancing. One of the student raised the heavier item and brought the lighter item down. It was probably because, she though heavy means more and must be placed on the top. I made the student lift a small motor on one hand and the paper on the other. The child raised the paper easily but struggled to lift the motor. Here it was explained that since it is heavier, the motor is down. Hence heavier things are down and lighter things go up.

Day 3

I gave the worksheet, which has three objects for comparison. Except one boy who is mentally challenged, all others got the answers right. Children could not read the instruction but they were able to decode. Therefore, I underlined the words ‘heavier’ or ‘lighter’ and terms like ‘circle, colour and tick’. This helped children to complete their worksheets. I asked them to write the name of the objects against the pictures to get a better understanding of the object they have in mind – toy fridge, real car etc. I was happy that children had finally understood the concept of heavy and light objects.

After this, students went back, drew the items in their notebook and coloured the heavier object. This reinforced the concept in their minds.

Weigh using Scale - I took a big plastic ball and a marble and asked students to guess which would be heavier. Students in chorus replied

that the ball is heavier. I gave both to each child to get experience the weight. Then children were saying that marble is heavier. The same materials were kept on the balance and verified. This reinforced that idea. Students picked different objects and compared them on the balance to conclude which of the two is heavier. Students came one by one and compared the weight of the items on the scale; I sat in the middle and helped the students.

Vidya, PSTGPS Odaiveli

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Counting in Groups

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Objectives:

The student is able to

• Count objects in groups.

• Count in multiple ways starting from any object (Understanding cordiality).

• Number in order.

• Estimate the number of objects in a group without counting.

To involve students into activities, I asked them to form groups. I used to divide students into groups myself, but this time I gave them freedom to club with their friends. Students were willing to help other groups whenever necessary thus allowing interaction between groups.

Conducting a class test in reading and writing numbers from 1 to 100 at the beginning of the month made children familiar with two digit numbers. Hence, it was easy for me to engage them in the activities.

Activity 1:

I gave a picture showing ten objects to each group and asked them to count it. Each group counted and gave answers. After

finishing the task, I asked the students to explain their counting. It was amazing and surprising to see children come up with a wide variety of strategies to perform a simple activity of counting. The sample pictures used in the activity are in Figure 1

One of the students used the strategy of grouping to count the ten dots. (Figure 2) The explanation given by her was: 3 + 3 is 6 ; 6 + 4 is 10. Another student described her counting as 1+2+2+2+3. Likewise I got a variety of interpretations for all the pictures.

Here is another example of counting through grouping by children. (Figure 3)

Activity 2:

In this activity, students in each group were asked to count objects in 2s. Initially, students focused on grouping the counters in twos. They

Figure 1 Figure 2

Figure 3

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could not immediately recognize the pattern- i.e. 2, 4, 6, 8, 10, 12, 14…. Children counted the objects in singles before arriving at the pattern. Some of them recognised the pattern quickly and managed to count. One child found the task very challenging. Although she was able to group the objects in two’s, she was unable to recognize the pattern. Other children explained their counting as 2+2 is 4, 4+2 is 6, 6+2 is 8.. It was observed that children either counted in 2’s or added 2 to the previous number in the series. Some of them skip counted. They assigned numbers to each picture and skip counted the objects as shown below.

One student counted the first two objects and didn’t proceed further. When I nudged her to continue, it made her cry. I realised my mistake and comforted her by telling that she can count them one by one. The next day, I called her again and asked her to count the objects one by one. She was able to do it. I recalled the activity of skip counting they had done in the previous class and asked her to try it again. She managed after 2-3 attempts. Later she was also able to count objects in 2s.

Activity 3:

As an extension of the previous activity, children were assigned the task of grouping objects of 2s in an orderly manner like: One group of 2; two groups of 2; three groups of 2…etc. After arranging they have to find the total number of objects in the row. Children did well. Later I asked them to repeat the same activity by drawing pictures, with the wordings ______ groups of 2 is ________. After counting in 2s, it was time for counting in 3s. I asked the children to bring two packets of bindies each for the next activity.

Although in my opinion, grouping in 3s was similar to the previous activity, the children found the task challenging compared to the previous one. But the use of ‘Bindies’ kept them excited. In addition to counting they were also familiar with the sentence “________ group of 3 is _______”. But students started writing them as a pattern rather than understanding its meaning.

When I questioned children while they were involved in the activity, I was able to decipher their thinking process. The questions posed to children were:

• What does 3 in this sentence denote?

• Why are you writing 2 groups of?

• How many groups are there in this row?

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• How many bindies are there in each group?

The thinking process of children were - “If we write 1 in the first sentence, we should write 2 in the next sentence, 3 in the next after it and so on. 3 is common in all the sentences; in the second blank we have to write the total number of bindies in the row”.

I realised the importance of asking questions during the activity as it channelizes their learning. Once again I explained to each group about the sentence they were writing. Similarly, I asked children to do the counting in 5s. All these activities help children in learning multiplication tables. In my opinion, memorising the tables and reciting them with a tune or writing them using symbols are meaningless. Introducing multiplication through tables would have limited their learning to ‘10 times 2’, but with this activity, they were able to go

beyond, which is a remarkable difference from the traditional approach.

Activity 4:

Next, we moved to an open ended, individual activity. Children were asked to draw any picture and group them in the ways they preferred.

After grouping, they have to conclude with an addition statement corresponding to the picture drawn by them.

Some students were drawing and interpreting correctly but they struggled with symbols while writing the addition statement. This made me realise that children struggle with mathematical symbols rather than mathematics itself.

Activity 5:

Children were asked to close their eyes and I sought the help of another teacher to keep a watch over them. I drew some pictures on the board. Students were asked to open their eyes and guess the number of objects drawn. The student who said the answer first was asked to come forward to group and count the stars on the board to verify.

First, I drew 16 stars. One of the girls guessed it as 16, came forward and grouped it on the board. She shared her interpretation as 3+3+3+1 is 10; 2+3 is 5 and 5+1 is 6. So 10+6 =16. It was

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amazing that she made a huge calculation within a minute and explained it with a reason. Next, I wanted to go for a number greater than 20. I drew 25 stars, with the pattern 10+10+5 = 25. A student guessed it as 23. When I asked her to explain, she immediately started grouping into 2s. I realised that each individual uses a strategy in which they are familiar, comfortable and confident. Hence I didn’t drill my idea on

her, but rather let her do it, in her own way. When she counted 25 stars, she was sheepishly amused at her miscalculation.

The ‘guessing game’ turned out to be a playful and interesting methodology to strengthen these concepts. Class room objects like pencils, erasers, ice sticks and beads can also be used for this activity.

R. Gomathy, PSTSavarayalu GGPS, Pondicherry

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Links to the videos –

https://www.youtube.com/watch?v=Q4H7dQsPOFE https://www.youtube.com/watch?v=i4fHtF15umc

Draw and group: A few stars were drawn on the blackboard and students were asked to group and count. The students started counting 1, 2, 3, 4, 5 and so on. It was a multi-grade class with students of Grade 2 and Grade 3. It was observed that students of Grade 2 were able to group and count smaller (single digit) numbers, but were unable to count bigger (two digit) numbers like 23, 18, 16 etc. Students of Grade 3 were able to group and count faster and also explained how it is done.

I explained to students of Grade 2 on how grouping is done by drawing the flowers in the pattern as shown in figure1. For example, in the first row, there are 2 flowers. In the second row, there are 3 flowers; 2+3=5 flowers. Similarly, in the third row, there are 4 flowers, making it a total of 4+5=9 flowers. Students found it easy to solve this type of problem.

Prior Knowledge: Students should know how to count one by one corresponded; perform basic single digit addition and subtraction; read and write numbers up to 100.

Learning Objectives:

• Counting in groups

• Skip counting by 2’s, 3’s & 5’s

Teaching and Learning Materials: video, worksheet and games

Song: I asked the students to sing songs like “one two buckle my shoe” and “å¼ °ì‹ î‡E áŸP å«ó å¼ Ì Ìˆîî£‹” Students ware asked to guess the number, of things in front of them such as

- Chalk pieces on the table

- Colour pencils in the box

Most of the students counted the objects one by one. Two students were able to count in 2’s initially upto 4 – i.e. 2,4 after which they started counting as 5,6…

Videos and discussion

To help students connect to prior knowledge, two videos were shown, allowing to explore the concept of counting in groups. The videos elaborate how counting is the process of finding the total number of objects in a given group. the teacher can pause the videos and ask questions based on it. Figure 1


Counting in Groups

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the following questions.

1) How many groups are there? ____

2) How many stars are there in each group? ____

3) Find the total number of stars. ______

After this example, I asked students to write the statements in the format: 1 group of 1 is 1. Continuing in this series, children were able to do up to 7 groups of 1 is 7. Numbers larger than 7 may require more time.

Assessment

A few worksheets were used to assess the students and reinforce this concept for better understanding. Some students merely counted the total number of objects and did not use grouping for counting them.

I gave another example, asking the students to count in two’s.

Group counting in pairs (2s)

In the first row, 2 stars + 2 stars = 4 stars.

In the second row, also 2 + 2 = 4 stars.Once I explained the

concept, students were also able to count in 2’s, i.e. 2,4,6,8 stars.

Group counting in 3’s

In the third example, I drew students 12 stars and asked them to count in groups of 3.

Counting in three’s -> 3+3=6 ; 6+3=9

Likewise, students can be given different types of worksheets.

Group counting in 4’s

Students were split into groups allowing them to discuss amongst themselves while answering

Sugandhi, PSTGPS Pudunagar

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UNDERSTANDING NUMERALS THROUGH DRAWING REPRESENTATION

The article discusses the idea of which is more important? - The written structure of the number or the quantity it signifies?

Objectives:

Students will be able to

• Read and write 3-digit numbers

• Expand a number with reference to place values

• Compare numbers

When children are asked to write ‘three hundred and forty’ in numeral form, they write it as 340. If we probe them into asking the number of tens in the numeral 340, the expected answer is four tens. Even as teachers, we instinctively come up with the same answer. In real there are thirty-four tens in 340. When we consider the question on how many ones are there in 340, the usual response is zero, which is incorrect. In fact, there are 340 ones in 340. This is the case because we teachers had been taught in this manner and we continue the same with our students.

It’s time we reconsider our approach of teaching children about the concepts of place value and face value. Consider the example 340, if there are just four tens in the numeral 340, how did it add to three hundred? Although we teachers realise that it is an essential concept to be aware of, many of us believe that it is difficult to present this idea to children. There are many

easy methods to make children understand and one of them is representing a number through drawing.

For instance, write a two-digit number say 18 on the black board and ask children about the number of tens and ones in it. Students of Class 3, generally give the expected answer as 1 ten and 8 ones. They can be guided to represent the numeral through drawing. The concept can also be explored through the use of physical blocks and arranging them suitably.

Examples of ‘drawing representations’ for the numeral 18 is shown in figure 1

After getting a variety of representations from students, we can once again ask them about the number of tens and ones in the numeral 18. This enhances the learner’s understanding of tens and ones. In figure 1, the first representation is expected when blocks of ten are available. The students would come up with the second representation when there are no blocks of ten available. Eventually the learner starts using

Figure 1


Fun with Number

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only ‘ones’ to represent the entire number. At this stage, the learners understand that the numeral 18 has 18 ones.

When I attempted this method with my students of Class 3, they presented different

kinds of representations. Some of them were interesting. When the number 15 was given, two students represented the numeral as single column of 15 ones. For 20, I asked them to use only one ‘tens’ representation. Refer figure 2.

After the children drew the representation, they were asked to justify how the drawing represents the number. The discussion helped both the leaners and the teachers become aware of the level of learning. This activity can be used to represent 3 digit numbers using hundreds.

The teacher may suggest the following representation for hundreds, tens and ones as given below.

Figure 2

Hundreds Tens

Ones

James Kumar, PSTGPS Aranganur

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Video and discussion: Two videos can be shown to students to introduce the concept of multiplication and division through array method and equal sharing method respectively. The teacher can later engage the students in discussion to ensure understanding.

Arranging of carrots in Array method:

Title of the Video: Multiplication word problem example 1 | Multiplication and division | Arithmetic | Khan Academy - https://www.youtube.com/watch?v=fZtUn_THXnk

This video demonstrates a student friendly method to explain word problems in multiplication.

Distributing cows equally:

This video can be used to introduce the concept of division. It elaborates how division is used for sharing things equally. (e.g. 30 bags divided equally among 3 people where each person gets 30/3 = 10).

Learning Outcomes

Students will be able to

1. Find place value in numbers beyond 1000.

2. Appreciate the role of place value in addition, subtraction and multiplication algorithms.

3. Understand the properties of multiplication and division.

4. Uses informal and standard way of doing multiplication and division algorithms.

Prior Knowledge

Students should have knowledge about numbers; its regrouping, basic mathematical operations; able to add and subtract multiples of 10 and 100 mentally.

Smallest and Greatest Number

At the beginning of the session, the teacher can give a few numbers, for example 6,7,8,2,1 asking the whole class to form the greatest and smallest number using these digits. Later students can be split into groups and made to do the same with different sets of digits. This activity would make students realise the importance of place value, which is very essential to perform addition, subtraction as well as multiplication (repeated addition) and division (repeated subtraction).

In case some students are unable to form greatest and smallest number, the teacher should continue with a few more examples before moving to the next activity.

A farmer plants 12 rows of carrots in a field. Each row has 6 carrots. How many carrots did the farmer plant?

Figure 1

Figure 2


A Trip to Bhopal

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• Understanding the concept of multiplication as repetitive addition.

With enough practice using such worksheets, students might not have to memorise multiplication tables.

Discussion

The teacher can start a discussion on how students solved the problems and allow them to share their understanding. Creating multiplication table using the worksheet will be interesting because each student may approach it in a different way, for example, some students may do repeated addition while others may find a pattern between rows or recognise how the numbers keep increasing along the same row.

Practical problems to solve

Once students become familiar with the basics, the teacher can then ask practical questions based on the lesson.

Sample Questions

• If 175 students in a school are going on an excursion by bus, with each bus having a seating capacity of 35, how many buses are required ?

• If 10 students have to be guided by 1 teacher, how many teachers should be there?

• If the expenditure for lunch is ` 50 per person how much money should they carry?

The teacher can ask similar questions, making students work in the group.

Assessments

1. Teachers can use puzzles to deepen the understanding of students. They can be given worksheets individually and later

Title of the Video: Maths - What is Division - Equal sharing – English - https://www.youtube.com/watch?v=LDHQx2yO_8I

Number Card : Students can be split into groups and provided with number cards (5-6 cards for each group). (Figure 3) Questions based on multiplication and division can be asked.

Students have 20-30 minutes to complete the task, after which they have to explain how they arrived at the answer. If a group completes the task earlier, they can be given more cards to solve. This activity helps students understand the commutative property in multiplication. For example, when a student solves the problem 8 x 7 = 56, and is once again presented with the problem 7 x 8 = ? it is likely that she/he tries solving it again. During the discussion, the teacher can explain about them.

10 x 10 Table

The teacher can circulate a multiplication worksheet where students have to multiply numbers in a row with numbers in the respective

column. For example, 1 in the row will be multiplied with all the numbers in the column heading.

The advantages of using the worksheet are -

• Recognition of patterns

Figure 3

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https://www.education.com/download/worksheet/121331/addition-crossword.pdf

discuss with other students in groups.

More such puzzles can be found at -

Find the link to the worksheet here - https://www.education.com/download/worksheet/117525/liquid-measurement-word-problem.pdf

2. Approximation/estimation can be made into a fun and interesting activity. Students can do the activity hands on to understand approximation.

8 Ounces are required for one person

S. Gayathri, PSTGPS Thatanchavady (S.N)

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The human body is a fascinating machine that works continuously with many processes occurring inside at very high speeds. A lot about the human body and its potential remains unknown. An average adult body has 600 muscles, blood vessels with a total length of one-lakh km, 13000 million cells and 206 bones. The heart pumps 2000 million times during a life time; pulse rate ranges between 70 to 82 beats per minute; lungs purify 4.5 litres of air per minute; eyes can identify 17000 shades of colour accurately; there are 3000 sweat glands in one sq. inch area of skin, nerves transmit messages at a speed of 300 feet per second.

How do we encourage our children to tap this potential, care for their bodies through a balanced lifestyle of nutrition and exercise? As the age old Tamil saying goes, there cannot be a painting without a wall… To reach great heights in life, having a fit body is essential.

We are witnessing a generation growing up glued to video games and TV shows with little involvement in physical activities. The easy way to inculcate healthy habits is through games that require a lot of physical movement. Younger children can be engaged in games and activities that help nurture their skills, leading to an overall development. In this article, we have shared a few activities that can be tried with children of Grade 1.

1. Moving Rice

Materials: Tray, 2 small bowls, tweezers

Preparation - Place the 2 small bowls on the tray, one containing the rice and one empty, along with the tweezers. Present to child.

Demonstration: Set tray on work surface. User tweezers to move each grain of rice to the previously empty bowl until all the rice has been moved. Now let the child try.

Purpose: This activity helps develop the child’s patience with practicing the manipulation of small objects, and tunes their fine motor skills.

2. Folding Washcloths

Materials: Basket, 10 square washcloths

Preparation: Present the activity with all the washcloths in the basket.

Demonstration: Set the basket down at the work area and pull out one cloth. Fold the cloth in half, lining up the edges. Now fold it in half again, once again lining up the edges. Place folded cloth to the side and fold the next one. Place it on top of the previously folded cloth to form a neat stack. Continue for a stack of 5, and then start a new stack. When you are finished with all the cloths you should have 2 neat stacks of washcloths piled 5 high. Reset the activity by messing up all your washcloths and putting them back in the basket. Now let the child try.

Purpose: In this activity, the child learns a life skill while developing concentration and patience. It also teaches to take care and maintain the surroundings well.

CBSE, EVS, Grade 3, Lesson 2

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3. Wrapping a Gift

Materials: Tray, small box, pieces of wrapping or newspaper, tape.

Preparation: Prepare for the activity by pre-cutting the paper to fit the box. Place all the items on the tray. Set the tray in the work area.

Demonstration: Lay the paper out flat and place the small box in the center. Raise the side of the paper up so that the edge meets the center of the top of the box. Place a piece of tape there to hold it. Raise up the edge of the paper on the opposite side to meet the center of the top where the previous paper edge is, and tape it there. Now turn the present so that an unfolded end is facing you. Fold down the top edge of paper until it meets the box and tape. Fold in the 2 side edges of the paper and tape. Next, fold up the bottom edge and tape. Spin the present around so the last unfolded side faces you. Repeat the steps you previously did for the other side. Reset the activity by ripping the paper from the package until the box is bare once again.

4. Pin Punching

Materials: Paper with printed shape, colour paper, puncher, corkboard

Demonstration: The child uses pushpin to punch holes along a line on a piece of paper. After the whole picture is done, gently punch out shape and glue it on colour paper.

Purpose: Direct – punch out shape; indirect - fine motor skills, preparation for pencil grip and writing.

5. Walking a Line with a Bell

Materials: Small basket, masking or duct tape to create the “line”, bell with striker attached

Preparation: Create a line on the floor approximately the width of a child’s shoe with the masking or duct tape.

Demonstration: Practice walking on the line once without anything in your hands and no shoes. Next take the bell out of the basket and hold in one hand. While balancing the bell out to your side, walk the line. Invite the child to take off their shoes and try it.

Purpose: This activity helps the child learn concentration, balance, calmness and grace. It also aids in the development of gross motor skills.

6. Changing a Paper – towel Roll

Materials: Tray, p a p e r - t o w e l roll holder, used paper – towel roll, new paper – towel roll

Preparation: Place all items on the tray.

Demonstration: Remove old paper – towel roll from holder but do not discard. Place new roll on paper – towel roll holder. Reset the activity by placing old roll back on holder and all items back on the tray.

Purpose: Teaches the child a life skill and supports motor skill growth and logic development.

7. Pouring water

Ýèv† 2017 79F¬êñ£Q

Materials: Tray, 2 identical glasses (1filled half way with water; 1 empty), sponge/ towel, apron

Preparation: Prepare for this activity by placing all items on the tray.

Demonstration: Show the child how to lift the water glass gently. Then show her also how to angle it over the empty glass. Pour the water out into the empty glass and vice-versa. A sponge or towel can be used to wipe up the spills.

Purpose: This activity involves the use of practical life materials that will develop your child’s fine motor skills. Through it is simple, it helps child’s hand-eye coordination, concentration, gracefulness, patience and independence. Repetition is important; encourage her to repeat the exercise a few times. It will help master the skills involved and allows her to gain more confidence in herself as well. It will also build the strength and dexterity necessary to hold a pencil appropriately in the future. Don’t forget to have her clean up!

The purpose of planning such activities in classroom would be to develop -

• Social skills – Kids learn to take turns and wait patiently. They learn to compromise “okay this time you can have the red piece, but next time I will.”

• Fine and gross motor skills – Games have small pieces that kids must manipulate. Some games encourage kids to use larger muscles as well as fine muscles

• Being a good sport – How to be supportive of other players and accept losses graciously.

• Verbal skills – it’s hard to play a game without talking and interacting with others.

• Math skills – Counting how many spaces to move forward.

• Reading – Some games have words that kids must read.

• Listening skills – to be able to follow the rules, kids need to listen when they are

explained.

As Bharathiyar wrote in his poem, children should be given enough time to play. Let us teach through games! Let us maintain and protect our children’s health!

(Games are taken from the book ‘Montessori – at home guide by A.M.Sterling)

M. SandacoumariGPS Vaduvakuppam

R. RajeshGPS Sivarandagampet

S. KavithaGPS Manavely A

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Students' day - GBPS Villianur

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Hand washing program GHS Mettupalayam

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12/06/2017 Fƒèœ è£¬ô Hó«õê à†êš â‹ ðœO ¶¬í ÝŒõ£÷˜ F¼.M.G. Þó£ð˜† ªè¡ù® Üõ˜èO¡ õ£›ˆ¶‚èÀì¡ Mö£ ÞQ«î Ýó‹H‚èŠð†ì¶. °ö‰¬îèœ, ÝC¡¢ò˜èœ, ªðŸ«ø£˜èœ, SMC àÁŠHù˜èœ, PTA

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Students’ Day

Kamarajar’s birth anniversary was celebrated in collaboration with the Literary Association Puducherry Padaippalar Iyakkam. Competitions were conducted and prizes were distributed. Seed balls prepared by our students were presented by them to the participants. A photo exhibition on the life history of Perunthalaivar Karamarajar was arranged by the school for the parents and public to visit.

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ïiù è™M º¬ø¬ò Hªó…²è£ó˜èœ ¹¶¬õJ«ô ªè£‡´ õ‰î è£ô‹ A.H. 18 Ý‹ ËŸø£‡´. Ü¡PL¼‰¶ Þ¡Áõ¬ó A†ìˆî†ì 400 Ý‡´è¬÷‚ èì‰¶ õ‰¶M†ì G¬ôJ™ , Þ¡Á ï‹ ¹¶¬õJ™, Üó²Š ðœOèO¡ â‡E‚¬è 414. îQò£˜ ðœOè¬÷»‹ «ê˜ˆ¶Š ð£˜ˆî£™ 735 ðœOèœ.

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ðœOèO¡ â‡E‚¬èòŠ ð£˜ˆ«î£ñ£ù£™, 70 - ‚°‹ °¬øõ£è«õ àœ÷ù. Þ‰îŠ ªðò˜èœ ªê£™½‹ êKˆFó‹ â¡ù â¡Á Ýó£Œõ«î Þ‚è†´¬óJ¡ «ï£‚è‹.

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Þõ˜ ‘ªïŒî™ °ó™’ â¡ø ðˆFK‚¬èJ¡ ÝCKò˜. ðô M¼¶èÀ‚°„ ªê£‰î‚è£ó˜. Þô‚Aòõ£F. 28 -‚°‹ «ñŸð†ì Ë™è¬÷

Ýèv† 201792 F¬êñ£Q

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1771 - ™ GÁõŠð†ì ªêIù£˜ ªûùó™, è£ôŠ«ð£‚A™ Hªó…²‚è£ó˜è÷£™ ðó£ñK‚èº®ò£ñ™ «ð£è«õ, è™M„ «ê¬õ Üƒ«è î¬ìð†´M†ì¶. ió£‹ð†®ùˆ¶ ñ‚èœ, è™M èŸè ÜKò£ƒ°Šð‹ ªê™ô «ïK†ì¶. Üõ˜èÀ‚°‚ è™M ¹è†®ò ðœO, îŸ«ð£¶ ñ£î£ «è£M™ âFK™ àœ÷ ÜKò£ƒ°Šð‹ Üó² àò˜ G¬ôŠ ðœOî£¡. è™Mˆ ¶¬øJ¡ ÝõíŠð®, ÞŠðœO, 1925 - ™ GÁõŠð†ì¶. 1771 - ‚°‹ 1925 - ‚°‹ Þ¬ìŠð†ì è£ôˆF™ ÞòƒA‚ªè£‡®¼‰î ªêIù£˜ ªûùó™, âŠªð£¿¶ î¡ Þò‚èˆ¬î GÁˆFò¶ â¡Á‹, âˆî¬ù è£ô‹ Þõ˜èœ ÜKòƒ°Šð‹ ªê¡Á è™M ðJ¡øù˜ â¡ð¶‹ F†ìõ†ìñ£èˆ ªîKòM™¬ô.

ÞŠð°F ñ‚èœ, è™M è‡ ªè£´ˆî èì¾÷£è õNð´õ¶ ªð¼‰î¬ôõ˜ ï. oõóˆFù‹ Üõ˜è¬÷ˆî£¡. ãªù¡ø£™, ªêIù£˜ ªûùó½‚°Š Hø°, Ü‰î áK™ ðœO‚Ãì«ñ Þ™¬ô. e‡´‹ ió£‹ð†®ùˆFŸ° ðœO‚ Ãìˆ¬î ªè£‡´õ‰îõ˜ ï. oõóˆFù‹ Üõ˜èœî£¡.

Þõ˜, ªðKò ió£‹ð†®ù‹ ï«ìê ªê†®ò£˜ Üõ˜èÀ‚°‹ îù«è£® Ü‹¬ñò¼‚°‹ , 11.11.1911 Ü¡Á ñèù£èŠ Hø‰î£˜. F‡¬íŠ ðœOJ™ ðJ¡Á, ÜKò ïèK™ ð®ˆ¶, ªê¡¬ù ¶¬øºèˆF™ «õ¬ô‚° Üñ˜‰î£˜. ªê¡¬ù Þó£ò¹ó‹ ð¬ùñóˆªî£†® Üõ¼¬ìò Þ¼ŠHìñ£ù¶. ÝJÂ‹, Þ‰î êó£êK õ£›‚¬èJ™ Üõ˜ ñù‹ F¼ŠF Ü¬ìòM™¬ô.

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Ýèv† 201794 F¬êñ£Q

Bird watching was organized for teachers at Ousteri Lake on July 2 & 9, 2017. The objective was to curate water birds, resident as well as migratory, and to understand their role in the ecosystem. 30 teachers assembled at the lake at 6 am. Primary School Teacher (PST) Surendhar B. was the guide for the session.

Teachers spotted 600-700 birds. Bird observation and recording sheets were used to note down the observations. A spotting scope was available to help teachers get a closer look at each bird. Surendhar began the session by describing the physical features, habit and habitat of these birds using the book “Birds of Indian Subcontinent”.

Role of birds in the ecosystem

• Birds are good pollinators and help in seed dispersal. They carry seeds in their intestines and deposit them in new places.

• Bird droppings make the water body healthy. They contain high levels of nitrogen, phosphate

and potassium – three major nutrients essential for plant growth.

• Birds scavenge carcasses and help prevent the spread of diseases.

• Birds are natural pest-controlling agents. They control pests (vermin) in farms, gardens and other places.

Besides the above-mentioned uses, birds also feed our souls with their soothing rhythm and lovely behavior that moves us to write poetry and literature.

Ideas for discussing birds with students

Bird watching is not just a very enjoyable learning activity but also enhances the concentration, memory and observation capacity of children.

1. Students can be introduced to bird watching at school before coming to water birds, considering the complexity. For watching water birds, students

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can be taken to a nearby water body early in the morning. Binoculars are a must for water birding as the birds stand far away from the banks. However, schools or at-home students can watch birds with the naked eye as they won’t be very far off. Identification can be done through refined observation of physical features, calls and behavior patterns.

2. Mobile applications such as e-bird and websites like Xeno Canto are useful. E-bird and Xeno Canto have a database of bird sounds.

3. Carrying out bird count in the lake – species by species. Teachers can carry out bird watching at school during lunch hours. E-bird can be used to document the information captured through bird watching.

4. Teachers can participate in Campus Bird Count Program, which is a part of Great Backyard Bird Count organized by Bird Count India.

Some of these species were spotted during the session

Description - It is the only kingfisher with an all-black-and-white plumage. Found around still fresh waters, slow-moving rivers and streams, also tidal creeks and pools

Pied Kingfisher (Ceryle rudis)

Dark reddish-brown plumage, and darker grey back. Narrow yellow bill. Black crown with two lanceolate plumes. Inhabits marshes, lagoons and lakes surrounded by dense vegetation

Purple Heron (Ardea purpurea)

A large white marsh bird with naked black head and neck. Long, stout, black, down-curved curlew-like bill. Found in marshy wetlands inland and on the coast.

Black-headed Ibis (Threskiornis

melanocephalus)

Get their name from their distinctive pink terial feathers. Head of the adult is bare and orange or reddish in colour. Distinctive black breast band with white scaly markings.

Painted Stork (Mycteria

leucocephala)

Stocky, with wide wings. Stout black bill. Tail short and notched. Black cap when breeding. Head nearly white during winter, with dark smudge behind eyes.

Gull-billed Tern

(Gelochelidon nilotica)

Water birds with black body and white bill. They are tailless birds that look like ducks when swimming. Aggressively territorial during the breeding season, often found near shallow vegetated lakes.

Common Coot (Fulica atra)

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A more slender bird than many other tern species, this fork-tailed tern has two distinct plumages. The bill and legs are red, a striking feature that allows this species to be distinguished from other terns

Whiskered Tern

(Chlidonias hybridus)

Description - Small water bird with a pointed bill. The adult is unmistakable in summer, predominantly dark above with its rich, rufous coloured neck, cheeks and flanks, and bright yellow gape.

Little Grebe (Tachybaptus ruficollis)

Description - Is a heron with all-white plumage, generally dark legs and a thick yellow bill.

Intermediate egret

(Mesophoyx intermedia)

Streamlined body, narrow, sharp-pointed wings and a deeply forked tail. The upperparts of the little tern are pale grey, contrasting with the entirely white underparts. Inhabits lagoons, estuaries, river mouths and deltas, lakes, bays, harbours and inlets.

Little Tern (Sterna albifrons)

Description - The Black-winged Stilt is a black winged white wading bird with long and fine pink legs, giving the bird an elegant look. Gregarious, wades in deep water as its legs are long. Breeds in large colonies.

Black-winged stilt

(Himantopus himantopus)

Long grey bill, long head and legs. It has a buff head, neck and darker crown. The back and wings are darkish grey, and there are chestnut patches on the wings and tail. Lives in freshwater lakes, with vegetation, where this duck feeds on seeds and other vegetation.

Lesser Whistling Duck

(Dendrocygna javanica)

Adults have a reddish-brown plumage and a contrasting white head and breast which make them easy to distinguish from other birds of prey. Inhabit coastal plains, estuaries, rivers, lakes, swamps, marshes, reservoirs, rice fields and urban areas.

Brahmini Kite (Haliastur indus)

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Small white egret with dark grey-black legs, black bill and a bright yellow naked face. The Little Egret is also called the Lesser Egret. Lives in tidal mudflats, saltwater and freshwater wetlands, and mangroves

Little Egret (Egretta

garzetta)

Greater flamingos are likely to be the only tall, pink bird in any given locale. They also have long, lean, curved necks and black-tipped bills with a distinctive downward bend.

Greater Flamingo

(Phoenicopterus roseus)

A large squat water bird grayish white with brown nuchal crest. Short stout legs large webbed feet. Nest in colonies and the nest is a thick platform of twigs placed on trees. Several nests are seen in the same tree.

Spot-billed pelican or

grey pelican (Pelecanus

philippensis)

Has a hunched posture. The non-breeding birds have completely white plumage with yellow bill and yellow-grey legs.

Cattle Egret (Bubulcus ibis)

Team Thisaimaani

Ýèv† 201798 F¬êñ£Q

The last issue of Thisaimaani carried an article titled First Six Weeks of School – on community building and tone setting. Kavita of GPS Manavely (A) had tried some of the ideas mentioned in the book with her grade I children. Post try out, she shared her experiences with the teacher group.

Excerpts from the discussion…

Name Tag:

The teacher brought all the necessary materials to the class - scissors, chart pieces, sketch pens etc. and prepped the class about the upcoming activity. She called children one by one, asked them to select a sketch pen of their choice and wrote their names on the card. As she was writing, she spelt it out aloud and children followed. She then decided to write each name in a manner that is visible to all the children and spelt out each alphabet in their names. Gradually the vocabulary increased by including their parents’ name, favorite color, animal etc. in the successive days.

The teacher initiated a discussion with the children on how they should take care of their respective belongings – their books, pencils including nametags. She also discussed

how they should not destroy others belongings. When children went to the bathroom, they left their nametags with the teacher. When they returned, most of them were able to pick up their respective tags. Their peers supported a few.

“When I planned this activity, I thought that children will take at least a day to identify their name tags. However, to my surprise, they were able to identify it the same day itself. I realized that learning is faster when it is connected to the learner’s life. Teacher just needs to provide the learning environment” – Kavitha.

Morning Meeting:

For the morning meetings, the teacher demonstrated how to greet each other with gestures and appropriate body postures. For instance, it was discussed that when greeting a person one should stand up, move one-step forward, look into the eyes of the other person, and greet with a pleasant tone and a straight body posture.

“Some children struggle in the morning meetings. They require our additional attention and support. If they take time to participate, it is good to allow them that time so that they get comfortable and open up in the class. Most often their peers also help them do the activity.”

Setting Ground Rules:

The teacher had conversations with children to set ground rules such as one talk at a time. Children agreed that they do not like it when others do not pay attention or shout when they

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First Six Weeks of School – A reflection

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have something to say. They agreed that when one speaks, the others will pay attention. They also tried the Freeze Game to gather attention and it works.

‘When I once said ‘freeze’, a boy came back to his original position and froze. It was a cute sight to see him do that. When we set norms, it is not only applicable to children; we also need to adhere to it. Once a boy came and said ‘freeze’ to me and I had to stand still. I enjoy the innocence that children bring into the class.

Bathroom Visit:

The children were taken to see the bathrooms as part of the school visit. All the children visited both the girls and boys bathrooms to realize that there is nothing special about it. They are quite similar.

In the book, a process is described for bathroom visits where two hooks are hung and the child places the nametag on it and can go to the

bathroom anytime except when someone’s tag is hanging on the hook. During the discussion with the teachers, there was disagreement regarding this. They felt that children must be allowed to go anytime they want by seeking permission. It will also help the teacher know who has gone out. It also helps the teacher know if the child is disinterested or has certain health issues if he/she uses the bathroom frequently.

Overall Reflections

Social curriculum is as important as the academic curriculum. It needs to be addressed at a very young age otherwise it gets difficult as they grow older. A boy joined us in grade V from a private school. He did not know how to mingle with peers. He was very quiet and shy, had difficulty in making friends. I had to take a lot of effort to get him to interact with his peers, play with them and so on

I had told my children that I am also their friend. They came and asked me, ‘If you are our friend, why should we call you Miss?’ I told them that they can call me whatever they like. After considering a few options, they finalized on Kavita Amma. The barrier between teacher and students reduces and a non-threatening atmosphere is created.

It takes 45 minutes to discuss a practice with the children, which means syllabus will take a back seat. However, once the environment is set, children learn faster.

Kavitha sharing her classroom experiences on Morning meeting, ground rules, closing circles and school visit.

Team Thisaimaani

Ýèv† 2017100 F¬êñ£Q

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“ªð¼‹ð£ô£ù «ïóƒèO™ ï£‹ °ö‰¬îè¬÷„ C‰F‚è«õ M´õF™¬ô. Ü¬îMì Üõ˜èO¡ ðô «èœMèÀ‚° ï‹Iì‹ M¬ì Þ™¬ô â¡ð¶ î£¡ à‡¬ñ” - èMî£ ªî£.ð.Ý, Ü.ªî£.ð. ñíªõO (Ü).

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Ýèv† 2017 103F¬êñ£Q

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ÞŠðìˆF™ âN™ â¡Â‹ CÁõÂ‚° î¡ áK™ ºî¡ ºîô£è I¡ê£ó‹ õ‰î «ð£¶, ÜõÂ‚°œ ã¡, âŠð®, âîŸ° â¡ø «èœMèœ àF‚Aø¶. Þ‰îˆ î£‚è«ñ Üõ¬ù õ¼ƒè£ôˆF™ I¡ê£ó‹ îò£K‚°‹ å¼ è£Ÿø£®¬ò à¼õ£‚°‹ G¹íù£è ñ£ŸÁAø¶. «ñ½‹ ÞŠðìˆF¡ å¼ ð°Fò£è ÞòŸ¬è º¬øJ™ Mõê£ò‹ ªêŒõî¡ ðò¬ù»‹, ÜõCòˆ¬î»‹ ÃÁAø£˜èœ.

ðìˆ¬îŠ ðŸP ÝCKò˜èO¡ è¼ˆ¶:

ÞŠðì‹ ð£˜‚°‹ ªð£¿¶, ðœO‚Ãìƒèœ ñ£íõ˜èO¡ èù¾, èŸð¬ùèO¡ Þ¼ŠHìñ£è¾‹ ÝCKò˜ ÜõŸP¡ Fø¾«è£ô£è¾‹ M÷ƒè «õ‡´‹ â¡ð¬î àí˜‰¶ªè£‡«ì¡. «ñ½‹ æ˜ ÝCKò˜ â¡ðõ˜ ñ£íõ˜èO¬ì«ò â¿‹ ê‰«îèˆFŸ°Š ðFôOˆ¶ æ˜ Ü¬óŠ¹œOò£è Þ¼‚è «õ‡´«ñ îMó ºŸÁŠ¹œOò£è Þ¼‰¶Mì‚ Ãì£¶ â¡ð¬î àí˜‰«î¡. ð‡¬ìòˆ îIöèˆF™

°ö‰¬îèœ M¬÷ò£®ò M¬÷ò£†´è¬÷ ÞŠðì‹ G¬ù¾‚ Ãø„ ªêŒAø¶. ÞŠðìˆF¡ õ£Jô£è “è™M â¡ð¶ ÜÂðõ‚ è™Mò£è¾‹, ªêò™õN‚ èŸø™ è™Mò£è¾‹ ï¬ìªðø «õ‡´«ñ îMó, ã†´„²¬ó‚è£Œ èP‚° àîõ£¶ â¡ø ðöªñ£N‚«èŸð‚ è™M Ü¬ñò‚ Ãì£¶ â¡ð¬î àí˜ˆ¶Aø¶. ÝCKò˜ â¡ðõ˜ °ö‰¬îèO¡ ã¡, âŠð®, âîŸ°Š «ð£¡ø «èœMè¬÷ â¿Š¹‹ Ý˜õˆFŸ° ñFŠðO‚è «õ‡´‹. å¼ ñQîQ¡ õ÷˜„C‚°‹, ªõŸP‚°‹ Üõù¶ ªðŸ«ø£˜, ÝCKò˜, êºî£ò‹ «ð£¡«ø£K¡ åˆ¶¬öŠ¹ ÜõCò‹. Mõê£ò Gôƒèœ ÜN‰¶ õ¼‹ Þ‚è£ôˆF™ ÞòŸ¬è º¬øJ™ Mõê£ò‹ ªêŒõî¡ Íô‹ ãŸð´‹ ï¡¬ñèœ àíóº®Aø¶. ÞŠðìˆF¡ Íô‹ c˜, I¡ê£ó‹ ñ†´ñ™ô£ñ™ ñŸø õ÷ƒèO½‹ C‚èùñ£è ðò¡ð´ˆî «õ‡´‹ â¡ø â‡íˆ¬îˆ C‰F‚è ¬õ‚Aø¶. Fø¬ñJ™ô£‚ °ö‰¬îèœ â¡Á âõ¼I™¬ô. ÜˆFø¬ñè¬÷‚ è‡´ ªõO‚ªè£íó «õ‡®ò¶ ªðŸ«ø£˜,ÝCKò˜ ñŸÁ‹ êºî£òˆF¡ èì¬ñò£°‹.

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“å¼ è£KòˆF™ ÞøƒAòH¡ H¡õ£ƒè£ñ™ â¬îŠðŸP»‹ G¡ù‚è£ñ™ «î£ì˜‰¶ º¡«ù£‚A„ ªê™½î™ «õ‡´‹”

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ðœOJ™ F¬óJ†ì ÜÂðõ‹ :

ÞŠðì‹ âƒèœ ðœOJ™ F¬óJìŠð†ì¶. ñ£íõ˜èœ I°‰î ñA›„C»ì¡ ðì‹ ð£˜ˆîù˜. ÜF™ õ¼‹ “è™ô£ ñ‡í£” â¡Aø ð£ìL™ ï‹ Aó£ñƒèO™ M¬÷ò£® ñø‰î M¬÷ò£†´èO¡ ªðò˜è¬÷‚ ªè£‡´ å¼ ð£ì¬ô ÞòŸP ïñ‚° G¬ù¾ Ãø„ ªêŒî ðì‹ “èù¾ õ£Kò‹”. Þ¶ «ð£¡ø M¬÷ò£†´è¬÷ ï£‹ ï‹ ðœOJ™ è¬ìŠ H®ˆ«î£ñ£ù£™ ï‹ ð£ó‹ðKò M¬÷ò£†´èO¡ Íô‹ ñ£íõ˜èœ ªðK¶‹ ðò¡ð´ˆ¶õ˜.

ÞŠðìˆF™ õ¼‹ è£†CèO™ ï£‹ ï‹ Ü¡ø£ì õ£›M™ è£µ‹ CÁ CÁ Gè›¾èO™ Ãì ÜPMò™ à‡¬ñèœ ñ¬ø‰F¼‚Aø¶ â¡ðî¬ù àí˜ˆ¶‹ ðì‹.

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Ýèv† 2017 105F¬êñ£Q

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Þ¡¬øò‚ è™M º¬øJ™ °ö‰¬îèœ ¹ˆîè Í†¬ì¬ò„ ²ñŠðõ˜è÷£è¾‹, ð£ìŠ¹ˆîèˆ¬î ñùŠð£ì‹ ªêŒ¶ 100/100 ñFŠªð‡ ªðÁ‹ G¬ôJ™ î£¡ àœ÷ù«ó îMó Üõ˜èO¡ ð¬ìŠð£Ÿø¬ô õ÷˜‚°‹ Åö™ Þ™¬ô â¡ð¬î ÞŠðì‹ àíó ¬õ‚Aø¶.

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Mõê£òˆFŸ°ˆ î‡a˜ Þ™¬ô â¡ð¶ Mõê£JŠ Hó„ê¬ù, Ü´ˆî î¬ôº¬ø‚°

Mõê£òˆFŸ° Mõê£J«ò Þ™¬ô â¡ð¶ ï£†®Ÿ«èŠ Hó„ê¬ù â¡ð¬î Üöè£è‚ è£†® Mõê£òˆ¬îŠ ðŸPò ÜõCò‹ ñŸÁ‹ MNŠ¹í˜¬õ ãŸð´ˆFò¶ «ñ½‹ ñ£ŸÁ õNJ™ âšõ£Á Mõê£ò‹ ªêŒò «õ‡´‹ â¡ð¬î‚ ÃÁAø¶ ÞŠðì‹. ï£º‹ ï‹ ðœOJ™ ñ£íõ˜èÀ‚° Mõê£ò‹ ê£˜‰î Cô ªêò™è¬÷„ ªêŒ¶ ñ£íõ˜èÀ‚° Mõê£òˆF¡ e¶ Ý˜õ‹ ãŸð´ˆ¶î™ «õ‡´‹.

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language. The enjoyment and excitement in singing rhymes is greater when children produce their own lines by parodying familiar rhymes or even finding new combination of words that make sense.

Method 1: Building up on an existing patterns

Children can create their own rhymes building on from an existing pattern. Let us take an example of a rhyme.

These are roses

Roses are red

Some are white

Some are yellow

Are there any blue roses?

For instance, if a teacher intends to help children of classes, II & III create a similar rhyme, they are first asked to name the flowers that are familiar to them.

Children may come up with varied responses - rose, lotus, jasmine, sunflower etc. If they respond in their mother tongue, the teacher

This article puts forth methods to aid children to produce their own language in English classrooms using song as a discourse. These methods stem from the Acquiring Competency in English (ACE) workshop conducted by Dr. Anandan K N at the Azim Premji Foundation.

How are children able to repeat the lines of a song, even when they do not understand its meaning? Well, it is because they can recognize the tune of the song. When children listen to jingles, songs or rhymes, the pattern in the song gets registered first. In a language class, it does not end there. Unless songs are adequately emoted, it remains a mere assortment of words. Hence, when attempting to generate songs at the primary level and poetry at advanced levels, it is crucial to present the printed text with emotions.

While facilitating language acquisition among young learners of English, creating interest is very important. The interest is created by kindling their thought process. The general claim that we think in a certain language, is a myth. In fact, we do not think in any specific language but we think in images. These images are communicated through language. Since children’s ability to produce language is not as strong as in adults, they need help from teachers. The teacher asks questions to help them frame and concretize their thoughts. This starts the thinking process and the learners gradually learn to use specific words to communicate their thoughts. In this process, the teacher works as a facilitator who helps children discover their ability to produce

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can ask other students whether they know the English word for it. If someone gives the right word, the teacher can repeat it loudly for the whole class. The teacher says, “These are roses” and a boy may say, “These are lotuses”. This is completely acceptable because he likes lotuses. Every line has generative capacity. It should be related to their life to be productive. The teacher sensitizes the children to the concept of a “flower” and not “rose” because, a grade three learner can relate to the concept of “flower” better that the concept of “rose” or “jasmine”. Moreover, a flower of their choice allows freethinking, which results in better production of language.

The resulting pattern will be as follows -

These are lotuses

Lotuses are pink

Some are white

Some are red

Are there any green lotuses?

For grade 1, the following pattern can be introduced.

This is a car,

A car, a car, a car

This is a bus,

A bus, a bus, a bus.

I have a pencil in my hand.

I have a chocolate in my bag.

Use above patterns and help the children make songs by replacing the words.

Method 2: Using familiar objects

Whenever you introduce a rhyme/song, students should understand the pattern. Do

not worry about the pronunciation; focus on where the word appears. The words appear depending on the mood and the mindset of the person, which may vary from time to time.

The teacher can generate a pattern about what children see around in the class – using chairs, benches, bottles, blackboard, chalk etc. in the class. Now, help children make a rhyme using the things the children list. All this is possible even in class I & II.

For E.g.:

A bottle can be kept on the table and children are asked questions around it. Out of the multiple responses, choose one response and add another line to it.

I have a bottle

The bottle is on the table

Continue asking questions regarding the position of other objects near the bottle and link it to the position of that object.

I have a bottle, The bottle is on the table

I have a table The table is on the floor

I have a floor The floor is in the room

Look at the whole text, and make it possible for the students to sync the tune to the text. Put the verses in the order and make them understandable.

Method 3: Using pictures

A picture is created step by step. Each step feeds into the song as a line. This demands the

Ýèv† 2017118 F¬êñ£Q

attention of children and hence distractions can be controlled in class.

Draw the picture of a tree on the board with the involvement of the students and ask

‘What is it?’

Possible responses will be “A tree/ tree/ this is a tree”. The teacher is free to choose the response that will become the pattern of the song. In this case, we select “This is a tree.”

This is a tree.

Now ask, “Where is the tree?” You may get another set of response which can be added as the next line of the song.

This is a tree

The tree is on the ground.

And children play, children play around

The teacher can draw a branch and thus keep adding elements to the picture and simultaneously add them to the song by asking questions as mentioned in the previous sequence.

There is a branch,

The branch is on the tree,

And children play, children play around

There is a nest,

The nest is on the tree,

And children play, children play around.”

Add characters to the picture like a bird and a girl near the tree….initiate a discussion to frame another song. Children can frame the poem based on an imaginary conversation between the girl and the bird. Select any response to make the rhyme.

“Little bird, little bird Can you sing a song? Yes girl, yes girl, I can sing a song, Little girl, little girl, Can you dance a dance? Yes girl, yes girl, I can dance a dance.

For transacting poems from the textbook, the teacher can use the same picture strategy, which will help them construct the meaning.

The teacher can display the songs generated by learners in the classroom and create a print rich environment. This will help in developing reading skills. Children are capable of coming up with fresh and innocent ideas that need to be communicated effectively. Initiating dialogues will help them structure their thoughts, foster thinking and produce their own language. Employing these techniques in the classroom makes the language learning experience exciting and productive.

Team Thisaimaani

Ýèv† 2017 119F¬êñ£Q

Team Thisaimaani

Movie Review - `oad Side Ambanis, Aasaan

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Road Side Ambanis

This movie is about two best friends, from a poor back- ground, who earn to start their own business - a cycle shop. However, they need money to start the shop. Hence, they decide to hold a cricket match to raise the funds. The tournament tests their friendship. Will they be able to start their venture is what forms the climax of the movie.

Audience Responses

• The movie shows the struggle of children who live each day trying to survive rather than being able to go to school. Their parents cannot afford to send them to school. Children end up learning things from TV, conversation with others and other sources. It also shows how uneducated people are exploited of their rights.

• The movie highlights the influence of media on children. The cricket craze is wide spread among children from all sections of the society. Children are playing fewer of the traditional games now.

• The title points to the risk taking entrepreneurial nature of these children. The courage to pursue his or her dreams is what every individual must carry.

Aasaan

This is a movie about an eight- year-old

boy Ajay and his feelings when his teacher punishes him for not completing his homework.

Audience Response:

- The movie is a peep into the child’s mind; how they perceive school, teachers, homework etc.

- It was interesting to see how children note certain social etiquettes by observing adults. The child rephrases the sentence ‘A bull and cow were grazing on the field’ into ‘a cow and a bull’ and says ‘Ladies first…’ Although it is shown in a humorous manner, it reminds us that we are role models to children and have to watch our actions.

- There are children like Ajay in our class. They do not enjoy coming to school and find homework a burden. We should convert schools into a place that children look forward to coming.

- School is a place where children learn not just academics, but also social skills among many other things. Sometimes, peers, or a trusted adult make schools an emotionally secure environment for children and encourages children to come to school.

Ýèv† 2017120 F¬êñ£Q

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Thisaimaani Contest - June 2017 Results

Project ideas for the lessons Plant Fairy (Grade 3, Lesson 2) and Food spoilage and preservation (Grade 5, Lesson 4) were shared among the teachers through Thisaimaani issue 19, June 2017. The idea was to inculcate curiosity over our environment and conduct a planned activity.

The objective of The Plant Fairy project is to understand the diversity of plants present in and around our home and school and discuss its uses. The objective of the Food spoilage and preservation project is to understand the process of spoilage and wastage of food and also the ways to preserve it. Complete details of both the projects are available in June edition of Thisaimaani (pg – 40, 55).

Six schools have carried out the project :

● GPS Sulthanpet, M Ramakrishnan PST – Food spoilage and preservation ● GPS K T Kuppampet, K Maheshwari PST – The Plant fairy ● GPS Kakkayanthoppu, Manikandan PST – The Plant fairy ● GPS Vaduvakuppam, Shanthakumari HM – Food spoilage and preservation ● GPS Thavalakuppam, Nambikkaimary PST, Leenu PST – The Plant fairy & Food spoilage and preservation ● GPS Edaiyarpalayam – Amala PST, Mary PST – The Plant fairy

Samples of student's work

Item name - BreadDay Smell Colour Texture Observation through a hand lens

1 No smell White Hard White colour2 No smell White Hard White colour3 No sme ll White Hard White colour4 Light smell Light brown Hard White colour6 Bad smell Light brown & white colour Very hard Light fungus formed

Observation table - Food spoilage and preservation project

Leaf album - The plant Fairy

F¬êñ£Q Ýèv† 2017 · Briefings from teacher discussions, workshops and exposure visits in...

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