Science Class 3 lesson Plan · PDF file · 2017-01-05Lesson Plan Science 3....
Transcript of Science Class 3 lesson Plan · PDF file · 2017-01-05Lesson Plan Science 3....
Lesson Plan Science 3
Lesson Plan Science 3
Dengue FeverChapter 1
Day 1
New Terminologies:
Dengue mosquito, Dengue fever, Signs, Safety rules
Discuss the new concepts through:
i. Dengue mosquito: Collect pictures of Dengue mosquito and tell the children to observe it closely. Show pictures of Dengue mosquito to the children and ask them how it is different from other mosquitoes.
ii. Dengue fever: Collect pictures of pa?ents showing Dengue fever symptoms.
Show the pa?ents pictures and ask what has happened to him/her. Ask them how the mosquito is related to the pa?ent.
Tell them how the mosquito spreads this disease.
Where does it breed?
How it spreads this disease?
What are its symptoms?
What are its aFer effects?
iii. Signs: Demonstrate different traffic signs and signals like U turn, No horns, No Parking, Speed breaker to the children and ask them what they mean. Then ask them what the signs of Dengue fever are.
How would they know if a person has Dengue fever?
iv. Safety Rules: Show the rules chart of your class to the children. Ask them what the rules are.
Then relate it to the Safety rules that we need to follow to keep ourselves safe from the Dengue mosquito.
Home Work Idea: Find out why the insects cause diseases.
Where do they get the germs from?
What do we need to do about it?
Day 2
Ask the children have they been sick some?me?
What kind of sickness?
What was the cause of the sickness?
What did your parents do about it?
How many days it took you to get beMer?
How did you feel aFer that?
Have they heard the word ‘Dengue’ before?
What is the cause of this sickness?
Read the lesson with correct pronuncia?on.
Day 3 & 4
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Tell them to write a Paragraph about a ?me when they became sick.
What was the cause?
What treatment did you get?
How many days it took you to get beMer?
How did you feel aFer that?
Day 5
Understand
Discuss the ques?ons with the children. Discuss in detail about the virus.
How does it spread?
What are its symptoms?
How can we protect ourselves?
What kind of treatment should be given?
Home Work Idea: Find out informa?on about any two common insects that spread diseases. Give them the ques?ons discussed that day.
Day 6
Children will do the ques?ons/answers in their copies.
Day 7
Read, Understand and ExploreThey will read, understand and explore the given informa?on.
Home Work Idea: Explore the life cycles of the two insects about which you got the informa?on previously. Paste the pictures on colored computer papers. Give headings. Make beau?ful borders also.
Day 8
Project
1. Children will search the given items.
2. Explain the method given in the book.
3. Make groups and let them prac?ce.
4. Display their projects in the class.
5. Explain and discuss the result of the project.
Digging AntsChapter 2
Day 1
New Terminologies
Colonies, passages, worker ants and similar
Explain the new concepts through:
i. Colonies: Show pictures of joint families living together. Like brothers, sisters, grandparents, uncles and aunts living together and explain the concept of colonies of ants.
ii. Passages: Show them the pictures and maps of houses with corridors and relate them to the passages made by the ants.
iii. Worker ants: Collect pictures of different kinds of workers like sweeper, cleaner, guards, servants and different professions to show how the worker ants do the same jobs just like our workers.
iv. Similar: Draw large diagram of ant and display it in the class. Demonstrate through your own body parts the similariKes between the body parts of an ant and your own. Then tell the children to relate the body parts of an ant similar with their own.
Make models of ants, with modeling clay, with the help of children. They will observe the diagram and prac?ce making ants.
Home Work Idea: Tell them to make models of ants using clay or plas?cine or flour. Color it using poster paints. Display them in the class.
Day 2
Ask the children where they have usually seen the ants.
Are there ants in their homes?
How do they spoil their homes?
Where do they come from?
What are they taking from their homes?
Where are they going?
Discuss in detail. Read the lesson with correct pronuncia?on.
Day 3 & 4
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Collect pictures of different kinds of ants. Paste them in your copies and write a few sentences about each.
Day 5
Understand
Discuss the ques?ons with the children. Discuss what is similar about ants and humans.
Home Work Idea: Compare and Contrast between an ant and a human.
Day 6
They will do the ques?ons/answers in their copies.
Day 7
Read, understand and explore
They will read, understand and explore the given informa?on.
Home Work Idea: Draw the ant’s body parts on colored computer papers and label it. Color it and draw borders also.
Display it on the soF boards.
Day 8
Project
1. Children will search the given items.
2. Explain the method given in the book.
3. Let them prac?ce individually.
4. Display their projects in the class.
5. Explain and discuss the result of the project.
Glistening UnderworldChapter 3
Day 1
New Terminologies
BaMeries, flash light, turning wheel, amazing creatures, dark oceans
Explain the new concept through:
i. BaMeries: Show the children different kinds of real baMeries like chargeable, non chargeable, cells of different sizes to show that what are they used for.
ii. Flash light: Bring flash lights of different kinds like torch or chargeable lights and let the children observe by using them. They will switch on and off the torches to see how flashlights work.
iii. Turning wheel: Show pictures of colored fireworks to the children and let them watch closely what kind of designs they create like turning wheel or a burning log.
iv. Amazing Creatures: Bring models of different amazing sea creatures and let the children feel and observe them closely.
v. Dark Oceans: Switch off the lights of your class. Close all the doors and windows. Or if needed cover the windows with black paper to have a dark room. Then demonstrate the different flashlights by switching them on and off to show how the sea creatures find their way in the Dark Oceans by their own flashlights.
Home Work Idea: Tell the children to cut different colored glaze papers. Join them and paste them on colored computer papers to make different kinds of amazing sea creatures. Draw blue sea at the boMom. Draw beau?ful borders all around it. Display them in the class.
Day 2
Ask the children have they seen an aquarium somewhere.
What kind of fish have they seen and where?
Have they seen different kinds of sea creatures in the books?
Can they name some of the sea creatures?
Which sea animal they like? Why?
Read the lesson with correct pronuncia?on.
Day 3 & 4
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Make a booklet by folding 3, 4 colored computer papers.
Collect pictures of different sea creatures. Paste the pictures on one side of the page and write 2, 3 sentences about that creature like: Blue whale is the biggest sea creature. It breathes through a blow hole on its head. It can make whistling sounds and can hear the echo’s of other fish’s sounds.
Give an interes?ng ?tle to your book. Decorate the cover with preMy borders.
Day 5
Understand
Discuss the ques?ons with the children. Tell them to compare and contrast between ordinary fish and the fish that they have read in this lesson. Compare the lights in their surroundings with the lights of the fish.
What kind of lights have they seen?
Where have they seen these lights?
Which color lights have they seen?
Home Work Idea: Write a report about different kinds of lights.
Are they colored or only one color?
At what ?me of the day you can see them?
What are they used for?
What kind of emergency lights do you see during the day?me also?
What kind of fancy lights have you seen?
Draw or paste pictures of different kinds of lights.
Day 6
Children will do the ques?ons/answers in their copies.
Day 7
Read, Understand and Explore
Collect informa?on about your favorite animal, its environment and its food. Write ‘My favorite Animal’. Draw or paste a picture. Then describe it like its skin, body, height and color. Then write about its food, drink and home. Also write what kind of environment it lives in.
Home Work Idea: Write which is your favorite animal and why.
What is the best thing that you like about that animal? Why?
Day 8
Project
1. Children will make the record chart on ¼ piece of chart sheet.
2. Explain the procedure to the class.
3. Pair the students and tell them to search for the informa?on.
4. They will make columns as given in the book.
5. Let them choose the animals they want to explore about.
6. Tell them to collect informa?on about the related animals.
7. They will record the results in the record sheets.
8. Display their projects in the class.
9. Let them share their findings among each other.
Flying RobotChapter 4
Day 1
New Terminologies
Airplanes, birds, arm wing, hand wing, movements
Explain the new concepts through:
i. Airplane: Give papers to each child. Show them to make simple airplanes with two wings and a tail. Bring small toy airplanes and show it to the class. Let them observe its wings and tail.
ii. Birds: Take them out and let them observe the real birds flying here and there. Tell them to watch closely at the movements of their wings. How they move it up and down and twist when they turn.
iii. Arm wing: Demonstrate by moving your own arm and ask the children to do the same. Then they can feel how the birds move their arm wings.
iv. Hand wing: Move your own hands and ask the children to do the same. By moving their own hands, they can feel how the birds hand wing works.
v. Movements: Draw large diagrams of airplanes and a sea gull with labels of their parts. Compare the parts of airplanes with the bird’s body parts. Tell the children how their movements are similar to each other.
Home Work Idea: Compare and Contrast between an airplane and a bird.
Write at least 6-‐8 points. Draw pictures of both.
Day 2
Ask the children have they seen birds flying.
How do the birds fly, turn and land on the earth?
How do they stay in the air?
Have they seen airplanes flying?
Have they watched the airplanes take off, turning and landing?
What other things have they seen flying in the air?
Read the lesson with correct pronuncia?on.
Day 3 & 4
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Make a booklet with different colored computer papers folded in halves. Staple it at the closed side. Give heading ‘My book of Wings’. Make preMy borders on the cover and decorate it.
Draw or paste pictures of birds and insects with wings on one side. Write 3-‐4 sentences about each on the other side.
Day 5
Understand
Discuss the ques?ons with the children. Discuss in detail all the things that Marcus had in his mind when he was making ‘Smart Bird’.
Write what is the main thing in ‘Smart Bird’ that helps it in flying, staying in air, turning and landing. How?
Day 6
Children will do the ques?ons/answers in their copies.
Day 7
Read, Understand and Explore
Read and understand what new things have been invented recently.
How they have developed in the recent years?
Home Work Idea: Find out informa?on about two things that has been recently discovered or invented. Draw or paste the pictures on a sheet with its informa?on.
Share your informa?on and pictures with the whole class.
Day 8
Project
1. Children will search the given items.
2. Explain the method given in the book.
3. Let them prac?ce individually.
4. Display their projects in the class.
5. Explain and discuss the result of the project.
Growing Fresh AirChapter 5
Day 1
New Terminologies
Breathe, plants, sunlight, pots
i. Breathe: Demonstrate by taking in and giving out air. Tell the children also to do the same. Tell them this process is called breathing. Plants also breathe in the same way.
ii. Plants: Bring some real plants in the class and show them to the children. Let them observe the color of its leaves and ?ny holes on its leaves.
iii. Sunlight: Take the class out in the morning. Let them sit in the sun for some ?me. Tell them that we feel good and fresh in the sunlight. In the same way, plants also get the energy from the sun to grow and become healthy.
iv. Pots: Bring small plants in pots. Keep it in your class where they can have plenty of sunlight. Watch them each day. Note down the process of their growing. Like how many days they took to grow how long.
Home Work Idea: Write which places around your home are clean.
Which areas are dirty and smelly? Why?
What is the reason for that smell in that area?
What can you do about it?
How can you get fresh air in that area?
Day 2
Ask the children do they have plants in their homes?
Are there many plants or just a few in their homes?
Tell them to plant some more plants in their homes. Observe the difference aFer some ?me.
Does the air feel fresh in their homes?
How does it feel to them?
Read the lesson with correct pronuncia?on.
Day3 & 4
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Collect different pictures of plants. Paste them and write few sentences about each. Like this plant is a shrub, herb or a bush. It has (triangular, oval or round leaves. It has flowers also.
Day 5
Understand
Discuss the ques?ons with the children. Discuss what ‘Biotechnology’ is.
In what other ways can we use ‘Biotechnology’ to improve our lives?
Home Work Idea: Find out informa?on about ‘Biotechnology’. Write a paragraph about how we can use ‘Biotechnology’ in different ways.
Day 6
Children will do the ques?ons/answers in their copies.
Day 7
Read, Understand and Explore
Read and understand what you need to explore. Find the informa?on around your home. Think what you can do to improve the fresh air in your area. Then write what you have to do.
Home Work Idea: Write in steps what you did to decrease the carbon dioxide in your area.
Who helped you in your work?
What were the results of your efforts?
Were the results posi?ve or nega?ve? Why?
What else can you do to maintain fresh air in your area?
What other things can you do to improve it?
Day 8
Project
1. Children will search the given items.
2. Explain the method given in the book.
3. Let them prac?ce individually.
4. Display their projects in the class.
5. Explain and discuss the result of the project.
Future ToysChapter 6
Day 1
New Terminologies
Magnet, foot, walking sKck, wet, future
Explain the new concepts through:
i. Magnet: Show real magnets of different types to the children like bar magnet, ring magnet or buMon magnet. Show them to the children and let them feel how they are: hard or soF?
ii. Foot: Show them a real foot ruler. Ask them how long it will be around 10 feet. Count to 10 feet and show how long it will be.
iii. Walking SKck: Bring a walking sKck and ask the children, is it hard or soF. Can they fold it or roll it?
iv. Wet: Wet a small piece of cloth. Let it dry in your class. Note the ?me it takes to dry.
v. Future: Tell the class to bring pictures of what they want to be in the future. Ask them to share the pictures with the class and tell what they want to be and why.
Home Work Idea: Write an essay about what you want to be when you grow up. Draw or paste pictures about your future profession. Write why you like that profession?
Who inspired you?
What is the best thing you like about that profession?
Day 2
Ask the children what kind of toys they like. Take the feedback from each child.
Tell them to bring their favorite toy in the class. Describe their toy. Tell the class why do they like it?
What is the best thing about it?
Read the lesson with correct pronuncia?on.
Day 3 & 4
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Give colored computer paper to each child. Tell them to draw a picture of their favorite toy. Write a few sentences about it.
Like this is a _________. It is soF/hard. It has ________ hair/fur. It can walk/ talk with the help of a baMery. It can go/run very fast.
Day 5
Understand
Discuss the ques?ons with the children. Tell them to share their views about the discoveries. What is the good thing about each new discovery?
What improvements can come aFer the new discoveries?
Will they be good for everyone?
Home Work Idea: Collect pictures of some new discoveries. Paste them on piece of chart papers. Write one or two sentences about each of them. Display them in your class.
Day 6
Children will do the ques?ons/answers in their copies.
Day 7
Project
1. Children will search the given items.
2. Explain the method given in the book.
3. Let them prac?ce individually.
4. Display their projects in the class.
5. Explain and discuss the results of the project.
Home Work Idea: Make different kinds of drums using different kinds of cans or any other box. Decorate it beau?fully. Display the different sounds made by your drums in your class.
Day 8
Read, Understand and Explore
Read about the different kinds of beats that sound like music. Find out what kind of different music are there? Collect different kinds of musical instruments that make music.
Solar SystemChapter 7
Day 1
New Terminologies
Solar system, telescope, planets, circles
Explain the new concepts through:
i. Solar System: Show the picture of a Solar System to the class. Tell them to observe closely.
ii. Telescope: Bring a real binocular in the class. Ask each child one by one to look through it. Ask what they can see. How are the things seen through it? Are they bigger than their original size? Tell them that a telescope is used to see the things that are very far like the stars and the planets. We can see them clearly through a telescope.
iii. Planets: Ask the children what is the shape of all the planets. Bring different size balls. Put them in the shape of a Solar System, with the different size balls at different places.
iv. Circles: Demonstrate the balls by moving them around the centre big ball that is the sun. Let them observe the circles of the planets.
Home Work Idea: Draw a picture of a Solar System. Color it beau?fully.
Day 2
Ask the children what are the things they see in the sky.
Which things at what ?me?
What other things have they heard about are in the sky?
Read the lesson with correct pronuncia?on.
Day 3 & 4
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Write an essay about the ‘Living Planet’.
Why is it called the ‘Living Planet’?
What are the living things found on this planet?
What is the best thing that you like about your planet?
Day 5
Understand
Discuss the ques?ons with the children. Find out the informa?on about all the planets.
Home Work Idea: Draw a picture of an Earth like the way you want to see it. Like it has lots of green trees, lots of plants and flowers around the houses and in the streets. Less cars with smoke free engines. Factories made outside the ci?es. You can add whatever things that you like to see in your own planet. Make it as beau?ful as you want it to be.
Color it and display it on the soF board.
Day 6
Children will do the ques?ons/answers in their copies.
Day 7
Read, Understand and Explore
Read what you need to do. Understand and explore the sky during the day and at night. Then fill in the things in your book.
Home Work Idea: Make a model of a Solar System using modeling clay or flour. Make different size balls. Color them with poster paints. S?ck them on a paper plate or a hard chart sheet. Label them according to their sizes and places.
Display them in your class.
Day 8
Project
1. Children will search the given items.
2. Explain the method given in the book.
3. Let them prac?ce individually.
4. Display their projects in the class.
5. Explain and discuss the result of the project.
Exploring the OceansChapter 8
Day 1
New Terminologies
Volcanoes, clay pots, remains, museums
Explain the new concepts through:
i. Volcanoes: Show the children, pictures of volcanoes burs?ng and lava coming out from them.
ii. Clay pots: Bring toy clay pots, bowls and glasses. Show them to the class. Tell them that these kinds of real clay pots were used in the olden ?mes. There were no non s?cks or steel pots in those ?mes.
iii. Remains: Break any one toy and show the broken pieces to the children. Tell them that these are the remains of the glass or the clay pot. Show them the pictures of remains of the olden ci?es.
iv. Museums: Show them the pictures of museums. Show them what is found in the museums, like remains of skeletons, pots, jewelry, clothes and many other things. Tell them that archaeologists are the people who dig the olden places and find out these remains.
Home Work Idea: Tell the children to bring pictures of olden ?mes.
Day 2
Ask the children how the people lived in olden ?mes.
How did they travel?
What kind of clothes they wore?
What kinds of utensils they used?
What kind of jewelry they wore?
Tell them to show their pictures of olden ?mes and tell what it is about.
Display every child’s picture on the soF board.
Read the lesson with correct pronuncia?on.
Day 3 & 4
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Tell the children to draw underwater sea life. Tell them to draw whatever they think can be found in the oceans. Color it beau?fully.
Display it on the soF boards.
Day 5
Understand
Discuss the ques?ons with the children. Discuss the differences of volcanoes on earth with the volcanoes in the oceans. Also discuss the differences and similari?es of the museums on earth and the oceans.
Home Work Idea: Tell the children to make clay pots, bowls, burner, toys or whatever they like to make. Bring it in the class. Display it in the display corner.
Day 6
Children will do the ques?ons/answers in their copies.
Day 7
Read, Understand and Explore
Give the children or ask them to bring each a map of the world. Tell them to study their maps. Find the different places in it. Then complete the work given in their books.
Home Work Idea: Tell the children to get an empty world map. Color the empty map by taking the help from their colored world map. Color the oceans blue, jungles green, desserts brown and snow white.
Day 8
Project
1. Children will search the given items.
2. Explain the method given in the book.
3. Let them prac?ce individually.
4. Display their projects in the class.
5. Explain and discuss the result of the project.
Thar CoalChapter 9
Day 1
New Terminologies
Coal, iron, energy, electricity, bill
Explain the new concepts through:
i. Coal: Bring coal pieces and show them to the children. Ask them who has seen meat cooked on coal. Tell them that coal is used for a number of purposes.
ii. Iron: Bring some things made of iron. Tell the children to observe it closely. How hard it is? Ask them to name some of the things made of iron in their homes.
iii. Energy: Show them their plant growing well with the help of sun’s energy. Tell them that sun’s energy is also used to make electricity.
iv. Electricity: Demonstrate the passage of electricity by switching on/off the light and fan in your class. Tell them that the electricity is made at some other places. Then it reaches our homes and schools. When we switch on/off the buMon, the electricity goes in to the wires to the fan or light.
v. Bill: Bring a copy of electricity bill and show where are the used units wriMen and where is the bill wriMen.
Home Work Idea: Tell the children to bring pictures of things that work with electricity.
Day 2
Ask the children what kinds of energies are there.
What is the main source of energy?
Which energies do we normally use in our homes?
For what purposes, these energies are used?
Read the lesson with correct pronuncia?on.
Day 3 & 4
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Find out about what other natural resources are produced in Pakistan. Get the informa?on about 2-‐3 resources. Paste the pictures and write 2-‐3 sentences about each.
Day 5
Understand
Discuss the ques?ons with the children. Discuss whether load shedding is good or bad. Discuss the process of making electricity with coal.
Home Work Idea: Tell them to find out the answers to the given ques?ons.
What do you normally use for cooking?
What things in your homes, work with electricity?
Which things work without electricity?
Which things need baMery to operate?
Day 6
Children will do the ques?ons/answers in their copies.
Day 7
Read, Understand and Explore
Children will read and understand the graph given. Tell them to read it again thoroughly. Then tell the children to do the ques?ons given.
Home Work Idea: Children will take the informa?on given for HW on the fiFh day. Then they will make a graph using their informa?ons.
Day 8
Project
1. Children will search the given items.
2. Explain the method given in the book.
3. Let them prac?ce individually.
4. Display their projects in the class.
5. Explain and discuss the result of the project.
Turning Trash into ToysChapter 10
Day 1
New Terminologies
Useless, recycle, 2-‐D, 3-‐D, flexible
Explain the new concepts through:
i. Useless: Sharpen a pencil and show the peel to the children. Show empty boxes, used matchs?cks, wrappers and empty boMles, pieces of bicycle tube or plas?cine to the children. Ask them that they may be useless for others but they can be used again.
ii. Recycle: Show them the useless things and tell them that they can be recycled and used again. Show them the process of making different shapes, using the matchs?cks joined by bicycle tube or plas?cine.
iii. 2-‐D, 3-‐D: Pick up some 2-‐D and 3-‐D shapes and ask the children which shape it is.
iv. Flexible: Tell them that the shapes are easy to fold or change shape so they are flexible. Ask the children which shapes or things are flexible from their own things like a scale or a cloth pencil box. Tell them to demonstrate the flexible things in the class.
v. Straw: Show them the straws and ask them what are they used for. Show them that used straws can be used again to make different other interes?ng things.
Home Work Idea: Tell the children to make different beau?ful pictures using the pencil peels of different color pencils. They can make whatever they like.
Display their art work on the art work soF boards.
Day 2
Ask the children how they throw the garbage.
Do they separate the recyclable materials and non recyclable materials or not?
Does anyone at their home, reuse the empty boxes, boMles?
Who uses them?
For what purpose are they used?
Have they ever thought about reusing the empty boxes and boMles?
Read the lesson with correct pronuncia?on.
Day 3 & 4
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Write an essay about recycling trash materials. Check the trash material from your home and write what things can be made with what materials. Draw pictures also.
Collect empty boxes, boMles and wrappers.
Day 5
Understand
Discuss the ques?ons with the children. Sort out the different 2-‐D and 3-‐D shapes from your surroundings.
Home Work Idea: Make a fun and interes?ng thing using your trash items. You can use more than one material in your craF. Use whatever useless thing that you want to in your craF.
Display your favorite craFs in the display corner.
Day 6
Children will do the ques?ons/answers in their copies.
Day 7
Read, Understand and Explore
Read and understand what you need to do. Then explore in your home and your neighborhood for the items that you like.
Home Work Idea: Make interes?ng things using the trash that you collected.
Help your friends around your house to use and make fun loving things from their trash.
You can make learning toys also with the trash. You can cut out alphabets with the Styrofoam or hard cardboard pieces. And you can use them to learn the difficult words.
Day 8
Project
1. Children will search the given items.
2. Explain the method given in the book.
3. Let them prac?ce individually.
4. Display their projects in the class.
5. Explain and discuss the result of the project.
Where Did the Ice Go?Chapter 11
Day 1
New Terminologies
Solid, melts, absorbed, freezes, temperature
Explain the new concepts through:
i. Solid: Tell the children that solids have fixed and definite shapes. Show some solid things to them. Ask the children which things are solid in the class.
ii. Melts: Bring a candle. Ask the children what it is. Solid or a liquid? Then light the candle and show them how quickly it starts melKng. Let them observe it closely.
iii. Absorbed: Bring a sponge and dip it in water. Demonstrate how it absorbs water. Tell them that in the same way things absorb heat from their surroundings but we can’t see it. We can note it only when they change their forms.
iv. Freezes: Now blow out the candle and let the children watch how quickly the wax freezes into solid again. Show them the whole process of candle mel?ng and freezing again.
v. Temperature: Take a room thermometer and take the children out. Let them watch the temperature rise in the heat of the sun. Then come back in the class and let the children observe the temperature move down.
Home Work Idea: Make two columns on colored computer paper. Draw 3-‐4 solid things in the first column. Then draw their changed form when they melt in the second column like ice, candle, buMer and ice cream. Decorate it with preMy borders and color it.
Day 2
Ask the children where they have seen the gases or smoke.
Have they seen ice mel?ng in their juices?
What happens to the juice if they keep it in the freezer?
What happens to the water if you keep it on a stove?
Read the lesson with correct pronuncia?on.
Day 3
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Paste pictures of some solid and some liquid things in your copies.
Bring some solid and some liquids for your lunch like fruits and juices. Have a ‘Solid, Liquid’ Party.
Day 5
Understand
Discuss the ques?ons with the children. Discuss the three states of maMer.
Home Work Idea: Draw pictures of some solids and some liquids on colored computer paper. Color them beau?fully and draw borders also.
Display it on the soF boards.
Day 6
Children will do the ques?ons/answers in the copies.
Day 7
Read, Understand and Explore
Read the given informa?on. Understand what you need to do. Explore how much ?me the ice cubes takes to melt at different places. Then complete the blanks with your findings.
Home Work Idea: Paste pictures of some solids that can be changed to liquid and gas. Write the process of each changing from solid to liquid and then gas.
Day 8
Project
1. Children will search the given items.
2. Explain the method given in the book.
3. Let them prac?ce individually.
4. Display their projects in the class.
5. Explain and discuss the result of the project.
SoundChapter 12
Day 1
New Terminologies
Sound, alarm, vibraKons, waves, ear, message
Explain the new concepts through:
i. Sound: Tell the children to close their eyes and hear the different sounds. Ask them what were the sounds of that they heard.
ii. Alarm: Bring an alarm clock and let the children hear it. Ask them was it loud or soF. Show them the pictures of fire engine, police car and an ambulance. Ask them what kind of alarms they hear in each car.
Are they loud or soF?
Why are they loud?
iii. VibraKons: Tell one child from the pair silng together to put their ear on the table. Tell the other child to bang the table with their scale. Ask the first child how he/she felt. Some moving sound. Tell them that this is called vibraKon.
iv. Waves: Bring a cup full of water. Throw something in it. Show the waves formed in it. Demonstrate the process to each group of 6-‐7 children.
v. Ear: Bring a labeled diagram of an ear. Show the process of sound waves going in and reaching the brain.
Tell the children to close their eyes. Bring a metal spoon and a metal plate. Bang the spoon against the plate. Let them hear the sound. Demonstrate the process of sound reaching their ears.
vi. Message: Show them the pictures of phones, mobiles, telegraph, TV, computer and newspaper. Ask them what are these things used for.
Tell them that all these things are used for sending messages to other places.
Home Work Idea: Tell the children to write the names of different kinds of things that are used nowadays for communica?on.
Write which is the fastest way of communica?on.
Day 2
Ask them why sounds are necessary for us.
What kinds of sounds are bad for us? Why?
What kind of sounds do we hear every day?
Read the lesson with correct pronuncia?on.
Day 3 & 4
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Bring pictures of things that make loud and soF sounds.
Day 5
Understand
Discuss the ques?ons with the children. Discuss the loud and soF sounds with them.
Home Work Idea: Tell them to write if there was no sound in the world how would they feel. Give one reason for the importance of sound.
Day 6
Children will do the ques?ons/answers in their copies.
Day 7
Read, Understand and Explore
Read, understand and explore the given informa?on.
Home Work Idea: Bring toys that make sounds. Display them in the display corner. Make two corners with headings, ‘Loud Sounds’ and ‘SoF Sounds’.
Place the toys in their respec?ve corners.
Day 8
Project
1. Children will search the given items.
2. Explain the method given in the book.
3. Let them prac?ce individually.
4. Display their projects in the class.
5. Explain and discuss the result of the project.
Mix n SeparateChapter 13
Day 1
New Terminologies
Sieve, FiltraKon, EvaporaKon, SeMling, sKr
Explain the new concepts through:
i. Sieve: Bring sieves of different sizes. Show them to the children. Let them observe the different sized holes.
ii. FiltraKon: Demonstrate the process of ‘FiltraKon’ by straining tea in a cup. Show them the tea granules leF in the strainer.
iii. EvaporaKon: Bring a wet cloth and leave it in the class under the fan.
AFer some ?me the cloth will become dry. This is the process of ‘EvaporaKon’.
iv. SeMling: Mix some sand in water in a cup. Leave it for some ?me. The sand will seMle down. This process is called ‘SeMling’.
v. SKr: Show the children by pulng juice in a glass of water and sKr it with a spoon.
Home Work Idea: Write the names of some mixtures like lemon juice, milk shakes and ice creams. Write the ingredients of what they are made up of. Draw pictures also.
Day 2
Ask the children what are the different kinds of mixtures they have seen.
Which mixtures can be separated easily?
Have they seen the clothes dry up?
Do the clothes dry up quickly on a sunny day or on a windy day? Why?
Read the lesson with correct pronuncia?on.
Day 3 & 4
Reading of the chapter by students
It can be done at class level where each child reads some part, or small group level where you divide the classes in groups of three to five students and then monitor their reading.
Home Work Idea: Paste the pictures of some mixtures in your copies. Also paste some pictures of things that can be mixed into a liquid to form a mixture like tea, coffee, salt and sugar.
Day 5
Understand
Discuss the ques?ons with the children. Discuss the different methods of mixing and separa?on.
Home Work Idea: Take some juice, ice cream or some other things empty wrappers, packs or cans. Note down the things in your note books that are mixed in it.
Day 6
Children will do the ques?ons/answers in their copies.
Day 7
Read, Understand and Explore
Bring some things like coffee, salt, sugar and sand. Mix each in some water in separate transparent plas?c cups. Leave the cups for some ?me. See which things are absorbed and mixed completely and which things seMle down.
Now read and understand what you need to do and explore. Then fill out the blanks with what you have explored.
Home Work Idea: Prac?ce mixing the things that you can easily get in your homes. Note down the results in your copies.
Day 8
Project
1. Children will search the given items.
2. Explain the method given in the book.
3. Let them prac?ce individually.
4. Explain and discuss the result of the project.
5. Share their projects with their class.