English - New Indian Model School, Dubai
English - New Indian Model School, Dubai
English - New Indian Model School, Dubai
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CBSE-i<br />
CLASS I<br />
ENGLISH<br />
UNIT- I, II<br />
III<br />
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
Preface<br />
The Curriculum initiated by Central Board of Secondary Education -International (CBSE-i) is<br />
a progressive step in making the educational content and methodology more sensitive and<br />
responsive to the global needs. It signifies the emergence of a fresh thought process in<br />
imparting a curriculum which would restore the independence of the learner to pursue the<br />
learning process in harmony with the existing personal, social and cultural ethos.<br />
The Central Board of Secondary Education, with about 11000 schools affiliated to it and with<br />
over 130 schools situated in more than 20 countries has been catering to the academic needs of<br />
the learners worldwide. The Board has always been conscious of the varying needs of the<br />
learners in countries abroad and has been working towards contextualizing certain elements<br />
of the learning process to the physical, geographical, social and cultural environment in which<br />
they are engaged. The International Curriculum being designed by CBSE-i , has been<br />
visualized and developed with these requirements in view.<br />
The nucleus of the entire process of constructing the curricular structure is the learner. The<br />
objective of the curriculum is to nurture the independence of the learner, given the fact that<br />
every learner is unique. The learner has to understand, appreciate, protect and build on<br />
values, beliefs and traditional wisdom, making necessary modifications, improvisations and<br />
additions wherever and whenever necessary.<br />
The recent scientific and technological advances have thrown open the gateways of<br />
knowledge at an astonishing pace. The speed and methods of assimilating knowledge have<br />
put forth many challenges to the educators, forcing them to rethink their approaches for<br />
knowledge processing by their learners. In this context, it has become imperative for them to<br />
incorporate those skills which will enable the young learners to become 'life long learners'. The<br />
ability to stay current, to upgrade skills with emerging technologies, to understand the<br />
nuances involved in change management and the relevant life skills have to be a part of the<br />
learning domains of the global learners. The CBSE-i curriculum has taken cognizance of these<br />
requirements.<br />
The CBSE-i aims to carry forward the basic strength of the <strong>Indian</strong> system of education. While<br />
promoting critical and creative thinking skills, effective communication skills, interpersonal<br />
and collaborative skills along with information and media skills. There is an inbuilt flexibility<br />
as it provides a foundation and an extension curriculum in all subject areas to cater to the<br />
different pace of learners.<br />
The CBSE-i plans to introduce the curriculum in a phased manner at different levels in schools<br />
affiliated to CBSE at the international level and subsequently, if desirable, to introduce it to<br />
i
other affiliated schools who are able to meet the requirements of this curriculum. The focus is<br />
to ensure that the learner is stress-free and yet stays committed to active learning. The learner<br />
would be evaluated on a continuous and comprehensive basis consequent to the mutual<br />
interactions between the teacher and the learner and the learner. There are some nonevaluative<br />
components in the curriculum which would be commented upon by the teachers<br />
and the school. The objective of this part or the core of the curriculum is to scaffold the learning<br />
experiences and to relate tacit knowledge with formal knowledge. This would involve transdisciplinary<br />
linkages that would form the core of the learning process. Perspectives, SEWA<br />
(Social Empowerment through Work and Action), Life Skills and Research would be the<br />
constituents of this 'Core'. The Core skills are the most significant aspects of a learner's holistic<br />
growth and his/her learning curve.<br />
The international curriculum has been designed keeping in view the foundations of the<br />
National Curricular Framework (NCF 2005) and the experience gathered by the Board over<br />
the last seven decades in imparting effective learning to millions of learners, many of whom<br />
are now global citizens.<br />
The Board does not interpret this development as an alternative to other curricula existing at<br />
the international level, but as an exercise in providing the much needed <strong>Indian</strong> leadership for<br />
global education at the school level. The international curriculum would evolve on its ownbuilding<br />
on learning experiences inside the classroom over a period of time. The Board while<br />
addressing the issues of empowerment with the help of the schools administering this system<br />
strongly recommends that practicing teachers become skillful learners on their own and also<br />
transfer their learning experiences to their peers through the interactive platforms to be<br />
provided by the Board.<br />
I profusely thank Shri G. Balasubramanian, former Director (Academics),CBSE, Ms. Abha<br />
Adams and her team and Dr. Sadhana Parashar, Head (Innovations and Research) CBSE<br />
alongwith other Education Officers involved in the development and implementation of this<br />
material.<br />
The CBSE-i website being launched will enable all stakeholders involved in this initiative to<br />
participate through the discussion forums provided on the portal. Any further suggestions for<br />
modifying or improving any part of this document are welcome.<br />
Vineet Joshi<br />
Chairman<br />
CBSE
Acknowledgements<br />
Advisory<br />
Shri Vineet Joshi, Chairman & Secretary, CBSE<br />
Smt. Chitralekha Gurumurthy, Director (Academics),CBSE<br />
Dr. Sadhana Parashar, Head (Innovations & Research),CBSE<br />
Conceptual Framework<br />
Shri G. Balasubramanian, Former Director (Academics), CBSE<br />
Ms. Abha Adams, Consultant, Step-by-Step <strong>School</strong>, Noida<br />
Dr. Sadhana Parashar, Head (Innovations & Research),CBSE<br />
Ideators<br />
Dr. Indu Khetrapal<br />
Ms. Rupa Chakravarty<br />
Dr. N. K. Sehga<br />
Ms. Jaishree Srivastava<br />
Ms. Anita Sharma<br />
Dr. Anju Srivastava<br />
Dr. Uma Chaudhary<br />
Dr. Kamla Menon<br />
Ms. Meenu Goswami Ms. Anuradha Sen<br />
Ms. Geeta Varshney<br />
Dr. Rajesh Hassija<br />
Ms. Urmila Chowdhary Ms. Amita Mishra<br />
Ms. Aditi Misra<br />
Material Production Groups : Classes IX - X<br />
Mathematics : Science :<br />
Dr. K.P. Chinda<br />
Ms. Charu Maini<br />
Mr. J.C. Nijhawan<br />
Ms. S. Anjum<br />
Ms. Rashmi Kathuria Ms. Meenambika Menon<br />
Ms. Reemu Verma<br />
Ms. Novita Chopra<br />
Ms. Nita Rastogi<br />
Ms. Pooja Sareen<br />
History : <strong>English</strong> :<br />
Ms. Jayshree Srivastava Ms. Sarita Manuja<br />
Mrs. M. Bose<br />
Ms. Gayatri Khanna<br />
Ms. A. Venkatachalam Ms. Renu Anand<br />
Ms. Smita Bhattacharya Ms. P. Rajeshwary<br />
Mrs. Neelima Sharma<br />
Ms. Neha Sharma
Geography : Poltical Science :<br />
Ms. Deepa Kapoor<br />
Ms Sharmila Bakshi<br />
Ms. Bharti Dave<br />
Ms. Srilekha<br />
Ms. Bhagirathi<br />
Ms. Archana Soni<br />
Economics :<br />
Ms. Mridula Pant<br />
Sh. Pankaj Bhanwani<br />
Material Production Groups : Classes I - V<br />
Ms. Savinder Kaur Rooprai<br />
Ms. Nandita Pal<br />
Ms. Deepti Verma<br />
Ms. Seema Choudhary<br />
Ms. Monika Thakur<br />
Mr. Bijo Thomas<br />
Ms Ruba Chakravarty<br />
Material Production Groups : Classes VI - VIII<br />
Ms. Guneet Ohri<br />
Ms. Dipinder Kaur<br />
Ms. Sonia Jain<br />
Ms. Seema Rawat<br />
Dr. Meena Dhami<br />
Mrs. N Vidya<br />
Co-ordinators :<br />
Mrs. Sugandh Sharma, Education Officer (Com.)<br />
Dr. Srijata Das, Education Officer (Science & Maths)<br />
Sh. R. P. Sharma, Consultant<br />
Shri Al Hilal Ahmed, Asstt. Education Officer
CONTENTS<br />
I. Preface I-II<br />
II. Acknowledgements III<br />
III. General Objectives V<br />
Specific Objectives <strong>English</strong><br />
Specific Objectives Maths<br />
Subject Specific Objectives Environmental studies<br />
IV. Specific Objectives<br />
• <strong>English</strong> VI<br />
• Mathematics VII<br />
• Environmental Education VIII<br />
V. Syllabus<br />
• <strong>English</strong> 1-5<br />
• Mathematics 6-9<br />
• Environmental Studies 10-14<br />
• Visual Arts 15-16<br />
• Performing Arts 17<br />
• Physical Education 18-26<br />
VI. Annexures:<br />
Template for <strong>English</strong> 27-29<br />
Template for Maths 30-35<br />
Template for Environmental Education 36-38<br />
Assessment Rubrics for <strong>English</strong> 39<br />
Assessment Rubrics for Maths 40-41<br />
Assessment Rubrics for Environmental Education 42-43<br />
Teacher Resource Material for <strong>English</strong> 44<br />
Teacher Resource Material for Environmental Education 44<br />
Teacher Resource Material for Visual Arts 44<br />
Teacher Resource Material for Performing Arts 44<br />
Worksheets for <strong>English</strong> 45-52<br />
Worksheets for Environmental Education 53-72<br />
Worksheets for Maths 73-84
General Objectives<br />
GThink creatively, analyze critically and synthesize clearly<br />
GDevelop and apply effective reading, writing, speaking and listening }<br />
skills.<br />
GUnderstand and value the relationships between creativity, imagination<br />
and problem solving and the linguistic, artistic, ethical, literary, and<br />
philosophical traditions that shape human cultures and<br />
interdependence of groups in a global society.<br />
GRecognize and value the collective heritage, ideas and values of a<br />
multicultural world and demonstrates sensitivity to socio cultural<br />
diversity<br />
GDevelop ethical reasoning skills and act responsibly, including one’s physical and<br />
mental well being<br />
GUnderstand the interdisciplinary nature of knowledge and apply an<br />
interdisciplinary approach to problem solving<br />
GProvide holistic situations for a proper learning<br />
GProvide rich and comprehensible input for acquisition of knowledge<br />
GDevelop a link between natural, cultural & social environment.<br />
GDevelop critical thinking to deal with challenges of every day life<br />
GNurture the natural curiosity and creativity of the students<br />
GEngage the students to be curious about the environment and<br />
harmonizing with it<br />
GTo help the students to acquire the basic cognitive and psychomotor<br />
skills through observation, exploration and practical experience.<br />
GTo develop scientific temperament<br />
GTo develop basic language skills through analysis and application<br />
GTo encourage inventiveness and creativity<br />
GTo raise students awareness to critical exploring<br />
GCreate the strong sense of human values
Specific Objectives <strong>English</strong><br />
GTo develop an understanding of and competence in speaking <strong>English</strong>.<br />
GTo enable the students to speak with clarity and to use intonation when reading and<br />
reciting texts.<br />
GTo enable the students to interpret a text by reading aloud with some variety in pace<br />
and emphasis.<br />
GTo develop the skills required to listen with sustained concentration.
Specific Objectives Maths<br />
GTo solve a puzzle or problems using numbers.<br />
GDevelop and use the vocabulary of comparing numbers (more, less and equal to)<br />
GSort, classify and describe the object on the basis of number of the objects.<br />
GTo collate the puzzles and the objects according to the specification.<br />
GObserves and describes the number of the objects in their surroundings.<br />
GTo develop the ability to count forward and backward.<br />
GTo develop the ability to group the objects in a group of two / three / ten each.<br />
GVisualize and use everyday language to describe the shape and direction of the<br />
object.<br />
GCounts reliably up to 20 objects, recognizing that the number of objects stays the<br />
same; estimates the number of objects that can be checked by counting.<br />
GCompares and orders numbers.<br />
GDevelops the logical ability to compute the number one more or one less than a<br />
given number.<br />
GReads and writes numbers up to 20 and then uses the knowledge of place value to<br />
develop two digit numbers.<br />
GRecognizes and speaks the numbers from 1 to 99.
Subject Specific Objectives<br />
Environmental studies<br />
GTo train children to locate and comprehend relationship between the natural, social<br />
and cultural environment.<br />
GTo develop an understanding based on observation and illustration, drawn from<br />
live experiences and physical, biological, social and cultural aspects of life, rather<br />
than abstractions.<br />
GTo create cognitive capacity and resourcefulness to make the child curious about<br />
social phenomena, starting with the family and moving on to wider spaces.<br />
GTo nurture the curiosity and creativity of the child particularly in relation to the<br />
natural environment (including human beings and artifacts).<br />
GTo develop an awareness about environmental issues.<br />
GTo engage the child in exploratory and practical activities to acquire basic cognitive<br />
and psychomotor skills through observation, classification, inference etc.<br />
GTo emphasize design and fabricate, estimate and measurement as a prelude to the<br />
development of technological and quantitative skills at later stages.<br />
GTo be able to critically address gender concerns and issues of marginalization and<br />
oppression with values of equality and justice, and respect for human dignity and<br />
rights.
<strong>English</strong><br />
1 Unit - 1<br />
General objectives:<br />
GDevelop and apply skills and strategies for reading process.<br />
GDiscriminate between letters and words in text.<br />
Specific objectives:<br />
GTo understand the concept of nouns/naming words.<br />
GTo be able to recognize similar sounding words in a group of words.<br />
Topic/<br />
Theme<br />
Rhyming<br />
words<br />
Naming<br />
words<br />
Time Skills for Language arts Activities<br />
5 hours<br />
8 hours<br />
Listening Speaking Reading Writing<br />
Picking out Creating Recognize To process the<br />
the rhyming rhyming visual patterns in words when they<br />
words they words. words.<br />
look for similar<br />
hear.<br />
sounds<br />
Students<br />
listen to<br />
words,<br />
distinguish<br />
nouns from<br />
other words.<br />
To recite a<br />
poem using<br />
naming<br />
words.<br />
Look at the<br />
picture/s and<br />
read the words<br />
Use of Capital<br />
Letters & Naming<br />
Words<br />
After listening to<br />
the story, students<br />
discuss the<br />
rhymes and make<br />
up their own<br />
rhyming words.<br />
Playing the game-<br />
Categories<br />
make a list of<br />
nouns using the 3<br />
categories-<br />
Person, Place, or<br />
Thing,<br />
Brainstorm and<br />
come up with<br />
some nouns<br />
and write them<br />
under different<br />
headings.<br />
Mystery Bag (a<br />
cloth bag filled<br />
with a variety of<br />
small objects) – A<br />
Multiple<br />
Intelligences<br />
Musical<br />
Intelligence/<br />
Logical<br />
Intelligence<br />
Verbal/<br />
Linguistic<br />
Intelligence<br />
Kinesthetic<br />
Intelligence<br />
Learning<br />
Outcomes<br />
Recognize and<br />
construct rhyming<br />
words.<br />
Learn new words<br />
through listening<br />
Recognize and<br />
match all upper<br />
case and lower<br />
case letters.<br />
.<br />
CLASS-1<br />
1
<strong>English</strong><br />
guessing<br />
game/fun activity<br />
as starting point<br />
to introduce<br />
nouns.<br />
Naming words /<br />
nouns Collage<br />
making-children<br />
will search<br />
through<br />
newspaper &<br />
magazines,<br />
cutting out<br />
pictures of<br />
people, places<br />
and things. They<br />
will then paste<br />
these on<br />
a sheet and write<br />
the names of eac h<br />
underneath its<br />
picture.<br />
Visual<br />
Intelligence<br />
Attainment of target-<br />
GTo be able to identify rhyming words.<br />
GTo make their own rhyming word/s from the given word.<br />
GTo identify naming words.<br />
GUse suitable naming words while speaking about their surroundings.<br />
Trans disciplinary Activities-<br />
GCompose a poem to describe oneself using rhyming words .<br />
GPlay a game of Nouns Relay Race- children to be divided into groups of four,<br />
each team member must collect a naming word from any one category (from<br />
their surrounding area) to pass on to the next team member who will then race to<br />
the finish line.<br />
Life Skills/SEWA<br />
GChildren to compose a poem to express their love for their mother/teacher<br />
using rhyming words (a template for the poem may be provided to the<br />
students, with blanks to be filled in with rhyming words).<br />
GChildren to be encouraged to “adopt” any place or area/ stray animal/ needy<br />
person or family and help in its beautification/ assistance.<br />
Critical Thinking<br />
GChildren<br />
to make a list of five things from each category of naming words<br />
(people, places, animals etc.) which are essential for our survival, and another<br />
list of five such things that are luxuries (teacher to talk to the students and<br />
specify the difference between necessities and luxuries of life).<br />
2<br />
CLASS-1
<strong>English</strong><br />
2 Unit - 2<br />
General objectives:<br />
GTo build familiarity with the language.<br />
GDevelop and apply skills and strategies for reading process.<br />
GDifferentiate between letters and words in text.<br />
GTo enable the students to become visually familiar with text /word(s), what it<br />
means, and to notice its components - letter (s) and the sound-values they<br />
stand for.<br />
Specific objectives:<br />
GAble to recognize digraphs in groups of words.<br />
GRead on sight high frequency and familiar words.<br />
GTo identify pronouns in a sentence and to match the correct pronoun to the<br />
noun.<br />
GTo understand the concept of number; familiarity with usage of singular and<br />
plural nouns.<br />
Topic/<br />
Theme<br />
Blends/<br />
digraphs<br />
‘sh’ –<br />
words<br />
Time Skills for Language arts Activities<br />
2<br />
hours<br />
Listening Speaking Reading Writing<br />
Picking out Look at the Recognize by Learn to spell<br />
the sh- words pictures and sight and read words with shthey<br />
hear in a say the words with the Digraph.<br />
story/short appropriate sh- digraph.<br />
passage. sh- words.<br />
Team Activity:<br />
Play a game -<br />
“Ship Shape”<br />
Students<br />
collaborate to<br />
draw the outline<br />
of a ship on a<br />
chart paper and<br />
fill up the entire<br />
space inside the<br />
figure drawn with<br />
sh- words.<br />
Multiple<br />
Intelligences<br />
Verbal/<br />
Linguistic<br />
Intelligence<br />
Learning<br />
Outcomes<br />
Learn new<br />
words through<br />
listening to a<br />
story.<br />
Learn to read<br />
and spell sh -<br />
words thus<br />
enhancing both<br />
reading and<br />
writing skills.<br />
Each student gets<br />
a turn to frame<br />
and then speak a<br />
sentence using<br />
any sh- word.<br />
Interpersonal/<br />
Logical<br />
Intelligence<br />
Students<br />
brainstorm to<br />
collate a word<br />
bank of sh -<br />
words. Use these<br />
to fill the gaps in<br />
a cloze passage<br />
Linguistic/<br />
Logical<br />
Intelligence<br />
CLASS-1<br />
3
<strong>English</strong><br />
which has picture<br />
Clues.<br />
One and<br />
Many<br />
(Singular-<br />
Plural)<br />
2 ½<br />
hour<br />
Students<br />
listen to the<br />
chapter/lesson<br />
being read<br />
and are able<br />
to distinguish<br />
between<br />
words that<br />
denote one<br />
and those that<br />
denote many.<br />
Talk about<br />
objects and<br />
people shown<br />
to them using<br />
the correct<br />
number.<br />
Read and<br />
segregate the<br />
given list of<br />
nouns/naming<br />
words into<br />
singular/one &<br />
plural/many.<br />
Change<br />
one(singular) into<br />
many(plural) and<br />
vice versa<br />
according to<br />
picture clues.<br />
“All About Me”<br />
–<br />
1. Students will<br />
describe<br />
themselves by<br />
talking about the<br />
parts of the body<br />
using the correct<br />
noun-number. Eg.<br />
I have one nose. I<br />
have two eyes .<br />
etc.<br />
2. Students to<br />
then describe<br />
their families by<br />
talking about their<br />
family members<br />
using the correct<br />
noun number. Eg.<br />
I have one brother.<br />
I have three<br />
sisters.<br />
“Odd one out”-<br />
From a given<br />
passage find out<br />
nouns that do not<br />
change when used<br />
in plural form. Eg.<br />
Hair, deer, sheep<br />
etc.<br />
Verbal/<br />
Linguistic<br />
Intelligence<br />
Logical<br />
Intelligence<br />
Learn to change<br />
the number by<br />
adding or<br />
removing –s.<br />
Learn to use the<br />
correct<br />
noun(singular<br />
or plural) by<br />
observing the<br />
number of the<br />
objects being<br />
referred to.<br />
Pronouns<br />
3 hours Students listen<br />
to a story/short<br />
passage and<br />
can name the<br />
noun replaced<br />
by the pronoun<br />
in question.<br />
Talk about<br />
objects and<br />
people in their<br />
vicinity using<br />
pronouns.<br />
Read and<br />
identify the<br />
pronouns in the<br />
given passage<br />
Rewrite sentences<br />
using pronouns in<br />
place of nouns<br />
“Pronouns Bingo”<br />
Students to be<br />
given bingo<br />
tickets with<br />
pronouns written<br />
on them. They<br />
will then play<br />
bingo in the<br />
regular manner<br />
with the only<br />
difference being<br />
that the teacher<br />
calls out nouns<br />
(instead of<br />
numbers) and the<br />
students strike out<br />
the pronoun which<br />
can be used to<br />
replace it.<br />
Logical/ Visual<br />
Intelligence<br />
Learn that<br />
nouns can be<br />
substituted by<br />
pronouns to<br />
avoid repeated<br />
use of the noun.<br />
Students learn<br />
to substitute the<br />
correct pronoun<br />
for the different<br />
categories of<br />
nouns.<br />
Attainment of target-<br />
GTo be able to read sh- words.<br />
GTo use the correct number while referring to different objects/people.<br />
GTo use pronouns appropriately i.e. choose pronouns that agree with their<br />
antecedents in number, person, and gender.<br />
4<br />
CLASS-1
<strong>English</strong><br />
Trans disciplinary Activities-<br />
GCompose a poem/song using sh- words.<br />
GDraw a picture/s of a singular object/s and then draw its plural.<br />
GEncircle all the pronouns on the day’s newspaper.<br />
Life Skills/Sewa<br />
GChildren to observe and record/list the names of items or possessions (toys,<br />
storybooks, clothes etc.) which they have “many” or “one”.<br />
GChildren to be encouraged to give away those possessions that they have in<br />
abundance/many to the less privileged children and to retain only one of<br />
each.<br />
CLASS-1<br />
5
<strong>English</strong><br />
3 Unit - 3<br />
General objectives:<br />
GDevelop and apply skills and strategies for reading process.<br />
GDiscriminate between letters, words, and sentences in text.<br />
Specific objectives:<br />
GUnderstand the concept and correct usage of auxiliary verbs.<br />
GRecognize and collate subject- verb agreement in a sentence structure.<br />
GLearn various high frequency words.<br />
GIdentify these words in the context with the books.<br />
Topic/<br />
Theme Time Skills for Language Activities<br />
Auxiliary<br />
Verbs<br />
Is/am/are<br />
Sight<br />
Words<br />
/Dolch List<br />
6<br />
8 hours<br />
5 hours<br />
Listening Speaking Reading Writing<br />
Sharpen<br />
listening<br />
skills during<br />
activity<br />
sessions.<br />
Picking out<br />
the use of<br />
different<br />
auxiliary<br />
verbs.<br />
Differentiat<br />
e the use of<br />
different<br />
auxiliary<br />
verbs based<br />
on subjectverb<br />
agreement.<br />
Listening to<br />
instructions<br />
and rules for<br />
Encourage<br />
verbal<br />
interaction in<br />
class through<br />
individual and<br />
group<br />
speaking.<br />
Build<br />
confidence<br />
and fluency.<br />
Enable<br />
appropriate<br />
usage of the<br />
auxiliary<br />
verbs in<br />
conversation.<br />
Enable to<br />
collate the<br />
subject-verb<br />
agreement<br />
while<br />
speaking.<br />
To recite a<br />
poem on the<br />
usage<br />
auxiliary<br />
verbsis/am/are<br />
Build<br />
confidence<br />
and fluency in<br />
Recognize<br />
the usage of<br />
auxiliary<br />
verbs in the<br />
sentences.<br />
Recognise<br />
and collate<br />
the use of<br />
different<br />
auxiliary<br />
verbs with<br />
One-<br />
Many/Singul<br />
ar-Plural<br />
concept in<br />
sentences.<br />
Repeated<br />
exposure to<br />
these words<br />
so as to<br />
enable the<br />
student to<br />
Enable students<br />
to write about<br />
themselves using<br />
auxiliary verbs in<br />
simple sentences<br />
.<br />
Enable kids to<br />
express<br />
themselves in<br />
writing.<br />
Students are able<br />
to use these<br />
regular/high<br />
frequency words<br />
in sentences.<br />
Enable students<br />
to express<br />
themselves in<br />
Individual<br />
Activity:<br />
All About Myself<br />
Booklet making<br />
activity with the<br />
knowledge of<br />
auxiliary verbs.<br />
Group Activity:<br />
Introducing and<br />
describing<br />
themselves and<br />
other groups<br />
using the<br />
auxiliary verbs.<br />
Recitation of<br />
Auxiliary verb<br />
song.<br />
The activity is<br />
developed to<br />
provide early<br />
readers frequent<br />
Multiple<br />
Intelligences<br />
Musical<br />
Intelligence<br />
Logical<br />
Intelligence<br />
Naturalistic<br />
Intelligence<br />
Intrapersonal<br />
Intelligence<br />
Interpersonal<br />
Intelligence<br />
Verbal/<br />
Linguistic<br />
Intelligence<br />
Visual<br />
Intelligence<br />
Intrapersonal<br />
Intelligence<br />
Interpersonal<br />
Intelligence<br />
Verbal/<br />
Linguistic<br />
Knowledge and<br />
Understanding<br />
(Learning<br />
Outcomes)<br />
Recognize and<br />
use auxiliary<br />
verbs<br />
appropriately.<br />
Learn new<br />
words through<br />
listening<br />
Students will be<br />
able to<br />
introspect and<br />
describe<br />
themselves as<br />
individuals.<br />
Reinforcement<br />
of One – Many<br />
concept and<br />
corelate it with<br />
auxiliary verbs<br />
Reading the<br />
word without<br />
phonetically<br />
decoding it.<br />
Recognising<br />
these words by<br />
sight for fast or<br />
fluent reading.<br />
CLASS-1<br />
Learn various<br />
high frequency<br />
sight words or
Sight<br />
Words<br />
/Dolch List<br />
5 hours<br />
different<br />
auxiliary<br />
verbs based<br />
on subjectverb<br />
agreement.<br />
Listening to<br />
instructions<br />
and rules for<br />
playing the<br />
game.<br />
auxiliary<br />
verbs in<br />
conversation.<br />
Enable to<br />
collate the<br />
subject-verb<br />
agreement<br />
while<br />
speaking.<br />
To recite a<br />
poem on the<br />
usage<br />
auxiliary<br />
verbsis/am/are<br />
Build<br />
confidence<br />
and fluency in<br />
the beginner<br />
reader.<br />
Many/Singul<br />
ar-Plural<br />
concept in<br />
sentences.<br />
Repeated<br />
exposure to<br />
these words<br />
so as to<br />
enable the<br />
student to<br />
pick the<br />
words out<br />
from the<br />
written text.<br />
Recognise<br />
these words<br />
by sight for<br />
fast or fluent<br />
reading.<br />
Students are able<br />
to use these<br />
regular/high<br />
frequency words<br />
in sentences.<br />
Enable students<br />
to express<br />
themselves in<br />
writing.<br />
using the<br />
auxiliary verbs.<br />
Recitation of<br />
Auxiliary verb<br />
song.<br />
The activity is<br />
developed to<br />
provide early<br />
readers frequent<br />
interaction with<br />
sight words and<br />
basic phonic<br />
sounds while<br />
playing a fun<br />
game. The game<br />
cards are<br />
categorized by<br />
reading readiness<br />
level so students<br />
of various reading<br />
levels can play<br />
together.<br />
Verbal/<br />
Linguistic<br />
Intelligence<br />
Visual<br />
Intelligence<br />
Intrapersonal<br />
Intelligence<br />
Interpersonal<br />
Intelligence<br />
Verbal/<br />
Linguistic<br />
Intelligence<br />
themselves as<br />
individuals.<br />
Reinforcement<br />
of One – Many<br />
concept and<br />
corelate it with<br />
auxiliary <strong>English</strong> verbs<br />
Reading the<br />
word without<br />
phonetically<br />
decoding it.<br />
Recognising<br />
these words by<br />
sight for fast or<br />
fluent reading.<br />
Learn various<br />
high frequency<br />
sight words or<br />
Dolch words.<br />
(Words which<br />
are frequently<br />
used in books.<br />
Learn new<br />
words through<br />
listening.<br />
Attainment of target :<br />
GStudents will be able to identify auxiliary verbs.<br />
GStudents will be able to independently frame sentences using the auxiliary<br />
verbs.<br />
GStudents will be able to successfully use the One and Many concept for<br />
correct usage of the auxiliary verbs.<br />
GStudents will be able to recognize and collate the subject – verb agreement in<br />
a sentence framework.<br />
GStudents will be able to identify sight /dolch words.<br />
GStudents will be able to independently frame sentences using the dolch<br />
words.<br />
GStudents will be able to successfully read these words without phonetically<br />
decoding it.<br />
Inter disciplinary Activities :<br />
GStudents learn to describe themselves in the booklet making activity, ‘All<br />
About Myself’.<br />
GStudents learn to identify and describe the unique characteristics of<br />
flowers/plants in the Group Activity incorporating Environmental education<br />
with language studies.<br />
GStudents sing the jingle on auxiliaries and also enact it in the assembly.<br />
CLASS-1<br />
7
Maths<br />
1<br />
Unit - 1 Counting from 1 to 9<br />
General Objective:<br />
GUse mathematical language to describe shapes and size of the object.<br />
GBe aware of numbers in daily life.<br />
GUse mathematical knowledge and concepts to solve day to day problems.<br />
Specific Objective:<br />
GShows interest in numbers and counting.<br />
GUse number names/language spontaneously.<br />
GAble to collate numbers, rhymes and songs.<br />
GAble use numbers accurately in play<br />
Topic<br />
Numbers<br />
? Matching<br />
activity<br />
Time<br />
durati<br />
on<br />
2 hrs<br />
Skills involved in counting 1 to 9<br />
Listening Speaking Observatio Motor Logical/<br />
nal skills Mental math<br />
Expand<br />
one’s<br />
vocabulary<br />
by<br />
learning<br />
new<br />
words like<br />
more, less,<br />
as much<br />
as, same<br />
number as<br />
etc.<br />
Collate<br />
objects<br />
and draw<br />
similarities.<br />
This activity<br />
aims at<br />
developing<br />
the logical<br />
skill of the<br />
student as he<br />
compares<br />
and<br />
differentiates<br />
the object<br />
based on<br />
their<br />
properties.<br />
Student<br />
would be<br />
able to draw<br />
inference.<br />
Spatial<br />
Matches<br />
the object<br />
based on<br />
their<br />
properties<br />
and finds<br />
the<br />
relationship<br />
between<br />
shapes<br />
and sizes.<br />
Multiple<br />
Intelligence<br />
• Linguistic<br />
skills<br />
• Naturalistic<br />
skill<br />
• Logical skill<br />
• Spatial skills<br />
Activities Learning<br />
Outcomes<br />
Match the<br />
object based on<br />
their common<br />
property. For<br />
example<br />
matches 5<br />
pencil with 5<br />
sharpeners, 2<br />
shoes with 2<br />
socks.<br />
To tell if there<br />
are more or less<br />
of certain items.<br />
for example if<br />
there are 5<br />
students and 4<br />
chairs, develop<br />
sense of<br />
inference<br />
• Compare<br />
objects<br />
and<br />
collaborat<br />
e with the<br />
real life<br />
situations.<br />
• To recall<br />
and<br />
recognize<br />
the<br />
terminolo<br />
gies like<br />
more,<br />
less, as<br />
much as<br />
and same<br />
number<br />
as.<br />
Learning<br />
Counting<br />
with the<br />
help of<br />
rhymes.<br />
1 Hr<br />
Able to<br />
identify<br />
rhyming<br />
numbers<br />
To create<br />
their own<br />
rhyming<br />
numbers.<br />
To<br />
associate<br />
rhymes<br />
with each<br />
particular<br />
number.<br />
Put<br />
some<br />
action<br />
into the<br />
rhymes.<br />
• Lyrical<br />
skills<br />
• Kinesthetic<br />
skills<br />
• Logic<br />
al skills<br />
Read the<br />
numbers loudly<br />
along with the<br />
rhyme. For<br />
example<br />
One one<br />
one…one sun<br />
Two, two,<br />
two…go to the<br />
• Able to<br />
associate<br />
rhymes<br />
with each<br />
number.<br />
• Able to<br />
associate<br />
the<br />
8<br />
CLASS-1
Maths<br />
zoo.<br />
This activity<br />
can be<br />
performed in<br />
the class with<br />
the help of<br />
music.<br />
the<br />
relationship<br />
between<br />
the beads<br />
and the<br />
numbers<br />
Countin<br />
g with<br />
the help<br />
of<br />
beads.<br />
Countin<br />
g with<br />
the help<br />
of<br />
beads.<br />
2 hrs<br />
2 hrs<br />
CLASS-1<br />
Pronoun<br />
ce the<br />
numbers<br />
clearly.<br />
Observe<br />
as to how<br />
the number<br />
of beads<br />
represents<br />
a<br />
particular<br />
number.<br />
Closely<br />
observe<br />
the things<br />
around in<br />
the immedi<br />
ate environ<br />
ment.<br />
For exampl<br />
e -count<br />
the number<br />
of roses/tr<br />
ees/pot<br />
plants in the<br />
school<br />
garden, one<br />
sun, one<br />
moon.<br />
Student<br />
would<br />
use their<br />
fingers<br />
for<br />
counting<br />
numbers<br />
To count<br />
with the<br />
help of his<br />
fingers<br />
without<br />
using any<br />
external<br />
aids.<br />
Count the<br />
parts of the<br />
body<br />
Curious about<br />
numbers and<br />
would offer<br />
comments or<br />
questions<br />
related to<br />
the topic.<br />
Identify<br />
the relationship<br />
between<br />
the last bead<br />
and<br />
the number<br />
Show interest<br />
in number<br />
activities and<br />
inclination for<br />
counting<br />
bigger<br />
numbers<br />
Touch and<br />
count the<br />
number of<br />
objects.<br />
Move around<br />
and count<br />
different<br />
objects<br />
inside and<br />
outside<br />
the class.<br />
Student<br />
would find<br />
how many<br />
eyes, legs,<br />
ears, fingers<br />
do they<br />
have.<br />
Identify the<br />
numbers by<br />
mere touch.<br />
• Linguistic skills<br />
• Naturalistic skills<br />
• logical skills<br />
• Spatial skills<br />
• Naturalistic skills<br />
• Kinesthetic skills<br />
• Logical skills<br />
• Spatial skills<br />
To count with the<br />
help of beads.<br />
After counting<br />
these beads<br />
the teacher can<br />
help the student<br />
to count with the<br />
help of their<br />
hands.<br />
The teacher will<br />
ask the student to<br />
count the number<br />
of things in the<br />
class. for<br />
example<br />
How many<br />
students have<br />
brought red color<br />
lunch boxes?<br />
How many pink<br />
coloured charts<br />
are there?<br />
How many trees<br />
are there in the<br />
school?<br />
How many eyes,<br />
ears and legs, etc.<br />
do we have?<br />
The teacher can<br />
ask the student to<br />
get 5 red crayons,<br />
6 green balloons<br />
etc.<br />
Form groups of<br />
four.<br />
The teacher can<br />
ask student to<br />
arrange objects in<br />
a group of 2,3 or<br />
4…….<br />
More or less:<br />
The teacher can<br />
show 4 pens in<br />
one hand and five<br />
in other and ask<br />
them in which<br />
hand does she<br />
have more or less<br />
pen<br />
The teacher will<br />
show the number<br />
cards to the<br />
students. The<br />
dots in the<br />
number cards<br />
will help the<br />
student to<br />
identify the<br />
number.<br />
Writing the<br />
numbers along<br />
the dotted lines.<br />
• Become<br />
familiar with<br />
different<br />
methods of<br />
counting<br />
•Able to<br />
recognize the<br />
numbers.<br />
•Able to<br />
classify<br />
numbers<br />
•Able to<br />
define the<br />
terminologie<br />
s like more<br />
or less.<br />
•Able to<br />
verify their<br />
results with<br />
proper<br />
calculations<br />
•Be able to<br />
recall and<br />
recognize all<br />
the numbers<br />
from 1 to 9.<br />
•Able to<br />
verify his<br />
answer by<br />
counting the<br />
objects<br />
again.<br />
•Able to<br />
relate his<br />
knowledge<br />
in day to day<br />
situations.<br />
•Show<br />
interest in<br />
number<br />
games and<br />
other logical<br />
problems 9
Maths<br />
More or less:<br />
The teacher can<br />
show 4 pens in<br />
one hand and five<br />
in other and ask<br />
them in which<br />
hand does she<br />
have more or less<br />
pen<br />
The teacher will<br />
show the number<br />
cards to the<br />
students. The<br />
dots in the<br />
number cards<br />
will help the<br />
student to<br />
identify the<br />
number.<br />
Writing the<br />
numbers along<br />
the dotted lines.<br />
•Able to<br />
verify his<br />
answer by<br />
counting the<br />
objects<br />
again.<br />
•Able to<br />
relate his<br />
knowledge<br />
in day to day<br />
situations.<br />
•Show<br />
interest in<br />
number<br />
games and<br />
other logical<br />
problems<br />
Writing<br />
numbers<br />
6 Hrs Observe the<br />
way the<br />
numbers are<br />
written. they<br />
would be<br />
able to<br />
identify the<br />
number by<br />
touching the<br />
dots in the<br />
number<br />
cards.<br />
• Logical skills<br />
• Kinesthetic skills<br />
• Linguistic skills<br />
• Spatial skills<br />
Make a list of<br />
things around<br />
him which are in<br />
a group of 2 or 4.<br />
Draw 6<br />
rectangles, 3<br />
square 2 circles<br />
and would colour<br />
them differently<br />
according to<br />
teacher’s<br />
instruction.<br />
Play the game of<br />
Simon Says. For<br />
example:”<br />
Symonds says<br />
clap four times,<br />
Simon says jump<br />
3 times and so<br />
on.<br />
Drawing figures<br />
or patterns by<br />
joining the<br />
number<br />
10 CLASS-1
Maths<br />
2<br />
Unit - 2: Shapes and Space<br />
General objectives:<br />
GTo be able to create mental images of geometric shapes using spatial memory<br />
and spatial visualization<br />
GTo be able to understand correlation of shapes with shapes in the<br />
environment<br />
GTo enhance innovation and creativity in the students<br />
Specific objectives:<br />
GUnderstanding what shapes are<br />
GTo Develop a Child's Sense of Place<br />
GTo be able to use the vocabulary of spatial relationship<br />
Topic/Theme<br />
Shapes and Space<br />
Shapes<br />
1. 2D shapes<br />
2. 3D shapes<br />
Spatial<br />
relationship<br />
Logical<br />
skills/reasoning<br />
Assemble<br />
puzzles(shapes)<br />
Comparing two or<br />
more objects by<br />
different features<br />
Skills<br />
Learning<br />
Activities Outcomes<br />
Observation Fine motor skills Mental Maths<br />
Going on a shape<br />
walk around the<br />
school and<br />
recording/drawing<br />
the shapes /<br />
pictures of the<br />
objects in their<br />
shape books.<br />
Comparing the<br />
shapes of the<br />
street signs you<br />
see on the way to<br />
the mall<br />
Observations like<br />
close or far away<br />
Participating in a<br />
number of hands -<br />
on shape -related<br />
activities.<br />
Matching and<br />
sorting shapes by<br />
attribute.<br />
Creating shapes<br />
with a geoboard.<br />
Drawing<br />
positions (e.g. ‘on<br />
top’, ‘in’, ‘under’)<br />
Finding out how<br />
many “shapes” in a<br />
particular design (For<br />
example: How many<br />
triangles in a star?<br />
Story/ Rhymes<br />
Tangram pieces to make<br />
various designs<br />
Choose any two<br />
geometric shapes. Talk<br />
about how the pieces are<br />
different<br />
Name two places where<br />
you can see circle,<br />
square, rectangle and<br />
triangle<br />
Teacher will make<br />
cut outs of a variety of<br />
shapes and put them into<br />
a bag - have children feel inside<br />
the bag and pull out a shape<br />
without looking at it<br />
and name what it is.<br />
To identify /<br />
understand 2D<br />
and 3D objects<br />
Sort out similar<br />
shaped objects<br />
from the given<br />
collections<br />
Find odd ones<br />
from the similar<br />
type of<br />
collections<br />
CLASS-1<br />
11
Maths<br />
3<br />
Unit - 3 : Addition<br />
General objectives :<br />
GStudent would be able to compute the sum of two numbers mentally.<br />
GStudent would be able to explain the terms like addends.<br />
GStudent would become familiar with the mathematical symbols Plus "+" and<br />
Equal "=".<br />
Specific Objective :<br />
GAbility to translate the mathematical terms to mathematical operations and<br />
perform simple calculations.<br />
GDevelopment of logical and mathematical ability to calculate.<br />
GTo be able to apply it in real life situations.<br />
Teachers Activity :<br />
Students would be able to enjoy mathematics if and only if it is explained to them in the<br />
simplest of form. Hence it becomes more and more important for the teacher to use simpler<br />
terms like "How many in all?", rather than using the words like "addition" and "Sum"<br />
GThe "+" sign and terms like "Addends" should only be introduced to the pupil<br />
at a later stage.<br />
GBefore starting this chapter the teacher can organize a nature walk for the<br />
students. During this trip the teacher can ask questions like ts. During this<br />
trip the teacher can ask questions like<br />
"There are 5 squirrels, 3 more of them join them. How many are there in all?"<br />
GWorksheets can be given to the students to strengthen these concepts.<br />
GIntroduction of terms like "Addends", "Sum" and mathematical operators like<br />
"+" and "=".<br />
12 CLASS-1
words like<br />
“added”….they<br />
will learn to<br />
relate language<br />
to solve the<br />
mathematical<br />
problems.<br />
Maths<br />
Material required :<br />
Mathematical beads, place value blocks of ten, bowls with beads or pebbles each of<br />
different colour and worksheets<br />
Topic/Sub<br />
topic<br />
Addition<br />
Visit to a<br />
botanical<br />
garden<br />
CLASS-1<br />
Time Skills Multiple<br />
Intelligence<br />
Observation Linguistic Mental<br />
and<br />
Mathematics/<br />
Identification<br />
Logical<br />
2 hr To recognize<br />
the different<br />
types of<br />
plants and<br />
flowers. they<br />
will learn to<br />
organize the<br />
data in a<br />
systematic<br />
manner<br />
Students will<br />
expand their<br />
vocabulary by<br />
learning new<br />
Addition 3Hrs Students will<br />
be able to<br />
translate the<br />
language into<br />
mathematical<br />
language<br />
Ability to<br />
count the<br />
number of<br />
flowers and<br />
categorize<br />
them into<br />
different<br />
groups like a<br />
group of red<br />
flowers, group<br />
of yellow<br />
flowers etc.<br />
Students will<br />
recognize the<br />
mathematical<br />
signs like "+"<br />
and "=".<br />
They would be<br />
able to translate<br />
the statement to<br />
mathematical<br />
language.<br />
Naturalistic<br />
skills<br />
Linguistic<br />
skills<br />
Logical<br />
skills<br />
Spatial skills<br />
• linguistic skills<br />
• logical skills<br />
• Spatial skills<br />
Activities<br />
Visit to a botanical<br />
park.<br />
Students will have to<br />
count the number of<br />
red roses, pink roses,<br />
pebbles, shrubs or any<br />
other article.<br />
The students will be<br />
given a handout in<br />
which they have to<br />
enter their<br />
observations.<br />
The teacher can ask<br />
the students questions<br />
based on their<br />
observations like if 2<br />
more roses are added<br />
how many will be<br />
there?<br />
The students<br />
will be<br />
translating the<br />
statements to<br />
mathematical<br />
terms for<br />
example<br />
5 roses and 2<br />
roses makes a<br />
sum of<br />
5 + 2 =7<br />
Students will<br />
also solve the<br />
addition<br />
problems using<br />
the place value<br />
blocks. It will<br />
help them to<br />
count faster.<br />
Worksheets<br />
based on simple<br />
addition, match<br />
the following<br />
and coloring<br />
will help them<br />
in strengthening<br />
these concepts.<br />
Knowledge and<br />
understanding<br />
Students will be<br />
able to<br />
recognize the<br />
name of<br />
different plants<br />
and flowers.<br />
Students will be<br />
able to organize<br />
the data in a<br />
proper manner.<br />
Student will be<br />
able to evaluate<br />
the number of<br />
different<br />
categories of<br />
plants and<br />
flowers<br />
Students would<br />
be able to explain<br />
the problem and<br />
apply it in day to<br />
day life<br />
situations.<br />
Student will be<br />
able to visualize<br />
the two numbers<br />
that have to be<br />
added and<br />
compute its sum<br />
mentally.<br />
13
Maths<br />
Addition<br />
with the help<br />
of abacus<br />
1 Hr Students will<br />
be able to<br />
assimilate<br />
their previous<br />
knowledge<br />
with the new<br />
one.<br />
• Logical skills<br />
• Kinesthetic skills.<br />
• Aesthetic skills<br />
The students will use<br />
different coloured<br />
beads for addition.<br />
Example:<br />
Take 5 beads and add<br />
2 red beads from your<br />
neighbour. How<br />
many beads do you<br />
have in all?<br />
The student<br />
would be able to<br />
add with the help<br />
of abacus,<br />
verify answer<br />
by using different<br />
method of<br />
additions, able to<br />
recognize the<br />
group of single<br />
digit numbers<br />
which on adding<br />
gives 10, be able<br />
to extend the<br />
concept of<br />
addition to form<br />
2 digit numbers.<br />
Trans Disciplinary :<br />
GVisit to a botanical garden to identify parts of a plant and count its parts.<br />
GNoting down the name, colour and number of different flowers and plants<br />
they have seen.<br />
G"Fancy dress competition", the students will be dressed like flowers of their<br />
choice and will speak a few lines about it.<br />
GRecite a poem on numbers.<br />
Attainment of target :<br />
GStudents will be able to explain the terminologies like "addition" and "equal"<br />
GStudents will be able to relate addition with their day to day situations.<br />
Students will be able to<br />
GCompute the sum of numbers mentally.<br />
GUnderstand and explain their method of calculations.<br />
GApply addition in day to day situations.<br />
Websites for reference<br />
http://www.coolmath4kids.com<br />
14 CLASS-1
Environmental Education<br />
1<br />
Unit 1: My Self<br />
General objectives:<br />
GTo bring an awareness about oneself<br />
GTo develop observation and exploring skills<br />
Specific objectives:<br />
GKnowing about different organs and their functions.<br />
GLearn the importance of health and hygiene in the process of development<br />
and growth<br />
CLASS-1 7 15
Environmental Education<br />
Sense<br />
organs<br />
Increase<br />
awareness<br />
of<br />
self(good<br />
manners,<br />
health &<br />
hygiene)<br />
2hrs<br />
5hrs<br />
To know<br />
about 5<br />
sense<br />
organs<br />
To make<br />
children<br />
aware of<br />
moral<br />
values and<br />
personal<br />
hygiene<br />
?Concept of sense<br />
organs will be<br />
introduced with<br />
the help of a<br />
question answer<br />
drill where the<br />
of the organs they<br />
use for seeing,<br />
smelling, listening,<br />
tasting, and feeling.<br />
• On your hand print,<br />
label fingers as five<br />
sense organs.<br />
•Read a story based on<br />
personal hygiene and list<br />
down 5 things which they<br />
use to keep themselves neat<br />
& clean.<br />
•Power point presentation<br />
by the teacher on good<br />
manners followed by role<br />
enactment emphasizing<br />
the polite way to introduce<br />
people to one another.<br />
•Teacher will instruct the<br />
children about 3 Yoga<br />
Asanas and its benefits.<br />
Students shall perform<br />
following activities<br />
Smelling a<br />
flower.<br />
Tasting a muffin<br />
Listening to<br />
Differentiating<br />
between a rough<br />
& smooth surface<br />
through touch<br />
Observing<br />
different colours<br />
& things in the<br />
classroom.<br />
•Draw a human<br />
figure using<br />
shapes with the<br />
help of spray<br />
tools & label<br />
sense organs.<br />
•Make a fruit salad. Ask<br />
the child to count each<br />
type of fruit used to make<br />
the salad and find out<br />
which countries different<br />
fruits come from. Share<br />
the value of eating healthy<br />
food.<br />
•Activity based on table<br />
etiquettes<br />
Plan an outing<br />
to your school<br />
garden. See and<br />
feel the colours<br />
and textures of<br />
different stems,<br />
flowers and<br />
leaves. Also<br />
enjoy their<br />
fragrance.<br />
After having food,<br />
observe your<br />
hands under a<br />
microscope.<br />
require to<br />
sleep well<br />
.e.g a clean<br />
room,a<br />
well made<br />
bed etc<br />
(Life<br />
skills/SEW<br />
A)<br />
Observe<br />
the actions<br />
in which<br />
your sense<br />
organs are<br />
involved.<br />
Draw a<br />
scene of<br />
the garden<br />
(school/ho<br />
me) and<br />
discuss the<br />
relationshi<br />
p between<br />
plants and<br />
human<br />
beings.<br />
Encourage<br />
the<br />
students to<br />
gift plants<br />
on special<br />
occasions.(<br />
Life<br />
skills/SEW<br />
A)<br />
Applying<br />
good habits<br />
like cutting<br />
of nails,<br />
washing of<br />
hands etc. in<br />
day to day<br />
life.<br />
Story on<br />
“Being<br />
polite”<br />
related to a<br />
folktale of<br />
your country<br />
.(Life<br />
skills/SEWA<br />
Logical and<br />
experiential<br />
skills<br />
Spatial<br />
intelligence<br />
Intraperson<br />
al<br />
intelligence.<br />
Social<br />
skills<br />
Students<br />
know the<br />
functions of<br />
5 sense<br />
organs.<br />
Students<br />
know the<br />
importance of<br />
personal well<br />
being and<br />
possessing<br />
good manners.<br />
Material<br />
required<br />
A-4 size sheet, colours, ppt/ahuman picture showing the body parts, pictures showing various actions by different body parts,f lower ,muffin, any piece<br />
of music, rough&smooth objects for touch, ppt on good manners, variety of fruits, spoon, fork, knife, napkin, fullplate, quarter plate.<br />
Attainment of target ?The students identify their individual and special needs and requirements.<br />
?The students construct knowledge themselves based on their experience inside and outside the school.<br />
16<br />
CLASS-1
Environmental Education<br />
Trans disciplinary:<br />
Art/craft<br />
Make a photo- frame. Cut cardboard and cover it with colour paper .Paste your photograph on it and decorate its<br />
border with finger impression technique.<br />
Sports<br />
Move different body parts by themselves and in combination followed by balancing objects on different body parts.<br />
Music/dance Rhyme on myself. Group singing with actions e.g. “wash your hands” “brush your teeth”…<br />
Life Skills/values Plant a tree on your birthday.<br />
Life skills/SEWA:<br />
Depict a scene or situation where the students learn to use the 3 magic words- Sorry, Thank you,<br />
Please<br />
Critical Thinking: Find the relationship between yourself and the other living beings (plants,<br />
trees, animals)<br />
CLASS-1<br />
17
Environmental Education<br />
2<br />
Unit 2: My Family<br />
General objectives:<br />
GTo bring awareness beyond oneself<br />
GTo create cognitive capacity to make the child curious about social<br />
phenomenon starting from the family and moving on to wider spaces<br />
Specific objectives:<br />
GTo enable the child to understand the concept of a family and diversity in<br />
family types<br />
GFamily as a support system, ideas about relationships<br />
Sub<br />
topic<br />
Knowing<br />
your<br />
family<br />
Time<br />
Durat<br />
ion<br />
3hrs<br />
Learning<br />
objectives<br />
To bring<br />
awareness<br />
about ones<br />
family<br />
Conceptual<br />
learning<br />
?Share<br />
information<br />
about your<br />
family and<br />
classify it as a<br />
big or a small<br />
family.<br />
?Story on family<br />
Skills for Environmental Education<br />
Learning by doing Observation Application<br />
?Make an identity<br />
card giving<br />
information about<br />
your family<br />
members writing<br />
their names in<br />
alphabetic order<br />
and their<br />
professions.<br />
?Arrange the family<br />
members in<br />
ascending order as<br />
per their age<br />
/month/date.<br />
Discussion<br />
about the<br />
family<br />
relations with<br />
adults<br />
Make a thank<br />
you card for<br />
your parents<br />
with pictures<br />
showing your<br />
parents<br />
helping you<br />
and<br />
expressing<br />
your gratitude<br />
and love<br />
(Life<br />
skills/SEWA.<br />
Multiple<br />
intelligence<br />
Intra personal<br />
?Musical,<br />
clarity of<br />
speech,<br />
interpretation<br />
of the lines<br />
of the poem<br />
Learning<br />
outcome<br />
Knowledge<br />
and<br />
realization<br />
about the<br />
importance<br />
of family<br />
Informati<br />
on about<br />
family<br />
3hrs<br />
Knowing<br />
about your<br />
immediate<br />
and<br />
extended<br />
family i.e.<br />
your uncle,<br />
aunt, cousins<br />
etc.<br />
?Conversation<br />
about your daily<br />
routine, activities<br />
at home on<br />
holidays, week<br />
ends and outings.<br />
?List down and<br />
draw the things<br />
your family<br />
members like or<br />
dislike.<br />
?Dramatization of<br />
any specific outing<br />
with your family.<br />
?Showing emotions<br />
with the help of<br />
stick puppets/ egg<br />
shells/ round<br />
stones.<br />
Ask your<br />
parents to<br />
show you<br />
the<br />
photograph<br />
s of all<br />
your<br />
relations<br />
observing<br />
the<br />
similarity<br />
between<br />
the<br />
hereditary<br />
features.<br />
Sharing and<br />
narration of<br />
the stories and<br />
experiences of<br />
your elders in<br />
the family,<br />
your ancestral<br />
home,<br />
different ways<br />
of celebrating<br />
different<br />
festivals in<br />
their time.<br />
Discussion on<br />
how much<br />
Linguistic<br />
intelligence<br />
Developing<br />
retention and<br />
creative skills<br />
Know<br />
about the<br />
family<br />
members<br />
and the<br />
relationship<br />
existing in<br />
a family.<br />
18<br />
CLASS-1
Environmental Education<br />
<strong>School</strong> as<br />
a family<br />
Country<br />
as a<br />
family<br />
Material<br />
required<br />
4hrs<br />
3hrs<br />
Awareness<br />
about the<br />
outside<br />
world to<br />
develop<br />
interpersonal<br />
relationship<br />
Knowing<br />
about the<br />
place you<br />
live<br />
Write names of 10<br />
people around you<br />
in the school. It<br />
will be followed by<br />
an explanation that<br />
these all are names,<br />
hence, naming<br />
words.<br />
Collect information<br />
about the language,<br />
main festivals and<br />
dresses of the<br />
country you live in.<br />
?Draw a picture<br />
depicting your first<br />
day in school and<br />
describe it in<br />
simple sentences.<br />
?The teacher shall<br />
ask students which<br />
months their<br />
birthdays fall into<br />
and will make a<br />
calendar using<br />
different colour<br />
smilies for children<br />
in a particular<br />
month and learning<br />
the concept of<br />
addition.<br />
Make a collage of the<br />
special features of the<br />
country you are<br />
residing.<br />
?Greetin<br />
g and<br />
shaking<br />
hands<br />
with<br />
the<br />
people<br />
around<br />
you in<br />
school.<br />
?Describ<br />
e each<br />
one of<br />
them in<br />
one<br />
word.<br />
Visit your<br />
neighbourhood<br />
and discuss<br />
about their<br />
values and<br />
habits.<br />
time students<br />
spend in front<br />
of computer<br />
and television<br />
and laying<br />
emphasis on<br />
reducing their<br />
screen time<br />
and involving<br />
themselves in<br />
physical<br />
activities.e.g.h<br />
elping your<br />
parents in<br />
household<br />
chores .(Life<br />
skills/SEWA<br />
Collect the<br />
photographs<br />
of various<br />
activities of<br />
your school<br />
and paste<br />
them in your<br />
scrapbook.<br />
Bring the<br />
things that<br />
you don’t use<br />
to be donated<br />
to an<br />
orphanage<br />
(Life<br />
skills/SEWA)<br />
Visit any local<br />
institution<br />
that deals<br />
with physically<br />
challenged<br />
people.<br />
(Life skills/SEWA)<br />
Accurate<br />
comprehension<br />
of the usage of<br />
grammar<br />
concepts.<br />
Logical and<br />
experiential<br />
skills<br />
Social and<br />
spatial skills<br />
A-4 size sheet, colours, stick puppets, egg shells, stones, smiley’s stickers, calendar, chart paper, pictures representing the place<br />
/country you live, information about any non government organization.<br />
Is able to<br />
identify<br />
and<br />
differentiat<br />
e between<br />
naming and<br />
describing<br />
words.<br />
Awareness<br />
about<br />
collection<br />
and<br />
grouping of<br />
numbers.<br />
The<br />
students<br />
are aware<br />
of the social<br />
and cultural<br />
aspects of<br />
the country<br />
he lives in.<br />
Attainment of<br />
target<br />
? The students are capable to create a link between one self and ones family.<br />
? The students are possesses different levels of reasoning and investigation for ones family.<br />
Trans disciplinary:<br />
Art/craft<br />
Make an apple tree and cut out apples with the names of your family members on each one of them. Paste them on<br />
the tree.<br />
Sports<br />
Running ,hopping in groups forming various shapes<br />
( circle, rectangle, triangle, square)<br />
Music/dance Sing poems for each family member with actions.<br />
Life skills/values ? Awareness of turning off electrical gadgets when not in use.<br />
? Reinforce concept 4 R’s to save environment.<br />
Life skills/SEWA:<br />
Visit any local institution that deals with physically challenged people.<br />
CLASS-1<br />
19
Environmental Education<br />
3<br />
Unit - 3 Animals<br />
General objectives:<br />
GTo bring an awareness about how humans share a close relationship with<br />
animals<br />
GTo provide a holistic and integrated scientific and social perspective to<br />
animal study<br />
Specific objectives:<br />
GKnowledge about different kinds of animals<br />
GAnimals- an important part of our environment<br />
Sub topic<br />
Time<br />
durati<br />
on<br />
Learning<br />
objectives<br />
Skills for Environmental Education<br />
Conceptual learning Learning by doing Observation Application<br />
Multiple<br />
intelligence<br />
Learning<br />
outcome<br />
Types of<br />
animals<br />
5hrs<br />
Classifying<br />
animals into<br />
different<br />
categories-<br />
• Pet, wild<br />
and farm<br />
animals<br />
• Land &<br />
water<br />
animals<br />
Observe the slide<br />
presentation showing<br />
different animals and<br />
asking the students<br />
where do they find these<br />
animals- in homes,<br />
jungle or at farms and<br />
further discussion about<br />
land and water animals.<br />
How are they different<br />
from each other as they<br />
have different<br />
adaptations?<br />
• My ABC Animal<br />
parade: - Write letters<br />
from A to Z on a chart<br />
paper. Ask children to<br />
bring pictures of<br />
animals from old<br />
newspaper, magazines.<br />
Stick them against each<br />
letter.<br />
E.g. A –Alligator<br />
B –Bull<br />
• Make a list of animals<br />
categorizing them as<br />
pet, wild and farm<br />
animals followed by<br />
colouring two sheets in<br />
brown and blue to<br />
depict land and water<br />
respectively and pasting<br />
pictures of land and<br />
water animals on them.<br />
•Make a postcard<br />
by drawing or pasting<br />
picture of your favourite<br />
a animal & write down<br />
a few sentences about<br />
its appearance. Gift it to<br />
your friend<br />
Visit a mini zoo<br />
and observe all<br />
the big, small,<br />
land, water<br />
animals over<br />
there.<br />
Suggesred<br />
movies to bring<br />
awareness about<br />
animals-<br />
• Babe<br />
• Finding Nemo<br />
The world’s<br />
favourite cat<br />
Garfield is<br />
celebrating its<br />
b’day. You’re<br />
also invited to<br />
attend the<br />
party. Draw a<br />
party scene<br />
and paste<br />
pictures of all<br />
the big &<br />
small animals<br />
which you<br />
think would be<br />
Garfield’s<br />
guest.<br />
Interact with<br />
children about<br />
their visit tothe<br />
zoo and<br />
discuss about<br />
those people<br />
who look after<br />
the animals-a<br />
zoo keeper, a<br />
vet<br />
(Life<br />
skills/SEWA)<br />
Intra<br />
personal<br />
Naturalistic<br />
skills<br />
Linguistic<br />
skills<br />
Students<br />
are<br />
familiar<br />
with<br />
different<br />
types of<br />
animals.<br />
20<br />
CLASS-1
Environmental Education<br />
Birds and<br />
sounds of<br />
animals<br />
2 hrs Distinguishi<br />
ng between<br />
animals and<br />
birds.<br />
Recognizing<br />
sounds made<br />
by animals.<br />
Slides with animal s and<br />
birds will be shown to<br />
students followed by a<br />
discussion about the<br />
differences between<br />
them based on their body<br />
covering, mouth etc.<br />
What body covering do<br />
birds have ( feathers)<br />
What kind of mouth do<br />
they have (beak)<br />
What body parts help<br />
tem move wings & feet)<br />
•Sounds of<br />
animals will be recalled<br />
through action poem<br />
-Old MacDonald had a<br />
farm……<br />
-The dog says bow<br />
bow….<br />
The cats says meow…..<br />
The sheep says baa baa<br />
• List down the<br />
vocabulary related to<br />
birds.<br />
• Use the bird cards<br />
and match them to<br />
their respective<br />
names.<br />
• Draw the picture of<br />
the national animal<br />
and bird.<br />
Observe the<br />
birds at feeder,<br />
school yard, your<br />
house terrace or<br />
nearby park and<br />
make a note of<br />
different types of<br />
birds that you<br />
have observed<br />
daily. Students<br />
can also collect<br />
information<br />
about those birds<br />
on internet.<br />
(Binoculars can<br />
be used to make<br />
detailed<br />
observation.)<br />
Build a nest<br />
with help of<br />
natural nesting<br />
material to<br />
encourage<br />
birds to nest in<br />
your area.<br />
Encourage the<br />
students to<br />
keep one bowl<br />
of water along<br />
with grains on<br />
their terrace.<br />
(Life<br />
skills/SEWA)<br />
Vocabulary<br />
building<br />
Naturalistic<br />
skills<br />
The<br />
students<br />
know the<br />
difference<br />
between<br />
animals &<br />
birds.<br />
They are<br />
able to<br />
recognize<br />
various<br />
animals<br />
through<br />
their<br />
sounds.<br />
They know<br />
about<br />
different<br />
parts of<br />
body of a<br />
bird & an<br />
animal.<br />
•Uses of<br />
animals<br />
Homes &<br />
food of<br />
animals<br />
Caring<br />
for<br />
animals<br />
3hrs<br />
CLASS-1<br />
Importance<br />
of animals<br />
in human<br />
life<br />
4 hrs Eating habits<br />
and habitat<br />
of animals<br />
Animal care<br />
Have preliminary<br />
discussions with your<br />
students about the role<br />
animals have played in<br />
our lives throughout<br />
history up through<br />
present time.<br />
Animal as our helpers<br />
Play a game 'It's a Zoo'<br />
where the students shall<br />
demonstrate different<br />
animal moves- A cow<br />
grazing and eating grass,<br />
a hen running around, a<br />
puppy playing with a<br />
ball etc. followed by a<br />
question-answer drill on<br />
how do animals help us?<br />
Try to stimulate the<br />
students' imagination by<br />
giving them clues.<br />
What would you like for<br />
lunch? Do you think a<br />
rabbit would like to eat<br />
that? Do you think a<br />
parrot could eat your ice<br />
cream?<br />
Most animals would not<br />
like our food. They<br />
might eat it if they were<br />
hungry, but it is not<br />
Students shall perform<br />
following activities.<br />
They will be given<br />
different pictures- of a<br />
farm, forest, homewith<br />
dotted pictures of<br />
the animals related to<br />
those places e.g. at<br />
home- dog farm- cow,<br />
hen; in forest- elephant<br />
etc. The students shall<br />
complete the pictures<br />
by joining the dots and<br />
write down what do<br />
we get from those<br />
specific animals.<br />
Look at the pictures of<br />
the animals and write<br />
down P for plant eating,<br />
F for flesh eating, B for<br />
both plant and animal<br />
eating and I for insect<br />
eating animals in the<br />
space given below.<br />
A grizzly bear is<br />
carrying a big bag on its<br />
Visit an animal<br />
hospital or<br />
animal rescue<br />
centre and<br />
observe how<br />
they take care of<br />
animals.<br />
Ask the<br />
students to<br />
watch the<br />
animated movie<br />
'The Animal<br />
Farm' based on<br />
George Orwell's<br />
novel)and<br />
initiate a<br />
discussion about<br />
the<br />
interdependence<br />
of human beings<br />
and animals on<br />
each other.<br />
Discuss with<br />
your friends<br />
about animals<br />
and their eating<br />
habits. Write<br />
down about it in<br />
your daily<br />
expression diary<br />
with the help of<br />
your parents.<br />
Paste the<br />
picture of<br />
things that you<br />
get from<br />
animals in<br />
your scrap<br />
book<br />
If you see an<br />
injured animal<br />
on the road<br />
take him to a<br />
vet or call up<br />
an animal<br />
rescue centre<br />
and inform<br />
them.<br />
Life<br />
skills/SEWA)<br />
Feed astray<br />
animal at<br />
least once a<br />
day. Keep<br />
your<br />
environment<br />
clean. Don't<br />
throw<br />
polyethylene<br />
and other<br />
Logical and<br />
experiential<br />
skills<br />
Spatial<br />
intelligence<br />
Spatial<br />
intelligence<br />
They are<br />
able to<br />
recognize<br />
various<br />
animals<br />
through<br />
their<br />
sounds.<br />
They know<br />
about<br />
different<br />
parts of<br />
body of a<br />
bird & an<br />
animal.<br />
The<br />
students<br />
are wellaware<br />
of<br />
the things<br />
we get<br />
from<br />
animals.<br />
The<br />
students<br />
identify<br />
the natural<br />
and<br />
manmade<br />
dwellings 21<br />
of<br />
animals.<br />
They
Environmental Eating Education<br />
habits<br />
Homes &<br />
food of<br />
animals<br />
Caring<br />
for<br />
animals<br />
Material<br />
required<br />
and habitat<br />
of animals<br />
Animal care<br />
What would you like for<br />
lunch? Do you think a<br />
rabbit would like to eat<br />
that? Do you think a<br />
parrot could eat your ice<br />
cream?<br />
Most animals would not<br />
like our food. They<br />
might eat it if they were<br />
hungry, but it is not<br />
always good for them.<br />
Nature needs to make<br />
sure that different<br />
animals like different<br />
kind of food, otherwise<br />
everyone would eat the<br />
same food and soon<br />
there would be none left.<br />
PPT showing different<br />
animals with unusual<br />
food kept in front of<br />
them to eat- a lion with<br />
an apple, a dog with a<br />
chocolate bar etc.<br />
followed by a question<br />
answer drill on what's<br />
wrong with the picture.<br />
Children shall discuss<br />
among themselves and<br />
write down one point<br />
each.<br />
Discussion on different<br />
animals including<br />
humans. Everyone likes<br />
to live in locations that<br />
suit their needs followed<br />
by questions which<br />
would develop critical<br />
thinking among the<br />
students - why do your<br />
parents need a home ?<br />
Ask the students about<br />
those animals, birds,<br />
insects which they<br />
generally find in their<br />
surroundings and the<br />
places they live in e.g. a<br />
spider - web, a dog -<br />
kennel etc. and<br />
familiarize them<br />
gradually with those<br />
creatures which they<br />
don't find in their<br />
immediate surroundings<br />
e.g. a lion - den, a rabbit<br />
- burrow etc.<br />
The students will be<br />
explained about:<br />
5 Things to remember to<br />
help an Animal smile-<br />
• Animals are living<br />
beings. You must take<br />
good care of them.<br />
• Spend time caring for<br />
animals.<br />
• Animals need special<br />
places to live.<br />
• Animals need right<br />
kind of food.<br />
• Animals like to keep<br />
healthy<br />
Look at the pictures of<br />
the animals and write<br />
down P for plant eating,<br />
F for flesh eating, B for<br />
both plant and animal<br />
eating and I for insect<br />
eating animals in the<br />
space given below.<br />
A grizzly bear is<br />
carrying a big bag on its<br />
shoulder surrounded by<br />
his friends. (A slide<br />
showing the same<br />
picture). Guess what his<br />
bag contains for its<br />
animal friends as their<br />
meal.<br />
A web chart showing<br />
some food items in the<br />
centre (a carrot, banana,<br />
bone and glass of milk)<br />
and pictures of animals<br />
outside (a cat, dog,<br />
rabbit and monkey). The<br />
students shall lead them<br />
to their favourite food.<br />
Using clay, sticks, rocks<br />
and other natural<br />
material, create a model<br />
of one of the animal<br />
homes you learned about<br />
recently.<br />
Read a newspaper<br />
advertisement for homes<br />
with the help of the<br />
teacher and write a<br />
similar ad that describes<br />
an animal home.<br />
Discuss with<br />
your friends<br />
about animals<br />
and their eating<br />
habits. Write<br />
down about it in<br />
your daily<br />
expression diary<br />
with the help of<br />
your parents.<br />
Take a walk in<br />
your own<br />
backyard, garden<br />
or a nearby park.<br />
Can you find any<br />
evidence of<br />
animal homes?<br />
Maintain a<br />
nature journal<br />
/daily expression<br />
diary in which<br />
you record a<br />
brief description<br />
about your<br />
findings.<br />
Feed astray<br />
animal at<br />
least once a<br />
day. Keep<br />
your<br />
environment<br />
clean. Don't<br />
throw<br />
polyethylene<br />
and other<br />
things which<br />
are harmful<br />
for the<br />
animals<br />
Encourage<br />
the students<br />
to tell their<br />
elders not to<br />
buy products<br />
which are<br />
made by<br />
killing<br />
animals e.g.<br />
leather<br />
products(Life<br />
skills/SEWA<br />
Visit a<br />
national park<br />
with your<br />
parents and<br />
see how<br />
endangered<br />
species are<br />
protected in<br />
their natural<br />
environment.<br />
Spatial<br />
intelligence<br />
Social skills<br />
Animal pictures, slides with animal pictures, bird cards, newspaper cutting, pictures of a home, farm<br />
and forest on a slide, slide for the bear activity<br />
The<br />
students<br />
identify<br />
the natural<br />
and<br />
manmade<br />
dwellings<br />
of<br />
animals.<br />
They<br />
know<br />
about the<br />
eating<br />
habits of<br />
animals.<br />
22<br />
CLASS-1
Environmental Education<br />
Attainment of<br />
target<br />
• The students possess knowledge related to different types of animals, relative sizes of animals, their food &home.<br />
• The students are aware of the similarities and dissimilarities between animals and human beings and are<br />
compassionate about them..<br />
Trans disciplinary :<br />
Art/craft<br />
Making of clay model of different animals, create your own mini zoo.<br />
Sports Playing different games based on movements of animal<br />
Music/dance Rhyme or enactment of a story on animals<br />
Life Skills/values Love and care for animals<br />
Life skills/SEWA : Visit to an animal rescue centre/animal sanctuary.<br />
Critical Thinking : Interdependence between human beings and animals.<br />
Assessment :<br />
Expected skills<br />
Indicators of student performance<br />
Beginning Developing Achieved<br />
Types of animals<br />
Recognizes only those animals<br />
which he finds in his immediate<br />
surroundings<br />
Possesses knowledge about<br />
different type of animals based<br />
on their habitat<br />
Able to create a link between<br />
specific animals and their habitat<br />
and uses individual knowledge<br />
about their adaptations<br />
Knowledge about birds<br />
Identifies birds along with their<br />
illustration<br />
Differentiates between the<br />
physical features of animals and<br />
birds. Is able to share brief<br />
information related to the topic<br />
Possesses complete knowledge<br />
and is attentive to the minutest<br />
details. Also applies the acquired<br />
knowledge outside the classroom<br />
Animals are useful<br />
Is unable to contribute to the<br />
topic individually<br />
Possess limited knowledge about<br />
the things we get from animals<br />
Is able to cite examples from day<br />
to day life about the uses of<br />
animals and understands the<br />
interdependence between<br />
animals and human beings<br />
Knowledge about food habits of<br />
animals & their home and how to<br />
take care of them<br />
Has limited information and lacks<br />
initiative in taking care of animals<br />
Possesses awareness that animals<br />
are also living beings and they<br />
have their special needs.<br />
Applies the attained knowledge in<br />
daily practices and form their<br />
own animal stories to sum up<br />
what they learn about animals<br />
CLASS-1<br />
23
Visual Arts<br />
1<br />
Unit: Introduction of Colours<br />
General objectives:<br />
GTo promote intellectual & aesthetic growth<br />
GTo develop creativity & imagination<br />
Specific objectives:<br />
GUnderstand about colours & represent ideas through them<br />
GWiden the perspective about the concept of colours<br />
Sub topic<br />
Introductio<br />
n of<br />
primary<br />
colours<br />
Time<br />
duration<br />
1hr<br />
Learning<br />
Skills<br />
objectives Observation Learning by doing Application<br />
To familiarize The children<br />
The children draw Visit a park in your<br />
the students with observe various a flower with neighbourhood &<br />
primary colours- things with<br />
three petals and observe a few<br />
Red, yellow, primary colours in colour each of things which you<br />
blue<br />
the classroom. them using find in primary<br />
primary colours. colours and share<br />
the information<br />
with your friends.<br />
Multiple<br />
intelligence<br />
Spatial skills<br />
Retention<br />
Learning<br />
outcome<br />
Knowledge of<br />
colours.<br />
Application<br />
of colours-<br />
Secondary<br />
colours &<br />
opaque<br />
colours<br />
1hr<br />
Apply the<br />
colours<br />
accurately<br />
Take a round of the<br />
school and observe<br />
the things with<br />
secondary &<br />
opaque colours.<br />
Draw a rainbow<br />
& categorize the<br />
colours into<br />
primary,<br />
secondary.<br />
Relate & compare<br />
the primary &<br />
secondary colours<br />
with real life<br />
objects.<br />
Analytical &<br />
naturalistic<br />
skills<br />
Know the<br />
difference<br />
between<br />
primary &<br />
secondary<br />
colours.<br />
Knowledge<br />
of different<br />
shades of a<br />
single<br />
colour<br />
Application<br />
of the<br />
concept of<br />
colours to a<br />
variety of<br />
thingsfruits,<br />
vegetables<br />
1hr<br />
1hr<br />
Distinguish<br />
between various<br />
tones of a<br />
colour- from<br />
lighter to darker<br />
Knowledge of<br />
different fruits &<br />
vegetables with<br />
various colours<br />
Collect the fallen<br />
leaves and flowers<br />
from a garden and<br />
observe the different<br />
colour tone & pattern<br />
with the help of your<br />
teacher.<br />
Identify different fruits<br />
& vegetables with their<br />
specific colours e.g.<br />
tomato- red, peasgreen.<br />
Collect samples<br />
of different types<br />
of edible items-a<br />
slice of bread,<br />
brown pasta,<br />
pulses etc. and<br />
paste them on a<br />
chart paper<br />
followed by<br />
writing down the<br />
different colours.<br />
Draw one red &<br />
yellow colour fruit<br />
and vegetable and<br />
write their names.<br />
Make a scrap book<br />
comprising of<br />
different objects<br />
which you can find<br />
in different tones of<br />
a single colour e.g.<br />
Picture of the<br />
morning sky &<br />
night sky, dry soil&<br />
wet soil etc.<br />
Arrange a class<br />
party and ask the<br />
students to come<br />
dressed up<br />
in their favourite<br />
colour.<br />
Apply the colours<br />
to the fruit &<br />
vegetable of the<br />
season.<br />
Logical and<br />
experiential<br />
skills<br />
Spatial &<br />
naturalistic<br />
skills<br />
Familiar with<br />
lighter &<br />
darker tones of<br />
a colour & able<br />
to relate the<br />
concept with<br />
real life<br />
situation.<br />
Able to relate<br />
colours with<br />
fruits &<br />
vegetables.<br />
24 CLASS-1
Visual Arts<br />
Attainment of<br />
target<br />
? The students possess knowledge of Primary & Secondary colours.<br />
? The students are able to find a link between colours and the things in their surroundings.<br />
Trans disciplinary:<br />
Computers & Draw various shapes with the help of spray tools and fill primary colours in them.<br />
Mathematics<br />
Sports & Music Song on colours with actions<br />
Life skills/values Appreciate the beauty & the importance of colours in your life.<br />
CLASS-1<br />
25
Performing Arts<br />
1 Unit: Instruments Skills<br />
General objectives:<br />
GTo enable the students to appreciate the depth of music<br />
GMusic as means of personal expression<br />
Specific objectives:<br />
GTo help the students listen with concentration<br />
GTo develop the knowledge regarding various musical instruments<br />
Sub topic Time duration Learning<br />
objectives<br />
Knowledge<br />
about<br />
various<br />
instruments<br />
3 hrs<br />
( to be divided<br />
into 4 periods<br />
with a duration<br />
of 45 minutes<br />
each)<br />
To give<br />
knowledge<br />
about<br />
instruments used<br />
in vocal music<br />
Learning by<br />
doing<br />
Parts of<br />
Instruments<br />
used in vocal<br />
music,. Rhymes<br />
with actions,<br />
National Songs<br />
, Prayers<br />
Application<br />
To identify<br />
musical<br />
instruments by<br />
their sound and<br />
categorizing<br />
them.<br />
Multiple<br />
intelligence<br />
Music&<br />
Kinesthetic<br />
skills<br />
Learning outcome<br />
Aware of basics of<br />
Music<br />
Have knowledge about<br />
various musical<br />
instruments and are<br />
comfortable in singing<br />
with these instruments.<br />
Material: A-B-C Music Book, Guitar, Keyboard<br />
Attainment of<br />
The students sing a variety of songs after memorizing them.<br />
target<br />
Art &craft<br />
sports<br />
Life skills/values<br />
To collect pictures of various instruments<br />
Physical exercises with music<br />
Sharing Information based on the fact that ‘music has healing power’.<br />
Thanking the God almighty in the form of a prayer before every<br />
meal<br />
26 CLASS-1
Physical Education<br />
1 Commands Skills<br />
General objectives:<br />
GTo develop awareness regarding the physical fitness aspect and all round<br />
development of students<br />
GTo promote basic body management and attain coordination while<br />
performing physical activities.<br />
Specific objectives:<br />
GTo enable the students to follow the given commands<br />
GTo help the students to learn the basics of a game with an integrated<br />
approach<br />
Sub topic<br />
Comman<br />
ds<br />
Basics of<br />
a game<br />
/sports<br />
Time<br />
duration<br />
3 hrs<br />
( to be divided<br />
into 4 periods<br />
with a<br />
duration of 45<br />
minutes each)<br />
Material: Physical Education Cards<br />
Attainment of<br />
target<br />
Learning<br />
objectives Learning by doing Application<br />
To develop ? Various commands,<br />
discipline , left turn, right turn,<br />
Coordination<br />
about turn, attention,<br />
stand at ease<br />
and fine ? Shuttle Run PEC-1<br />
motor skills ? Coordinative exercises<br />
PEC-2<br />
Following of<br />
commands during<br />
various school<br />
activities<br />
e.g assembly,<br />
March past<br />
Students demonstrates<br />
the physical exercises<br />
to attain physical<br />
fitness<br />
Multiple<br />
intelligence<br />
Kinesthetic skills<br />
? The students perform the physical exercises with accurate coordination, agility and balance.<br />
Mathematics Running ,hopping in groups forming various shapes ( circle,rectangle,triangle,square)<br />
Music/dance Poem ( if you are happy and you know it clap your hands…………)<br />
Life skills/values Importance of games to stay fit and healthy<br />
Learning<br />
outcome<br />
Students will<br />
respond to &<br />
execute different<br />
commands,<br />
develop<br />
Neuro Muscular<br />
Co-ordination &<br />
understand<br />
components of<br />
physical fitness.<br />
CLASS-1<br />
27
Physical Education<br />
Unit - 1<br />
28 CLASS-1
Physical Education<br />
CLASS-1<br />
29
Physical Education<br />
30<br />
CLASS-1
Physical Education<br />
CLASS-1<br />
31
Physical Education<br />
Unit - 2<br />
32<br />
CLASS-1
Physical Education<br />
3<br />
CLASS-1<br />
33
Physical Education<br />
34<br />
CLASS-1
Physical Education<br />
CLASS-1<br />
35
<strong>English</strong> Template<br />
1<br />
<strong>English</strong> Template<br />
Lesson plan<br />
Subject:<br />
Language Arts/<strong>English</strong><br />
Unit:<br />
2 Topic: Singular/ Plural (One/ Many)<br />
Brief Description: This lesson involves the use of the Structural Analysis element of the<br />
Inflectional Ending "-s" to make singular nouns plural.<br />
Learning objectives:<br />
As a result of this lesson, the students will be able to...<br />
GExplain the difference between singular and plural nouns<br />
GMake singular nouns plural by adding -s (written)<br />
GVisually and audibly recognize singular nouns and plural nouns<br />
Give their own example of a singular noun made plural.<br />
GAble to collate ideas and apply it to the agreement of subject with<br />
verb/auxillary.<br />
Materials Required:<br />
Plate of chocolate chip cookies, pencils, paper, handout of singular and plural words<br />
in picture, worksheet with singular and plural nouns listed (circle the plural words),<br />
worksheet of singular words with a blank after them (add -s to make words plural), and<br />
an appropriate short story .<br />
Teacher activity –<br />
Introduction<br />
"I brought something with me today." (Hold up the plate of cookies.) "What is on this<br />
plate?" Students should answer: "cookies". Hold up one cookie for students to see and<br />
ask, "What is this?" Students should answer: "A cookie!" Ask students what was the<br />
difference in their answers. They should say that the first answer included all the<br />
36<br />
CLASS-1
<strong>English</strong> Template<br />
cookies. The second answer was about just one of them. Guide them to answer this if<br />
they have difficulty. Confirm when they are correct. "The first answer has what letter at<br />
the end that made it more than one?" Answer: "s" "A word that tells about more than<br />
one item is a plural word. When we said 'cookie' without the 's', it was singular-- just<br />
one."<br />
Student activity –<br />
The teacher reads a story (The Monkeys and The Cap Seller) that has examples of<br />
singular and plural words (Review the meaning of the words "singular" and "plural"<br />
again: A singular word is just one and a plural word is more than one). The teacher then<br />
asks the students the plural word in the title of the storybook. Answer: "caps". She<br />
explains that the "s" is added to "cap" just like to "cookie" to make it more than one. "'S' is<br />
added to the end of a word to make it more than one.")<br />
Sequence of activities-<br />
Read the story.<br />
A. Before beginning to read, tell children to listen for plural words, (words that end in<br />
"s" and describe more than one thing) and when they hear them to give you (the<br />
teacher) a "thumbs up" signal.<br />
B. Read the book through slowly, being careful to notice the "thumbs up" from the<br />
students on the plural words.<br />
C. After reading, have children recall orally (while teacher writes them on the board)<br />
the words that were plural. After they have remembered all they could, page through<br />
the book and see if they can find anymore they missed. (You can show them the pictures<br />
that relate to the plural words: caps, monkeys, fingers, hands, etc.). Talk about other<br />
plural words that were not in the story text, but were shown in the book in pictures.<br />
Add them to your collection of plural words on the board.<br />
D. Make a column of the singular words that relate to the plural words listed. Show<br />
students from list on the board that each word is made plural by adding an "-s."<br />
Review –<br />
Pass out a worksheet that has two columns. Under each column there is either a picture<br />
of one object or a group of objects with the singular or plural word under it. This is done<br />
together as a class, with either the teacher using the board or overhead projector. For<br />
example:<br />
CLASS-1<br />
37
<strong>English</strong> Template<br />
stars - star<br />
cow - cows<br />
cars - car<br />
hat - hats<br />
Students (along with the teacher) are to circle the picture and relating word that is<br />
plural. The teacher should bring to their attention each time that the "s" is found at the<br />
end of the plural words. Have students also circle the "-s" at the end of the plural word.<br />
For their independent activity, follow the prior worksheet with a similar one-- the<br />
difference: the pictures will be gone. Students are to individually circle the plural<br />
words. If some students finish before others, let the "early birds" draw pictures for the<br />
words given-- one picture for the singular words and two for the plural words. When<br />
everyone has completed the exercise, go over the answers. The teacher should do this<br />
on the board or have a copy on an overhead transparency.<br />
Life Skills/Sewa<br />
GChildren to be encouraged to give away those possessions that they have in<br />
abundance/many to the lesser privileged children and to retain only one of<br />
each.<br />
Critical Thinking<br />
GChildren to be asked to rewrite a short paragraph/sentence by changing<br />
singular nouns to plural nouns and vice versa. They will then explain (orally)<br />
whether the paragraph still makes sense.<br />
38<br />
CLASS-1
<strong>English</strong> Template<br />
Subject :<br />
Unit :<br />
Topic :<br />
Language Arts/ <strong>English</strong><br />
3<br />
Auxiliary Verbs (is/am/are)<br />
Brief Description: This lesson involves the application, skill and knowledge enhancement<br />
of the use of Auxiliary or Helping verbs in the <strong>English</strong> language.<br />
Learning Objectives:<br />
As a result of this lesson, the students will be able to:<br />
Materials required:<br />
Teacher Activity :<br />
(Part One: Individual participation)<br />
Circle Time :<br />
1) Use the auxiliary verbs appropriately in the sentences.<br />
2) Differentiate between the uses of various auxiliary verbs.<br />
3) Collate the use of auxiliary verbs with the singular and plural words in a<br />
sentence.<br />
4) Use the subject – verb agreement correctly in the sentence.<br />
5) Students will understand the correct usage of `To be‘ verb.<br />
6) Students understand that :<br />
is (is used with he,she, it ),<br />
am ( is used with I ),<br />
are ( is used with you, we, they).<br />
Short script of any story<br />
A4 Sheets<br />
Markers<br />
blackboard<br />
The teacher welcomes the children to a fun filled circle time and starts the session by<br />
saying:<br />
I am .......................(name)<br />
I am .......................years old.<br />
CLASS-1<br />
39
<strong>English</strong> Template<br />
Then, the teacher signals to the child standing/sitting on the right to follow the cue. Each child,<br />
by turn frames the two sentences and then the teacher asks the students to clap for their<br />
praiseworthy efforts.<br />
The teacher then highlights the use of am that takes place only with I.<br />
The teacher erects her hand upright to show the use of am with I.<br />
In the second part of the activity, the teacher points to the child on her left and says.....<br />
She/ He is a girl/boy.<br />
She/ He is my friend.<br />
Following the cue of the teacher each child frames the two sentences for the child<br />
standing/sitting on left, learning the use of the next auxiliary verb is.<br />
Next, the teacher takes out her pen or any inanimate object and frames the following<br />
sentences:<br />
It is a pen.<br />
It is blue in colour.<br />
The students also take out things from their bags and learn the use of is for inanimate<br />
objects.<br />
Quick Recapitulation: Do a quick recap with the children before proceeding forward.<br />
Remember to use the erected hand signal to remind kids the exclusive use of am with I.<br />
Also revisit the use of is for person and thing alike.<br />
The teacher reads out a conversation<br />
Hello! My name is Gauri.<br />
I am your <strong>English</strong> teacher.<br />
What is your name?<br />
Pallavi. How are you?<br />
I am fine. What are they doing?<br />
She is playing.<br />
He is reading.<br />
It is sleeping.<br />
40<br />
CLASS-1
<strong>English</strong> Template<br />
1. Now the teacher writes these words on the board<br />
2. The correct pairs are written together.<br />
Ex. I am<br />
He/She/It<br />
is<br />
We/They/You are<br />
Now, reaffirm the learning process by doing the Worksheet .<br />
Part Two : (Group Activity)<br />
Divide the class into groups of more than two but less than five children.<br />
Every group to be given a nomenclature/group name based on:<br />
Option 1: Name of flowers.<br />
Option 2: Name of different types of plants( Tree, Shrub. Herb, Creeper,<br />
Climber)<br />
Option 3: Any transdisciplinary topic the teacher wishes to incorporate in the<br />
class.<br />
Now the teacher will give names to the divided groups and each group will introduce itself<br />
in the following manner :<br />
Group 1(Roses):<br />
We are roses.<br />
We are red in colour.<br />
Group 3(Lilies):<br />
We are lilies.<br />
We are pink in colour.<br />
Group 2(Daisies):<br />
We are daises.<br />
We are white in colour.<br />
Group 4(Marigolds):<br />
We are marigolds.<br />
We are yellow in colour.<br />
The next task of the groups is to introduce the each other in following manner:<br />
Group 1(Roses):<br />
They are daisies.<br />
They are white in colour.<br />
Group 3(Lilies):<br />
They are marigolds.<br />
They are yellow in colour.<br />
Group 2(Daisies):<br />
They are ros es.<br />
They are red in colour.<br />
Group 4(Marigolds):<br />
They are lilies.<br />
They are pink in colour.<br />
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<strong>English</strong> Template<br />
Quick Recapitulation: The teacher will now review the auxiliary verb are covered through<br />
the activity highlighting its use with the plurals(many). The teacher may also compare the<br />
use of auxiliary verb is with singulars(one) and auxiliary verb are with plurals(many).<br />
Student Activity : This interdisciplinary activity will involve a booklet making activity,<br />
incorporating the Who am I? Or All about myself - topics of the Environmental education.<br />
I am a girl.<br />
I am five years old.<br />
I am nice and sweet.<br />
She is my mother.<br />
She is thirty years old.<br />
She is very sweet.<br />
They are my friends.<br />
They are playing.<br />
They are twin brothers.<br />
We are best friends.<br />
We are naughty and nice.<br />
We are always together.<br />
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CLASS-1
<strong>English</strong> Template<br />
Review : Students will be given the worksheet covering all the three verbs- am/is/are.<br />
Assessment :<br />
Criterion<br />
Class<br />
participation.<br />
Ability to<br />
independently<br />
frame sentences<br />
using auxiliary<br />
verbs<br />
Ability to successfully<br />
collate auxiliary<br />
verbs with Singular-<br />
Plural concept<br />
Clarity of<br />
Subject -verb<br />
agreement<br />
within sentence<br />
framework.<br />
Worksheet<br />
review<br />
SEWA : Time to give back to the society, teacher explains to the students that auxiliary verbs<br />
are also called ‘helping verbs’ because these words help us to communicate our thoughts and<br />
feelings effectively to others. Hence, like our helper verbs we should also help and do our bit<br />
for the society. So, a trip to an old age home is organised to give love and company to the senior<br />
citizens and help them with any chores they might need assistance with.<br />
Critical Thinking:<br />
1) Using the three auxiliary verbs (is, am and are) and smiley cut outs, express at least<br />
three feelings.<br />
Example :<br />
I am happy<br />
She is sad.<br />
They are angry.<br />
2) Discuss the best explanation for using auxiliary verb are with singular pronoun You.<br />
All time jingle to go with the auxiliary verbs.<br />
Is, am and are<br />
Is, am and are<br />
These are the helping verbs.<br />
Am always shows up with I<br />
Is likes to stay with Ones<br />
While Are likes to be with Many and You.<br />
Is, am and are<br />
These are the helping verbs.<br />
Just like the verbs<br />
Let us<br />
Help someone new.<br />
(Lyrics : Pallavi Sohani-Suncity <strong>School</strong>)<br />
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43
<strong>English</strong> Template<br />
Subject<br />
Unit<br />
Topic<br />
: Language Arts/ <strong>English</strong><br />
: 3<br />
: Sight words /Dolch List 1<br />
Brief Description: Students are able to read the words without phonetically decoding them.<br />
Learning Objectives :<br />
Student will learn various high frequency sight words by playing Steal the Words card<br />
game. They will then identify these words in the context of choral reading a book.<br />
Reasoning<br />
Sight words are very important in building the confidence of beginning readers. By giving<br />
students repeated exposure to individual sight words, it will be easier for them to pick the<br />
words out and read them in context. This will add to the natural, flowing pace of reading<br />
that is every child's goal. Placing the learning of sight words in a game format makes this<br />
overwhelming task less of a chore and adds fun. Also, it's important to follow the game of<br />
learning the words with reading a book, to emphasize to the students the value of knowing<br />
the words.<br />
Materials required :<br />
64 Cards with sight words written on both the sides.<br />
A4 Sheets<br />
Markers<br />
White board<br />
Books for the students to pick from<br />
Procedure<br />
GDeal 4 cards to each student and have them lay them out in front of them facing up. Lay<br />
4 cards out in the center of the students. Explain the rules to the students as follows:<br />
Gwhoever picks the word with the most letters goes first<br />
Gwhen it's your turn, if you have a word that matches one in the middle of the circle, you<br />
can take the card and add it to a private pile of your own.<br />
GYou can only take a card when you read the word on it. Always keep four cards per<br />
student and four cards in the middle.<br />
Gthe game continues until all the cards are matched<br />
Gthe<br />
student with the most cards wins<br />
After they play the game, read through all of the sight word cards with the students again.<br />
Then allow them to choose a book that they want to read.<br />
Have the students read the book with the teacher. Whenever a student successfully reads<br />
one of the sight words just learned, point this out to them.<br />
44<br />
CLASS-1
Mathematics Template<br />
1<br />
Mathematics Template - 1<br />
Counting from 1 to 9<br />
Learning Objectives<br />
At the end of the lesson a student would be able to do the following<br />
GCompare objects and decide on which are more or less.<br />
GDistinguish between more and less.<br />
GExplain the term “More”,” Less” and “Equal” terms.<br />
GStudents would be able to analyze the objects properly.<br />
Materials required<br />
Teachers Activity<br />
Example<br />
Activity sheet, picture charts, beads, geometrical shapes.<br />
The teacher takes the student to the math lab or can arrange for the activity in the class.<br />
The teacher would take some cookies in both the hands and asks the students in which<br />
hand there are more/ less cookies.<br />
The students would begin to compare the objects and just by mere sight would decide<br />
which hand has more or less cookies. Here the teacher introduces the concept of “less”<br />
and “more”. To strengthen the concept of more or less the teacher can display various<br />
items at times like<br />
Which side has more circles?<br />
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45
Mathematics Template<br />
Which side has less red roses?<br />
Which side has more stars?<br />
(Here the students would not be able to answer; hence the teacher introduces the<br />
concept of “Equal”)<br />
To strengthen the concept of “More”,” less” and “Equal” the teacher can proceed with<br />
the help of the worksheets.<br />
Students Activity<br />
Apart from the worksheet the pupil will be required to find the following informations<br />
Group activity:<br />
Students would be divided in a group of four and each group would be given a picture<br />
46<br />
CLASS-1
Mathematics Template<br />
puzzle, here the students would need to compare the picture and find out the<br />
differences between the picture on the basis of number and shape of the objects<br />
Life Skills<br />
Which is more in number? Sun or moon<br />
Out of many things you are not using at home or at school share some of the items<br />
with your friend who needs it urgently.<br />
Critical thinking<br />
Review:<br />
Make a list of 10 items which you have more in number compared to your best<br />
friend.<br />
Students would be provided with the worksheets here, they would be required to<br />
compare the objects and tell which side has more, less or equal objects.<br />
CLASS-1<br />
47
Mathematics Template<br />
2<br />
Mathematics Template - 2<br />
Topic: Shapes<br />
Brief Description: This is one of the first lessons the children will learn on shapes, four basic<br />
geometric shapes and the names of the shapes, as well as each of their characteristics. The<br />
knowledge acquired in this lesson will give the children knowledge of different shapes as well<br />
as other defining characteristics. The students may have background knowledge from their<br />
home life in this area of study.<br />
Learning objectives:<br />
As a result of this lesson, the students will be able to...<br />
GCreate mental images of geometric shapes using spatial memory and spatial<br />
visualization<br />
GUnderstand correlation of shapes with shapes in the environment<br />
GEnhance innovation and creativity in the children<br />
GDevelop analytical and logical skills<br />
Materials required:<br />
Flashcards (See examples at the end of the lesson plan), Worksheet, Rhymes, Puzzles<br />
(Tangram)<br />
Teacher activity –<br />
GFirst, ask the students if they know any names of shapes. Also inquire about<br />
where they see different shapes around their homes or outside. Give examples<br />
of one’s own. (Examples: lights on a traffic light, television sets, buildings, etc.)[5<br />
minutes]<br />
GTell the class "Today we will be learning about 4 basic shapescircle,<br />
square, triangle and rectangle. We see these different shapes everyday,<br />
and it is very important for us to recognize these shapes. We will count the<br />
sides and corners of each shape. By doing this, we will be able to identify the<br />
the shape." [ 3 minutes ]<br />
48<br />
CLASS-1
Mathematics Template<br />
G"First, we will learn about circles. Circles are round. Can anyone give me an<br />
example of a circular object in your house? What about in our classroom? Circles<br />
do not have straight edges or corners. ( show the “smiley circle shape cutout” to<br />
the students)<br />
GNext we will learn about squares. Can anyone think of an object that has a<br />
square shape? Squares have four straight sides. All four sides are equal in<br />
length. that are all equal. (show the “smiley square shape cutout”; pointing to<br />
the shape). There are four corners in every square (A corner is formed at the<br />
point where two lines meet). We are in a square shaped room right now. There<br />
are four corners in this room.<br />
GAfter that, we will learn about rectangles. Rectangles are almost like squares, but<br />
their sides are not all the same size. (show the smiley rectangle shape cutout)<br />
Next, we will learn about triangles. Triangles have three sides. ( show the<br />
smiley triangle shape cutout, point to this shape) Two sides of a triangle come<br />
together to form corners also. How many corners does a triangle have? Can<br />
anyone think of some triangles we see in everyday life?<br />
Student activity –<br />
A puzzle will be handed out to the students. Each student will individually finish and<br />
show the teacher the puzzle when completed. Time allotted would be 15 minutes<br />
Rhyme on Shapes<br />
I am Cindy Circle. Watch me turn<br />
Round and round and you will learn<br />
I’m not straight and I don’t bend.<br />
My outside edges never end.<br />
Ricky Rectangle is my name.<br />
My four sides are not the same.<br />
Two are short and two are long.<br />
Count my sides. Come along----one, two, three, four.<br />
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49
Mathematics Template<br />
Sammy Square is my name.<br />
My four sides are just the same.<br />
Turn me around, I don’t care.<br />
I’m always the same. I’m a square!<br />
Tommy Triangle is the name for me.<br />
Count my sides---there’s one, two, three.<br />
Review:<br />
Life Skills:<br />
GFinally,<br />
review the shapes one last time by holding up the larger shapes to the<br />
entire class and ask the students to answer in groups/individually what shape is<br />
it.[10 minutes ]<br />
Using shapes make different patterns on the floor and at the entrance of the<br />
house during any of the special occasions or festivals.<br />
Critical thinking:<br />
Using the 4 basic shapes design a robot in MS-Paint.<br />
To make different figures using various shapes from the shapes kit.<br />
or<br />
50<br />
CLASS-1
Mathematics Template<br />
3<br />
Mathematics Template - 3<br />
Topic : Addition of single digit number<br />
Learning Objectives<br />
As a result of this lesson pupil would be able to -<br />
1. Apply addition to solve day to day problems.<br />
2. Compute mentally and think logically.<br />
3. Translate the language of the problem into mathematical form.<br />
Material required<br />
Activity sheet, place value blocks to teach addition of single digit numbers.<br />
Introduction of the topic<br />
The teacher introduces the topic by taking students for a visit to a botanical park. Here the<br />
teacher asks the students questions like<br />
"See there are five red roses, if two more are added, how many will be there in all?"<br />
The students will take time to answer the question; they will count the number of red roses to<br />
find their answer. The teacher can provide the students with an observation sheet to note<br />
down the number of different flowers.<br />
Class room activity:<br />
After the visit to the botanical garden the teacher can explain to them the term "adding". She/he can<br />
explain the concept by taking examples from their visit to the Botanical Park.<br />
"Children, I have five 5 toy ducks with me<br />
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51
Mathematics Template<br />
If I get three more, how much will I have in all?<br />
Here the teacher explains addition by counting them<br />
For example<br />
1 duck……2 ducks……3 ducks……..4 ducks……5ducks……6ducks………7ducks………..<br />
The students will give the right answer by counting.<br />
The concepts can be strengthened by using few more examples<br />
Example :<br />
Jack has 3 pencils if Jim gives him 2 more pencils then how much will he have?<br />
Jack has<br />
Jim gives him 2 more pencils<br />
Jack will have<br />
5 pencils.<br />
52<br />
CLASS-1
Mathematics Template<br />
Students activity :<br />
Review :<br />
To strengthen the concept of additon the teacher can use worksheets and place value<br />
blocks.<br />
The teacher can give place value blocks to the students and give them more<br />
problems based on addition. Here the pupil will be required to count the number of<br />
blocks to find their answer to the problem.<br />
Worksheets to asses the students' knowledge about the topic will be given.<br />
Critical thinking :<br />
Jim has 3 toffees, Jack gives him 2 more toffees while John gives him some toffees.<br />
Jim finally had 10 toffees in all, How much toffees did John give to Jim?<br />
Topic : Addition of single digit number using Abacus<br />
Learning Objectives<br />
As a result of this lesson pupil would be able to -<br />
1. Apply addition to solve day to day problems.<br />
2. Compute mentally and think logically.<br />
3. Verify his method of addition using abacus.<br />
Material required<br />
Abacus and beads of different colour.<br />
Introduction of the topic<br />
The teacher will show the students the abacus and ask them question like<br />
Students can you recognize this…..Have we seen it earlier?<br />
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53
Mathematics Template<br />
Children will make all kindss of guesses.<br />
Few students will be able to recognize it as abacus.<br />
Class room activity:<br />
The teacher shows the students the abacus and asks them to count 3 red beads.<br />
Class room activity:<br />
Add 4 yellow beads<br />
How many beads are there in all?<br />
The students will count and tell 7.<br />
Student's activity.<br />
Use the abacus to find which all numbers add to give you a sum of ten.<br />
Review<br />
Worksheets to check student's knowledge about the topic.<br />
Critical thinking : Add the number in the blocks to get a sum of nine in each direction.<br />
54<br />
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Environmental Education Template<br />
1<br />
Environmental Education Template - 1<br />
Topic: My Self (Knowing about oneself)<br />
Brief Description: This lesson involves awareness about oneself.<br />
Time Duration: 40-45 minutes<br />
Learning objectives:<br />
As a result of this lesson, the students will be able to...<br />
Gshare personal information<br />
Ggive details about personal likes and dislikes<br />
Gintroduce themselves to a group<br />
Gdevelop intrapersonal skills<br />
Materials required:<br />
Activity sheet, colours, flash cards with name of each student, puppet, song on Myself (CD)<br />
Teacher activity –<br />
The teacher greets all the children by saying, “Good morning! How are you?<br />
My name is ________ .Would you like to know the meaning of my name? ” The teacher<br />
waits for the students response and then continues by saying , “I would like to share it and<br />
few more things(likes,dislikes) about me with you .” Then the teacher asks the students<br />
why she shared her name with them. She receives different answers from the students .It<br />
will be followed by the teacher’s explanation on the significance of proper way of<br />
introducing oneself to others which can only be achieved if we have complete information<br />
about ourselves.<br />
The teacher displays flash cards containing the students’ name with a brief description<br />
about each one of them.e.g.<br />
Ria<br />
My name is _______.<br />
I am a ______ (boy/girl).<br />
I love to play ______.<br />
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55
Environmental Education Template<br />
The teacher asks, “Do you know who‘s there with me to meet you all?” The teacher shows a<br />
puppet to the students .She starts introducing the puppet by adopting the voice<br />
modulation technique.<br />
She asks the students to pick their respective cards & fill the required information and share<br />
it with rest of the class.<br />
Student activity –<br />
The students shall draw a birth day cake with their name and decorate it with the same<br />
number of candles as their age to relate it with the topic.<br />
Review –<br />
Students will be provided with a worksheet where they will fill their personal information.<br />
(Worksheet 1)<br />
They will draw faces depicting various expressions based on their likes and dislikes.<br />
The period will conclude with a song on ‘Myself’. Making melody in my heart<br />
Making melody in my heart-2<br />
Making melody in my heart to the king of kings-2<br />
Thumbs up -2<br />
Making melody in my heart …………..<br />
Thumbs up -2<br />
Elbows back-2<br />
Making melody in my heart………<br />
Feet apart -2<br />
Knees bent-2<br />
Heads bend -2<br />
Thumbs up -2<br />
Turn around -2………….<br />
[All will sing the song together<br />
Assessment:<br />
Ask the class the following questions:<br />
( teacher and students).]<br />
GHow would you introduce yourself in a group?<br />
GIn<br />
front of the mirror each student will stand and interact with himself/herself.<br />
The students will be assessed on the basis of their participation in various class room<br />
activities, clarity of thought, application to real life situations ,analyzing the knowledge of<br />
the related topic and response to the given worksheets.<br />
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Environmental Education Template<br />
2<br />
Environmental Education Template - 2<br />
Topic: My Family<br />
Brief Description: knowledge about ones family, differentiate between small and big family<br />
Learning objectives:<br />
As a result of this lesson, the students will be able to...<br />
Gknow the relations in the family specifically<br />
GTo distinguish between a small and big family<br />
Gdevelop social skills.<br />
Materials required:<br />
A-4 size sheet, colours, a CD containing a story on Myself, Family photograph of each child.<br />
Teacher activity –<br />
The teacher introduces the topic by showing a small cut out of a child labelled as boy/girl to<br />
the students She asks them about it. She displays three more cutouts labelled as mother,<br />
father and sister. Then she keeps all the cut outs together followed by the explanation about<br />
the topic. She continues by saying that previously the child was alone but now he is with his<br />
mother, father and sister. So now he is with his __________(Encouraging the students to<br />
come up with the term ‘family’)<br />
To proceed further, the teacher narrates a related story followed by a question answer drill<br />
to impart knowledge about the basic difference between a big and small family.<br />
Student activity –<br />
Preparing a personal identity card including information about ones family members.<br />
Review –<br />
Worksheets to check the students’ knowledge about the topic will be given.<br />
Assessment:<br />
Ask the class the following questions:<br />
GShare information about your family e.g. how many members are their in your<br />
family? Is it a small or a big family?<br />
The students will be assessed on the basis of their participation in various class room<br />
activities, clarity of thought, application to real life situations ,analyzing the knowledge of<br />
the related topic and response to the given worksheets & assignments.<br />
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57
Environmental Education Template<br />
3<br />
Environmental Education Template - 3<br />
Topic :<br />
Brief Description :<br />
Time Duration : 5 hrs<br />
Learning objectives :<br />
As a result of this lesson, the students will be able to...<br />
Materials required : Soft toys of animals, slides showing animals in jungle, at home and farm,<br />
pictures of land & water animals<br />
Teacher activity : The teacher starts interacting with the students about the topic by showing them<br />
different soft toys of animals and asking them questions to stimulate their imagination e.g. Do these<br />
toys look like us? Expecting children to say no, she proceeds further by asking about the<br />
similarities and dissimilarities they find between themselves and the toys followed by discussion<br />
about animals they see around them.<br />
Student activity : The students will make postcard of their favourite animal and write few<br />
sentences about its appearance .After completing the activity, t hey will gift it to their friend.<br />
Review :<br />
Animals<br />
1) recall variety of animals around them<br />
2) classify them into big and small animals<br />
3) classify them according to their dwellings<br />
4) develop naturalistic skills<br />
The teacher, then, shows them the slides showing animals in jungle, at home and farm, hence,<br />
classifying the animals as wild, pet & farm respectively. The teacher plans a visit to a mini zoo<br />
where the students observe different animals living on land and in water and reinforcing it through a<br />
slide show.<br />
Students will apply their knowledge about land & water animals through the activity of colouring<br />
the two sheets in brown and blue to depict land and water respectively and pasting pictures of land<br />
and water animals on them.<br />
Students will be provided with colouring worksheets showing pet, farm & wild animals.<br />
To develop their vocabulary related to animals, the students shall write down the name of one animal<br />
starting with each letter of the <strong>English</strong> alphabet with teacher's assistance.<br />
58<br />
CLASS-1
Environmental Education Template<br />
The period will conclude with showing of scene from The lion king: circle of life (showing different<br />
animals living in jungle).<br />
Assessment :<br />
Ask the class the following questions:<br />
1) Share information about the animals you observe around them.<br />
2) Where would you want to see the wild animals- inside your house or in their natural<br />
dwellings?<br />
3) Would you like your pet to be with you in your room while you are watching<br />
television?<br />
The students will be assessed on the basis of their participation in various class room activities, clarity of<br />
thought, application to real life situations, analyzing the knowledge of the related topic and response to<br />
the given worksheets.<br />
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59
Assessment Rubrics for <strong>English</strong><br />
2<br />
Assessment Rubrics for <strong>English</strong><br />
Unit -1 Assessment :<br />
Criterion 1 2 3 4 5<br />
Ability to recognize rhyming<br />
words in print<br />
Ability to supply rhyming words<br />
Ability to supply beginning<br />
sounds to complete word<br />
families<br />
Unit - 2 Assessment :<br />
Ask the class the following questions:<br />
GWhat did we learn? What was the difference between the singular and plural words?<br />
GHow do we make a singular word plural? What letter do we add?<br />
GWhy is it important to know how to make a word plural? (If you want more than one<br />
chocolate chip cookie, you will know what letter to add to ask politely for two!)<br />
Criterion 1 2 3 4 5<br />
Is able to<br />
add/remove s<br />
appropriately<br />
Is able to give<br />
examples of<br />
singular/plural<br />
nouns<br />
By monitoring their participation in responding to the read plural words, by their answers<br />
on the worksheets (especially the "Add an '-s' to make the words plural") and their own<br />
examples given of singular and plural words, the teacher should be able to informally and<br />
formally assess and gauge their understanding and ability to produce the new material on<br />
their own involves the use of the Structural Analysis element of the Inflectional Ending "-s"<br />
to make singular nouns plural.<br />
Pass out the chocolate chip cookies, and ENJOY!!<br />
60<br />
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Assessment Rubrics Maths<br />
2<br />
Assessment Rubrics for Maths<br />
Unit 1<br />
Student would be assessed on the following basis<br />
GComparing objects to identify "more" or "less" .<br />
GAbility to analyze and use the concept of more or less in real life situations.<br />
GAbility to distinguish between terms like " more ", " less " and " equal"<br />
GParticipation in the group activity.<br />
Unit 2<br />
Criterion<br />
Able to<br />
compare<br />
the objects<br />
Each child should be given 4 laminated shapes (yellow circle, blue Square, red<br />
triangle and a green rectangle) made of colored construction paper. Say the following: "Class, I<br />
am going to ask you questions about the shapes we learned about today. When you know what<br />
shape I am describing, please hold the correct shape up high in the air.<br />
GName the shape that has three corners?<br />
GI am round. Who am I?<br />
Distinguish<br />
between the<br />
terms<br />
GAll my sides are equal. You Know me as_______?<br />
GWhich shape is made of small triangles?<br />
GWhich shape/s has/have four corners?<br />
Interpersonal<br />
ability<br />
Analyze<br />
the given<br />
situation<br />
Rating scale Five point scale, i.e. 1/ 2/ 3/4/ 5 (1 - needs guidance and 5 –<br />
Outstanding)<br />
Ability to<br />
apply the<br />
concept of<br />
more or<br />
less in real<br />
life<br />
situation<br />
GFinding out how many “shapes” in a particular design (For example: How many<br />
CLASS-1<br />
61
Assessment Rubrics Maths<br />
triangles in a star?<br />
Criterion Is able to identify<br />
the four basic<br />
shapes<br />
Compare two<br />
different shapes based<br />
on their characteristics<br />
Will be able to<br />
draw the four<br />
basic shapes<br />
Rating scale Five point scale, i.e. 1/ 2/ 3/4/ 5 (1 - needs guidance and 5 –<br />
Outstanding)<br />
Flashcards<br />
62 CLASS-1
Assessment Rubrics Environmental Education<br />
Assessment Rubrics for Environmental Education<br />
Unit - 1<br />
Expected skills<br />
Complete<br />
knowledge about<br />
oneself<br />
Indicators of student performance<br />
Beginning Developing Achieved<br />
Hesitates but puts With teacher’s Shares personal<br />
an effort to proceed support, shares information<br />
towards the topic information about comfortably and<br />
with much oneself and initiates confidently and is<br />
prompting<br />
for further<br />
productively<br />
improvement. engaged in learning<br />
Awareness about<br />
body organs and<br />
their functions<br />
Knowledge abut<br />
sense organs<br />
Significance of<br />
personal hygiene&<br />
good manners<br />
Finds difficult to<br />
recall all the organs<br />
in the given time<br />
period<br />
Is unable to<br />
contribute to the<br />
topic individually.<br />
Has limited<br />
information about<br />
the importance of<br />
hygiene and good<br />
manners.<br />
Possesses knowledge<br />
about all the organs<br />
and initiates<br />
discussion<br />
Identifies sense<br />
organ and relates<br />
them to their<br />
functions<br />
Knows about the<br />
things used for<br />
personal hygiene and<br />
accepts<br />
responsibility to do<br />
good work<br />
Knows all the<br />
organs and their<br />
functions as well<br />
and participates<br />
curiously with<br />
attention to the<br />
minutest details<br />
Possess wider<br />
perspective as<br />
correlates the sense<br />
organs with variety<br />
of actions<br />
Possesses complete<br />
information<br />
regarding<br />
importance of<br />
personal well being,<br />
displays exemplary<br />
behavior for others<br />
and takes initiative<br />
to interact among<br />
peers.<br />
CLASS-1<br />
63
Assessment Rubrics Environmental Education<br />
Assessment Rubrics for Environmental Education<br />
Unit - 2<br />
Expected skils<br />
Knowledge about<br />
ones family<br />
Distinguishes<br />
between big and<br />
small family<br />
Indicators of student performance<br />
Beginning Developing Achieved<br />
Projects very little<br />
knowledge about<br />
the relations in the<br />
given time period.<br />
Doesn’t<br />
differentiate<br />
between the<br />
immediate and the<br />
extended family<br />
Demonstrates nearly<br />
complete<br />
understanding about<br />
the relationships and is<br />
enthusiastic about the<br />
subject.<br />
Knows the basic<br />
difference between the<br />
types of family but<br />
lacks knowledge about<br />
the major concepts.<br />
Possesses<br />
complete<br />
knowledge about<br />
one’s family<br />
members and<br />
exhibits respectful<br />
approach towards<br />
them.<br />
Shares information<br />
about ones family<br />
and educate others<br />
about the size of<br />
the family as well.<br />
Values<br />
interpersonal<br />
relationship<br />
Is well informed<br />
about the country<br />
one resides in<br />
Possesses general<br />
information<br />
regarding the<br />
people who help in<br />
school and positive<br />
attitude towards<br />
them<br />
Shows little<br />
knowledge about<br />
the place one lives<br />
in.<br />
Manifest interest to be<br />
social and well<br />
informed about people<br />
at different hierarchy in<br />
school.<br />
Has awareness about<br />
one’ssurroundings but<br />
misses on the link<br />
between the two.<br />
Has specific<br />
knowledge about<br />
the people at<br />
various levels ,<br />
their functions and<br />
genuine caring for<br />
them as an<br />
individual<br />
Has a wider<br />
perspective and is<br />
able to relate<br />
oneself to the<br />
place one lives in.<br />
64<br />
CLASS-1
Teacher Resource Material<br />
Teacher Resource Material<br />
Teacher Resource for <strong>English</strong><br />
Unit 1<br />
Websites for Reference<br />
www.starfall.com<br />
www.bbc.co.uk<br />
www.theteacherscorner.com<br />
www.abcteach.co<br />
Unit 2<br />
Websites for Reference<br />
www.kidzworld.com<br />
www.kidsfront.com<br />
www.abcya.com<br />
Teacher Resource for Environmental Education<br />
Websites for reference<br />
www.education-world.com<br />
www.enchantedlearning.com<br />
www.Studiespot.net<br />
Teacher Resource for Visual Arts syllabus<br />
www.colormatters.com/colortheory.html<br />
www.winsornewton.com/.../colour.../practical-applications-of-colour-theory /<br />
Teacher Resource Performing Arts syllabus<br />
Websites for Reference:<br />
www.songs4teachers.com<br />
CLASS-1<br />
65
Worksheets for <strong>English</strong><br />
Worksheets: <strong>English</strong><br />
Rhyming Words - Worksheet-1<br />
Name : Class :<br />
Date : Subject :<br />
Read each sentence. Find the two words that rhyme. Print each word on the line in the box.<br />
Draw a picture to represent the word.<br />
I need to find a seat so I can rest my feet.<br />
Read each sentence. Find the two words that rhyme. Print each word on the line in the box.<br />
Draw a picture to represent the word.<br />
The wire made a hole in the tyre.<br />
66 CLASS-1
Worksheets for <strong>English</strong><br />
One and Many - Worksheet - 2<br />
Name : Class :<br />
Date : Subject :<br />
Read the word under each picture. If the word is a singular naming word, write it on the<br />
Animal list. If the word is a plural naming word, write it on the Animals list.<br />
Animal<br />
_________________________<br />
_________________________<br />
_________________________<br />
_________________________<br />
Animals<br />
_________________________<br />
_________________________<br />
_________________________<br />
_________________________<br />
CLASS-1<br />
67
Worksheets for <strong>English</strong><br />
One and Many - Worksheet - 3<br />
Name : Class :<br />
Date : Subject :<br />
Read the sentences below. Rewrite each sentence using singular or plural naming words<br />
for the pictures.<br />
1. The boy had three<br />
__________________________________________________<br />
2. The boy saw in the lake.<br />
__________________________________________________<br />
3. Ann bought at the store.<br />
__________________________________________________<br />
4. The are ripe.<br />
__________________________________________________<br />
5. The has a blue handle.<br />
__________________________________________________<br />
6. The is heavy.<br />
__________________________________________________<br />
68<br />
CLASS-1
Worksheets for <strong>English</strong><br />
One and Many - Worksheet - 4<br />
Name : Class :<br />
Date : Subject :<br />
Naming words can be singular (one) or plural (more than one). Circle the plural words and<br />
then draw pictures for each word - one picture for the singular words and two/many for the<br />
plural words.<br />
1. star<br />
2. cow<br />
3. apples<br />
4. rings<br />
5. chair<br />
6. dog<br />
7. trees<br />
8. cats<br />
9. flowers<br />
10. book<br />
CLASS-1<br />
69
Worksheets for <strong>English</strong><br />
One and Many - Worksheet - 5<br />
Name : Class :<br />
Date : Subject :<br />
Naming words can be singular (one) or plural (more than one).<br />
Look at the pictures. Fill in the missing words.<br />
a. one cow two ____________________<br />
b. one book three ____________________<br />
c. one dog two ____________________<br />
d. one chair two ____________________<br />
e. one ring two ____________________<br />
f. one tree three ____________________<br />
g. one __________________ five cats<br />
h. one ____________________ three flowers<br />
70 CLASS-1
Worksheets for <strong>English</strong><br />
Rhyming Words - Worksheet - 6<br />
Name : Class :<br />
Date : Subject :<br />
Find and circle the two words that rhyme.<br />
Write the words under the correct picture.<br />
fun tire cat jet sky hat<br />
Find and circle the two words that rhyme.<br />
Write the words under the correct picture.<br />
part cake sit rake coat hike<br />
CLASS-1<br />
71
Worksheets for <strong>English</strong><br />
Rhyming Words - Worksheet - 7<br />
Name : Class :<br />
Date : Subject :<br />
How many words can you think of that rhyme with each underlined word? Write all the<br />
rhyming words that you can think of on the lines.<br />
Cat<br />
Book<br />
I found ________ words that rhyme<br />
with cat.<br />
I found ________ words that rhyme<br />
with book.<br />
Bed<br />
Tree<br />
I found ________ words that rhyme<br />
with bed.<br />
I found ________ words that rhyme<br />
with tree.<br />
72<br />
CLASS-1
Worksheets for <strong>English</strong><br />
Rhyming Words - Worksheet - 8<br />
Name : Class :<br />
Date : Subject :<br />
Colour each bell that has three rhyming words on it.<br />
CLASS-1<br />
73
<strong>English</strong> Template<br />
Auxiliary Verb - Worksheet<br />
Name : Subject :<br />
Class : Date :<br />
Following animals are feeling hungry. Lead them to their favourite food.<br />
Am is used only with I.<br />
For eg : I am a boy.<br />
I am a girl.<br />
Is is used with he, she, this, that, it, here, there etc with singular nouns.<br />
For eg: This is a ball.<br />
She is my friend.<br />
Fill in the blanks with 'is' or 'am'<br />
1) I ……………….. going to school.<br />
2) She ……………………very tall.<br />
3) This ……………………a pen.<br />
4) It …………………. sunny today.<br />
5) I ………………….sorry.<br />
74<br />
CLASS-1
<strong>English</strong> Template<br />
Auxiliary Verb - Worksheet<br />
Name : Subject :<br />
Class : Date :<br />
Auxiliary Verb are is used to represent nouns more than one in number or plurals. It is<br />
used with pronouns: they, we, these, those, you etc<br />
Eg :<br />
They are my friends.<br />
We are going to the park.<br />
Fill in the blanks with auxiliary verbs ( is, am, are)<br />
1) I ……………….. six years old.<br />
2) We …………………..playing hide and seek.<br />
3) That ………………….. a cool car.<br />
4) These ………………………. my books.<br />
5) Those…………………………. banyan trees<br />
6) You……………….a very good student.<br />
CLASS-1<br />
75
<strong>English</strong> Template<br />
Auxiliary Verb - Worksheet<br />
Name : Subject :<br />
Class : Date :<br />
Read the sentences. Give smiley to the correct sentence and rewrite<br />
the incorrect sentence after improvising.<br />
1. He is reading a book.<br />
2. You is my best buddy.<br />
3. Sam are running in the field.<br />
4. These are lovely flower.<br />
5. This is my schools.<br />
76<br />
CLASS-1
<strong>English</strong> Template<br />
Auxiliary Verb - Worksheet<br />
Name : Subject :<br />
Class : Date :<br />
Look at the sentences below and supply with appropriate auxiliary verb.<br />
1.The duck ……………….. swimming in the pond.<br />
2.The ducks ………………..swimming in the pond.<br />
3.These trees………………………tall.<br />
4. Rina …………………talking on the phone.<br />
5.It ……………………………eight o'clock.<br />
CLASS-1<br />
77
<strong>English</strong> Template<br />
Auxiliary Verb - Worksheet<br />
Name : Subject :<br />
Class : Date :<br />
`To Be' Verb Practice<br />
Write the correct verb form for each sentence.<br />
1) I _______ sleepy.<br />
2) You _______ pretty.<br />
3) He _______ short.<br />
4) She _______ friendly.<br />
5) It _______ cold today.<br />
6) We _______ busy.<br />
7) You _______ my friend.<br />
8) They _______ beautiful.<br />
78<br />
CLASS-1
<strong>English</strong> Template<br />
Auxiliary Verb - Worksheet<br />
Name : Subject :<br />
Class : Date :<br />
Circle the correct verb for each sentence.<br />
To Be Verb Practice<br />
1) Gauri [ am / is / are ] a teacher.<br />
2) Ritu and Nina [ am / is / are ] here.<br />
3) I [ am / is / are ] at home.<br />
4) A cat [ am / is / are ] soft.<br />
]<br />
5) It [ am / is / are ] warm today.<br />
6) I [ am / is / are ] very busy<br />
7) Watermelons [ am / is / are ] tasty<br />
CLASS-1<br />
79
<strong>English</strong> Template<br />
Auxiliary Verb - Worksheet<br />
Name : Subject :<br />
Class : Date :<br />
Fill in the blanks with the correct Auxiliary Verb<br />
He ________a<br />
police officer<br />
I _______<br />
climbing a tree<br />
We ________<br />
reading<br />
We ______<br />
twin brothers<br />
Anna _____<br />
sleeping<br />
I ________<br />
an artist<br />
We _____<br />
the champions<br />
It _____<br />
a backpack<br />
80<br />
CLASS-1
<strong>English</strong> Template<br />
Dolch List -Worksheet<br />
Name : Subject :<br />
Class : Date :<br />
Read the following sentences :<br />
Me and my friend play together .<br />
This is a can.<br />
I like to run fast.<br />
We like to come to school.<br />
The dog is going up the stairs.<br />
He likes to jump into the pool.<br />
The dog is going down the stairs.<br />
CLASS-1<br />
81
Worksheets for Environmental Education<br />
Environmental Education<br />
MYSELF -Worksheet - 1<br />
Name : Subject :<br />
Class : Date :<br />
Tell us something about yourself:<br />
GMy name is ______________________.<br />
GI am _______ years old.<br />
GI study in class ______.<br />
GThe name of my school is _______________________________.<br />
GMy birthday is on _________________.<br />
GMy address is _______________________________________.<br />
Paste<br />
your<br />
photograph<br />
here.<br />
Draw your facial expressions when:<br />
You are eating an ice cream<br />
You don’t find your<br />
favourite toy<br />
You are playing<br />
You are studying<br />
82<br />
CLASS-1
Worksheets for Environmental Education<br />
Myself (sharing Information) -worksheet - 2<br />
Name : Subject :<br />
Class : Date :<br />
Paste a photograph of your self when you were a year old.<br />
Imagine yourself when you will be in the next grade and draw<br />
your picture accordingly.<br />
CLASS-1<br />
83
Worksheets for Environmental Education<br />
MYSELF - Worksheet - 3<br />
Name : Subject :<br />
Class : Date :<br />
What is the boy<br />
doing?<br />
_________________<br />
Which part of the body is used to perform this action?<br />
Look at the picture again and identify the other parts of the body<br />
and write down in the space given below.<br />
84<br />
CLASS-1
Worksheets for Environmental Education<br />
MYSELF - Worksheet - 4<br />
Name : Subject :<br />
Class : Date :<br />
Write the names of the parts of the body which you find common as well as<br />
different in the two pictures shown above.<br />
Common<br />
Different<br />
CLASS-1<br />
85
Worksheets for Environmental Education<br />
SENSE ORGANS-Worksheet - 5<br />
Name : Subject :<br />
Class : Date :<br />
Tick the things that are cold and cross the ones that are hot<br />
Tick the things that are soft and cross the ones that are hard<br />
Tick the things that are sweet & cross the ones that are sour<br />
86<br />
CLASS-1
Worksheets for Environmental Education<br />
Tick the things that are good to see & cross the others.<br />
Tick the things that are good to hear & cross the others.<br />
Tick the things that are good to smell & cross the others.<br />
CLASS-1<br />
87
Worksheets for Environmental Education<br />
SENSE ORGAN -Worksheet - 6<br />
Name : Subject :<br />
Class : Date :<br />
Write the correct number in the boxes:<br />
1. I have and I have nostrils.<br />
2. I have and I have eyebrows.<br />
3. I have and I have tongue.<br />
4. I have and I have neck.<br />
5. I have and I have fingers.<br />
Make a list of five things which you can see, hear, smell, taste and feel<br />
with your sense organs.<br />
1. Eyes<br />
2. Ear<br />
3. Nose<br />
4. Tongue<br />
5. Skin<br />
88<br />
CLASS-1
Worksheets for Environmental Education<br />
Good Manners -Worksheet - 7<br />
Name : Subject :<br />
Class : Date :<br />
Read & enact the following gestures:<br />
Good Morning!<br />
Thank you!<br />
Please may I<br />
borrow your book?<br />
Sorry!!!<br />
CLASS-1<br />
89
Worksheets for Environmental Education<br />
Discuss with your teacher the importance of Good practices<br />
90<br />
CLASS-1
Worksheets for Environmental Education<br />
Good manners-Worksheet - 8<br />
Name : Subject :<br />
Class : Date :<br />
Say yes ( ) to the good manners & no ( ) to the bad manners.<br />
CLASS-1<br />
91
Worksheets for Environmental Education<br />
Good manners-Worksheet - 9<br />
Name : Subject :<br />
Class : Date :<br />
A quick brush up.....<br />
Q1: How do you greet your Teacher at school?<br />
Ans:<br />
I say _______________.<br />
Q2: What do you say when you meet somebody?<br />
Ans:<br />
I say _______________.<br />
Q3: What do you say when you receive something?<br />
Ans:<br />
I say________________.<br />
Q4: What do you say when you do something wrong?<br />
Ans:<br />
I say_____________.<br />
Q5: What do you say when you ask for something?<br />
Ans:<br />
I say______________.<br />
Q6: What do you say when you sneeze/ burp?<br />
Ans:<br />
I say_______________.<br />
Q7: How do you greet before going to bed?<br />
Ans:<br />
I say_________________.<br />
Q8: Where should you throw waste papers?<br />
Ans:<br />
We should throw waste papers in a_____________.<br />
Q9: How many times in a day we should brush our teeth?<br />
Ans:<br />
We should brush our teeth _______ a day, in the _______ and at ________.<br />
92<br />
CLASS-1
Worksheets for Environmental Education<br />
Me & My Family-Worksheet - 10<br />
Name : Subject :<br />
Class : Date :<br />
F<br />
A<br />
ather<br />
nd<br />
M<br />
I<br />
other<br />
Paste the photograph<br />
of your family<br />
L<br />
Y<br />
ove<br />
ou<br />
Identify all the family members in the photograph and write down their<br />
names and age (in ascending order).<br />
Name<br />
Age<br />
CLASS-1<br />
93
Worksheets for Environmental Education<br />
Me & My Family-Worksheet - 11<br />
Name : Subject :<br />
Class : Date :<br />
Fill colour in the pictures:<br />
Draw dotted lines to match the words.<br />
Grandfather<br />
Sister<br />
Daughter<br />
Father<br />
Niece<br />
Aunt<br />
Great grandfather<br />
Brother<br />
Grandmother<br />
Nephew<br />
Uncle<br />
Mother<br />
Great grandmother<br />
Son<br />
94<br />
CLASS-1
Worksheets for Environmental Education<br />
My Home-Worksheet - 12<br />
Name : Subject :<br />
Class : Date :<br />
Draw a picture of your house using shapes and colour it<br />
My address is:<br />
My<br />
number is<br />
CLASS-1<br />
95
Worksheets for Environmental Education<br />
My Home-Worksheet - 13<br />
Name : Subject :<br />
Class : Date :<br />
A quick brush up.....<br />
Q1: What is your father’s name?<br />
Ans: My father’s name is ___________________.<br />
Q2: What is your mother’s name?<br />
Ans: My mother’s name is ___________________.<br />
Q3: How many brothers do you have?<br />
Ans: I have _________ brothers.<br />
Q4: How many sisters do you have?<br />
Ans: I have __________ sisters.<br />
Q5: How many members are there in your family?<br />
Ans: There are _______ members in my family.<br />
Q6: Is it a big family or a small family?<br />
Ans: It is a ____________ family.<br />
Q7: Where do you live?<br />
Ans: I live in ______________________.<br />
Q8: What is your telephone number?<br />
Ans: My telephone number is ________________.<br />
96<br />
CLASS-1
Worksheets for Environmental Education<br />
Me & My Family-Worksheet - 14<br />
Name : Subject :<br />
Class : Date :<br />
I. Fill in the blanks with appropriate words and cross the ones which are not applicable.<br />
Hi ! I am _________. I am _______ years old . I live in a<br />
beautiful_________<br />
along with my ________<br />
____________ __________ ___________ and<br />
my little _________ . We are a<br />
_________family. We do many fun things together like going for<br />
walks in the garden ,<br />
watering the___________<br />
, listening to<br />
CLASS-1<br />
97
Worksheets for Environmental Education<br />
__________<br />
and going for vacations to far off<br />
places<br />
. I __________my family very much.<br />
II.How do you address your close family members?<br />
Family member<br />
Special name<br />
Father<br />
Mother<br />
Uncle (paternal)<br />
Aunt (maternal)<br />
Cousin<br />
Brother/Sister<br />
98<br />
CLASS-1
Worksheets for Environmental Education<br />
Me & My Family-Worksheet - 15<br />
Name : Subject :<br />
Class : Date :<br />
I. Write the opposites.<br />
Grandfather<br />
Mother<br />
Brother<br />
CLASS-1<br />
99
Go on vacations<br />
Water the plants<br />
Worksheets for Environmental Education<br />
Me & My Family-Worksheet - 16<br />
Name : Subject :<br />
Class : Date :<br />
I.Colour the circle in front of each activity which you and your family do together.<br />
Eat dinner Listen to music Go for walks<br />
Read books Swim Watch television<br />
Visit the zoo<br />
Go for shopping<br />
100<br />
CLASS-1
Worksheets for Environmental Education<br />
My <strong>School</strong> - Worksheet - 17<br />
Name : Subject :<br />
Class : Date :<br />
I. Tick the pictures of the people who work in your school.<br />
CLASS-1<br />
101
Worksheets for Environmental Education<br />
My <strong>School</strong> - Worksheet - 17<br />
Name : Subject :<br />
Class : Date :<br />
Observe the picture and identify the animals that live at farm<br />
102<br />
CLASS-1
Worksheets for Environmental Education<br />
More farm animals.<br />
Duck<br />
Hen<br />
Rabbit<br />
Donkey<br />
CLASS-1<br />
103
Worksheets for Environmental Education<br />
Name : Subject :<br />
Class : Date :<br />
Colour the farm animals.<br />
104<br />
CLASS-1
Worksheets for Environmental Education<br />
Name : Subject :<br />
Class : Date :<br />
Observe the picture and identify the animals that live in Jungle<br />
CLASS-1<br />
105
Worksheets for Environmental Education<br />
More wild animals<br />
106<br />
CLASS-1
Worksheets for Environmental Education<br />
Name : Subject :<br />
Class : Date :<br />
Colour the wild animals:<br />
CLASS-1<br />
107
Worksheets for Environmental Education<br />
Name : Subject :<br />
Class : Date :<br />
Colour the animals which you can keep as your pet.<br />
108<br />
CLASS-1
Worksheets for Environmental Education<br />
Name : Subject :<br />
Class : Date :<br />
Observe the picture and identify the animals that live in water<br />
CLASS-1<br />
109
Worksheets for Environmental Education<br />
More water animals<br />
Eel<br />
Crab<br />
Dolphin<br />
Seal<br />
Alligator<br />
Frog<br />
Tortoise<br />
110<br />
CLASS-1
Worksheets for Environmental Education<br />
Name : Subject :<br />
Class : Date :<br />
I. Look at the pictures. Write Land for Land Animal, Water for Water<br />
Animals, Bird for Birds.<br />
CLASS-1<br />
111
Worksheets for Environmental Education<br />
Name : Subject :<br />
Class : Date :<br />
Match the birds with their respective names:<br />
Penguin<br />
Duck<br />
Vulture<br />
Turkey<br />
Woodpeacker<br />
Ostrish<br />
Hen<br />
Peacock<br />
112<br />
CLASS-1
Worksheets for Environmental Education<br />
BIRDS<br />
Name : Subject :<br />
Class : Date :<br />
I .Colour the following pictures and complete the sentences written against<br />
each picture giving related information.<br />
A _____________ is a good ___________ to the human being.<br />
A _______________ is known for its ______________.<br />
It ______________ beautifully when it rains.<br />
In ancient times, a __________________ was used as<br />
a ______________________ .<br />
CLASS-1<br />
113
Worksheets for Environmental Education<br />
II. Colour the body parts of the following bird as per the given instructions:<br />
Beak -red; feathers - blue; body - green<br />
Draw the claws (feet) of the bird and show it perching on the branch of a tree.<br />
114<br />
CLASS-1
Worksheets for Environmental Education<br />
Uses Of Animals<br />
Name : Subject :<br />
Class : Date :<br />
Look at the pictures of the animals.<br />
Draw from each animal to the box that best describes their uses.<br />
I am your favourite pet and guard<br />
your house from thieves.<br />
You can eat me as meat or eat my eggs.<br />
I live in bee hive and busy<br />
making honey for you.<br />
I eat grass and give<br />
you milk to drink.<br />
I give you wool and protect<br />
you from cold.<br />
You can ride on me like prince.<br />
CLASS-1<br />
115
Worksheets for Environmental Education<br />
Animals<br />
Name : Subject :<br />
Class : Date :<br />
Write down P for plant eating, F for flesh eating and B for both plant<br />
and flesh eating animals.<br />
116<br />
CLASS-1
Worksheets for Environmental Education<br />
Name : Subject :<br />
Class : Date :<br />
Match the animals with their favourite food:<br />
WORMS &SEED<br />
RAT<br />
CARROT<br />
LEAVES ON TREE<br />
BONE<br />
GRASS<br />
CLASS-1<br />
117
Worksheets for Environmental Education<br />
Animals<br />
Name : Subject :<br />
Class : Date :<br />
Following animals are feeling hungry. Lead them to their favourite food.<br />
I'm hungry!!!<br />
118<br />
CLASS-1
Worksheets for Environmental Education<br />
Animals<br />
Name : Subject :<br />
Class : Date :<br />
Match the animals to their home<br />
Pig<br />
Kennel<br />
Dog<br />
Sty<br />
Bird<br />
Nest<br />
Hen<br />
Stoble<br />
Horse<br />
Pen<br />
CLASS-1<br />
119
Worksheets for Environmental Education<br />
Animals<br />
Name : Subject :<br />
Class : Date :<br />
A quick brush up.....<br />
Q1: Where does a horse live?<br />
Ans: A horse lives in a _________.<br />
Q2: Where does a dog live?<br />
Ans: A dog lives in a _________.<br />
Q3: Where does a bird live?<br />
Ans: A bird lives in a _________.<br />
Q4: Where does a cow live?<br />
Ans: A cow lives in a _________.<br />
Q5: Where does a lion live?<br />
Ans: A lion lives in a _________.<br />
Q6: Where does a monkey live?<br />
Ans: A monkey lives on a _________.<br />
Q7: Where does a hen live?<br />
Ans: A hen lives in a _________.<br />
Q8: Where does a duck live?<br />
Ans: A duck lives in a _________.<br />
Q9: Where does a pig live?<br />
Ans: A pig lives in a _________.<br />
120<br />
CLASS-1
Worksheets for Environmental Education<br />
Animals Care<br />
Name : Subject :<br />
Class : Date :<br />
Paste/Draw the picture of your favourite animal in the box given below.<br />
Now write down a few sentences on what steps would you take to take good care of<br />
your favourite animal.<br />
CLASS-1<br />
121
Worksheets for Environmental Education<br />
Animals Care<br />
Name : Subject :<br />
Class : Date :<br />
Draw pictures of those two things which are required for the well being of<br />
the following animals.<br />
122<br />
CLASS-1
Worksheets for Environmental Education<br />
CLASS-1<br />
123
Worksheets for Environmental Education<br />
Animals<br />
Name : Subject :<br />
Class : Date :<br />
Let's draw!<br />
124<br />
CLASS-1
Worksheets for Mathematics<br />
Counting numbers-Worksheet - 1<br />
Name : Subject :<br />
Class : Date :<br />
Join the socks to the correct pegs on the lines.<br />
CLASS-1<br />
125
Worksheets for Mathematics<br />
Counting - Worksheet - 2<br />
Name : Subject :<br />
Class : Date :<br />
Join each card to the correct number on the number line<br />
Which card is missing?<br />
126<br />
CLASS-1
Worksheets for Mathematics<br />
Numbers - Worksheet - 3<br />
Name : Subject :<br />
Class : Date :<br />
Write the missing numbers on the carriages.<br />
CLASS-1<br />
127
Worksheets for Mathematics<br />
Numbers - Worksheet - 4<br />
Name : Subject :<br />
Class : Date :<br />
The rabbit needs to count in 1’s to get to the carrot. Colour the route that it takes.<br />
128<br />
CLASS-1
Worksheets for Mathematics<br />
Numbers - Worksheet - 5<br />
Name : Subject :<br />
Class : Date :<br />
Draw cubes to complete the following tables<br />
Number Tower of tens 1s<br />
3<br />
5<br />
7<br />
4<br />
9<br />
10<br />
12<br />
CLASS-1<br />
129
Worksheets for Mathematics<br />
Draw cubes to complete the following tables.<br />
15<br />
20<br />
23<br />
17<br />
19<br />
6<br />
11<br />
130<br />
CLASS-1
Worksheets for Mathematics<br />
Shapes and Prepositions - Worksheet - 6<br />
Name : Subject :<br />
Class : Date :<br />
Fill in the blanks using correct word from the box:<br />
in on under above<br />
The circle is _____ the square.<br />
The circle is _____ the edge of the square.<br />
The circle is ________ the square.<br />
The circle is _____ the square.<br />
CLASS-1<br />
131
Worksheets for Mathematics<br />
Shapes and Space - Worksheet - 7<br />
Name : Subject :<br />
Class : Date :<br />
Look at the picture and write the suitable word from the box:<br />
above-below, on-under, top-bottom, inside-outside,<br />
bigger-smaller, before-after<br />
132<br />
CLASS-1
Worksheets for Mathematics<br />
Shapes - Worksheet - 8<br />
Name : Subject :<br />
Class : Date :<br />
- Pink<br />
- Brown<br />
- Purple<br />
- Red<br />
- Yellow<br />
- Blue<br />
- Light blue<br />
Using the straight, curved, slanting lines and 4 basic shapes make any<br />
drawing in MS-Paint and label it.<br />
CLASS-1<br />
133
Worksheets for Mathematics<br />
Shapes - Worksheet - 9<br />
Name : Subject :<br />
Class : Date :<br />
Colour the shapes<br />
Red<br />
Blue<br />
Green<br />
Yellow<br />
- Shapes that have 2 equal parts.<br />
- Shapes that have 3 equal parts.<br />
- Shapes that have 4 equal parts.<br />
- Shapes that have 5 equal parts.<br />
134<br />
CLASS-1
Worksheets for Mathematics<br />
Shapes - Worksheet - 10<br />
Name : Subject :<br />
Class : Date :<br />
Matching Activity<br />
Fill in the box with the right word:<br />
O V A L<br />
C I R C L E<br />
RECTANGLE<br />
S Q U A R E<br />
DIAMOND<br />
T R I A N G L E<br />
CLASS-1<br />
135
Worksheets for Mathematics<br />
Shapes - Worksheet - 11<br />
Name : Subject :<br />
Class : Date :<br />
Identify the different shapes given below, and fill in the box given below.<br />
Colour the shapes with following colour.<br />
Shapes Colour<br />
Square Red<br />
Triangle Green<br />
Circle Yellow<br />
Star Orange<br />
Oval<br />
Blue<br />
Count the number of shapes in the above figure<br />
Shapes<br />
Square<br />
Triangle<br />
Circle<br />
Star<br />
Oval<br />
Number<br />
136<br />
CLASS-1
Worksheets for Mathematics<br />
CLASS-1<br />
137
Worksheets for Mathematics<br />
5.<br />
6.<br />
7.<br />
8.<br />
9.<br />
138<br />
CLASS-1
Worksheets for Mathematics<br />
Name : Subject :<br />
Class : Date :<br />
How many are there in all?<br />
CLASS-1<br />
139
Worksheets for Mathematics<br />
Name : Subject :<br />
Class : Date :<br />
140<br />
CLASS-1
Worksheets for Mathematics<br />
Name : Subject :<br />
Class : Date :<br />
Write the missing number in each number sentence.<br />
CLASS-1<br />
141
Worksheets for Mathematics<br />
Addition<br />
Name : Subject :<br />
Class : Date :<br />
In the figure given be low count the number of black dots in the ladybird.<br />
142<br />
CLASS-1
Worksheets for Mathematics<br />
Addition<br />
Name : Subject :<br />
Class : Date :<br />
Add the correct amount each time and write how many.<br />
CLASS-1<br />
143
Worksheets for Mathematics<br />
Addition<br />
Name : Subject :<br />
Class : Date :<br />
144<br />
CLASS-1
Worksheets for Mathematics<br />
Addition<br />
Name : Subject :<br />
Class : Date :<br />
CLASS-1<br />
145
Worksheets for Mathematics<br />
Addition Grid Sheet<br />
Name : Subject :<br />
Class : Date :<br />
Can you complete these number grids?<br />
146<br />
CLASS-1
Worksheets for Mathematics<br />
Three in a row<br />
Name : Subject :<br />
Class : Date :<br />
Equlpment - 3 dice and 2 sets of coloured counters<br />
How to Play - Take turns to throw the dice. Add up the amount and cover a matching<br />
square with a counter. The first to get threee counters in a row wins. The row may<br />
be vertical, hoizontal or diagonal. If you number is already taken you miss a turn.<br />
CLASS-1<br />
147
Worksheets for Mathematics<br />
Name : Subject :<br />
Class : Date :<br />
148<br />
CLASS-1
Worksheets for Mathematics<br />
CLASS-1<br />
149
Worksheets for Mathematics<br />
150<br />
CLASS-1
Worksheets for Mathematics<br />
What Makes 10<br />
Write the missing number and use your stickers to show these numbers.<br />
CLASS-1<br />
151
Worksheets for Mathematics<br />
What Makes 10<br />
Write the missing number and use your stickers to show these numbers.<br />
152<br />
CLASS-1
Worksheets for Mathematics<br />
What Makes 10<br />
Write the missing number and use your stickers to show these numbers.<br />
CLASS-1<br />
153
Worksheets for Mathematics<br />
What Makes 10<br />
Write the missing number and use your stickers to show these numbers.<br />
154<br />
CLASS-1
Worksheets for Mathematics<br />
Name : Subject :<br />
Class : Date :<br />
Colour the squares to show all the number bonds for ten. Write the<br />
calculation under each strip.<br />
CLASS-1<br />
155
Worksheets for Mathematics<br />
Rocket Race<br />
• Take turns at throwing the dice.<br />
• Throw 3 dice and add the three numbers.<br />
• Colour in the matching number on your rocket.<br />
• If it is already coloured in you miss a turn.<br />
• The first person to completely colour their rocket in is the winner.<br />
156<br />
CLASS-1
Worksheets for Mathematics<br />
Name : Subject :<br />
Class : Date :<br />
CLASS-1<br />
157