transport Final_(unit 7).indd - New Indian Model School, Dubai

Central Board of Secondary Educaon
CLASS -1
UNIT-7
TRANSPORT

The CBSE-International is grateful for permission to reproduce and/or translate
copyright material used in this publication. The acknowledgements have been
included wherever appropriate and sources from where the material has been
taken duly mentioned. In case any thing has been missed out, the Board will be
pleased to rectify the error at the earliest possible opportunity.
All Rights of these documents are reserved. No part of this publication may be
reproduced, printed or transmitted in any form without the prior permission of
the CBSE-i. This material is meant for the use of schools who are a part of the
CBSE-International only.

Preface
The Curriculum initiated by Central Board of Secondary Education –International (CBSE-i) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signifi es the emergence of a fresh thought
process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with
the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about
11500 schools affi liated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the
varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning
process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being
designed by CBSE-i, has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the
independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build
on values, beliefs and traditional wisdom, make the necessary modifi cations, improvisations and additions wherever and whenever
necessary.
The recent scientifi c and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed
and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches
for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will
enable the young learners to become ‘life long learners’. The ability to stay current, to upgrade skills with emerging technologies, to
understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the
global learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking
skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt
fl exibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace
of learners.
The CBSE has introduced the CBSE-i curriculum in schools affi liated to CBSE at the international level in 2010 and is now introducing
it to other affi liated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner
is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent
to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which
would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the
learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would
form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research
would be the constituents of this ‘Core’. The Core skills are the most signifi cant aspects of a learner’s holistic growth and learning
curve.
The International Curriculum has been designed keeping in view the foundations of the National Curricular Framework (NCF 2005)
and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of
whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise
in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve
on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of
empowerment with the help of the schools’ administering this system strongly recommends that practicing teachers become skillful
learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the
Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana
Parashar, Head (Innovations and Research) CBSE along with other Education Offi cers involved in the development and implementation
of this material.
The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided
on the portal. Any further suggestions are welcome.
Vineet Joshi
Chairman

Advisory
Shri Vineet Joshi, Chairman, CBSE
Shri Shashi Bhushan, Director (Academic),
CBSE
Acknowledgements
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Head (I & R),CBSE
Ideators
Ms. Aditi Misra Ms. Anuradha Sen Ms. Jaishree Srivastava Dr. Rajesh Hassija
Ms. Amita Mishra Ms. Archana Sagar Dr. Kamla Menon Ms. Rupa Chakravarty
Ms. Anita Sharma Ms. Geeta Varshney Dr. Meena Dhami Ms. Sarita Manuja
Ms. Anita Makkar Ms. Guneet Ohri Ms. Neelima Sharma Ms. Seema Rawat
Dr. Anju Srivastava Dr. Indu Khetrapal Dr. N. K. Sehgal Dr. Uma Chaudhry
Material Production Group: Classes I-V
Dr. Indu Khetarpal Ms. Rupa Chakravarty Ms. Anita Makkar Ms. Nandita Mathur
Ms. Vandana Kumar Ms. Anuradha Mathur Ms. Kalpana Mattoo Ms. Seema Chowdhary
Ms. Anju Chauhan Ms. Savinder Kaur Rooprai Ms. Monika Thakur Ms. Ruba Chakarvarty
Ms. Deepti Verma Ms. Seema Choudhary Mr. Bijo Thomas Ms. Mahua Bhattacharya
Ms. Ritu Batra
Ms. Kalyani Voleti
English :
Ms. Rachna Pandit
Ms. Neha Sharma
Ms. Sonia Jain
Ms. Dipinder Kaur
Ms. Sarita Ahuja
English :
Ms. Sarita Manuja
Ms. Renu Anand
Ms. Gayatri Khanna
Ms. P. Rajeshwary
Ms. Neha Sharma
Ms. Sarabjit Kaur
Ms. Ruchika Sachdev
Geography:
Ms. Deepa Kapoor
Ms. Bharti Dave
Ms. Bhagirathi
Ms. Archana Sagar
Ms. Manjari Rattan
Dr. Sadhana Parashar, Head (I and R)
Shri R. P. Sharma, Consultant
Ms. Seema Lakra, S O
Material Production Groups: Classes VI-VIII
Science :
Mathematics :
Dr. Meena Dhami
Mr. Saroj Kumar
Ms. Rashmi Ramsinghaney
Ms. Seema kapoor
Ms. Priyanka Sen
Dr. Kavita Khanna
Ms. Keya Gupta
Coordinators:
Ms. Sugandh Sharma, E O (Com)
Ms. Ritu Narang, R O (Innovations)
Ms. Preeti Hans, Proof Reader
Ms. Seema Rawat
Ms. N. Vidya
Ms. Mamta Goyal
Ms. Chhavi Raheja
Political Science:
Ms. Kanu Chopra
Ms. Shilpi Anand
Material Production Groups: Classes IX - X
Mathematics : Science :
Dr. K.P. Chinda
Mr. J.C. Nijhawan
Ms. Rashmi Kathuria
Ms. Reemu Verma
Political Science:
Ms Sharmila Bakshi
Ms. Archana Soni
Ms. Srilekha
Ms. Charu Maini
Ms. S. Anjum
Ms. Meenambika Menon
Ms. Novita Chopra
Ms. Neeta Rastogi
Ms. Pooja Sareen
Economics:
Ms. Mridula Pant
Mr. Pankaj Bhanwani
Ms. Ambica Gulati
Dr. Srijata Das, E O (Maths)
Ms. Sindhu Saxena, R O (Tech)
Geography:
Ms. Suparna Sharma
Ms. Leela Grewal
History :
Ms. Leeza Dutta
Ms. Kalpana Pant
History :
Ms. Jayshree Srivastava
Ms. M. Bose
Ms. A. Venkatachalam
Ms. Smita Bhattacharya
Dr. Rashmi Sethi, E O (Science)
Shri Al Hilal Ahmed, AEO

Transport
Contents
English 1
Demonstrave Pronouns: this, that, these, those
Acon Words
Dolch Words
Environmental Education 6
Means of Communicaon
Modes of Transport - Land, Water and Air
Safety at Home, on the Road and in School
Mathematics 12
Time
Picture Graph
Performing Arts 16
Song and Drama on Safety
Visual Arts 18
An Origami Boat and a Plane, The Model of a Traffic Park
Physical Education 20
Safety Measures
Lesson Plan
English
Demonstrave Pronouns: this, that, these, those.......................................... 23
Acon Words ................................................................................................. 28
Dolch Words .................................................................................................. 34

Environmental Educaon
Means of Communicaon ............................................................................. 36
Modes of Transport - Land, Water and Air ................................................... 39
Safety at Home, on the Road and in School......................................................... 44
Mathemacs
Time ............................................................................................................. 48
Picture Graph ................................................................................................ 56
Performing Arts
A Song and Drama on Safety ........................................................................... 58
Visual Arts
An Origami boat and a plane, Model of a traffic park .......................................... 59
Physical Educaon
Card - 13 Body Shapes .................................................................................... 61
Card - 14 .......................................................................................................... 63
Assessment ........................................................................................... 65
Rubrics for English ........................................................................................ 66
Rubrics for Environmental Educaon ........................................................... 67
Rubrics for Mathemacs .............................................................................. 69
Teacher Resource Material .................................................................. 71
Worksheets............................................................................................ 75
English..................................................................................................... 76 - 92
Environment Educaon.......................................................................... 93 - 113
Mathemacs........................................................................................... 114 - 139

TRANSPORT
Syllabus Matrix
English
Environmental Education
Demonstrave Pronouns - this,
that, these, those.
Means of
Communicaon
Modes of
transport
Acon Words
Dolch words
Safety at Home, on the Road and in
School
Mathematics
Visual Arts
Time
An Origami Boat and a Plane, the
Model of a Traffic Park
Picture Graph
Physical Education
Performing Arts
Song and Drama
on safety
Safety Measures

English
General Objectives
• To develop and apply skills and strategies for the reading process.
• To differenate and disnguish between leers, words and sentences in the given
text.
Specific Objectives
• To understand the concept and correct use of demonstrave pronouns.
• To recognise, analyse and understand the use of demonstrave pronouns in a
sentence structure.
(a) Demonstrave Pronouns -
this, that, these, those
Duraon: 5 hours
Skills
Listening
Nature Walk
Insl learning by exploring nature and
experiencing it.
Idenfy different demonstrave pronouns.
Story Time
Max and Monu
Differenate and comprehend the use of different
demonstrave pronouns based on the number of
objects.
Speaking
Encourage verbal interacon in class through
individual and group speaking.
Game : Passing The Tunnel
Augment team spirit, coordinaon and
concentraon while improving gross motor
skills.
1

Individual Acvity
Encourage students to confidently and correctly
incorporate demonstrave pronouns in their
daily speech and conversaon.
Reading
Story Time
Summer Holidays of Shriya
Recognise the use of demonstrave pronouns in
sentences.
Wring
Develop an effecve expression in wring.
Use demonstrave pronouns correctly to point
out objects while expressing in wring.
Mulple Logical / Intrapersonal / Interpersonal /
Intelligences
Kinesthec
Learning
Outcomes
The students will be able to recognise and use
this, that, these and those words appropriately
and in the correct context.
2

(b) Acon Words
Duraon: 5 hours
Skills
Listening
Pick out acon words in the given sentences.
Collate the acon with the tense it is performed
in.
Simon Says
Improve listening and concentraon skills while
learning and enacng the various acon words.
Speaking
Encourage verbal interacon in class. Develop
competency to use the acon words accurately
and effecvely while conversing.
Comprehend the point in me when the acon is
performed while speaking.
Nancy Noun and Victor Verb
Understand the acons performed by the various
parts of the body.
Clap-Clap, Snap-Snap
Confidently and correctly incorporate acon
words in conversaon and synchronise them to
the rhythm of a clap and a snap.
Reading
Recognise the presence and use of acon words
in a sentence. Try to understand when the acon
is performed while reading.
Story me2
Caribbean Dream*
Idenfy the acon verbs in the story.
*Use hand puppets to narrate the story.
3

Wring
Use correct acon words while wring and relate
them accurately with the tense.
Write a few lines on the dream based on the story
‘Caribbean Dream’.
Bingo
Reinforce and recapitulate the acon words by
playing the fun game. Write all the acon words.
Mulple
Intelligences
Logical / Intrapersonal / Kinesthec
Learning
The students will be able to:
Outcomes - Idenfy and use the acon words
appropriately.
- Understand and collate various forms of verbs
with their tenses.
- Sharpen their aenon span and listening
skills.
SPEAK BEAT WASH RUN
JUMP DANCE EAT PLAY
CUT PAINT SWIM SLEEP
TALK WALK DRINK STUDY
TYPE READ SIT THROW
4

(c) Dolch Words
Duraon: 3 hours
Skills
Listening
Speaking
Reading
Wring
Pick out dolch words from the given sentences or
the story.
Trade a Word
Exchange the dolch word card with another
word card by saying “I want to trade ______ for
________.”
Idenfy and read the dolch words fluently in a
given passage.
Read the dolch word card and say the opposite of
the word eg. come - go, in - out.
Create and write a story using the dolch words.
Frame sentences using the dolch words.
Mulple
Intelligences
Learning
Outcomes
Logical / Intrapersonal / Interpersonal.
The students will be able to:
- Recognise the words by sight.
- Idenfy and read the dolch words in a
sentence.
- Independently write simple sentences with
the dolch words.
Transdisciplinary Activity
Environmental
Educaon
Performing Arts
Describe the modes of transport and communicaon used
on the island in the book ‘Caribbean Dream’.
Enact the acon words in various mudras of dance forms to
which the words can be related.
5

General Objectives:
Environmental Education
• To develop factual knowledge about the different means of transport and
communicaon
• To understand and comprehend how modes of transport and means of
communicaon facilitate us in our daily life.
• To idenfy the purpose of different modes of transport.
Specific Objectives:
• To recognise and classify different kinds of transport and compare them to each
other.
• To categorise modes of transport based on the distance to be travelled.
• To understand about the use of various means of communicaon.
• To develop an awareness about safety measures and environmental issues.
(a) Means of Communicaon
Duraon: 3 hours 30 minutes
Conceptual
Learning
Introducon to the most common means of
communicaon.
• Leer
• Postcard
• Newspaper
• Telephone
• E-mail
• Television
Share informaon about the means of
communicaon used today and in the past.
Story Time
“Tortoise Brings The Mail” by Dee Lillegard
Observaon
Compare the slowest and the fastest means of
communicaon.
6

Discuss about homing pigeons and how they were
used as a means of communicaon in the past.
Learning by
Doing
Build a Post Office
Create a Class Newspaper
Visit the IT centre of the School to understand
that Email is the most modern and fastest means
of communicaon.
Applicaon
Mulple
Intelligences
Learning
Outcomes
Interview people and ask which means of
communicaon do they prefer to use. Paste
pictures in your scrap book of the same.
Logical / Intrapersonal / Spaal
The students will be able to:
- Idenfy different means of communicaon
used in mes gone by and in modern mes.
- Learn about the use of different means
of communicaon.
7

(b) Modes of transport
Duraon: 4 hours 30 minutes
Conceptual
Learning
Introducon of different modes of transport,
i.e. land, water and air through a PowerPoint
Presentaon.
Discuss the kind of transport system used to
travel in the following cases:
• Very short distance - going to the nearby
market.
• A short distance within the city or to
another city.
• A long distance from one state to
another.
• A very long distance i.e. one country to
another.
Discuss the importance of saving fuel and energy
to protect the environment. Emphasise on the
need to promote car pools and use of bicycles.
Observaon
Watch the animated movie ‘CARS’.
Compare the speed of different modes of
transport.
Learning by
Doing
Puppet Acvity
Tessie, Tessie, where are you
going?
Recite the poem ‘Visit to Grandparents’. Write
the names of the modes of transport menoned
in the poem.
Our Class Train
Make three boggies and paste the respecve
means of transport on the boggies used on land,
air and water.
8

Applicaon
Travelling is fun. It is important to understand
how, when and where we go and why.
Share your experience about your visit outside
your home to a place during the holidays.
Mulple
Intelligences
Learning
Outcomes
Intrapersonal / Logical / Musical / Kinesthec
The students will be able to:
- Develop an awareness regarding different
means of transport.
- Understand the importance and purpose of
the different means of transport.
9

(c) Safety at Home, on the Road and in School
Duraon: 5 hours
Conceptual
Learning
Read the poem ‘Use the Zebra Crossing’.
Explain the Traffic Rules stated in the poem.
Discuss the need to be careful while using sharp
objects, electrical appliances and things that can
cause fire or injury.
Show a first-aid box, its components and explain
its uses through a PPT.
Observaon
Organise a field trip to a Traffic Park to study the
traffic signals, sign boards, etc.
Observe the movement of traffic and the
significance of the zebra crossing at a traffic
juncon.
Observe various direcon/ indicaons on roads
regarding road safety.
A visit to the School Health Room.
Learning by
Doing
Create a street scenario, to explain the Traffic
Rules.
Enactment of the poem “Three Eyes Glowing
Bright”.
Guided Game
Simon says, ‘Red Light’.
Enactment of scenes depicng precauons and
safety measure to be taken at home and on the
road.
Applicaon
Observe a Safety Week in your school.
Make a first-aid box.
10
Illustrate various safety measures. Write the
safety measures to be pracced at all mes. on

the road, at home and in school.
Mulple
Intelligences
Learning
Outcomes
Musical / Interpersonal / Kinesthec
Logical / Linguisc
The students will be able to:
- Recognise traffic signals and signs.
- Develop knowledge about essenal traffic
rules.
- Idenfy hazardous objects in their
Material Required
A4 size sheets, poster colours, string, disposable glasses, postcards, glue sck, origami
paper, scrap book, stapler, wooden blocks of various shapes, toothpaste box, bole
caps, thumb pins, cut-outs of red, green and yellow circles, shoe box, construcon paper,
first aid box, pictures related to the three modes of transportaon, flash cards of traffic
signs.
Transdisciplinary Activities
Visual Arts
How to make a toy telephone: Take two disposable
glasses. Make a hole in the centre of both the glasses and
aach them with the string. Your telephone is ready.
Traffic Signal: Take a toothpaste box. Cover it with yellow
construcon paper. Paste green, yellow and red circle for
lights.
Life Skills/SEWA
Plan a fire safety evacuaon drill in the school and also how to give first aid in case of
minor injuries.
Critical Thinking
Discuss how new invenons in the field of transportaon and communicaon have
changed our lives.
Menon faster modes of travelling including the subways and metro trains.
11

General Objectives
Mathematics
• To understand the basic concept of me.
• To visualise and epitomise the significance of seasons; day and night, sunrise and
sunset and follow a discipline me paern.
• To apply the knowledge of me in day-to-day acvies.
• To understand the significance of the me schedule assigned to perform a task.
• To acquire to be able knowledge to read, comprehend and compare various Picture
Graphs
Specific Objectives
• To understand the clock, the hour hand and the minute hand.
• To be able to tell the me on a digital clock.
• To read the calendar.
• To develop vocabulary related to me; days of the week and months.
• To develop an aptude to visualise and analyse the various picture graphs.
(a) Time
Duraon: 8 hours
Skills
Observaon
and
Idenficaon
Observe the me taken in performing daily
roune acvies at home and in school.
Look at the calendar and note the special days
marked on it.
Observe and idenfy the fastest and slowest
means of transport and communicaon in
relaon to me. Observe the me, season and
the cycle of day and night at different places in
the world at a parcular moment and compare if
me at several places is the same or different.
12
Reading a Calendar: Arrange the flash cards of
months, days and dates in a sequenal manner.

Logical and
Mental
Complete the calendar of a parcular month.
Learn the new words used in the content.
Learn the names of the months as well.
“The Grouchy Ladybug” by Eric Carle.
TELLING THE TIME
Read and write the me using a digital clock.
Develop a logical aptude to use appropriate units
of me. Read and analyse the calendar. Do proper
sequencing of the no. of days and months in a
year.
Quiz Time
Applicaon
Idenfy the posion of the minute and hour hands
of a clock corresponding to the me.
Cite acvies which can be completed in seconds,
minutes, hours, months, years or decades.
Calculate the me spent for the tasks, like – total
me spent in the school, at home, eang breakfast
and travelling from home to school, Use other egs.
as well.
Make a model of a clock with 2 paper plates, old
calendar and two clock hands. Show the specified
me on it.
Mulple Spaal / Linguisc / Kinesthec /
Intelligences
Naturalisc / Interpersonal
Learning
Outcomes
The students will be able to:
- Understand the clock dial, minute hand and hour
hand.
- Read me on a digital clock by idenfying the
posion of the minute and hour.
- Read, idenfy and memorize the names of the
days of the week and months of the year.
- Develop the ability to sequence minutes, hours,
days, weeks, months and year.
- Apply the concept of me in day-to-day
acvies.
13

(b) Picture Graphs
Duraon: 5 hours
Skills
Observaon Study and understand various Picture
and
Graphs that appear in the newspaper and
Idenficaon magazines.
Read the given Picture Graphs and answer the
queson related to it. Prepare different Picture
Graphs, e.g. make paper boats in a parcular
me period in groups or individually.
Logical and
Mental
Applicaon
Mulple
Intelligences
Learning
Outcomes
Read,comprehend and compare the various
Picture Graphs.
Observe, comprehend and infer the various
Picture Graphs made.
Linguisc / Spaal
The student will able to:
- Develop the ability to idenfy and analyse the
various Picture Graphs.
- Comprehend and relate me with the tasks
completed.
Transdisciplinary Activities
Performing Arts
Physical
Educaon
Learn and sing rhymes related to the topic.
Organise a flat race of 50m. Record the me taken by each
student and the teams as well.
14

Life Skills/SEWA
Time
Make a chart of daily roune acvies performed on a parcular day for an enre week
and analyse how much me could have been saved. (This is done to inculcate the value of
me and a sense of responsibility to respect the significance of accomplishing a parcular
task in me).
For example -
Calendar
Reaching school in me.
Performing daily roune acvies in a disciplined way and at a fixed me
everyday.
Read and analyse the calendar to realize the significance and value of planning.
15

General Objectives
Performing Arts
• To understand the importance of music and dance.
• To develop self discipline, creavity and an aesthec sense.
Specific Objectives
• To sing with accuracy and confidence.
• To explore and express ideas through a pantomime and a tableau.
(a) Song and Drama on safety
Duraon: 3 hours
Skills
Learning by
Doing
Pracce to sing songs with accuracy aer
memorizing them.
Dramaze or improvise familiar simple stories
from classroom literature using a tableau or a
pantomime.
Applicaon
Sing a song and enact it while singing. Record the
performance with a digital camera.
Share it with your classmates.
Mulple
Intelligences
Kinesthec / Interpersonal
Learning
The students will be able to:
Outcomes - Use vocal and instrumental musical skills
effortlessly.
- Demonstrate skills to enact a pantomime,
tableau and will also be able to improvise.
16

Material Required
Songs with lyrics on Safety, a digital camera.
Review
Demonstrate knowledge of a range of musical acvies that integrates the art of
performing, composing and the ability to evaluate.
Transdisciplinary Activities
Visual Arts
Make props, idenfy costumes, related to pantomimes or
tableaus.
Life Skills/SEWA
A Play on Safety Measures.
17

Visual Arts
General Objectives
• To promote intellectual and aesthec growth.
• To develop creavity and imaginaon.
Specific Objectives
• To use a variety of techniques and processes to communicate ideas, experiences and
stories through art work.
• To create the model of a traffic park.
(b) An Origami Boat and
Plane, Model of a traffic
park
Duraon: 3 hours
Skills
Observaon
Observe pictures and photographs of various
modes of transport used for travelling.
Learning by
Doing
Make a boat and plane with the help of origami
sheets.
Create the Model of a Traffic Park using waste
material like a matchbox, disposable glasses and
cane, etc.
Applicaon
Study how vehicles are parked in a market place
or in and around the school. Share the
observaons with your friends through
illustraons.
Mulple
Intelligences
Learning
Naturalisc / Logical / Intrapersonal
The students will be able to:
Outcomes - Know about different modes of transport .
- Relate to the modes of transport used for various
18
purposes.

Review
Create various origami modes of transport with the paper folding technique.
Transdisciplinary Activities
Computers and
Mathemacs
Draw various transports using different shapes and colour
them. Count the toy vehicles you have.
Life Skills/Values
Appreciate the importance of the means of transport in your life and how it has made our
lives comfortable.
19

General Objectives
Physical Education
• To apply safety guidelines and take precauons for a safe living.
• To idenfy different parts of the body and understand how they are indispensable
to us.
Specific Objectives
• To apply and follow traffic rules.
• To demonstrate an awareness of sensory organs and how to take care of them.
• To take precauons against hazardous objects and take care of oneself.
(a) Safety Measures
Duraon: 3 hours
Skills
Learning by Through discussions and demonstraon,
Doing
understand the funcons and use of sense organs,
e.g. by showing the picture of a flower and asking
related quesons like - Can we smell it ? Can we
see it ?
Body shape PEC-13
Balance exercises PEC-14
Applicaon
Demonstrate the funcon of each sense organ
and how to prevent it from injury.
Mulple Naturalisc / Interpersonal / Intrapersonal /
Intelligences
Linguisc
Learning
Outcomes
The students will be able to understand the need
to use safety measures and take necessary
precauons.
20

Material Required
Physical Educaon Cards, PEC kit, First Aid box.
Review
Parcipate in games with agility, balance and coordinaon.
Transdisciplinary Activities
English
Write words related to safety.
Life Skills/SEWA
How daily exercise keeps us fit.
21

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Lesson Plans

English
Lesson Plan - a
Topic: Demonstrave pronouns - this, that, these, those
Duraon – 5 hours
Brief Descripon: The lesson introduces demonstrave pronouns-this, that, these, those
to the students and enables them to appropriately use demonstrave pronouns bearing
in mind the subject-verb agreement in a sentence structure.
Learning Objectives
As a result of this lesson, the students will be able to:
• Recognise demonstrave pronouns - this, that, these, those.
• Verbally provide examples of the use of this, that, these, those in a sentence
structure.
• Understand the use of appropriate demonstrave pronouns based on proximity
and number of objects.
• Efficiently use subject-verb agreement in a sentence while using demonstrave
pronouns.
Material Required
Toy vehicles, picture of or real fruits, vegetables, eggs, breads, junk food items, baskets.
Teacher’s Activity
A Nature Walk
Take the students for an enthralling nature walk. The objecve of the nature walk is to
observe the surroundings, name the things they see around them as they walk along and
observe their proximity and number.
Eg: This is our school bus.
This is a flower.
That is a stone.
Add gestures to this-that sentences each me they are used.
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Extend an arm every me to point out an object placed far away, depicng the use of
‘that’ for an object placed at a distance and use of ‘this’ for poinng at an object placed
close by.
Game : Passing the Tunnel
Divide the class into groups of four or five students each. Each group stands in a straight
line with their feet apart to form a tunnel. The leader in each group is given a toy or a
model of a vehicle. The task of the leader of each group is to pass the vehicle through
the tunnel to the second student in the line. The second student passes it to the third
and so on unl it reaches the last student who then runs to the start of the line with the
toy vehicle hence taking the first posion in the line. The game of passing the vehicle
connues unl all students have passed the toy from the start of the line. The group that
accomplishes the task in the shortest me span is declared the winner.
Student Activity
Aer the nature walk session introduce and explain the use of the pronouns this-that.
Reinforce the concept by poinng out to the things kept close by using the pronoun
“this”.
Example : This is my pen.
This is my bag.
Now, point out to the things kept at a distance using that.
Example : That is a door.
That is a noce board.
Ask the students to take out any one thing from their bags, keep it near them and say a
few lines about it using ‘this’ and also point out things of their friends that are far away
from them by using that.
Example : This is my snack box.
That is my friend’s pencil box.
(Emphasize that the pronoun this and that are words used only to point out singular
objects).
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Story Time
Read the following stories in the class to emphasize the significance of different means of
transport in our lives.
Max and Monu
On the planet Mars, there lived an alien called Max. He managed
everything on his own, as he was the last alien on Mars. One
day, Max said, “Oh! I am so lonely. Let me make some friends from
the planet Earth.” So he sat on his mul-capacity Disc and reached
Earth. There he landed in front of the mansion of Monu the mouse,
near Mount Mercury. Max entered Monu’s house and saw that he was gobbling mangoes,
macaroni, maggi and milk. Monu got frightened when he saw Max. “Who are you?”
he screamed. Max said, “I am lonely! Will you be my friend?” Monu thought, “What
a modern, magnificent friend!” and said “Yes, we are friends from today, i.e. Monday,
March 2009.” Monu then took Max to visit his city, Mexiculus. They visited a mosque, the
market, a magic mall and also travelled by the Metro. They purchased a mini meal with
money including meat balls, momos, flavoured milk and a mini pizza at Mac Donalds’.
Max gave Monu a magic mirror as a gi and Monu gave Max a magnec puzzle. Then they
went back home and slept on a maress on which was spread a marigold bed sheet. The
next day Max went back to Mars with many mul-coloured memories.
The Summer Holidays of Shriya
Once upon a me there was a girl named Shriya. One day, her mother and father were
discussing where to go during the summer holidays. Suddenly Shriya suggested, “We
should go to Singapore.” “Yes, this is a smart idea, we should go to Singapore. Ok, then I
will make arrangement for the passports by Saturday,” said her father. Aer a few days,
the passports were ready.
Next day, her father bought the ckets and they were ready to go to Singapore. Shriya
said,” Hurrah! We are going to Singapore tomorrow.” They went shopping to buy things
for the trip.
Next day, they were all ready for the trip. They reached the airport. They put their luggage
on the loading machine. They saw many shops and stalls at the airport. They got inside the
airplane and were welcomed by many air hostesses. They gave them sweets. Aer some
me, an air hostess came and asked, “May I know whether you would like a vegetarian
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or non-vegetarian meal?” “Vegetarian” they replied. Aer eang the food, they had a
snooze in the airplane. The plane circled above the airport at Singapore and started its
descent journey. On seeing Singapore, Shriya jumped with joy.
They went to the sea-shore. Shriya started collecng sea-shells in her bucket. On the
second day while Shriya was making sand castles, she saw a sea-turtle and started playing
with it. Suddenly, her lile brother asked her to leave the lile sea-turtle alone so that
it can live merrily but Shriya would not. Aer some me when the sea-turtle insisted on
going back to the sea again, Shriya would not let it. But when the sea-turtle started crying,
she had to. Aer lunch when she came back to the sea-shore to bask in the sun, she saw
the same turtle coming towards her with some friends to play with her. Aer playing for
many hours, Shriya came back to her hotel.
They went shopping and bought skin coloured stockings and soaps. They enjoyed their
summer holidays. Aer staying in Singapore for seven days, she decided to go back to
meet the sea-turtle one last me. When she went there, she found the sea-turtle already
waing for her. The turtle asked whether it can accompany her to her home in Delhi,
India but she could not take it with her. So the turtle asked her to come to meet him again
during her next vacaon. They wished each other goodbye.
Based on the story ask the following quesons:
• Which mode of transport was used by the alien to reach Earth ?
• Imagine and name the means of transport Max would have used to travel within
the city, Mexiculus.
• Which mode of transport did Shriya use to travel to Singapore in the story ‘The
Summer Holidays of Shriya’?
• What are the uses of travelling by air to far off places ?
• Name at least 4 members of your family who like travelling.
• How does one benefit from travelling to different places ?
Guess the name of the transport
Display pictures of the following means of transport: truck, bus, car, train, plane, ship,
rocket, etc. Let the students answers the following quesons correctly by showing the
picture.
1. Which means of transport is used for going to the moon ?
2. Which vehicle travels on tracks ?
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3. Which vehicle carries vegetables from a farm to the city ?

4. Which mode of transport stops in many cies and carries many people.
5. The means of transport to travels in the ocean is called _______.
Life Skills/SEWA
Take the children for an oung during the day me. Give them an opportunity to visit
local places using different modes of transport, e.g. a local train, bus or taxi.
Critical Thinking
Observe the development in the field of transport and communicaon and discuss how it
has changed human life.
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Topic: Acon Words
English
Lesson Plan - b
Duraon – 3 hours
Brief Descripon: The lesson introduces and draws aenon to the most important parts
of speech in English language. The lesson focusses on applicaon, skill development and
knowledge enhancement of acon words by following the theme of means of transport
and communicaon.
Learning Objectives
As a result of this lesson, the students will be able to:
• Recognise acon words in everyday speech.
• Provide verbal examples of acon words in a sentence structure.
• Understand the importance of acon or doing words in a sentence.
• Relate doing words (acon) with the subject of the sentence.
• Correlate the changing forms of verbs depending on their relaonship to me.
Material Required
A large sheet of white paper to sck two human cutouts, scissors, markers, the story
book- ‘Caribbean Dream’ by Rachel Isadora, pencils, papers, word matrix, Bingo sheets
Simon says
Teacher Activity
Organise ‘Quality Circle’ me to play the game ‘Simon says’ that involves listening skills of
the students to be put to use.
Students, in this acvity, are required to intently listen and enact the instrucons only if it
is preceded by the key phrase - ‘Simon says’.
If any student acts or performs on instrucons not preceded by ‘Simon says’, he/she has
to leave the circle.
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Example
Simon says, “Sit.”
Simon says, “Stand.”
Simon says,” Drive.”

Throughout the acvity, introduce and enact a number of acon words.
Nancy Noun and Victor Verb
To teach verbs in an interesng and a memorable way, the class labels two human cutouts
by labelling the various parts of the body and then comes up with the acons that
can be performed with those body parts.
Trace or draw freehand human shapes for two body cut-outs and label one as “Nancy
Noun” and the other as “Victor Verb”.
Nancy Noun
Victor Verb
Begin with Nancy Noun: Engage the students by asking them to idenfy the parts of the
body of Nancy Noun. For instance, point to the mouth of Nancy Noun and the students
will respond and name it. (This will serve as a recap for naming words as well as the parts
of the body).
Label Victor Verb with verbs: Now move to the cut-out of ‘Victor Verb’ and ask students
what do we do with those parts of the body which are pointed to. For instance, point to
the mouth, hand, ear, etc. and ask what do we do with our:
- Mouth - talk, chew, sing, etc.
- Hand - hold, write, wave, drive, etc.
Label the acons performed by the various parts of the body as per the responses of the
students.
Follow-up: Place Nancy Noun and Victor Verb at a prominent place on the wall. Write a
story using the nouns and verbs menoned or the cut-outs.
Student Activity
Introduce the most important parts of speech to the students — the acon or doing
words. Each student names an acon word; the teacher writes the acon words on the
board and then the students describe the acon words.
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Further, to sustain the aenon of the students and interest in the topic, take them out
to the field and play the following game.
Clap-Clap, Snap-Snap
The students name the acons they can perform and simultaneously clap their hands and
snap their fingers.
Clap-Clap, (cross hands) Snap-Snap
For the students to be able to get the rhythm and synchronisaon of the beat, the
students first play the game together and say the same acon words. Once the students
are comfortable, ask one of them to name an acon word. He/she can perform only on
the clap sequence, then snap the fingers with cross hands; move to the next student and
so on.
Bingo
Example
I can draw (on clap-clap)
Snap-snap (wait)
I can swim (clap-clap)
To further reinforce the concept of acon verbs, play the Bingo game. The Bingo sheet
will have a mix of nouns and verbs to emphasize and to bring out the difference between
the two parts of speech.
Distribute blank Bingo sheets to the students.
Display a matrix of words (comprising of nouns and verbs) on a chart or PPT.
The students then idenfy and write the verbs from the matrix.
Now, say the verbs from the matrix in a random order.
As and when the word is said, the students strike off the verbs from their bingo sheets.
The student who strikes off five verbs first becomes the winner.
*Word matrix
lamp float cry pen car
sit call mall deer fall
bag sleep school draw trot
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throw pigeon write teacher hold
sail teach talk peacock boat

Blank bingo sheet for students
(Word matrix can be prepared by the teacher.)
Story me : Caribbean Dream by Rachael Isadora
hp://www.amazon.com/Caribbean-Dream-Rachel-Isadora/dp/0399232303
Read the story and discuss the lifestyle of the people based on the pictures in the book
‘Caribbean Dream’. Ask the students to imagine themselves as one of the characters in
the story. The pictures and words describe different acvies (verbs), such as swim, sing,
sail, dream and run. Instruct the students to write a few lines explaining a dream they may
have had, as one of the children of the island, menoned on the last page of the book.
Where darkness meets light,
We dream.
We dream.
To describe their dream, the students use at least one of the verbs in the book.
Encourage them to describe the seng, the weather, the people, modes of transport
and communicaon on the island. Instruct them to write in the first person, using proper
punctuaon.
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Review
Emphasis on the correct usage of a variety of acon words and its forms. They must be
wrien in first person with the correct spelling and grammar.
Life Skills/SEWA
Transport helps us to move from one place to another. But there are differently abled
people with special needs who require special arrangements to commute from one place
to another. Study and discuss how friendly is your school and the neighbourhood towards
such people.
Areas of consideraon : Provision of ramps, special parking for differently abled, wheel
chair aachments in public transports (buses, metro, trams etc), toilets for the
handicapped, etc.
Critical Thinking
• How would life be without a proper means of transport? Share your view points.
• Imagine the kind of vehicle you would like to design to protect the environment.
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English
Lesson Plan - c
Topic : Dolch Words
Duraon : 3 hours
Brief Descripon: The lesson aims at familiarising students with commonly used words in
the English language to help them gain skills necessary to read confidently. Dolch words
are ‘service words’ or ‘sight words.’
Learning Objectives
As a result of this lesson, the students will be able to:
• Recognize and read the dolch words.
• Confidently apply the words in everyday communicaon.
Materials Required
Flash cards of dolch words, a chart with dolch words.
Teacher Activity
The teacher first selects five new words from the list of dolch words. These are printed
boldly on flash cards and displayed at the eye level of the students on the walls/boards in
the classroom.
Point to each word and asks different quesons. For example :
• Idenfy the leer at the beginning of this word?
• Does this word have a smaller word inside it?
• Point out some characterisc of the word - This word begins with the same leer
as your name, this word has only 3 leers, just like the word cat; this word rhymes
with another parcular word like - say - hay.
Guide the students to read the given words. The teacher spells it aloud; the students in
turn will repeat the spellings and simultaneously trace it with their fingerps in a tray full
of sand, form the words with magnec leers, alphabet cards, etc. and then spell the
words aloud. This procedure is to be repeated with each of the new words taught.
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Acvity 2
Word Recognion
Acvity 3
Half words : Show a word that has been divided through the middle to show only the
first or last half of the spellings/words. This helps to encourage visual memory of the
word shapes/formaon.
Showing words upside down : Through this acvity, the teacher will reinforce the visual
shape of words.
Oen students are able to spell the dolch words but are unable to recognize them while
reading unfamiliar text. Hence, it is important that the words be highlighted when used in
short sentences or paragraphs.
Ensure that the students get sufficient pracce and exposure to read the dolch words in a
sentence, poem, riddle, paragraph, etc. The length of the reading will depend upon the level
of the student. More than one Dolch / Sight word may be used per sentence. The sentences
need to be printed neatly on a piece of white ruled paper with space between them. It is
important that the students see the words in the correct context or print like they will be seen
while reading.
BANG!
Student Activity
Students pracce the dolch words in the fun way, by playing a game.
All the Dolch Word cards are put in a box which is placed where it is accessible to the
students playing the game. Every student, by turn, picks a card and reads it aloud. If he/
she reads it correctly, he/she can keep the card and if unable to read the card is dropped
back into the box. The game connues ll each student has parcipated in the game.
Some cards will have ‘BANG!’ wrien on them instead of a dolch word. When a student
picks up a Bang card, he/she has to say “BANG!” in a loud voice and put all the cards he/
she has back in the box.
Frame a story
Based on the list of dolch words, the students frame a story. The teacher writes down
sentences with blanks and the students will fill up the blanks with recently learnt dolch
words. Refer to the book Sensaonal Sight Word Games by Joan Novelli for more
acvies.
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Review
The students read aloud the story/paragraph with the Dolch Words (list 1 and 2).
A Dictaon can be taken weekly/fortnightly with 10 words at a me.
• Group the students into pairs and ask them to choose one person to be the “writer”
and another one to be the “runner”. Sck the words to be dictated at one end of
the room. The runners have to go to the words and return to their partners having
memorized the first few words, which they dictated. They keep returning to the
words ll they have dictated all the words to their partner. The students can switch
roles, if they wish.
• The students are told to pretend that the teacher is playing the role of a
tape-recorder. As she/he reads the words, they have to call out instrucons such as
“stop”, “rewind”, “play”, “pause” etc.
The teacher reinforces recognion of the Dolch/Sight Words with the help of the word
search puzzles and worksheets.
Critical Thinking
Theme based acvity: Write a few sentences to describe your home. Use any ten Dolch /
Sight words.
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Environmental Education
Lesson Plan - a
Topic : Means of Communicaon
Duraon: 3 hours 30 minutes
Brief Descripon: This lesson involves informaon about various means of
communicaon.
Learning Objectives
As a result of the lesson, the students will be able to:
• Explain the different means of communicaon i.e., personal and mass
communicaon.
• Idenfy different means of communicaon used now and in the past.
Material Required
Disposable glasses, strings, puppets a large box for making a mail box, envelopes of
different sizes and sckers for stamps.
Teacher Activity
Spreading the message
A structured group acvity, the students will be divided in different groups, wherein they
are asked to spread a message to their friends using various means like using the oral,
wrien or sign manner.
Iniate a discussion on the basis of the acvity regarding various means of
communicaon.
Puppet Acvity
With the help of the puppet, tell the students about different means of communicaon
that were used in the past, like the use of birds (homing pigeons) for delivering a leer.
Discuss how leers are sent and received in the present me. (Here, they are told about
the post office, post box and the delivery man,i.e. the postman or the courier boy).
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Elaborate on how the telephone is used as a means of communicaon all over the world.
It is one of the fastest and easiest ways to communicate.
Write a few quesons as to how to communicate with a large number of people. Discuss
and explain the use and relevance of the radio, television, newspaper and e-mail. Plan a
session where all electronic modes of communicaon are displayed, i.e. the television,
a computer for the internet and mobile phones. Explain how with the invenon of the
e-gadgets, communicaon has become faster.
Student Activity
Class Newspaper
All the students write an important piece of news about themselves, and put it up on the
newspaper wall in the class. (The teacher can beaufy the wall and make it look more
realisc by adding pictures of students and calendar the events in school).
Build a post office
The process of sending a leer is oen mysterious to students. They can understand the
process beer by playing the game ‘post office’. Make a mailbox out of a large card board
box in which the most important part is the slot for the mail. Collect envelopes of all
sizes. Students can draw pictures or write leers. Address the envelopes and use sckers
for stamps. Help students to deliver the mail to nearby friends, relaves or even their
favourite toy.
Conversaon me : Using disposable glasses and strings make a toy telephone. The
students converse with each other in the class using the toy telephone. Ask the students
to write the points of the conversaon that they had with their friends. This will help
them save me.
Review:
Guided Game: Sending A message
Students sit in a circle. Each student gets a turn to pick up a slip from the basket. The slips
carry different pieces of news. They are supposed to communicate the news or message
to the concerned person or group using relevant means of communicaon, e.g. fire at
home, call and inform the firemen, etc.
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Worksheets
Circle the slowest/ fastest means of communicaon.
Unscramble the jumbled up spellings of the various means of communicaon and match
them with their pictures.
Assessment
The students will be assessed based on the following points :
• Knowledge about common means of communicaon.
• Informaon about how we send and receive our mails and informaon.
• Classify and name various means of communicaon.
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Environmental Education
Lesson Plan - b
Topic : Modes of Transport - Land, Water and Air
Duraon: 4 hours 30 minutes
Brief Descripon: This lesson involves informaon about the three modes of transport
on Land, Water and Air.
Learning Objectives
As a result of the lesson, the student will be able to:
• Compare and differenate between the various modes of transport.
• Explore, examine and study different modes of transport.
• Classify various vehicles in terms of speed, size, funcon, etc.
• Build up a relaon between distance and use of vehicles accordingly.
Material Required
A puppet and a bag of toy vehicles such as a train, helicopter, airplane, car, truck,
motorcycle, boat, rocket and horse, construcon paper, strings, flashcards, shoe box,
construcon paper, glue, scissors, bole caps for wheels, thumb pins, coloured pencil.
Teacher Activity
Tessie, Tessie, where are you going?
Let Tessie, the puppet, introduce herself and tell the students about her problem. Create
a scenario where Tessie explains how much she loves to travel, but she needs help to
decide how to get there. This interacve acvity allows the students to take part in the
puppet’s dilemma, while fostering problem solving, listening and social skills.
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Tessie, Tessie, where are you going?
I am going to the market .
Tessie, Tessie, how are you going?
Why should I tell you? Make a guess!
Q. By bus.
A. No.
Q. By train.
A. No.
Q. By car.
A. No.
Q. By plane.
A. No.
Q. On a bicycle.
A. Yes.
(Similarly the teacher can extend the acvity further for different places and discuss the
related means of transport).
On the basis of the acvity, discuss the various modes of transport. The classificaon
of various vehicles is done on the basis of the three modes of transport, on land, water
and air. Use various resources such as a PowerPoint Presentaon, movies and websites
to explain the concept and funcon of land vehicles for different purposes, e.g., an
ambulance, a mail van, a school bus, a fire engine, a taxi, etc.
Role play
Encourage a fun role acvity (refer to the story ‘Summer Holidays of Shriya’). The class
pretends to be a family going on a trip; people at the airport; pilots and workers on the
plane. Assign each student a role, right from packing, driving to the airport, boarding the
plane, and finally arriving at their desnaon. This acvity encourages self expression as
well as social skills.
The Boy in the Boat
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This story me is quite different than reading from a book. The students will be mesmerized
by the acvity as well as the story. Take a sheet of plain white paper and scissors. Narrate

the story to the students. “There was a boy who wanted to be a sailor. He had a hat.”
(Fold the paper in half with edges facing down, fold the top corners down toward the
middle, fold a single edge up, then turn over and fold the other edge up. Now show the
hat). “He also had a boat.” (Turn the hat upside down). “One day, he got into the boat
and floated to the middle of the lake. It was hot and the sun was bright, so he removed
his shirt and threw it in the water. He felt so much cooler now. His boat hit a rock and the
front of the boat broke off.” (Cut off the front of the boat). “Then a giant fish took a bite
of the boom of the boat.” (Cut off the boom). “The boy just had a lile part of the boat
le. Then a big bird flew down and sat on it.” (Cut off the back of the boat). “Now, there
was just a ny lile piece of boat le and the water was gathering inside; so he jumped
overboard and swam to the shore. As the boat sank down in the water he saw something
white floang in the water. What do you think it could be?” (It was his shirt!!)
Student Activity
Write the names of vehicles under the correct mode of transport for Air, Water and Land
to build up their vocabulary related to the topic.
Our Class Train
Create a train using shoe boxes, with a picture of their own self on it. Colourful bole caps
can be used to make the wheels of the train. All the boggies of the train are then aached
together with a string to make a class train. In each boggie, put flash cards of various
modes of transport.
Make an Airplane
A good idea is to always have construcon paper available for the students to develop
their creavity in art. Create a paper airplane with the help of construcon paper. Aach
a string to each students plane and hang them.
Make a Paper Boat
Aer listening to the story ‘The Boy in the Boat’, make boats and share the water table to
see if they float.
Review:
Read the poem: “Vising My Grandparents and Lile Airplane”. Write the names of the
modes of transport menoned in the poem.
Riddles: I am yellow and bright
I give you a ride
I take you to school
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Where learning is fun and cool
Can you guess who am I?
Worksheet : Match the things that go together.
Assessment:
Students will be assessed on the following quesons:
• Name any three modes of transport.
• How will you go to your grandma’s house?
(Students answers in terms of distance from their house to their grandma’s
house.
• Name 5 modes of transport on land, water and air.
• Name different vehicles that are used to carry sick people to the hospital; travel
under water and go into space.
42

Environmental Education
Lesson Plan - c
Topic : Safety at Home, on the the Road and in School
Duraon: 5 hours
Brief Descripon: This lesson provides informaon about various safety measures to be
adopted in different places.
Learning Objectives
As a result of the lesson, the students will be able to:
• Acquire knowledge about the precauonary steps to be taken to avoid accidents on
the road or any incidents at home or in school.
• Understand and appreciate the importance of safety rules.
Material Required
A remote control car, cut-outs of road safety signs, chart paper for making a zebra
crossing, empty cartons, material for a first aid box, puppets, a shoe box, circle cut-outs,
glue, construcon paper, scks, A-4 size sheets, masking tape.
Teacher Activity
Students move up and act as various means of road transport moving in different
direcons at different speed as per the instrucons of the teacher. As the students bump
into each other, explain the importance of an organised movement of vehicles in a planned
manner or how they might meet with an accident.
Explain that it is vital for students of all ages to know Road Safety Rules and Safety Measures.
If precauonary steps are not taken, there is a high risk of injuries in vehicle and road related
incidents.
Create a mock street scenario in the classroom or playground by using masking tapes for
marking roads, cut outs of common road safety signs, zebra crossings, traffic lights made with
the help of cartons to explain the traffic rules.
Now, pracce walking, following safety rules to prevent accidents on roads.
• The students line up on one side of the tape, and then pracce looking le,
right, and then le again before crossing the road. A remote control car can help
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student learn to wait for cars to pass by before crossing. Ask the students to
always walk on the footpath. If there is no footpath, walk off the road facing
traffic so that the traffic heading your direcon can be seen.
• Cross the street only at intersecons, marked crosswalks or zebra crossing .
• Show what the traffic signs mean and what has to be done when we see a
parcular sign.
• Never try to run on or across a busy street (to catch a ball or an animal).
• Wear a helmet while riding a bike, inline skates or skateboards.
To reinforce the concept, provide students with real life experiences.
Organize a visit to the Traffic Park to show the zebra crossing, footpath, traffic signals and
traffic signs. Make the students familar with traffic regulaons.
Safety at Home and in School
Show the movie ‘Dennis the Menace’. Describe the character and tell them about
his mischievous acvies at home and in school and how he puts himself and
Mr. Wilson in trouble all the me.
Structured Narrave Pantomime
Various situaons depicng a specific area of the home are set up. For example - the
kitchen area, backyard, bedroom, etc. For each set up, different students enact the
character of Dennis as per the teacher’s instrucons and the rest of the students act as
safety rangers who guide him when he involves himself in mischievous acvies in the
specific setups.
At Home : Kitchen
Students acng as power rangers try to stop him from :-
• Touching electrical lighters.
• Touching electrical appliances with wet hands.
• Touching sharp objects such as knives, cuers etc.
(A Similar set up for the bathroom, backyard, safety (when alone) at home will also be
taken up. Also discuss safety measures to be taken with strangers.)
Organise a structured discussion around the character of Dennis through the story ‘Dennis
at school’, where he is not following safety rules, thus creang problems for himself and
other students.
Whom to call for help
44
Explain to the students “Whom to call up” in case of an emergency and tell them the
important numbers of the Police, Fire Brigade Office and Ambulance. These numbers
should always be displayed at a place easily visible for immediate reference. (The students
should be informed about these nos.)

Explain the importance of first-aid in case of minor or major injuries.
Visit to School Health Room
Read the book “No Dragons for Tea”, Fire Safety for Kids by Sean E Pendziwol and Marne
Gourbault. Also play the game “Stop, Drop and Roll.” Create a game with “Stay Low and
Go.” Press an alarm (use a hand bell) and then students pracce these instrucon as fast
as they can. Be sure to explain when they should “stay low and go” and when it would be
appropriate to “stop, drop and roll”. Encourage the students to cover their faces while
rolling.
Traffic signal
Student Activity
Create a traffic signal using shoe boxes and the cut-outs of circles.
Simon Says Green light/Red light
To revise the concept of Traffic Signals, a guided game can be played. When Simon says
Green light, students move and when he says Red light, students stop.
Bus Trip
Visit places in your neighbourhood in the school bus for real life experiences and guide
the students about various safety rules while travelling in the school bus. Talk about the
various areas in the school, e.g. staircase, playground, washroom, computer lab, etc. and
the precauonary measures to be taken at these places.
Fire Evacuaon Drill
Choose the colour RED as a theme and draw aenon to fire safety measures through
the use of red fire trucks. Make them draw a red fire truck, a red fire exnguisher and any
other red element and make them wear red clothing. Then plan a fire safety evacuaon
drill. Provide a treat of red apples or strawberries as a reward, to the students.
Make a first aid box for the class and demonstrate how to use it in case of an injury.
Review
Give worksheets related to the topic to the students.
Assessment
Students are assessed based on their interest and enthusiasm shown for acvies done
in class and how they pracce safety rules in their daily roune.
45

Mathematics
Lesson Plan - a
Topic : Time
Duraon: 8 hours
Brief Descripon: This lesson will enhance the ability to correlate me, days, months and
year with each other.
Learning Objectives
As a result of this lesson the students will be able to :
• Understand the concept of me.
• Read the me to the hour and half hours.
• Develop vocabulary related to me and other days of weeks and months.
Material Required
A few packets of coloured origami sheets 6”by 6”, a minute sand clock a digital clock,
two paper plates, an old calendar, scissors, flash cards of names of the days and months,
number cards - 1 to 31, coloured pencils, a stop watch.
Teacher Activity
Bring a stop watch to the class. Distribute a 6” by 6” square sheet of coloured paper to
each student. Show the students the stop watch and ask the students to write their name
and address on the paper given when they hear the word ‘go’.
Press the buon of the clock and say ‘go’.
The students start wring and simultaneously hear the cking of the clock.The moment
every one completes wring, stop the clock and shows them the me they took to
write.
Emphasize and tell the students, “See you took _______ ck tocks to write”.
46
Ask them to make a paper boat with the same paper on which they have wrien their
name and address. The students get busy in making the paper boat when the teacher says

‘go’ and the ‘cking’ sound too goes on. The moment every one completes making the
boat, the teacher stops the clock and shows them the me they took to make it.
Emphasize and tell them, “Lets see how much me it took you to make a boat?”
Think of similar acvies, like pack your bag, empty your bag, etc.
Write the me taken for each acvity on the board. Aer the acvies, ask the following
quesons:
1. Which acvity took the least me ?
2. Which acvity took the maximum me ?
Start the stop watch and ask the students to observe the me taken by the sand to flow
down in the minute sand clock. Students noce that in exactly 60 cks sand flows down.
Explain to them that 60 cks of the clock make a minute. Aer being convinced that the
students are able to understand the concept of a minute, explain to them that 60 minutes
together form an hour.
Now, the students know that 1 hour = 60 minutes.
Again show that in 30 cks the sand clock is half empty, thereby explaining the concept
further. Similarly half an hour is equal to 30 minutes. Introduce the elements of a clock
and explain their funcons.
Highlight the twelve numbers wrien on the clock. Show the students the hour hand,
the minutes and the seconds hand. Let them observe and compare the size of the hour
hand and the minute hand. Move the minute hand and show them that as the minute
hand completes one round, the hour hand moves from one number to another. Highlight
the twelve numbers wrien on the clock once again. Explain that when it is 3 O’clock the
hour hand is at 3 and the minute hand is at 12, at 7 O’clock the hour hand is at 7 and the
minute hand is at 12, at 9 O’clock the hour hand is at 9 and the minute hand is at 12. At 12
O’clock the hour hand and the minute hand both are at 12. Ask the students to idenfy
the common feature in all the cases. (The students might be able to respond that in all
the cases the minute hand was at 12 where as the hour hand changed. If the students are
unable to respond, repeat the enre concept once again).
47

Clock Making
Student Activity
Lab Activity
Make a model of a clock by using a paper plate as the dial of the clock. Cut numbers from
1 to 12 from the calendar and paste at the appropriate places on the paper plate. Make
sure that all the numbers are equidistant. (The teacher explains that the clock takes 5
minutes to reach from one number to another be it 1 to 2 or 7 to 8). Display the model on
the board.
Let the students know about different mepieces (clock, watch, mer, hourglass) and the
energy sources required to run them (electricity, baery, wind-up movements). Count
the number of clocks/mepieces in your home. Explain how me is measured in several
ways: the posion of the sun in the sky, the length of shadows etc.
Aer understanding the concept of an hour, explain that the hour hand completes 2
rounds in a day and the minute hand completes 24 rounds in a day. Similarly elaborate
the concept of half hour with the above stated methodology as done for me in hours.
Tell The Time
On index cards write the me to the hour from 1 O’clock to 12 O’clock. On a square board
write 1 to 12 and place the numbers in a large circle to form a clock face.
Now ask the students to sit around the clock. Give 12 students a me card each and ask
them to to keep the cards facedown. Two volunteers, one taller than the other, stand in
the center of the clock.
Elicit responses based on the following quesons.
• Who should be the minute hand? Why?
• Where should the taller student point to show that the me is 1 o’clock?
• Where should the shorter student point to show that its 1 o’clock?
Students take turns holding up their index cards and the student represenng the hands
point to show that me. The acvity goes on unl all students have got a turn to show the
me.
48
To ensure that the students understand how long 1 minute is, ask them to close their
eyes and sit straight on their chairs. Each student raises a hand when he or she thinks one
minute is up. (Tell sudents that their hands would be put down if they are too early). Start
the stop clock and clap when one minute is up.

Discuss a few examples from the students daily roune to emphasize the ulity of me.
Organise a quiz session in the next class and ask the students to be prepared for it. The
following quesons may be asked for the quiz.
1. How many minutes are there in an hour ?
2. Which is longer: the minute or the hour hand?
3. Which hand moves the fastest - the hour hand, the minute hand or the seconds
hand?
4. How many rounds does the minute hand make in a day?
5. How many rounds does the hour hand make in a day?
6. How many hours are there in a day?
7. How many numbers are wrien on the face of a clock?
8. How many hours are there in 2 days?
9. If it is 3:30 hours, where will the minute hand be?
10. If it is 5 O’clock where will the hour hand be?
Thereaer, hand over a worksheet to the students and helps them do it.
Give a worksheet (Time Schedule – for life skills.) to the students and ask them to do it
home and fill in all the details.
49

Calendar
(a) Days
Based on the previous knowledge of morning, evening and night, ask quesons to relate
to the ‘Topic’.
Teacher - What did you do in the morning?
Teacher - What did you have for breakfast?
Teacher - How do you school come to everyday?
Students - Answers will vary according to their daily roune.
Explain the reason for the different responses to the queson and emphasise on the
concept ‘TODAY’. Similarly ask quesons on the acvies they did a day before to stress
on the concept of ‘YESTERDAY’.
Teacher - What had you done in the morning the day before?
Teacher - What did you have for breakfast the day before?
Teacher - How did you come to school the day before?
Ask more quesons to lay emphasis on the concept of ‘TOMORROW’.
Teacher - What will you do tomorrow morning?
Teacher - What will you like to have for breakfast tomorrow?
Teacher - How will you come to school tomorrow?
These quesons will help the students to get acquainted with the sequence of their daily
roune and understand concepts related to TODAY, TOMORROW AND YESTERDAY. They
will be able to comprehend that the day starts with the morning i.e. when they get up
and ends with night when they go to bed. Worksheets may be given to strengthen the
concepts.
The concept of morning can further be related to natural phenomenon for eg. “Sunrise”
is of the end of a night and similarly “Sunset ”is the beginning of night. Explain the concept
of symbolic how a me schedule is followed, in a disciplined manner, by nature. Changes
in days and seasons, etc. happen following the precision of me concept .
50
With the help of flash cards discuss about the days of the week. The students sing the
jingle along with the teacher.
Say say say,
In a way way way,
Sunday, Monday, Tuesday, Wednesday.

Say say say,
In a way way way,
Wednesday, Thursday, Friday, Saturday.
Say say say,
In a way way way,
For flash cards refer to
hp://www.mesenglish.com/flashcards/days.php
Write the names of the days of the week.
Revise the topic done a day earlier asking quesons related to the topic.
Teacher - How many days are there in a week?
Students - Seven
Teacher - What comes aer Monday?
Students - Tuesday
Teacher - If today is Thursday, what day will it be tomorrow?
Students - Friday
Teacher - If today is Sunday, what was the day yesterday?
Student - Saturday
Aer this proceed with an acvity of your choice to dwell upon the topic
(b)
MONTHS OF THE YEAR
Show the students the calendar of a parcular year. They observe it for 2-3 minutes and
recollect wherever they have seen this kind of a sheet at home or outside. The students
come up with various answers. Introduce and highlight the word “Calendar”.
The students take out the calendar of any month which they have already been asked
to bring. Distribute a worksheet for this acvity and encourage the students to do the
related quesonnaire.
Aer compleng the acvity, explain that there are 30 or 31 days in a month, twelve
months in a year and a year has 365 days. (Tell the students to observe 1 month as 4 full
weeks so there is a possibility that a parcular day of the week occurs 4 to 5 mes in a
month).
Revise the topic by asking quesons.
Teacher - How many days are there in a week?
Students - Seven
51

Teacher - How many days are there in a month?
Student - 30 or 31 days, except February.
Teacher - How many days are there in a year?
Students - 365 days
Teacher - How many Sundays are there in a month?
Students - 4 or 5 (depending on the parcular month of the year).
Teacher - How many months are there in the calendar of a year?
Students - Twelve months.
Ask the students to read and know the names of the months.
January, February, March, April, May, June, July,
August, September, October, November, December.
Teacher - How many days are there in a month?
Students - Some months have 30 and some have 31 but February has 28 - 29 days. (Tell
them about a leap year)
Let the students study all the months which have 30 and 31 days. Elicit responses and
write them on the board.
Teacher - Which month has less than 30 days?
Students - The second month - February
Conclude the explanaon by saying that these twelve months make a year.
Recapitulate that some months have 30 days while others have 31 days. This will help the
students to correlate the number of days with the names of the months.
Divide the months into two groups - one with 30 days and the other one with 31 days.
February will be le alone as it does not fit into any of the groups.
Provide the students with an outline of a calendar (with days and a few dates) and ask the
students to complete it. Give the first and the last day of the month in its right place. Aer
the acvity, ask the following quesons.
Q1. What is the day on the 15 th of the given month?
Q2. Which other dates fall on the same day?
Q3. How many Sundays are there in a given month?
Q4. What is the date on the second Saturday of the given month.
Discuss the clarity of sequencing and ordinal number of the months.
52

Mathematics
Lesson Plan - b
Topic : Picture Graph
Duraon: 3 hours
Brief Descripon: This lesson will help the students to relate figures with numbers and
vice versa.
Learning Objectives
As a result of this lesson the students will be able to develop an ability to read and analyse
various picture graphs and answer related quesons.
Material Required
Black board, coloured origami sheets of 6” by 6”
Teaching Activity
A Picture Graph is a tool to express or illustrate the given informaon using picture
symbols.
Explain the concept of Picture Graphs using an acvity. Divide the students into 5 (almost
equal) groups. Give a task to each group to make as many paper boats and planes as
possible (paper folding) within a given period of me. Display the chart which has been
made on a so board. Collect the data and put in the form of a picture graph.
Blank chart
Picture Graph Worksheet
Group number
Number of vehicles drawn/made
1
2
53

3
4
5
The students come and paste their boats and planes.
Group number
Number of vehicles drawn/made
1
2
3
4
5
Now explain the concept of the Picture Graph by showing the chart followed by a queson
answer session.
Review
Read the Pictograph and answer the related quesos.
54
Assessment
Students are assessed on their knowledge related to the topic and on how efficiently they
are able to apply it.

Performing Arts
Lesson Plan - a
Topic : Song and Drama on Safety
Duraon: 3 hrs
Brief Descripon: This lesson involves a descripon of safety rules by showing charts and
providing informaon about safety rules by singing rhymes.
Learning Objectives
As a result of this lesson, the students will be able to know about safety rules through
rhymes, in a play way method.
Material Required
Safety and Traffic Rules Charts, Musical Instruments
Teacher Activity
Communicate to the students about safety measures individually and then describe
transport and safety rules through rhymes.
Student Activity
Sing rhymes with the teacher to understand beer about traffic and safety rules.
Review
Students are assessed on the basis of knowledge about safety and traffic rules,
communicaon skills and singing.
55

Visual Arts
Lesson Plan - a
Topic : Origami Boat and Plane, Model of a Traffic park
Duraon: 3 hours
Brief Descripon : To develop an understanding and knowledge about means of transport
and communicaon through the play way method.
Learning Objectives
As a result of this lesson, the students will be able to :
• Idenfy different means of transport.
• Understand the paper folding technique.
• Develop creavity and fine motor skills .
Material Required
Origami sheets, flash cards depicng different types of transport (an airplane, a boat, a
ship and a car), a piece of thermocol, waste material like a matchbox, disposable glass, a
can, a simple picture of a traffic park, a poster of a road scene.
Teacher Activity
Interact with the students about the topic by showing the flash cards of different types of
transport like airplane, boat, ship and car.
Explain and demonstrate how a boat and a plane can be made with the help of origami.
56

Explain and show how to make the model of a Traffic Park with waste material such
as a matchbox, disposable glass and a can, etc., The model of a car can be made with a
matchbox, a (tanker with a can) and using disposable glasses.
Student Activity
Make an origami boat and a plane. Hang them in the class.
Review
Students to be provided with origami sheets to make different modes of transport.
Draw an eg. each of a road, water and air transport.
Assessment
Students will be assessed on their response in idenfying different kinds of transport and
creavity in construcng a meaningful model using waste material.
57

Use these activities to:
• Learn basic movement shapes.
• Develop body awareness.
• Hold different stac posions.
Physical Education
Card 13
Body Shapes
• Combine stac posions and dynamic movement.
Activities
58
Class activities
• Show these basic shapes: stretched (long) (1), wide (star) (2), tucked (ball) (3). Hold
sll to the count of three.
• Make the shapes of different body parts: stretched lying on back (spine posion) (4),
wide lying on stomach (prone posion) (5).
• Jump, showing the shapes in the air. (6, 7, 8). (Refer to the pictures above).

In Groups
• Move in these shapes:
• Tucked rolling (sideways roll) (9).
• Stretched rolling (log roll) (10).
• Jump in a wide shape (11).
• Perform a stretch jump followed by a stretch roll.
Variations
• Add twisted shapes.
• Hold the stac posions for a longer period.
• Try making the shapes of different leers individually or with a partner.
• Add split leg jumping.
Equipment
• Mats or so area.
Safety Measures
• Sufficient space is required to perform the acon but with precauons.
• Watch carefully when they are working.
Links to other subjects
English: Recognise Small and Capital forms of English Alphabet
• Individually, in pairs and groups children form different small and capital leers.
Mathematics: Measurement; Non-standard Unit
• Use stretched body posions to measure distances e.g. the length of a series of mats,
the distance covered by a sideways roll.
Curriculum Links
• Linked to the Learning Objecve No. 2 and 8 in the CBSE School Health Manual and
the Theme on Human Body in the NCERT Syllabus: How does my body move? How do
I jump and roll?
Self Assessment
• Can I stay without moving while bending in different posions.
59

Card 14
Static Balance
Use these activities to:
• Hold posions and pracce stac balance of large body parts.
• Improve muscle strength.
• Learn to balance on different body parts.
• Know which body parts are being used in the acvity.
Activities
Class Activities
60
• Pracce stac balances on different body parts: on the boom (1), on the tummy (2),
on the back (3), on the shoulders (4), on either side. (5)
• Combine two different stac balances. For example hold a stac posion while lying
on the back followed by a stac posion while lying on the tummy.

• Combine a stac balance with a travelling movement or a jump. For example hold a
stac balance while lying on the tummy followed by a stretched roll as shown on the
Class 1, Card 13.
Play the Game: Statue
• Run in the space available to music or another sound (clapping, tambourine). When
the music or sound stops children must stand sll. When children understand the game
ask them to be sll on different body parts or make different shapes and contours.
Variations
• Combine more acons.
• Ask the children to think of their own shapes to make and of posions to hold.
Equipment
• Mats or so surfaces.
Safety Measures
• Sufficient space for acons to be undertaken to pracce Safety Measures.
• Watch out for others when working
Links to Other Subjects
English: Recite and Sing Poems, Songs and Rhymes
• While holding stac balance recite and sing simple poems, songs and rhymes.
Mathematics: Patterns
• Hold stac balance in different shapes. Complete a given sequence of simple balance
acons showing these shapes.
Curriculum Links
• Linked to the learning objecve no. 2 in the CBSE School Health Manual and the Theme
on Human Body in the NCERT Syllabus: How do I remain sll?
Self Assessment
• Can I hold four different stac balances?
• Can I name the large body parts I used to balance on?
61

62
Assessment

Assessment
English
By the end of this unit, the students will be able to :
• Idenfy demonstrave pronouns.
• Independently frame correct sentences using the demonstrave pronouns.
• Successfully apply demonstrave pronouns in everyday speech to describe the world
around them.
• Idenfy acon words.
• Independently frame correct sentences using acon words.
• Successfully apply acon words in everyday speech to express the world around them.
• Collate acon words with the point of me the acon is performed.
• Idenfy and read the dolch words.
• Frame sentences correctly.
• Read confidently.
Rubrics for the unit
Expected
Indicators of student’s performance
Learning Outcomes Beginning Developing Achieved
The student is able
to :
The student is able
to :
The student is able
to :
Demonstrave
pronouns -
this, that, these,
those
Use the terms - this,
that, these, those - at
the correct places
in sentences with
complete guidance.
Use this, that,
these, those in
various sentences
appropriately.
Use them correctly in
a variety of sentences
independently.
Knowledge about
acon words
Pick up acon words
in a sentence/text
only when the acons
are performed.
Recognize the
presence and use
of acon words in a
sentence.
Iniate verbal
interacon on
acon verbs in class.
Comprehend at the
point in me when
a parcular acon
is/was performed.
Provide a variety of
relevant acon words
while conversing.
Recognion of
dolch words
Pick out dolch
words from a given
text aer repeated
listening.
Idenfy sight words
with visual aids as
well as when used
in sentences.
Idenfy the dolch
words on viewing
and use them
appropriately in
sentences.
63

Environmental Education
By the end of this unit, the students will be able to:
• Observe, idenfy, compare and classify different means of communicaon and
transport.
• Understand the purpose and importance of various means of communicaon and
transportaon in their life.
• Realize the need to follow safety rules to avoid accidents or any unforseen
incidents.
Rubrics for the unit
Expected
Indicators of student’s performance
Learning Outcomes Beginning Developing Achieved
The student is able
to :
The student is able
to :
The student is able
to :
Knowledge
about means of
communicaon
Idenfy various
means of
communicaon
with the help of
visual aids.
Idenfy most
of the means of
communicaon.
Differenate
between the fastest
and slowest means
of communicaon
with guidance.
Share informaon
about means of
communicaon of
today and the past.
List the use of
different means of
communicaon.
Knowledge about
modes of transport
Recall different
means of transport.
Categorize different
means of transport
Understand the
importance of
- land, water and
different means
air; serialise means
of transport and
of transport as per
relate it with
the speed.
environmental
issues.
Name significant
invenons related
to the topic.
64
Significance of safety
rules on the road
Give informaon
about traffic rules
with complete
guidance.
List safety rules on
the road and a few
traffic signs.
Explain and enlist
all the traffic rules
and traffic signs.

Significance of
safety rules in
school and at
home.
Define safety
rules. However
somemes there is
lack of enthusiasm
to pracce them
(Carelessness eg. in
crosssing the road)
State and execute
safety rules in real
life situaons with
guidance.
Idenfy hazardous
objects in the
surroundings and
take precauonary
measures to avoid
accidents; sets
an exemplary
behaviour for
others to follow.
65

Mathematics
Rubrics for the unit
Expected
Indicators of student’s performance
Learning Outcomes Beginning Developing Achieved
The student is able
to :
The student is able
to :
The student is able
to :
Understanding
about the element
of the clock and its
funcons
Read the dial of
the clock and can
understand the
hands.
Read the dial of
the clock and can
clearly differenate
between the two
Understand the
number of mes the
minute and hour hand
moves around the
Read me on
hands.
clock in 24 hours.
a digital clock
comfortably.
Reading me to the
State where the two
Read correctly the
Accurately and
hour and half hour
hands are placed
me in hours and
correctly read the
posion
and recognise their
somemes even in
me to the hour and
posion
half hours.
half hour.
Read a Calendar
Tell the day and
Tell another date of
Complete the calendar
date correctly but is
the same day.
and tell the day and
unable to tell other
dates of the same
day.
Recite the names
of the days and the
Recall days of the
week and months
orally but spells
only a few of them
correctly.
date correctly. Able
to idenfy all dates
having the same day
accurately.
Recall days of the
months.
week and months
orally and spell them
correctly.
Relaon between
Understand what a
Understand the
Understands the
the enre concept
clock is and its ulity
ulity of the clock
ulity of the clock
of me and
in our daily lives.
in our daily roune
in daily roune
calendar
Makes an effort to
and knows that
and establish the
apply the concept.
one day has 24
relaonship between
hours. Able to
hours, days, months
apply the concept
and year. Applies
in daily life as far as
the concept in daily
66
possible.
life and uses me
judiciously.

Knowledge and
Demonstrates
Demonstrates
Demonstrates
understanding of
a limited
a considerable
a thorough
picture graph
understanding of
understanding of
understanding of
the concept and
the concept and
the concepts and
give inappropriate
give appropriate
give appropriate
explanaons.
explanaons.
and complete
explanaons.
67

Teacher Resource
Material
68

English
Teacher Resource Material
Material Required
Pictures or real fruits, vegetables, eggs, breads, junk food items, baskets, white
paper to sck two human cut-outs, scissors, markers, word matrix, bingo sheets,
chart paper, flash cards for each dolch word.
Book : ‘Caribbean Dream’ by Rachel Isadora.
Websites for Reference
www.starfall.com
www.bbc.co.uk
www.theteacherscorner.com
www.abcteach.co
*Word matrix
lamp float cry pen car
Sit call mall deer fall
bag sleep school draw trot
throw pigeon write teacher hold
sail teach talk peacock boat
Blank bingo sheet for students
69

Environmental Education
Material Required
Disposable glasses, strings, puppets, large box for making a mail box, envelopes of
different sizes, sckers for stamps, a puppet, a bag of toy vehicles including a (train,
helicopter, airplane, car, truck, motorcycle, boat, rocket) construcon paper, strings,
flash cards, a shoe box, glue, scissors, bole caps for wheels, thumb pins, a remote
control car, cut-outs of road safety signs, charts for making zebra crossings, cartons,
material for a first aid box, A4 sheets paper, cello tape.
Book : “On The Move” by Brimax Publicaon
“No Dragons for Tea” Fire Safety for Kids by Sean E Pendziwol and Marne Gourbault,
“Stop Drop and Roll” (A Book About Fire Safety) By Margery Cuyler, “Safe at home”-
Smart Kids Publishing.
Websites for Reference
www.educaon-world.com
www.enchantedlearning.com
The Letter
I’m wring a leer
To send by the post;
It is to the person
I care for the most
I write the date clearly
And put the address,
And begin “Dearest Mummy”,
Did anyone guess?
I turn the page over
And on goes my pen,
Till lastly come kisses,
There’s just room for ten!
The envelope’s ready,
I put the stamp on,
And run to the post-box
And now it has gone.
70
My pen travels slowly
All down the long sheet,
Because I’m so anxious
To keep it all neat.

Visiting My Grandparents
I want to visit grandma
But how can I go?
Could I ride my bike?
No, that’s too slow!
I want to visit grandpa
But how can I go?
Should I take a boat?
No, coz I can’t row!
I want to visit grandma
But how can I go?
Should I take a sled?
No, there is no snow!
I want to visit grandpa
But how can I go?
Should I ride a horse?
Would it stop when I “whoa”?
I want to visit grandma
But how can I go?
Should I ride my truck?
I might need to tow!
I want to visit grandpa
But I can’t go?
Oh look, they came here.
That’s beer you know!
Little Airplane
I’m a lile airplane
Above the clouds I go.
Banking right, banking le
Flying high and low.
Now its me for me to land
I see the airport runway.
Gently, gently I touch down,
I’ll take you with me some day.
71

When every body is in the bus
Three eyes glowing bright
Traffic light, traffic light, I stand up right,
I teach every road user to do what is right.
I am the mighty traffic light,
I have three eyes glowing bright.
When I am green I let you go
Keeping cars and buses in different rows.
Blinking my orange light,
I warn you right.
To brake and stop, tread
as the light becomes fully red.
Now is the me to stop and wait,
Lile cauon makes no one late.
Use the zebra crossing
When you cross the road
to the other side,
Always use the Zebra crossing
Remember the rules to abide.
Stripes of black and white laid on road.
As in the skin of zebra
Stretching next to the traffic light,
And this is Zebra crossing.
When the light is red
and the traffic stops,
Walk on the zebra crossing
never run or hop.
Mathematics
Material Required
A few packets of coloured origami sheets, a minute sand clock, coloured pencils,
calendar (old), scissors, paper plates, gluescks, flash cards of days and months,
number cards 1 to 31.
Websites for Reference
www.ixl.com/math/grade/first
www.aaastudy.com
www.memonsters.com
72

Books for Reference
Learning Maths with Albert … What are Numbers? ( 0 to 5) Level 3 published by Time
Life.
Learning Maths with Albert … What are Numbers? ( 6 to 99) Level 6 published by Time
Life.
Learning Maths with Albert … Acvity Book Level 3, 6 published by Time Life.
Fun with Franklin : Math Acvity Book published by Scholasc Inc., New York
Developing Numeracy – Numbers and the Number System published by A & C Black,
London
Math and Language Arts, Grade 1 & 2 published by Learning Horizons, USA
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1.
Calendar
30
Performing Arts
Material Required
Safety and Traffic Rules chart, musical Instruments
Website for Reference
www.songs4teachers.com
Visual Arts
Material Required
Origami sheets, flash cards of different modes of transport (airplane, boat, ship and
car), thermocol, waste material like an empty matchbox, disposable glass, a can,
flash cards of traffic signals.
73

Websites for Reference
www.colormaers.com/colortheory.html
www.winsornewton.com/colour.../praccal-applicaons-of-colour-theory/
www.dreamsme.com
www.taiwantrade.com.tw
www.veritasagro.com
Physical Education
Material Required
Physical Educaon Cards (PEC) and PEC Kit.
74

Worksheets
75

English
(a) Demonstrative Pronouns - this, that, these, those
Name : ___________ Class :___________
Date : ___________
Subject :___________
Singular
this, that
Plural
these, those
This is an apple.
These are apples.
That is an apple.
Those are apples.
I. Look at the examples above and write similar sentences in
the space provided below.
1. 3.
___________________
___________________
2. 4.
___________________
___________________
76

Demonstrative Pronouns - this, that, these, those
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Identify the vegetables and write their names in the given
space. Solve the crossword given below:
This is a C _________
This is a C ________
This is a P ___________
This is a P ___________
This is a T __________
This is a M ___________
This is a C __________
This is a C __________
77

Demonstrative Pronouns - this, that, these, those
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Circle the correct option. Write a sentence with each of the
demonstrative pronoun.
This or that
This or that
This or that
This or that
This or that
78

Demonstrative Pronouns - this, that, these, those
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Use this, that, these or those to complete the following
sentences.
Remember:
This box
These boxes
That box
Those boxes
1. is a red box.
2. is a blue box.
3. are big boxes.
4. are small boxes.
5. boxes have books in them.
6. boxes are empty.
79

Demonstrative Pronouns - this, that, these, those
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Read the following sentences. Draw a smiley (☺) for the
correct sentence and rewrite the incorrect sentence after
making the necessary corrections.
This is my house.
.............................................................
That is a cute monkey.
.............................................................
That is a football.
.............................................................
This is a palm tree.
.............................................................
That is the North Star.
80
.............................................................

Demonstrative Pronouns - this, that, these, those
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Some of your friends are going for shopping. Fill in the
blanks with this, that, these, those words.
................ hot dogs
Look delicious!!
Should I have them?
...................chicken
soup looks very nice.
Should I have it?
Look at .............yummy
cakes and candies.
Should I buy them?
.............................. can of
soda looks very tempting.
Should I buy it?
Should I buy
..........................?
Wonder if I should buy
................... can of milk.
81

II. Fill in the following blanks with these or those.
1. I went to the market and bought ............. flowers for you.
2. Please do not touch .................. wires as they can be dangerous.
3. .....................books have to be kept in a box.
4. I have to deliver ..........................mails today.
5. .....................................are my shoes.
82

(b) Action Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Write the activities you love to do everyday, like-play, read,
watch TV etc. in the space provided below.
I love to
83

Action Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
Action words tell us what someone or something is doing.
I. Circle the action words and the related pictures in each of
the groups below.
book
mug
table
draw
swim
pool
fish
umbrella
clock
cow
think
bell
wheel
laugh
lamp
tooth
84
paper
computer
play
ball

Action Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Unscramble the action words.
GINS ...............................
RDAE.........................................
YLF ............................................
EACND.......................................
RNU............................................
EITWR........................................
MSWI..........................................
ALWK............................................
II. Now find the above action words in the word maze !!!
S W D E P I I X
C A A R V L N W
C L N E X F S R
A K C A S X W I
N S E D I K I T
Z N Q W N E M E
R U N Q G E G W
V F B J G F L Y
85

Action Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Write the names of the various modes of transport or
communication.Circle the action words in the sentences.
1. A floats on water _______ _______________.
2. My father drives a to work _____________.
3. Simran is watching her favourite cartoon on ______.
4. We should not use while driving _____________.
5. flies high up in the sky ________________.
6. Rita wrote to her friend _________________.
7. Tony likes to read in the morning _____________.
8. is used to plough the land __________________.
9. I am travelling by tonight _______________.
86
10. are used in villages to travel ________________.

Action Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Match the sentences with the corresponding pictures and
underline the verbs.
1. Sarah jumped with joy.
2. Edward sauntered to the park.
3. The puppy wagged its tail.
4. The bell clanged loudly.
5. The lion paced and roared.
6. The old truck rumbled down the street.
7. The little pig grunts.
87

II. Fill in the blanks with an appropriate verb. (Choose from
those given in the brackets.
Henry......................................
(want/wants) to buy books.
Henry and Edward…………………
(want/wants) to buy books.
Grandma......................................
(cook/cooks) dinner.
Grandma and grandpa
.........................................
(cook/cooks) meals together.
The dogs ................................
(growl, growls) when the mail
carrier comes.
The brown dog.............................
(growl, growls) when the mail
carrier comes.
All the four computers
………………………………………
(beep, beeps) when you turn
them on.
That computer ……………………
(beep, beeps) when you turn
it on.
88

Dolch Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Match the following words with the correct pictures.
Stop
Fly
Round
Give
Once
Open
89

II. Read the following sentences. Fill in the blanks with the
dolch words given below.
Kitty _____ a blue car.
We are _____ on a holiday.
Always _____ before you speak.
Please call her _____.
The letter ‘g‛ comes _____ ‘f‛.
Never feel shy to _____ others.
I _____here.
_____us go for a _____.
after think live thank going let has again walk
90

Dolch Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Arrange the following dolch words in an alphabetical order.
stop 1. ..................
fly 2. ..................
give 3. ..................
once 4. ..................
open 5. ..................
has 6. ..................
live 7. ..................
thank 8. ..................
after 9. ..................
think 10. ................
let 11. ................
going 12. ................
walk 13. ................
again 14. ................
may 15. ................
round 16. ................
91

Environmental Education
(a) Means of Communication
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Circle the slowest means of communication.
II. Circle the fastest means of communication.
III. Arrange the following in a chronological order.
92

Means of Communication
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Draw a letter-box using different shapes.
II. Unscramble the spellings of the various means of communication
given below and match them with their corresponding
pictures.
1. NWPPEESAR
2. LTTEER
3. RDIAO
4. ELETIVSION
93

(b) Modes of Transport
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Write the names of vehicles under the correct mode of use: Air,
Water or Land.
Land Water Air
94

II. Colour the water transport ‘red‛, land transport ‘green‛ and
air transport ‘blue‛. Write the names of the
different means of transport.
95

Modes of Transport
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Match the things that go together.
A Camel is also called ‘the ship of the desert‛.
97

98
II. Colour and label the following means of air transport.

Modes of Transport
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Colour and label the following means of water transport.
99

100
II. Colour the circles below: red for a slow means of transport,
green for a fast means of transport and blue for the fastest
one.

Modes of Transport
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Match the pictures on the right with the statements written
on the left.
1. Go to school by this.
2. Going for a long drive.
3. Sending heavy items to a foreign country.
4. Moving to a new house.
5. Going on a trip to the neighbouring state.
6. Travelling to USA.
7. People used to travel by this in the past.
101

II. Write the names of the means of transport given in the box
in the columns provided under:
motorbike bullock-cart handcart autorickshaw lorry
camel-cart wheelbarrow scooter bicycle car
Run on petrol Pulled by man Pulled by animals
III. Circle the odd one out in each group.
1 boat ship canoe aeroplane
2 pilot baker driver captain
3 aeroplane ambulance helicopter jet
4 car scooter motorcycle cycle
5 rickshaw bus van truck
6 camel elephant rocket mule
102

IV. Fill up the blanks with appropriate words.
1 We can travel long distances over the sea on a _____.
2 Name two modes of air travel.
_________________ and ____________________.
3 ________________ are used to travel in deserts.
4 _______________ are used in thick forests.
5 You can go to the moon in a ______________.
103

(c) Safety rules on road
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Tick the correct statement.
Push others when the bus arrives.
Sit down in your seat quietly.
Wait for the bus to move off completely before crossing the road.
104
Wait until the bus comes to
a stop before going near the
door.
Cross the road between
parked cars.

II.Cross the incorrect statement.
Cross the road when
vehicles are moving.
Distract the driver in
the bus.
If you do not have a seat, use handgrips
while standing.
Move at least 10m away if
the bus is on fire.
Push others when
the bus arrives.
105

Safety rules on road
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Tarzan is new to the city and does not know about traffic
lights. Help him learn more about it.
a) Colour the traffic lights.
b) Fill in the blanks.
Red light says _________________.
Yellow light says ________________.
Green light says ________________.
106

II. Identify the following traffic signs and name them.
107

Safety at home and in school
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Whom to call up for help?
Frilly is confused about whom to call up for help. Join the
emergencies given in column ‘B‛ to the pictures given in
column ‘A‛.
A
B
Emergency
phone
numbers
Police
House on fire
Fire Brigade
Friend met
with an
accident
Ambulance
Theft has
taken place
108

II. Word search. Encircle the names of the medical aids you
can identify and write the names in the spaces provided
below:
B A N D A G E U P O
A C E F G T N M N I
N W O I N T M E N T
D E S C I S S O R S
A R P O P A S D F G
I T R T H J K L Z X
D Y I T Q E R T Y C
Q U N O A S D F G V
A I O N Z X V B N B
D E T T O L A S D N
1.
2.
3.
4.
5.
6.
7.
109

Safety rules on road
Name : ___________ Class :___________
Date : ___________
Subject :___________
A quick brush up.....
1. What does the “red light” say?
Ans: “Red light” says ____________.
2. What does the “yellow light” say?
Ans: The “Yellow light” says __________________.
3. What does the “green light” say?
Ans: The “Green light” says _______________.
4. Where should we walk on the road?
Ans: We should walk on the ____________________.
5. How should you cross the road?
Ans: ____________________________________________
____________________________________________
110

6. From which part of the road should we cross it?
Ans: We should cross the road at _________________.
7. Should we follow traffic rules?
Ans: _________, we should follow traffic rules.
8. Should we get into a moving bus?
Ans: _________, we should not get into a moving bus.
111

Mathematics
(a) Time
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Do as instructed.
a) Number the circles on the clock face and label them.
b) Which hand is the minute hand ?
c) Which hand point out the hour?
What is the time shown by this clock ?
112

Time
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Colour the clock which shows the same time as written below it.
Put a cross over the clock which do not show the same time
as written under them.
3:00 5:00 10:00 12:00
8:00 7:00 1:00 9:00
113

II. Match the clocks with the time given alongside:
1.
3:30
2.
10:00
3.
7:00
4.
12:30
5.
5:30
114

Time
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Draw the hands of the clock so as to show the corresponding
time given in the box on the right hand side.
1.
8:30
2.
7:00
3.
6:30
115

4.
4:30
5.
12:00
6.
3:00
116

Time
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Write the time shown by the clocks in the blanks provided
below each of them:
117

II. Write the time, shown by the clocks in two different the
first one is done as an example:
1.
2.
3.
Example:
___ 3 o‛clock
03:00
___ o‛clock
___ : ___
___ o‛clock
___ : ___
4.
5.
6.
___ o‛clock
___ : ___
___ o‛clock
___ : ___
___ o‛clock
___ : ___
7.
8.
9.
___ o‛clock
___ : ___
___ o‛clock
___ : ___
___ o‛clock
___ : ___
118

III. Write the time as shown by the clocks below:
4.
5.
6.
half past ___
half past ___
half past ___
1.
2.
3.
half past ___
half past ___
half past ___
7.
8.
9.
10.
half past ___
11.
half past ___
12.
half past ___
half past ___
half past ___
half past ___
119

Time
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Study the statement carefully and answer the questions that
follow.
The school bus moves from stop 1 to stop 5 at the time mentioned
below.
Stop –1 Stop -2 Stop -3 Stop -4 Stop -5
5 o‛ clock 6 o‛ clock 8 o‛clock 9 o‛ clock 12 o‛ clock
120
1. At what time does the bus reach stop no. 4 ?
_________________
2. At which stop is the bus at 6 o‛ clock ?
__________________
3. How much time does the bus take to reach from stop 3 to
stop 4 ?
__________________
4. How much time does the bus take to reach from stop 2 to
stop 5 ?
__________________
5. Does the bus take more time to reach from stop 1 to stop 2
or from stop 4 to stop 5 ?
___________________

Time
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. How long does it take to complete the tasks mentioned? Use
the words given in the box:
SECONDS, MINUTES, HOURS, DAYS
1. To send an SMS ___________
2. To switch on a mobile phone __________
3. To go to your friend‛s place ___________
4. To type an e-mail____________
5. To read a newspaper___________
6. To change the tyre of a car ____________
7. To save a contact in the mobile phone____________
8. To clean your bicycle _______________
121

II. Fill in the chart given below:
Activity Time Time taken
I have breakfast at
I take a bath at
I study at
I have lunch at
I play at
122

Calendar
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Write a day before and a day after in the following
sentences:
1. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
__________________ Today ___________________
2. If today is Wednesday, then what day will it be tomorrow?
______________________________________________
3. If today is Wednesday, then what day was it yesterday?
______________________________________________
II. Choose the correct option.
1. If today is Monday (yesterday/tomorrow) was Sunday.
2. If today is Tuesday (yesterday/tomorrow) will be Wednesday.
3. If yesterday was Saturday (today/tomorrow) will be Sunday.
4. If tomorrow is Thursday (today/yesterday) is Wednesday.
5. If today is Friday (yesterday/tomorrow) will be Thursday.
123

II. Fill in the bubbles below; Take a hint from those already
filled out:
Days of the week
Sunday
Thursday
124

Calendar
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Match the days with their ordinal number.
Days of the week
Ordinal number
Wednesday
First or 1 st
Sunday
Second or 2 nd
Saturday
Third or 3 rd
Friday
Fourth or 4 th
Monday
Fifth or 5 th
Tuesday
Sixth or 6 th
Thursday
Seventh or 7 th
125

Calendar
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Observe the calendar given below carefully and answer the
questions that follow:
a) Colour all the Fridays in red.
b) Colour all the Sundays in blue.
c) Colour all the Saturdays in green.
d) What is the date on the first Sunday of the month ? ____
e) The last date of the month falls on which day?________
126
f) Write the total number of days in the month._________

II. Observe the calendar given below carefully.
127

contd.
Refer to the calendar of 2011 and answer the following questions.
Q1. How many months in a year have less than 30 days?
______________
Q2. Name the two months that begin with the letter ‘M‛?
_______________
Q3. How many weeks are there during the month of July?
_______________
Q4. Which two consecutive months have 31 days?
_______________
Q5. Which is the shortest month of the year?
__________________
Q6. Name the fifth month of the year.
__________________
128

Calendar
Name : ___________ Class :___________
Date : ___________
Subject :___________
I. Write the ordinal number of the month. Then write the
months of the year in the correct sequence in the circles
provided below:
MAY
SEPTEMBER
JANUARY
AUGUST
APRIL
JUNE
FEBRUARY
DECEMBER
MARCH
JULY
OCTOBER
NOVEMBER
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________
_____________ _____________ _____________
129

II. Fill in the blanks.
a) The first day of the week is ___________.
b) The last day of the week is ___________.
c) A week has ________ days.
d) One year has _________ days.
e) A Leap year comes after every _______ years.
f) A leap year has _________ days.
III. Design the front page of a calendar.
130

Calendar
Name : ___________ Class :___________
Date : ___________
Subject :___________
I.a) Complete the calendar below for the month of October:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1
b). Answer the following questions by seeing the above calendar.
a) The month of___________ comes before October and
________________ comes after October .
b) How many days are there in October?
________________
c) How many Tuesdays are there in October?
________________
d) Name a holiday that falls in October.
________________
131

II. Fill in the blanks given below:
1. One year has _______ months.
2. In a Leap year, February has _________ days.
3. January has _________ days.
4. _________ comes before Thursday.
5. If yesterday was Monday, today is _______.
.
6. If tomorrow is Tuesday , yesterday was __________
7. _______________ is the fifth day of the week .
132

(b) Picture Graph
Name : ___________ Class :___________
Date : ___________
Subject :___________
Family
Peter‛s
Family
Number of Cars
Henry‛s
family
Sandy‛s
Family
John‛s
Family
Timmy ‘s
family
133

1. Which family has the maximum number of cars ?
_____________________________________________
2. Which family has the least number of cars ?
_____________________________________________
3. Which two families have the same number of cars ?
_____________________________________________
4. How many cars does Sandy‛s family have ?
_____________________________________________
5. How many more cars does Peter‛s family have as compared to
Timmy‛s family?
_____________________________________________
6. What is the total number of cars owned by all the five families ?
_____________________________________________
134

Picture Graph
Name : ___________ Class :___________
Date : ___________
Subject :___________
Name of the students
Vehicles seen passing by
Tina
Kitty
Harry
Michel
Jonny
Nanny
Study the picture graph. Answer the following questions.
1. How many cars did Kitty see? _______________________
2. Name the students who saw the same number of vehicles.
_____________________________________________
3. Who saw the maximum number of vehicles? ____________
4. Who saw the least number of vehicles? ________________
5. Which means of transport has been seen for the minimum
number of times? _______________________________
6. Name the means of transport which moves the slowest.
_____________________________________________
135

Picture graph
Name : ___________ Class :___________
Date : ___________
Subject :___________
Favourite Cookie
I. The number of cookies represent the number of votes each
kind of cookie one got in a preference survey. Use the
picture graph to answer the questions.
Number
Animal
Crackers
Peanut
Butter
Ginger
Snaps
Oatmeal
136

(a)
List the cookies in order from the cookie with the most votes
to the cookie with the fewest votes.
_____________________________________________
(b) List the cookies in order from the cookie with the fewest
votes to the cookie with the most votes.
_____________________________________________
(c)
How few a number were the people who chose animal crackers
over those who chose peanut butter?
_____________________________________________
137