English - New Indian Model School, Dubai

Central Board of Secondary Educaon 

CLASS - III 

UNIT-1 

MYSELF

The CBSE-International is grateful for permission to reproduce and/or translate 

copyright material used in this publication. The acknowledgements have been 

included wherever appropriate and sources from where the material may be 

taken are duly mentioned. In case 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 Curriculum Framework (NCF 2005) 

and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of 

whom are now global citizens. 

The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise 

in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve 

on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of 

empowerment with the help of the schools’ administering this system strongly recommends that practicing teachers become skillful 

learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the 

Board. 

I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana 

Parashar, Director (Training), 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

Acknowledgements 

Advisory 

Shri Vineet Joshi, Chairman, CBSE 

Dr. Sadhana Parashar, Director 

(Training), CBSE 

Conceptual Framework 

Shri G. Balasubramanian, Former Director (Acad), CBSE 

Ms. Abha Adams, Consultant, Step-by-Step School, Noida 

Dr. Sadhana Parashar, Director (Training), CBSE 

Ideators: Classes I-V 

Dr. Indu Khetarpal Ms. Anita Makkar Ms. Rupa Chakravorty 

Material Developers: Classes I-V 

English : 

Ms Deepti Verma 

Ms Mahua Bhattacharya 

Ms T Shimrah 

Ms Henna Sehgal 

Ms Kavita Lal 

Gen Science : 

Ms. Charu Maini 

Ms Neeraj Punia 

Ms Deepa Ahuja 

Performing and 

Visual Arts 

Mr Reji MK 

Ms Jyoti Chadha 

Ms Kalyani Voleti 

Mathematics : 

Ms Geetika Datta 

Ms Geeta Kanwar 

Ms Parul Makkar 

Physical Education 

Mr Sanjeev Dahiya 

Social Studies: 

Ms Ruba Chakraborty 

Ms Ruchira Ahlawadi 

Ms Kanupriya Wahi 

Core-SEWA 

Ms. Vandna 

Ms.Nishtha Bharati 

Ms.Seema Bhandari, 

Ms. Seema Chopra 

Ms. Madhuchhanda 

MsReema Arora 

Ms Neha Sharma 

Coordinators: 

Ms.Sugandh Sharma, EO Dr. Srijata Das, EO Dr Rashmi Sethi, EO Ms.S. Radha Mahalakshmi, EO 

Mr. Navin Maini, RO(Tech) Ms. Madhu Chanda, RO (Inn) Sh R.P Sharma Consultant Shri Al Hilal Ahmed, AEO 

(Science) 

Shri R. P. Singh, AEO 

Ms. Anjali Chhabra, AEO 

Ms. Neelima Sharma, Mr. Sanjay Sachdeva, SO Ms Savinder Kaur Ms. Kshipra Verma, EO 

Consultant (English)

Myself 

Contents 

English 1 

Nouns 

Articles 

Jumbled Sentences 

Step by Step Writing 

Mathematics 13 

2D and 3D Shapes 

Creating shapes using Tangram pieces 

Tiling and Tessellations using a given shape 

Reading Simple Maps using Directions 

Identification of Point Line, Line segment and a Ray\ 

Digit Number 

General Science 22 

Prediction In Daily Life 

Difference between Living and Non-Living thing 

To understand the difference between Plants and Animals 

Understand the states of Matter with the Help of Sense Organs 

Social Studies 32 

Living and Non-Living Things 

Care of our Sense Organs 

Eye and Ear Disorders/Braille 

Performing Arts 40 

Musical Notation and its Values 

Visual Arts 49 

Name Plate 

Primary and secondary colours 

Figure Drawing

Physical Education 47 

Kicking and Trapping 

Lesson Plan 

English 

Nouns .............................................................................................. 50 

Arcles ............................................................................................. 53 

Jumbled up Sentences ..................................................................... 56 

Step by Step Wring ........................................................................ 59 

Mathemacs 

2D and 3D Shapes ............................................................................. 63 

Create Shapes Using Tangram Pieces ............................................... 77 

Tilling and Tassellaon using a given shape ..................................... 83 

Reading Simple Maps Using Direcons ............................................. 91 

Idenficaon of Point,Line,Line Segment and Ray ........................... 95 

4 Digit Numbers ................................................................................ 99 

General Science 

Predicons In Daily Life ................................................................... 104 

Living and Non Living Things ........................................................... 107 

Diffrence Between Plants and Animals ........................................... 113 

The States of Maer ....................................................................... 117 

Social Studies 

Living and Non-living things. Differences and Similaries .............. 123 

Care for the Sense Organs .............................................................. 132 

Eye Problems, Hearing Problems and Braille .................................. 148 

Performing Art 

Notes and its Values ........................................................................ 160 

Visual Arts 

Nameplate ....................................................................................... 167 

Primary and Secondary Colours ...................................................... 168 

Figure Drawing ................................................................................ 170

Physical Educon 

Kicking and Trapping .......................................................................... 171 

Assessment ............................................................................... 173 

- Assessment Rubrics for English ......................................................... 174 

- Assessment Rubrics for Mathematics ................................................ 176 

- Assessment Rubrics for General Science ........................................... 178 

- Assessment Rubrics for Social Science .............................................. 180 

- Assessment Rubrics for Performing Arts ........................................... 181 

- Assessment Rubrics for Visual Arts .................................................... 182 

Teacher Resource Material ...................................................... 184 

Worksheets ............................................................................... 200 

- English ..................................................................................... 201 - 232 

- Mathemacs ........................................................................... 233 - 253 

- General Science ....................................................................... 254 - 280 

- Social Science .......................................................................... 281 - 307

MYSELF 

Syllabus Matrix 


Mathematics 

Nouns 

Arcles 


Creang Shapes 

and using 

Tangram pieces 


Step by Step 

Wring 

Tiling and 

Tessellaons using 

a given shape 

Idenficaon of 

Point Line, Line 

segment and a Ray 

Reading Simple 

Maps using 

Direcons 

Digit Number 

Social Science 

Social Science 

Predicon In 

Daily Life 

Difference 

between Living 

and Non-Living 

thing 

Living and Non- 

Living Things 

Care of our 

Sense Organs 

To Understand 

the difference 

between Plants 

and Animals 

Understand the 

states of Maer 

with the Help of 

Sense Organs 

Eye and Ear 

Disorders/Braille

Performing Arts 

Visual Arts 

Name Plate 

Primary and 

secondary colours 

Figure Drawing 


Kicking and Trapping


Myself... 

Introduction 

The Unit aims to guide the students through the lessons to develop in them an ability 

to read and listen to a sentence. Frame a complete sentence and thereaer rewrite it 

by adding words that will allow them to make sense and be understood. The topic aims 

at strengthening the students’ wring ability by providing situaons outside their usual 

classroom learning. 

Teachers’ Notes 

The study of the English language (listening, speaking, reading, and wring) and of the 

language convenons enables students to understand and appreciate language and to 

use it in a variety of situaons for learning, communicaon and personal sasfacon. 

The lessons aims to provide students with an ability to define different types of nouns 

and also to idenfy nouns in a sentence - including proper nouns, common nouns and an 

introducon to collecve nouns. Collecve nouns it the name given to groups consisng 

of more than one individual or enty. The group is a single unit, but it has more than 

one individual enty or member. Examples include “family”, “bunch”, “bouquet”, and 

“school” etc. 

The following lesson focuses on learning how to appropriately use the arcles “a” and 

“an” while wring. Before starng with the lesson recap about what is an arcle, will 

make the understanding of the concept clear. Students are already familiar with ‘arcles’, 

so the lesson discusses the differences between indefinite arcles (a/an) and definite 

arcles (the) to further reestablish the concept, e.g. English has two arcles: the and a/ 

an ,the is used to refer to specific or parcular nouns; a/an is used to modify non-specific 

or non-parcular nouns. For example, if we say, “Let’s read the book,” we mean a specific 

book. If we say, “Let’s read a book,” we mean any book rather than a specific one. 

‘Jumbled up words’ is an interacve lesson that engages student to learn that a sentence 

is a group of words that expresses a complete thought or idea and the acvies are 

designed to nurture the ability to recognise sentences. Students will be able to idenfy 

and explain the funcon of the essenal steps involved while framing a sentence. 

The concluding lesson of the Unit ‘Step by Step’ aims at enabling students with the ability 

to idenfy and explain the significance of the essenal literary elements of creave wring 

(i.e. character, seng, climax, theme and point of view). This lesson focuses on the wring 

process and how it relates to communicaon. The students will be taught what the wring 

process is, its parts, and how they can use it. They will also learn various methods to 

sequence happenings accurately and relate them with the possible outcomes. 

1

Myself... 

The final component of checking for understanding is provided in the form of a formal 

assessment acvity at the end of each lesson. This assessment should give students the 

opportunity to demonstrate proficiency in what they have just learned. When some or all 

of the lesson objecves are language related, the assessment should also be focussed on 

the students’ use of language. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

General Objectives 

To develop the ability to produce accurate language 

To provide opportunity to pracce language forms 

To enrich acve vocabulary 

To apply standard grammar and usage to communicate clearly and effecvely in 

wring. 

To develop an understanding of the use, form and meaning of English grammar. 

To focus on the fundamentals of grammar, sentence structure, punctuaon and 

elements of phonecs. 

To recognise the factors that influence the use of grammar and vocabulary in speech 

and wring. 

To develop an understanding of the differences between spoken and wrien English 

parcularly in capitalizaon. 

To use language to think and reason as well as to access, process and use informaon 

for learning. 

To follow standard convenons for basic spelling, punctuaon, grammar and sentence 

structure. 

To demonstrate abilies to use grammacally correct language while speaking and 

when wring simple sentences. 

Comprehend the wring process. 

Respond posively to the wring process. 

Specific Objectives 

To foster linguisc skills. 

To impart knowledge about the names given to groups of things/persons. 

To state the definion of an arcle. 

To name the arcles a, an and the. 

To recognise that arcles are always used with nouns. 

2

Myself... 

 

 

 

 

 

 

To use arcles correctly in sentences. 

To demonstrate an ability to put jumbled up sentences in the right order and also to 

copy them. 

To complete sentences by filling in the missing words. 

To follow standard convenons for basic spelling, punctuaon and sentence 

structure. 

To enable the wrng of imaginave composions. 

To think and write creavely. 

3

Myself... 

Topic: (a) Nouns 

Duration: 5 Hours 

Skills Activity Multiple Intelligences 

Incorporated 

Listening 

Know the names given to a group of / 

similar things/persons. 

Follow the direcons regarding 

singular, plural or a group of nouns 

together. 

I am a Spy 

Listen carefully to the suggesons and 

clues given about the hidden object 

and find it individually. 

Interpersonal 

Kinesthec 

Logical 

Speaking 

Reading 

Brainstorm a list of nouns using all the 

leers of the alphabet. 

Linking Nouns 

Say a number of nouns falling under 

different categories in a given me 

duraon. 

We are Together 

Read and analyse the picture cards and 

frame groups as per the similarity of 

cards. 

Noun Hunt 

Read various types of nouns used in 

magazine/ newspaper arcles. Cut and 

use them to frame a story. 

Interpersonal 

Logical 

4

Myself... 

Wring 

Write different nouns on the board under 

the headings-Person, Place, or Thing. 

Name Poster 

Make/draw a name poster for your 

partner- Write the proper name with 

an uppercase leer, and decorate with 

things/colours that he/she likes. 

Autobiography Wring 

Write about your own self in the form 

of an autobiography and underline all 

the different kinds of nouns used in the 

wring. 

Kinesthec 

Interpersonal / Spaal 

Intrapersonal 

Learning Outcomes 

The students will develop the ability to: 

 

 

 

Idenfy nouns, their types (common and proper and forms (singular, plural, and 

possessive). 

Be familiar with of the term ‘collecve nouns’. 

Disnguish between common and proper nouns. 

Transdisciplinary Activities 

Physical Educaon 

Toss the Collecve Noun 

Divide the class into two teams. One team lines up on one 

side of the room and the other team on the other side of 

the room. Players toss the beanbag back and forth, from one 

team to the other, and shout collecve nouns while running 

in order to catch the bean bag. If they can't quickly think of a 

collecve noun, or if they shout out a collecve noun that's 

already been said or something that's not a collecve noun, 

the other team gets a point. The team to get five points first 

wins. 


Noun Charades 

Enact the noun wrien on an index card and let the students 

take turns to guess the noun. 

5

Myself... 

Critical Thinking 

Parcipate in a discussion: Why are proper nouns different from collecve nouns Jot 

down the interpretaons and conclusions reached aer the discussion is over. 

Life Skills/SEWA 

Collecve nouns represent a collecon of things/persons together. They present the group 

as a complete whole. Appreciate the beauty it renders to the group. Likewise, develop the 

quality to be together and united with the members of society. 

6

Myself... 

Topic: (b) Articles 



Incorporated 

Listening 

Listen to an English paragraph and 

enlist the arcles present in the 

selected text 

Spaal, Kinesthec 

Speaking 

Pairwork Picture Differences 

Idenfy the differences in the two 

given pictures and say them aloud. 

Intrapersonal, Spaal 

Reading 

Word Combinaons Scrabble 

Make more words by pung one 

word next to the other. 

Spaal, Interpersonal 

Wring 

Picture Reading and Wring: 

Idenfy the picture and write it using 

the correct ‘arcles’ 

Interpersonal, Spaal, 

Kinesthec 



 

 

 

 

Idenfy the structural and funconal properes of arcles in a sentence. 

Arculate arcles correctly before a noun. 

Demonstrate an awareness and ability to write arcles ‘a’, ‘an’ or ‘the’ in the required 

place in a sentence. 

Idenfy a sentence or a word with the misappropriate use of arcles. 

7

Myself... 

Material Required 

Index cards with the arcles wrien on them, any story book, magazine, picture cards 

of fesvals, a set of cards with rules of arcles and three pairs of idencal pictures with 

a few missing links. 



The Card Game 

Ask the students to take turns in picking up a card (having 

names of fesvals, internaonal days or any other relevant 

topic). Allow them to read the card and decide whether it is 

appropriate to use a or an in the sentence. 

Next ask to turn the card over and look at the answer. If the 

answer is right, one can move the number of spaces listed on 

the cards. 

Visual Arts 

Prepare cards and decorate them with all the rules for arcles 

and divide the class into two groups. Ask a student from group 

1 to take one card and read the rule aloud. Next the members 

from group 2 must write a sentence based on that rule on the 

board. The second group then chooses a card and the game 

goes on. 


Ask students to get any object from their bag and talk about that object for one minute. 

For example: “I am holding a crayon. It is red in colour. Crayons are used to colour 

our drawing books.” Make note of the lapses or errors while using arcles. Write them 

down on the board (without menoning who said it), and ask the class to work together 

to correct the sentences. 


Start by saying a sentence which has all the three arcles and then explain that the 

concept is very simple. Each student in the class needs to form sentences using all the 

three arcles and narrate his/her part of the enre story and then name the next student 

who will connue the story from there and create a new and interesng story. 

8

Myself... 

Topic: (c) Jumbled Sentences 


30 Minutes 


Incorporated 

Listening 

Speaking 

Reading 

Wring 

Make Words 

Make sentences with the given words 

and say them aloud for others to listen. 

Frame sentences with the correct 

sequencing of words. 

Words That Go Together: 

Find pairs of words that can be found 

together in a sentence. For example 

‘to+the’ could go together because 

they can be placed in that order, 

whereas ‘the+to’ is grammacally 

incorrect. Similarly, ‘give+him’ can be 

used together as it is grammacally 

correct. 

Read and idenfy a jumbled sentence 

from a well framed sentence. 

Sentence Fan 

Make a fan, by folding alternate creases 

in different direcons. Write one word 

in each secon and allow others to 

guess the sentence. 

Learn to write sentences with the 

proper use of punctuaon and an 

understanding of correct sentence 

formaon. 

Interpersonal 

Interpersonal, Spaal, 

Kinesthec 

Intrapersonal, Spaal 

Spaal, Kinesthec 

9

Myself... 



 

 

 

Sequence a sentence in a logical order. 

Unscramble a text and organise ideas in a logical sequence. 

Classify and organise a jumbled sentence logically. 


An Origami sheet, A4 sheets in pastel colour, crayons, scissors, white sheets to make 

envelopes, photocopy of a list of 50 words for each student in the class, etc. 


Visual Arts 


Help the students to create a series of sentences in a large text 

on an A4 size sheet. Ask them to decorate each word in the 

sentence with the help of coloured pencils/crayons. Next cut 

each sentence into separate words. Put each sentence into its 

separate envelope (made with the paper folding technique). 

Finally number each envelope with a marker. 

Divide the class into pairs or small groups. Give every team 

one envelope each. Students arrange the words into a correct 

sequence to make a sentence and copy it into their notebooks. 

Then they illustrate the sentence and put words back into 

the envelope. When they have finished, the students say the 

sentence, show their notebooks, and bring their envelope to 

the teacher. If a sentence is not correct, they go back and fix 

the error. If a sentence is correct, they can swap their envelope 

for a new one with a different sentence. 

Ask the students to share a few facts about their ‘Neighbourhood’. (Students to collect 

some informaon about their ‘Neighbourhood’ one day before the acvity). Write 

down the main points on the board while the discussion is going on. Aer the speaking 

session comes to an end, help the students to create a well- structured paragraph. 


Write five sentences about things you do on the weekend to help your Mum and Dad. 

10 

Write three quesons about helping at home. For example: Can I help to wash the dishes 

Write the quesons in a jumbled up form and let your friend sort out the sentences.

Myself... 

Topic: (d) Step by Step Writing Duration: 2 Hours 


Incorporated 

Listening 

Listen to the teacher about the 

significance of being an effecve 

writer. 

Intrapersonal 

Speaking 

Share views on the importance of 

having good wring skills quong 

examples from day to day life where 

effecve wring skills are helpful. 

Interpersonal 

Reading 

My Visit to the Sports Room 

Visit the sports room and read the rules 

to play various games, carefully. Try 

and interpret the rules and the manner 

in which they are presented. 

Logical, 

Kinesthec 

Wring 

My Favourite Dish 

Know and understand the correct 

sequence of the steps while creang 

a piece of informatory wring and 

working in a group. Put in sequence 

the instrucons to bake chocolate 

brownies .Enjoy them once the task is 

accomplished. 

My Story 

Select a character-person, animal, thing 

- suitable adjecves, verbs, a funny 

word, place and mood of individual 

choice to create a short story. 

Interpersonal 

11

Myself... 



 

 

 

 

Define elements of the wring process. 

Explain the wring process. 

Outline a topic for a piece of wring. 

Contribute to the class discussion. 


A bucket of leer blocks, chart paper, old newspaper/magazines, noun picture cards, 

charts depicng the rules of a game, Flags for flag football, a chart showing the steps 

involved in step by step wring and a few chocolate brownies. 



Lets Play Flag Football 

Organise a game of flag football aer understanding the rules 

of the game. 


My Composion 


Compose a short poem on your experience of learning step by 

step wring and sing the composion along with the class. 

Analyse how important instrucons are to accomplish a task perfectly. Life in itself has 

a proper framework in the form of daily roune. 


Develop the habit of following direcons in a proper sequence for day to day affairs. 

12

Myself... 

MATHEMATICS 

Introduction 

Learning is an ongoing process where the thirst for knowledge needs to be saated by the 

teacher who acts as a mentor and a facilitator. 

In class 2 the students were able to idenfy 2-D and 3-D shapes and become capable of 

tracing the outline. They are well aware of flat and curved surfaces and are also competent 

to use the scale for drawing lines. They are able to read as well as write numbers up to the 

place of hundreds. They have acquired the vocabulary of groups, hundreds, tens and ones. 

Now, in Class 3, we need to take a step further and enhance their learning abilies and 

add on new concepts. The first Unit of Mathemacs will enable the students to describe 

and draw various 2-D and 3-D shapes and idenfy corners, edges, faces and diagonals. 

To boost their imaginave skills the elevaon and side views of simple objects will be 

discussed. Creang shapes using tangram pieces will give vent to their creavity. The topics 

like ling and tessellaon will be a perfect tool for sharpening the arsc skills of the young 

minds, where in they will be able to decipher the shapes that will le and the ones that 

won’t through hands on acvies. Following instrucons is another way through which the 

students are able to read the maps. They will be proficient enough to be able to add to the 

place of thousands to their vocabulary and read as well as write 4 digit numbers. 


“Quest For More” is the need of today’s inquisive minds. The students of this age group 

have to be encouraged to reflect on their own learning and to pursue imaginave acvies 

and quesons. We want the students to be able to ‘hold’ an image in their mind, and 

transform and manipulate it mentally. This ability will be developed through the use of 

concrete materials, technology and a variety of visual representaons. They must first be 

able to maneuver real world objects, idenfy them and change properes. 

Gone are the days when the teacher used to teach with only paper and pen as a tool. 

There has been a paradigm shi in teaching strategies and tools. Keeping in mind the 

need of the hour the lesson caters to the holisc development of a child which is to be 

achieved through the following acvies and tools. 

 

 

 

 

 

Visual Aids 

Group work. 

Organising knowledge 

Arranging shapes to create the desired paerns 

Colouring acvies 

13

Myself... 

 

 

 

 

 

Enhancing imaginaon and applicaon 

Guided physical acvies 

Story narraon and poem recitaon 

Creang riddles 

Making composions using the side view of objects. 

The above acvies cater to various mulple intelligence. 

 

 

 

 

 

 

 

 

 

 


To understand the difference between 2-D and 3-D shapes. 

To enhance their ability to read and write 4 digit numbers using place value. 

To develop the vocabulary of the thousand, hundreds, tens and ones place. 

To use mathemacal vocabulary to describe corners, sides, edges and diagonals. 

To understand elevaon and side views of simple objects. 

To observe the seven geometric shapes that make up a tangram in a variety of ways 

that exhibit spaal relaonship. 

To explore about ling and tessellaons. 

To understand how to read maps. 

To know about - Point, Ray, Line and Line segment. 

To draw, label and represent the Point, Ray, Line and Line segment. 

The above acvies successfully cater to various mulple intelligence. 

14 

 

 

 

 

 

 

 

 

 


To relate 2-D shapes and 3 –D solids to their drawings. 

To idenfy shapes from pictures in different posions and orientaons. 

To use a place value chart to explain the place of thousand, hundreds, tens and ones. 

To observe the visual characteriscs of different shapes of a tangram. 

To combine different shapes to create new shapes. 

To give vent to creavity to create abstract shapes and objects. 

To know about tessellaons and disnguish between shapes that le and those that 

do not. 

To read simple maps using direcons. 

To help them recognise - Point, Ray, Line and Line segment

Myself... 

Topic: (a) 2 D and 3D Shape 

Duration: 3 Hours, 

30 Minutes 


Incorporated 

Observaon 

and 

Idenficaon 

Conceptual 

Learning 

Learning By 

Doing 

Applicaon 

On Your Toes: Observe flash cards. 

count the number of sides of a figure 

and jump. 

Our Fir Cone: Observe the cutout of 

the sharpened end of the pencil. 

Roll The Ball: Observe the ball to study 

its surface, edges and verces. 

Organise Your Knowledge: Menon 

the number of edges, number of faces 

and number of verces in the graphic 

organiser. 

Fiddle And Discover: Create a box with 

only square shapes and a box with 

three different pairs of rectangles. 

It’s Your Turn: Create your own 

riddles 

Compare the cube and cuboid. 

Relate real life objects both 2 D and 3 D 

shape in space. 

Logical thinking / Spaal / 

Interpersonal 

Logical / Kinessthec / 

Interpersonal 

Logical / Kinesthec / 

Interpersonal / Spaal / 

Linguisc 



Linguisc 

Learning 

Outcomes 

The students will develop the ability to 

Use mathemacal vocabulary to describe corners, sides, edges 

and diagonals. 

Understand the concept of elevaon and side views of simple 

objects. 

Understand the difference between 2 D and 3 Dshapes. 

15

Myself... 

Topic: (b) Creating Shapes 

using Tangram Pieces 



Incorporated 

Observaon 

and 

Idenficaon 

Conceptual 

Learning 

Learning By 

Doing 

Let’s Explore: Distribute tangram 

pieces to the students for a hands on 

experiences of creang shapes of their 

choice. 

Do You Know: Show large cut outs of 

the pieces of a tangram to make the 

students recall the shapes of triangles 

and squares. Introduce parallelograms. 

Making Rules: Show the figures made 

from tangram pieces so that the rules 

for using them may be laid. 

Creang Shapes: Make groups of 

children to create the desired shapes 

– square, parallelogram, triangle and 

rectangle. 


Interpersonal 





Linguisc 

Applicaon Back to Square: Students to 

reconstruct the square from which the 

7 pieces of tangram were cut. 



Learning 

Outcomes 

The students will develop the ability to : 

 

 

 

Observe the visual characteriscs of various geometric shapes 

that make up a tangram in a variety of ways that exhibit spaal 

relaonships. 

Combine the pieces of tangram to form new shapes and objects 

of their choice giving vent to their creavity. 

Create the desired shapes and objects from the seven pieces of 

tangram. 

16

Myself... 

Topic: (c) Tiling and Tessellations 

using a given shape 



Incorporated 

Observaon 

and 

Idenficaon 

Learning By 

Doing 

Applicaon 

Let’s Observe Combinaons: Show 

pictures from daily life where 

tesseillaons occur so that the students 

copy and idenfy what TESSELLATION 

is. 

Creang Paerns: Colorimetry. 

Give cutouts of triangles, hexagons, 

squares and rectangles to the students 

to make difference paerns and to get 

an idea of tessellaons. 

Making Floor Paerns: Give grid sheets 

of triangles, squares and hexagons to 

the students to form their own floor 

paerns as per the sample designs 

shown to them. 

My World of Colours: Give grid sheets 

for semi regular tessellaons to 

students to make their own paerns 

aer the sample designs showing. 


Interpersonal 



Linguisc 



Linguisc 

Learning 

Outcomes 


Use various shapes creavely to form beauful paerns thereby 

understanding the concept of ling and tessellaons. 

 

Understand regular and semi regular tessellaons and form 

paerns on their own. 

17

Myself... 

Topic: (d) Reading Simple Maps Duration: 1 Hour, 

using Directions 

30 Minutes 


Incorporated 

Logical and 

Mental 

Ability 

Learning By 

Doing 

Applicaon 

Let’s Play: Give simple instrucons to 

the students to move to various sides. 

Make them clap with every step so that 

they are able to follow the instrucon 

and co-ordinate every move with a 

clap. 

Let’s Follow Instrucons: Ask the 

children to follow specific instrucons 

to understand the usage and 

significance of direcon. 

Let’s Reach School: Give the acvity 

sheet to the students to apply their 

skills by trying to trace the path by 

following simple instrucons and 

hence be able to create a map. 

Logical / Spaal / 

Interpersonal 



Linguisc 


Interpersonal 

Learning 

Outcomes 


Understand the ulity of a map and apply it in their life. 

 

Corelate the concept of direcon in their daily life. 

18

Myself... 

Topic: (e) Identification of Point Line, 

Line Segment and a Ray 

Duration: 1 Hour 

30 Minutes 


Incorporated 

Observaon 

and 

Idenficaon 

Where do the points lie 

Show the pictures of square, triangle 

and rectangle. Make the students 

observe them and idenfy the points. 

Logical thinking 

Conceptual 

Learning 

Let’s join and measure: Make the 

students join two points to understand 

the concept of line segment. 

Ray of light: Divide the line into 

two parts so that the students can 

understand the concept of rays. 


Spaal / Linguisc 

Learning by 

Doing 

Let’s form a line: Ask the students to 

draw as many points on the line as they 

can so that they decipher that infinite 

points lie on the line and these infinite 

points together form a line. 



Linguisc 

Learning 

Outcomes 


 

 

Idenfy the points, line, line segment and a ray. 

Draw , measure and represent point, line, line segment and a 

ray correctly. 

19

Myself... 

Topic: (f) Digit Number 

Duration: 1 Hours, 30 Minutes 


Incorporated 

Observaon 

and 

Idenficaon 

Move A Step Further: Arrange tooth 

picks and make bundles to derive the 

relaon amongst ones, tens, hundreds 

and thousands. 


Interpersonal 

Learning by 

Doing 

Applicaon 

Create Your Own Abacus: Make an 

abacus and show numerals on it by 

pung an appropriate number of 

beads. 

Search For Your Partner: Look for the 

partners by matching number names 

and numeral slips. 



Linguisc 



Learning 

Outcomes 


 

Enhance the ability to read and write 4 digit numbers using 

place value. 

 

 

Develop the vocabulary of thousand, hundreds, tens and ones. 

Use the place value chart to explain the concept of thousand, 

hundreds, tens and ones. 


Flash cards, 6 equal cutouts in a square shape,drawing sheets, fevicol, cello tape, 3 pairs 

of rectangles of different measurement, lead pencil, 30 coins, a ball, 3 dimensional 

objects, bag, box of a cuboid shape, a cube, cuboid, cylinder, cone, sphere, Tangram 

puzzles, A4 sized sheet and scissors. Various pictures of shapes made by using tangram 

pieces, 7 pieces of tangrams(large cutouts), tangram puzzles 1 for each child, pictures of 

a honey comb, wall of bricks, floor les, Small cut outs of hexagons, triangles, squares, 

rectangles, pentagons, heptagons and octagons made up of plasc, coloured paper, cra 

foam or any other material, Grid sheets of triangles, squares and hexagons and semi 

20

Myself... 

regular tessellaons, squares, coloured sheets, a scale, pencils, straws, a solid cuboid, 

beads, glue, markers, Slips with numerals wrien on them and slips with number names 

wrien on them. 

Trandisciplinary Activities 

Visual Arts 

My World Of Colours:- Give grid sheets for semi regular 

tessellaons to make their own paerns based on the sample 

designs shown to them. 


On Your Toes: Observe the flash cards, count the number of 

sides of the figure and jump. 

Let’s Play: Give simple instrucons to the students to move 

on various sides. Make them clap with every step so that they 

are able to follow the instrucon and co-ordinate every move 

with a clap. Ask the children to follow specific instrucons to 

understand the usage and significance of direcons. 

Search For Your Partner: Look for partners by matching 

number names and numeral slips. 

 

 

 

 

 

 

 

 


Visualise the side views of simple objects. 

Create riddles on different aspects of 3-D and 2-D shapes and apply skills to solve 

them. 

Creang abstract shapes is easy and simple but to create shapes like squares, 

triangles, rectangles and parallelograms requires a lot of crical thinking in arranging 

the 7 pieces of tangram correctly. 

Design a cuboid box into an arcle. 

Life Skills 

Appreciate, understand and relate shapes to day to day life. 

Idenfying tessellaons in real life and creang paerns of their own through ling 

by observing the sample paerns shown to them. 

Working in groups helps the students to improve their interpersonal skills. 

Acvies like Let’s Play and Let’s Follow Instrucons in Lesson Plan D make the 

students understand the importance of coordinaon and following instrucons in 

life. 

21

Myself... 


Introduction 

In Class–II the learner was made familiar with the different stages of growth, their general 

capabilies and the funconing of their main internal and external organs. Taking forth 

this understanding the learner in Class III would explore their immediate surroundings 

and will learn to make simple predicons and differenate between living and non-living 

things. The learner will be involved in various acvies to differenate between plants 

and animals. The learner would idenfy the different states of maer using their sense 

organs. Thus they would be able to appreciate the funconing of their sense organs to 

explore the world around. 


Students of Class III have entered the stage where they are inquisive about themselves 

and their surroundings. This Unit on ‘Myself’ is designed to give a beauful experience to 

the learners and help them develop of a scienfic temperament. 

The learner of this age (8-9 years) has to be involved in observaon, play, thinking and 

many more open ended acvies. This can be done through- 

 

 

 

 

 

 

 

 

Exploring the immediate world of the child, using various themes to set the context. 

Visits, trips, nature walks. 

Gardening. 

Cooking. 

Caring for pets. 

Playing with the things in and around the school. 

Vocabulary building based on experience. 

Use of pictures, storytelling, music and songs and role-play. 

To take care of these objecves of imparng science educaon at the primary level, the 

acvies of this unit have been designed. The acvity on making predicons will help 

the learner to build the scienfic aptude of observaon and conclusion. Acvies on 

observing living and non living things and the different states of maer would inculcate 

the scienfic principle of observaon and classificaon. 


22 

To develop inquisiveness about the environment around.

Myself... 

 

 

 

 

 

 

To develop an understanding of the characteriscs of living and non living things. 

To observe and understand the behaviour of plants and animals. 

To idenfy the characteriscs that makes plants different from animals. 

To recognise that there are different type of plants and animals in the local 

environment. 

To observe and understand the three states of maer i.e. solids, liquids and gas. 

To understand the role of the sense organs. 


To enable students to predict and draw conclusions from the given situaons by performing 

a crical and logical analysis 

 

 

 

 

 

To idenfy the living things from non living objects and demarcate the difference 

between living and non living things. 

To observe and understand the differences between plants and animals. 

To define maer and idenfy its three states. 

To idenfy the characteriscs of solids and liquids and feel the presence of gas. 

To recognise and understand the role of sense organs. 

23

Myself... 

Topic: (a) Prediction In Daily Life 



Incorporated 

Observaon 

EXPERIMENT : Who is stronger 

To observe wet paper 

and a wet wooden block. 

Logical / Intrapersonal / 

kinesthec 

Conceptual 

Learning 

 

Story me: 

A Cricket Match 

Linguisc / Kinesthec / 

Interpersonal 

Learning 

by Doing 

PowerPoint Presentaon on 

making predicons on the various 

situaons given. 

Write predicons on the weather 

condions aer seeing the PowerPoint 

Presentaon. 

Kinesthec / Logical / 

Spaal / Interpersonal / 

Linguisc 

 

Students would first predict the 

change in strength of paper and 

the wooden block and then test 

their hypothesis. 

Appicaon PowerPoint Presentaon: 

Weather Predicons –What 

Would We Do 

Kinesthec / Logical / 

Spaal / Interpersonal/ 

Linguisc / Intrapersonal. 

To draw conclusions from the 

given situaons. 

 

Experiment: 

24 

Learning 

Outcomes 

What is stronger Observe a wet paper 

and wet wooden block. 

Review work sheets to be 

completed by students. 

The students will be able to predict the outcome of the given 

situaons.

Myself... 

Topic: (b) Difference between Living Duration: 4 Hours 

and Non-Living thing 


Incorporated 

Observaon EXPERIMENT : 

Am I Living : Enclosing 

One iron nail and one cockroach in two 

different jars. OR 

Observing a toy bird and a real bird 

kept in two different cages. 

Logical / Intrapersonal / 

kinesthec 

Conceptual 

Learning 

PowerPoint presentaon- 

Characteriscs of living things. 

Linguisc / Kinesthec / 

Interpersonal. 

Learning 

by Doing 

Appicaon 

Poem :We are living. 

• Write the names of living and non 

living things from the PowerPoint 

Presentaon. 

• Nature walk. 

PowerPoint Presentaon 

Draw pictures of various living and non 

living things. 

Experiment—Am I Living 

Kinesthec/Logical/ 

Spaal/Interpersonal/ 

Linguisc 

Logical / Kinesthec 

/ Interpersonal / 

Intrapersonal / Spaal / 

Linguisc. 

Learning 

Outcomes 

The student will be able to recognise, idenfy and disnguish 

between living and non-living things. 

25

Myself... 

Topic: (c) To Understand the difference 

between Plants and Animals 



Incorporated 

Observaon EXPERIMENT: Look at me : 

Enclosing one plant and one caterpillar 

in two different jars. 


Interpersonal 

Conceptual 

Learning 

Learning 

by doing 

Appicaon 

PowerPoint Presentaon on pictures 

different types of animals and plants. 

Write the answer of quesons, asked 

in the PowerPoint Presentaon. 

PowerPoint Presentaon on pictures 

of plants and animals showing their 

behaviour. 

Experiment: Look at me….. 

Poem- Plant and Animals 





Linguisc 




Linguisc 

Learning 

Outcomes 

The student will be able to understand the behaviour of plants and 

animals and disnguish between them. 

26

Myself... 

Topic: (d) Understand the States of 

Matter with the help of 

Sense Organs 



Incorporated 

Conceptual 

Learning 

Observaon 

PowerPoint Presentaon on States of 

Maer. 

A video on maer 

Game (in different groups) 

This is me! 

(groups : solid, liquid, gas) 



Interpersonal 

Learning 

by doing 

Appicaon 

See, smell, touch and taste the things 

given and write your observaons 

PowerPoint presentaon— 

Different States of Maer 

Game- This is me! 

Poem- Oh, dear what can this maer 

be….. 




Linguisc 




Linguisc. 

Learning 

Outcomes 

The students will be able to : 

Explain maer 

Tell the states of maer. 

Idenfy the role of sense organs 

Importance of sense organs 

27

Myself... 


PowerPoint Presentaon or pictures of different climac condions, A4 sheets, a 

wooden block, PowerPoint Presentaon, quiz on living and non living things, two jars, 

a cockroach, an iron nail, PowerPoint Presentaon or different pictures of plants and 

animals, two jars, a caterpillar/ant/grasshopper, a small plant, a toy bird and a real bird in 

two different cages, PowerPoint Presentaon on different states of maer, chocolates, 

any juice, toffees and incense scks. 

Transdisciplinary Activity 

Visual Arts 

Draw a landscape showing living and non-living things. 

Make a picture of an animal using plant parts. 


Recognise and classify the objects into living and non-living 

things. 

Playing the Game ‘Who is the best’ or any other game relevant 

to the topic. 

Rhythmic recitaon of the poem: 

We are living 

Plants and animals 

What can this maer be 


Mathemacs 

ICT 

Social Sciences 

Wring poetry, wring doing words. 

Counng and comparing the outcomes. 

PowerPoint Presentaon, a Video. 

Studying different Climac Condions. 


To enhance crical thinking skills of the young learners by brainstorming quesons and 

acvies have been incorporated in each lesson plan. The following acvies have been 

designed to induct the learners to a higher order of thinking skills. 

Acvity 1: Is a Seed a living thing 

Do living things have a specific appearance or are appearances decepve 

28 

The students will be given certain things to observe and then asked to predict whether

Myself... 

they are living or not. Things given can include bird’s feathers, a sharpener, pencil and 

kidney bean seed. Their responses would be recorded. 

TABLE 1: 

1. 

2. 

3. 

4. 

OBJECT APPEARS LIVING APPEARS NON LIVING 

They will be asked to judge whether any of the above menoned things are living or nonliving. 

This acvity inculcates the scienfic aptude of making a hypothesis. 

The teacher should allow the students to make guesses and then ask them to design an 

experiment so that we may test whether the guess is right or not. The following acvity 

of crical thinking has been designed to test the hypothesis made by the students. The 

teacher acts as a facilitator as the students brain storm to design the acvity. 

The above Acvity is to be performed for Lesson Plan - b 

Acvity 2: Am I a Living Thing 

Take 4 pots with soil and place bird’s feathers, a sharpener, pencil and kidney beans. 

Cover them with soil and water them. Observe them on the third day. 

1. 

2. 

3. 

4. 

OBJECT CHANGE/NO CHANGE REMARKS 

From the above acvity the students will be able to crically evaluate the results and 

finally come to the conclusion that seeds are living things though they appear to be non 

living. 

The above acvity tests the hypothesis made in Acvity 1 of Crical Thinking. 

29

Myself... 

Acvity 3: Is Sand Liquid 

• The teacher allows the students to explore that all liquids can be poured from one 

container to another and liquids take the shape of the container. Aer this the teacher 

asks that though sand can be poured into a cup why is it not a liquid 

Some more quesons for Crical Thinking 

• You can’t usually see gases in the air. How can you observe gases without seeing 

them 

• Can you feel water in the air 

• Does air have mass 

The above acvity is to be performed for Lesson Plan - d : States of Maer 

ACTIVITY 4: Guess the state of water. 

Ice Water Vapour 

Take students to the Science Lab and show the above samples. Make demonstraons to 

the class and ask students what should we call water-solid, liquid or gas Make groups 

and ask them to idenfy the state blindfolded using other sense organs as touch, taste 

and smell. 


Through the experiments the students monitor the changes under controlled condions 

and are able to assess the outcomes. 

 

 

The acvies and quesons under crical thinking would help the students to think 

out of the box. 

Working in groups brings out the quality of team work for example: 

Singing and dancing together on the maer song; 

Working in groups to make predicons about the outcomes of the acvies. 

Students learn to respect other’s views as they wait for others to finish their experiment 

and listen to other’s point of view in the class. 

Care for pets and living things. 

30

Myself... 

Acvity – Living Things Need Care! 

Observe a toy bird and a real bird in a Cage. 

Students would observe a toy and real bird and write their observaons in the following 

table aer observing the acvies of the two birds for some me ( if the School has the 

provision of a pet club students may be allowed to keep the pet for a day) – 

Toy 

Bird 

Real 

Bird 

Ate Food Drank Water Moved around Responds to movements 

outside the cage. 

31

Myself... 


Introduction 

The students are already aware of the basic concepts about living and non-living things 

which have been dealt with in class II. In class III this concept would be further enhanced 

by taking forth the topic in depth. The students would realise that living things have sense 

organs which are of great significance and they would further appreciate the fact that 

sense organs are of great importance and it is very essenal to take care of each one 

of them. The children will be exposed to the idea that any form of disability can be 

transformed into an ability. They would be updated about the Braille system which is the 

medium of instrucon for the visually impaired. 


The essence of childhood development at the Primary level is to become observant and 

develop the ability to correlate to their surroundings/environment, being judgmental, 

and arrive at conclusions. The objecve of teaching Social Science is to create and to 

develop aptude and an atude, to create awareness about socio-polical-cultural and 

environmental issues at the global level. The Unit on “Myself” deals with similaries and 

differences between living and non- living things, taking care of sense organs, dealing with 

the ear and eye problems, developing sensivity towards hearing and visually impaired. 

To induce curiosity, power of self expression and total involvement in hands on acvies, 

these lesson plans have been designed with open ended quesons, presentaons and life 

skill situaons to make a child a “life long learner.” 

To assist the facilitator, Unit-one “MYSELF” is equipped with Audio Visual aids , resource 

material, visits ,trips and nature walks to cater to the different needs of the students so 

that “no student is le behind”. Further emphasis is given to different groups of learners 

like (Audio learners, Visual learner, Kinesthec learners) to keep them connuously 

movated. The unit is supported with worksheets to reinforce the different concepts 

taken up in the lesson plans. At the end of each of the lesson plan, the rubrics have been 

designed to help the facilitator to assess for herself that learning has taken place during 

the teaching of the enre unit. 

32 


To be able to idenfy living and non living things 

 

 

 

To be able to comprehend that there are living and non living things all around us. 

To be able to realise the significance of living and non living things 

To be able to idenfy different sense organs in the body and realise the importance of 

each sense organ.

Myself... 

 

 

 

 

 

 

 

To establish the importance of one’s own and others sense organs and learning to 

protect and care them. 


To be able to differenate between living and non living things. 

To be able to emphasise the significance of both living and non living things in this 

world. 

To be able to specify the characteriscs of living and non living things. 

To be able to epitomize the importance of each sense organ in our daily needs. 

To be able to realise the importance of taking care of each sense organ. 

To sensize the children towards the people who are physically impaired and be able 

to understand that certain support systems have been developed to take care of 

their needs. 

33

Myself... 

Topic: (a) Living and Non-Living 

Things 



Incorporated 

Conceptual 

Learning 

Observaon 

 

 

Nature walk / Picture glossary 

Find your way and run 

(To idenfy and classify the living and 

non-living things) 

 

 

Nature walk 

A visit to a Natural History 

Museum. 

(Can categorise the living and nonliving 

things around them on the basis 

of their characteriscs) 

Logical / Spaal 

/ Kinesthec / 

Interpersonal / 

Intrapersonal / Linguisc 


/ Kinesthec / 



Learning 

by doing 

 

Plant a sapling / Making a mask 

(Children come to know about 

the special characteriscs of living 

things like – they breathe, move, 

eat, reproduce, communicate 

and grow etc.) 


/ Kinesthec / 



Applicaon 

Tearing and Pasng; (Idenfying the 

non-living objects from the living 

ones. 


Kinesthec / Interpersonal 

/ Intrapersonal / Linguisc 

Learning 

Outcomes 


 

 

 

Recognise and understand the significant characteriscs of 

living and non living things. 

Idenfy living and non living things. 

Differenate and categorise living and non living objects into 

two different heads. 

34

Myself... 

Topic: (b) Care of our Sense 

Organs 



Incorporated 

Conceptual 

Learning 

 

Visit to a dream world/ My rule 

book(Idenfying the use of their 

sense organs) 

Logical/ Spaal/ 

Kinesthec/ 

Interpersonal/ 

Intrapersonal/ Linguisc 

Logical 

Senseless Me (Knowing the 

importance of each sense organ) 


Kinesthec/ 



Learning 

by Doing 

 

Here comes the doctor / Night 

Watch ( understanding specialised 

doctors related to sense organs 

are different. 


Kinesthec/ 



Applicaon Sensory Staons (Use body parts 

associated with sense organs) 


Kinesthec/Interpersonal/ 


Learning 

Outcomes 


 

 

Idenfy the sense organs. 

Realise the importance of each sense organ and take care of it 

properly. 

35

Myself... 

Topic: (c) Eye and Ear 

Disorders/Braille 



Incorporated 

Conceptual 

Learning 

 

Know Yourself (children relate 

themselves to others - how to 

overcome a parcular disability) 


Kinesthec/ 



Observaon Night watch 

 

Visit to a Blind School / School for 

deaf and Dumb / Special Learning 

Centres. 


Kinesthec/ 



Learning 

by doing 

 

Poster Time 

Protect your ears-bookmarks. 

(encourage students to follow safety 

measures for eyes and ears) 


Kinesthec/ 



Applicaon My Braille message for my friends 

(understands the relevance of 

Braille for the blind people) 

 

Visit to a Blind School / School 

for Deaf and Dumb / Special 

Learning Centres. 


Kinesthec/Interpersonal/ 


36 

Learning 

Outcomes 


 

 

 

Develop values in growing sensivity towards the physically 

disabled. 

Create facilies and strategies to help the hearing and the 

visually impaired and acquire knowledge about the Braille 

system. 

Appreciate one’s abilies and in case of need be able to change 

disability to ability.

Myself... 


A pre drawn scenery on an A4 size paper, coloured glaced papers, glue. Chart paper, 

pencil, colours, scissor, a doll , a small pot, sapling, mud and water, paper plates, coon, 

colours, gum, scissor, colour pens, paper strips. paper, colours and some decorave items. 

old magazines, books and newspapers, charts, glue, scissors. bells, drums, whistles, pulsesfilled 

containers, spoons to tap, sandpaper, play dough, clay, ice, finger paint, microscope, 

magnifying glass, colored water, 3-d poster, vanilla essence, perfume, chocolates, spices 

medical instruments (e.g. Stethoscope etc.), Doctor’s Dress, name plates of Doctors, 

wring note book, pen. (all supplies will be provided by the teacher magazines, glue/ 

paste, children's scissors, posterboard) booklet or a note book can be used for wring 

their own instrucons. diary and pencil. book or informaon from internet, diary and 

pencil. chart paper, pencils, colours, eraser, scale. The English Braille Alphabet (A to Z). A4 

size drawing sheet, pens. catridge sheet. 

37

Myself... 


Visual Art Mask making 

 

 

 

 

Tearing and pasng 

Hand and finger prinng 

Picture Glossary 

Let’s make sense 

Poster making on “Ear and Eye care”. 

 

 

 

Take an A3 size colour pastel sheet. 

Use pictures / drawings to put forth your 

message. 

Write an interesng slogan. Be neat. 

Physical Educaon Find your way and run 

Sensory Staons 

Senseless Me 

Touch and Feel 

Divide the class into 2 groups. 

Take a big wooden box and put 15-20 objects 

of different textures and sizes into it. 

Blind fold one child from each group alternately. 

Ask the blind folded child to feel and recognise 

the object and idenfy any one object from the 

box. 

The group that idenfies the maximum numbers 

of objects will be declared as the winning team. 

Performing Arts Here come the doctors 

Acvity Five Sense Organs Song 

(This is assisted by Audio Visual Aids) 

Children will listen to a song and dance and hence display 

their respecve sense organs. 

(All these acvies have been explained in the lesson plan.) 

38

Myself... 


Any acvity which would iniate a thinking process in a child would be considered as a 

crical thinking acvity. The teacher may design a similar acvity on the lines of “Susan 

is my best friend” where she triggers the imaginaon of a child by making him/her think 

about the comparave analysis of living and non living things. Another acvity related to 

sense organs which is designed is called “ Senseless Me “This will be considered as a 

crical thinking acvity where the child is forced to think how to lead their life with one 

non funconal sense organ. Further the children will analyse and be made to realise and 

appreciate the ways of overcoming a few disabilies. 

Life Skills / SEWA 

To develop the atude of recognising the socio - emoonal aspects of living things and 

realising that non living things do not need these moments of realisaon. 

To comprehend the significance and ulity of sense organs and be able to correlate the 

fact that they need to be taken care for the best benefits throughout once life. 

The skill developed through this acvity is that the cung of trees to prepare different 

arcle from wood, like pencil, paper, ssue paper etc. should be reduced to the 

minimum. 

To sensize the children towards people who are physically impaired and appreciate the 

support system created for them. 

39

Myself... 


 

 

 

 

 

 


To appreciate music and dance. 

To use music and dance as a means of personal expression. 

To idenfy the rhythm of a simple song and sing accordingly. 


To idenfy simple rhythmic paern in a song. 

To respond with movements to a variety of musical moods. 

To integrate the components of rhythm, music and movement. 

Topic: (a) Musical Notation and 

its Values 

Duration: Hours 


Incorporated 

40 

Aesthec Understand notes and their 

corresponding values. 

 

 

 

 

 

 

Comprehend and pracce first 

five notes on Staff. 

Bars and measures, to know the 

natural accents of music 

Idenfy me signature to know 

the number of beats coming in a 

bar. 

Rudiments of Indian classical 

music to have a basic 

understanding of it. 

Learn and sing together Raga 

Yaman. 

Learn basic dance steps to dance 

with music.

Myself... 

Learning 

by Doing 

 

Play the rhythm game (clapping 

notes according to its correct 

-me) in groups on a simple 

me. 


/ Kinesthec / 



 

Write and learn basic definion 

of Indian classical music. 

 

Singing Raga Yaman 

 

Perform basic steps of the rhythm 

game in groups. 

(Some steps or movements on the 

given rhythm) 

Applicaon Make a rhythm of a song and clap 

with it in sync. 

 

 

Convert rhythm into a song and 

sing it. 

Make notes and chords of the 

song and play it. 

Explain definions of Indian 

classical music and ask quesons 

about it. . 

 

 

Learn steps that go with the tune 

and dance with it. 

Create various dance formaons 

that can make learning more 

interesng. 

Learning 

Outcomes 


 

 

 

 

Understand how notes make a rhythm. 

Differenate between Indian Classical and Western Classical 

notes. 

Comprehend how rhythm turns into song and music. 

Learn dance steps and enjoy music while dancing with it. 

41

Myself... 


Musical instruments music system to record and play back songs. 

Trandisciplinary Activities 

Visual Arts 


Make illustraons using notes, heads which are oval in shape, 

bar lines which are vercal and staff lines which are straight 

etc. 

Perform physical exercise with music. 

 

 


Understand Inter dependence between music and nature. 

Idenfy scinllang music found in nature. 

Example- whispering pines, singing birds, water falls, etc. 

Linking music with one’s own self which can control our emoons and feelings. 

Example-Hearing music while feeling lonely and sad can give comfort. 

Music from within –Songs comes from our heart when we feel so happy. 


Share informaon based on the fact that music is deeply related to the emoons and 

feelings of our lives. Meditate while music is played as a medium to connect our hearts 

in accord. 

42

Myself... 

Visual Arts 

Introduction 

This unit will help students understand the elements of art namely line, shape and colour. 

They will apply them in their drawing and link this knowledge with mathemacal principles 

as well as the surrounding environment. 


The acvies designed in this Unit will develop visual spaal, logical mathemacal abilies 

in the students. There will be cross curricular integraon with Maths and General Sciences 

in the acvies using tessellaons, tangrams and symmetry. They need to be introduced 

using brainstorming, demonstraon, discussion and audio/video aids. The experiences 

have to be hands on and interacve. 

 

 

 

 

 

 

 

 

 


To develop creave and aesthec sensibilies that perceive and respond to works of 

art, nature and events. 

To inculcate intellectual abilies that make cross curricular connecons using the 

medium of art. 

To recognise and analyse art from various cultures and styles. 

To encourage students to recognise their own ideas, values and beliefs and communicate 

them through visual arts. 

To explore new techniques and processes using a variety of materials. 


To understand the theorecal and praccal aspects of the elements of art namely, 

line, shape and colour. 

To think in terms of shapes. 

To use shapes to create repeve paerns/tessellaons. 

To use shapes to create idenfiable forms. 

43

Myself... 

Topic: (a) Name Plate 

Duration: 45 Minutes 


Incorporated 

Drawing 

Nameplate: Wring their name in a 

decorave style on the first page of 

their book 

Linguisc / Spaal / 

Natural / Logical & 

Mathemacal 


At the end of this lesson, students will develop the ability to write their name in typography 

using it as an element of design. 


Construcon paper, cartridge paper, oil pastels, etc. 



Living and Non-Living Things: 


Assembling shapes to create an idenfiable form- Divide 

the class into 4 groups. Provide the shapes of the tangram. 

Direct two groups to make living things out of the pieces. 

The eother two groups will make non-living things. Refer to 

Unit 1 Annexure 1 to give them some examples of tangram 

assembly. Assemble the puzzle pieces to create a form. Trace 

out the forms assembled onto their drawing sheet. Outline 

the pieces using sketch pens and then colour the living/nonliving 

things appropriately. You can be creave; example- if 

they have drawn a ger, colour it to make it look like one. 

In which country did the Tangram puzzle originate 


Respecng team members’ ideas and suggesons. 

44 

Could visit street children and share their Tangram puzzles with them.

Myself... 

Topic: (b) Primary and 

Secondary Colours 

Duration: 1 Hour 

30 minutes 


Incorporated 

Idenfying 

Primary and 

Secondary 

Colours 

Creang paerns using geometric 

shapes and colouring them using 

primary and secondary colours 

Linguisc / Spaal / 

Logical / Mathemacal, / 

Kinesthec 



 

 

 

Understand the properes of primary and secondary colours 

Use primary and secondary colours in design 

Use shapes to create repevepaerns/tessellaons 


Colour chart, computer, internet, poster colours, brushes and bowls. 


Mathemacs 

Symmetrical Rangoli designs using shapes 


Who was the first person to design the colour wheel 


Using materials with care and purpose. 

Taking care of materials: pung things back in their place. 

45

Myself... 

Topic: (c) Figure Drawing 

Duration: 45 Minutes 


Incorporated 

Drawing 

Drawing a human figure to understand 

proporon. 

Linguisc / Spaal 

/ Natural / Logical 

/ Mathemacal 

/ kinesthec / 

Interpersonal 


The students will develop the ability to 

draw a human figure with a rudimentary 

understanding of proporon. 


Cartridge paper, scissors, glue, oil pastels, paints, origami/glazed paper, wool. 


Mathematics 

Symmetry: Making strings of paper dolls is a good way to 

pracce drawing the human body and also learn how to cut 

repeve symmetrical shapes. The paper dolls in the string 

can be personalised by the students as their portraits and can 

become so board decoraons. Refer to Unit 1 Annexure 2 

for the acvity details. 


What are the similaries and differences between the proporons of the human body 

and animals like a dog, chimpanzee or a giraffe 


Team work, sharing dues while working in a group. 

46

Myself... 


Introduction 

The lesson helps learner to understand the skills involved to prevent a ball from 

rebounding away. 


Physical Educaon is an integral part of the curriculum at school level which includes 

training, care of the human body and maintaining physical fitness. Physical educaon is 

also about sharpening the overall cognive abilies and motor skills via athlecs, exercise 

and various other physical acvies. 

The lesson has been planned in such a way that it provides the students with an 

environment through the acquision of knowledge and skills and atudes that will help 

them transfer to a healthy lifestyle. 

Students learn to kick a staonary ball with the dominant foot and learn to dribble a ball 

with the feet in the proper form. At the compleon of the lesson they will demonstrate 

striking skills, to trap a propelled ball with the foot and also acquire the ability to 

demonstrate a ground pass. 

 

 

 

 

 

 

 


To develop physical fitness in order to lead a happy, vigorous and abundant life. 

To develop the right atude towards and physical acvies in general. 

To develop amongst the individuals a posive atudes towards play and physical 

acvi¬es and culvate recreaonal hobbies. 

To display good sportsmanship during play. 


To demonstrate how to pass and shoot. 

To understand the running strategies to successfully move the ball forward. 

To demonstrate the proper dribbling technique. 

47

Myself... 

Topic: (a) Kicking and Trapping 



Incorporated 

Learning 

by Doing 

Triangle Passing 

Kick and Score 

Spaal 

Interpersonal 



 

 

 

Parcipate in enjoyable, challenging acvies. 

Sustain connuous movement for an extended period. 

Parcipate, appreciate, enjoy movements and cooperate with a partner. 


4 cones (for boundaries), 1 whistle and stopwatch (oponal). 


Mathemacs 

(Before class, discuss the characteriscs of triangles. 

Show pictures of different types of triangles, and have 

students idenfy some of those triangles within the school 

environment.) 


If we added another person (or point) to a triangle, what 

different shapes could it form (e.g., square, rectangle, 

diamond) 

Respond immediately if a student is kicking the ball too hard and/or not waing unl the 

middle person is ready. 

48

Myself... 

Lesson Plans 

49

Myself... 


Lesson Plan – a 

Topic: Nouns 

Duraon: 5 hrs 

Brief Descripon: This lesson involves the recapitulaon of common and proper nouns 

and introducon of collecve nouns through live examples. 

Learning Objectives 

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

 

 

Idenfy nouns in a composion. 

Understand the concept of collecve nouns. 


A bucket of leer blocks, chart paper, old newspaper/magazines, noun picture cards. 

Teacher Activity 

Review nouns by asking the students to brainstorm some nouns and write them under 

the following headings Person, Place, or Thing on the board. 

Naming Blocks 

Bring a bucket of leer blocks. Give each student an opportunity to draw one leer of 

the alphabet from the bucket. Help them use each leer of the alphabet and brainstorm 

a list of nouns that begin with that leer. Make the acvity more challenging by adding a 

me limit. 

The student who calls out the maximum number of nouns wins the game. 

Name Poster 

Pair up students and have each one of them make/draw a name poster for the otherwring 

the proper name in an uppercase leer, and decorate with things/colours 

that the other person likes. Add details about the person by menoning a few special 

characteriscs which you like about him/her and highlight all the nouns menoned in the 

wrien presentaon. 

This acvity will foster a posive interacve me and enhance learning abilies. 

50

Myself... 

Linking Nouns 

Encourage students to write or say a number of nouns in different categories in a given 

me duraon. 

Example(Categories)- 

Ten children in the class; 

Names of ten types of birds; 

Ten people in my neighbourhood. 

(Find out if the students begin a proper noun with a capital leer or not.) 

Aer taking up all the acvies, explain that the nouns have different numbers. Ask the 

students to give examples of the singular and their corresponding plural nouns. Apprise 

them about the special name (collecve nouns) given to a group of similar things or 

persons. Encourage the students to parcipate in the discussion by observing and analysing 

a collecon of things /persons in their immediate surroundings. 

Example 

A collecon of people staying together with common interests and purposes: family, 

A collecon of keys: bunch, 

A collecon of flowers: bouquet, 

A collecon of students: class. 

We are Together 

Distribute to the class different noun picture cards ensuring that each student gets at least 

4 pictures each. Ask them to open one card from their own pile of picture cards. Invite one 

of the students to come ahead and name the card that has been opened. 

Example 

Bee- Students with the same card will form a group. In case no other student has the card 

with a picture of a bee on it, they will be asked to open their second card then third card 

and so on...... Assist the students to frame groups similar to the picture cards. 

The teacher to make sure that there should be three to four noun cards with the same 

pictures to frame valid groups. 

Once the groups are formed, e.g. bees, elephants, dancers, pearls etc., ascertain that the 

collecve nouns for these groups are swarms, herds, troupe and strings respecvely. 

51

Myself... 

Ask the students to follow the direcons as one member of the group has to come forward 

if the singular name of a parcular group is called; two when it is plural and the whole 

group when the collecon is called. 

Student Activity 

Autobiography Wring 

Write about your own self in the form of an autobiography. Try to include the events 

which have a special place in your life. Underline all kinds of nouns used while wring. 

I am a Spy 

Hide an object in the classroom. Challenge one another to discover the secret object by 

suggesng either the beginning leer of its name or its funcon /use. 

Roll a Noun 

Make a sheet with 4 squares and write 4 in the first square, a 5 in the second one, the 

third one is 6 and the last one a 7. Sit around the table and take turns at the rolling of a 

dice. If number 4 rolls out write a noun with FOUR leers in the box numbered as 4, if the 

number that rolls out is 5 write a noun with FIVE leers in the corresponding box and so 

on. (If the student rolls a 1 or 2 give them the freedom to write a noun in the box of their 

choice.) 

Noun Hunt 

Hunt for different kinds of nouns menoned in old newspapers or magazines. Cut and 

paste them in the wring notebooks. Use these words to frame a story or paragraph. 

Review 

Read the passage and segregate the nouns into different categories like a common, proper 

and collecve noun. 

Paula’s baseball team, the Kings, was one goal short of winning the state finals last year. 

It was difficult to bear the loss. When the new season came, they got excited all over 

again. They were sure they could bring home the trophy this me. They pracsed very 

hard for long hours. Their hard work paid off when the team won the finals. Paula scored 

the winning goal! The team was delighted. They received a bouquet of flowers from the 

crowd of people present to watch the match. A band of musicians present also dedicated 

a song to them. 

Assessment 

52 

The students will be assessed based on their response during various class acvies and 

the understanding shown through the worksheets.

Myself... 


Lesson Plan – b 

Topic: Arcles 

Duraon: 3 hours 

Brief Descripon: The lesson emphasises that there are only three arcles in English: a, 

an and the. Further these two kinds of arcles are divided into the indefinite ‘a’ and ‘an’ 

or definite ‘the’and also states the need to know when not to use an arcle. 



 

 

 

Recognise arcles, how they modify both meaning and spelling and how they assist in 

decoding long complex words. 

Idenfy and use the arcles. 

Produce grammacally correct sentences. 


Index cards with the arcles wrien on them, any story book, magazines, picture cards of 

fesvals, a set of cards with rules of arcles, three pairs of idencal pictures with a few 

missing links. 


Introduce the lesson on arcles while reading a story or an essay. Aer reading, explain 

the three forms of arcles, e.g arcles act as a kind of support to a word in a sentence and 

can’t really stand on its own. This is why it aaches itself to a noun e.g a boy, an apple. It’s 

a word that is like an addion to a sentence. 

There are two kind of arcles definite and indefinite. ‘Definite’ has the sense of being 

precise to the point and exact. And of course ‘indefinite’ is the opposite. An indefinite 

period of me describes a length of me which is not exact, in other words one does not 

know how long it’s going on for. 

So we come to two arcles: the indefinite ‘a’ or ‘an’ and definite ‘the’. Now remember we 

have the alternave ‘an’ when it is used before a vowel sound. . It isn’t necessarily always 

before a vowel itself. But beware with words where the first leer isn’t pronounced like 

‘honest’ ‘honour’ and ‘hour’. We have to say: an honest person, It’s an honour to meet 

53

Myself... 

you and we are an hour late. 

Give students a situaon wherein they have to use arcles while speaking, e.g talk in pairs 

about foreigners you know - 

Do you know any foreigners 

Yes, I have an aunt who is Australian. 

My cousin is married to a Japanese man. 

I know only one foreigner – the American who works on the beach.... and so on. 

Involve half the students in the class in the enactment of a play. Give the students a script 

with the missing arcles. The rest of the class also has the script and can correct any 

errors the actors make. Repeat for the other half of the class. 

Scavenger Hunt 

Organise a scavenger hunt or a race. For a scavenger hunt, give each group of students a 

limited amount of me to find items in their backpack or in their desk that they can aach 

an arcle to. Prepare index cards with the arcles wrien on them in advance. In a race, 

give each student a handful of index cards with arcles wrien on them, and tell them to 

find items in the room that they can aach the correct index card to. 


Pairwork Picture Differences 

Idenfy the differences in two pictures that are similar but not the same. Look at both the 

pictures and find the differences and say it aloud, e.g “The cat is under the table” and the 

other where “The cats are under the table” (there being more than one cat in the second 

picture). 

Word Combinaons Scrabble 

Win more words by pung words next to each other that naturally go together, e.g. “an” 

with “apple” and “the” with “teacher”, along with combinaons not connected to arcles 

like “have” with “been” and “make” with “breakfast”. 

Video True or False 

Look at the video and observe the pictures. (e.g. “The cat bites the man” when there are 

several cats on screen and so it should be “A cat bites the man”). Now write down the 

correct sentence. The student with the maximum number of correct entries wins the 

game. 

54

Myself... 

Picture Reading and Wring 

Form a group of four and take a magazine e.g Naonal Geographic. Idenfy a picture and 

show the picture to another group. They will write about the picture with the correct use 

of the arcles e.g a polar bear, an ant hill etc and show it to the others. If the answer is 

right, they get a point and the game connues. 

Review 

Assign a group of students to teach the class about each kind of arcle. (Teaching the 

lesson in it self an effecve way to cement the lesson in the students’ minds). Observe the 

students and add inputs whenever and wherever required. 

Assessment 

Write 5 sentences using the arcles ( the, a, an ) - ( 15 marks ) each sentence (3 marks). 

(1 mark for grammar , 1 mark for spelling and correct vocabulary , 1 mark for the correct 

meaning). 

1. _______________________________________ 

2. _______________________________________ 

3. _______________________________________ 

4. _______________________________________ 

5. _______________________________________ 

55

Myself... 


Lesson Plan – c 

Topic: Jumbled up Sentences 


Brief Descripon: In this lesson students use common set standards to write a grammacally 

correct sentence. The lesson helps to clarify the meaning of the varied sentence structures 

and have the ability to perfect a jumbled up sentence to a perfectly formed one. 



 

 

 

 

 

To comprehend the essenal parts of speech and elements of a sentence composion. 

To learn strategies to record and develop grammacally accurate sentences through a 

number of innovave learning strategies and skills. 

Develop the ability to analyse some of the most common grammacal errors and learn 

to avoid them. 

Explain the process and present informaon, ensuring that the items are clearly 

sequenced. 

Understand the basic structure of the English sentence. 


Origami paper, A4 sheets in pastel colours, crayons scissors, white sheets to make 

envelopes, a photocopy of a list of 50 for each student in the class. 


Think of a sentence suitable for the level of the class you are teaching, e.g. Grade 3 level: 

‘If it rains, we will stay at home.’ 

Write the jumbled up sentence on the board as shown below: 

‘Stay home. it will at rains, we If‘ 

56 

Divide the class into two teams and ask them to find pairs of words that could be placed 

together in the sentence. For example ‘to+the’ could go together because they may be 

found in that order, whereas ‘the+to’ is grammacally incorrect, similarly, ‘give+him’ is 

correct and ‘him+give’ is not. Ask each team in turn to give different pairs of words that 

go together. The first team to give seven correct pairs gets a chance to guess the enre

Myself... 

sentence. If they are wrong, give the other team a chance. The raonale is that students 

think about the possible combinaons of words before they guess the enre sentence. 

Write more jumbled up words on the board and let the teams take turn to guess. The 

team with the maximum points wins. 

Begin in the Middle 

Write the middle word of a sentence on the board, and then give the class the two words 

that can go on either side of it in the sentence. The students’ task is to decide which word 

is placed before and which is placed aer. If they choose correctly, write the words in 

their places on either side, and then give them the next pair, followed by another, and so 

on unl the sentence is complete. 

Thus, if the original sentence was ‘Mary said she wished she had a big new red car’, start 

with ‘had’, the first pair would be ‘she’ and ‘a’ and the second ‘big’ and ‘wished’. To make 

it compeve, the team loses a point for each wrong decision. If they lose three points, 

they have lost the game. 

Make words 

Give each student a photocopy of a list of 50 mixed words. Have students make sentences 

with the words. Let them read aloud the sentences. Find out who made the shortest 

sentence Who made the longest sentence and again who made the most sentences 


Make a fan as follows: Take two pieces of A4 sheet paper and sck them together 

lengthwise (i.e. for a landscape, not portrait). Fold the paper so that it has eight secons, 

i.e. fold it in half, then in half again, then 

in half again. Using the folds as guides, 

make a fan, by folding alternate creases in 

different direcons. Now, choose an eight 

word sentence, and write one word in each 

secon. Write the words from the top of the 

fan, and let the boom fall to the ground, 

the sentence can be read vercally, i.e. from 

top to boom. 

Show it to the other students, and let them 

guess the enre sentence. Let the fan open 

completely but close it again before everyone 

gets a good look. Again, ask them what the sentence is. Students making their own fans 

and pracsing on each other could be the next stage. 

57

Myself... 

Let’s Scramble 

Observe the following sentences carefully. In each jumbled up sentence, there is one 

extra word. First rearrange each set of words to form a sentence, adding any punctuaon 

if necessary and then idenfy the extra word in each sentence. 

Going/ tonight./ the/let/ not/ to/ I’m /cinema 

forgot /do/ homework/us/ to/ I/ my 

go/ morning/ I/ to/play/ school /every 

many/ there/ interesng/together/ library/ are/ in/ books/ the 

Can you make one last sentence with the extra words 

Review 

Explain that the purpose of giving ‘jumbled up words in sentences’ to the students is 

to achieve an improvement upon the structure of sentences. Aer the speaking session 

comes to an end, help the students to create a well- structured paragraph with the help 

of the given jumbled up sentences. 

Assessment 

The students will be assessed on their response in the wring sessions and their 

understanding of the concept. 

58

Myself... 


Lesson Plan – d 

Topic: Step by Step Wring 


Brief Descripon: This lesson involves knowledge about the basics of step by step wring 

and enables the students to be creave and enjoy wring. 



Know the basic steps for step by step wring. 

Develop confidence about sharing and expressing personal experiences through 

wring. 

Use a wider range of vocabulary. 


Charts depicng the rules of the game, Flags for flag football, chart showing the steps 

involved in step by step wring, chocolate brownies 


Ask the students why they think wring is important. (Listen to the students and record 

their answers on the board). Depending on what they say, make the point that everybody 

needs good wring skills. 

Movate them by saying that wring is a very important skill. Give them a situaon and 

ask them what would happen if they needed to make a call but the telephone number 

was wrien incorrectly or they were going to meet somebody at an unfamiliar place but 

the address was not complete. Ineffecve wring skills can cause problems, but learning 

to be an effecve writer can help avoid many problems. 

My Visit to the Sports Room 

Take the class to the sports room. Ask them to go through the displayed charts depicng the 

rules to play a specific game. Help them to read the rules. Bring the students back to class. 

Discuss the instrucons with the students and ask them to analyse the instrucons. 

Create a football team with two teams consisng of 11 players each. 

59

Myself... 

Measure the football field. 

Set up a clock or wristwatch to me the game. 

Choose the players posions. 

Start the game and kick the football to the other team. 

Try flag football. It is just like regular football, but you wear flags hanging from your pants 

or pockets. 

Encourage them to share their interpretaon with one another. Iniate a discussion on 

the sequenal paern of the rules given to play the game of football, i.e., step by step 

wring. Call one of the students to read the rules aloud to the class followed by another 

student reading them in a different sequence. Ask them what they comprehended when 

the rules were read out in a jumbled up manner-Were the instrucons clear or not 

(The students will respond in the negave.) 

Conclude the discussion by saying that step by step wring is important to convey clearly 

what one wants to express through ones wring. 

My Favourite Dish 

Ask the students what their favourite dish is. Expect different responses from them. Tell 

them to ask their mothers to give them the recipe of their favourite dishes and bring in 

wring the right method to cook it. 

Next day, collect all the recipes and go through them to see if they are wrien following 

the correct sequence or not. 

The Wring Process is a series of steps to help one write effecvely. It is like using a map 

to get to an unfamiliar place. 

step 1 step 2 step 3 step 4 step 5 

Prewring Wring Eding Proof reading Publishing 

(Gather ideas) (Jot down (Make sure that (Check again (Prepare the 

the ideas.) there is no that there is no dra.) 

final mistake.) hidden error.) 

Show the class the above wrien steps to be followed while creang a piece of wring. 

60 

(The above informaon can be wrien on the board or a chart can be prepared 

beforehand.)

Myself... 

Divide the class in 5 groups with the tles - Prewring, Wring, Eding, Proof reading 

and Publishing. Decide upon the recipe (from the recipes brought by the students) to be 

wrien following the procedure ‘step by step’. Allocate the task to be carried out by each 

group based on the respecve tles. 

 

 

 

 

 

 

 

 

 

Coat a baking pan with cooking spray or buer. 

Heat the oven to 350 degree Fahrenheit. 

Sieve the flour and combine it with cocoa and baking powder in a small bowl. 

Sr prune puree, brown sugar, sugar and oil in another medium bowl. 

Add vanilla extract and egg whites, beat well unl fluffy. 

Add the above mixture to the cocoa-flour-baking powder mixture. Blend gently. 

Transfer the enre mixture into a greased baking pan and bake for about 20 minutes. 

Sprinkle with sugar and allow it to cool. 

Cut into slices and serve. 

Name of the group Task Outcome 

Prewring Collecng ideas- The key Baking pan, buer, flour, 

words to write the recipe will cocoa powder, baking 

be gathered. 

powder, bowl 

of different sizes, sugar, 

eggs, bake, sieve, sr, 

cut, beat etc. 

Wring 

Jong down the ideas framing Write the recipe using the 

sentences. 

ingredients given above 

with a few errors. 

Eding Reading the piece of wring The edited recipe. 

and finding the errors. 

Proof reading Going through the second The recipe with steps to be 

dra of the piece of wring followed to prepare 

and adding the missing links. chocolate brownies in a 

proper sequence. 

Publishing Preparing the final dra and The final recipe is ready!!! 

sharing it with the class. 

(Serve the chocolate brownies to the students as their reward). 

61

Myself... 

My Story 


Select a character-person, animal, thing, suitable adjecves, verbs, a funny word, place, 

mood (sad, happy, challenging , mysterious etc.) of individual choice to create a short 

story. 

Example 

A wizard was trying to save a dinosaur when he suddenly saw a giant hole. There was no 

escape, so, the wizard pulled the dinosaur and jumped into the hole. They tried to get out 

but all in vain. Finally, the wizard said the magic word ‘Gimble’ and they both immediately 

reached the forest where they were safe. 

The words in bold are the examples of the selected words. 

Review 

Share with the class how you play indoor games at home with your family.(Ludo, Scrabble, 

Monopoly, etc.) 

(Make sure that the students follow the step by step method while sharing their experience 

with one another.) 

Assessment 

The teacher will judge the students’ understanding of the topic through their response in 

class acvies. 

62

Myself... 

Mathmatics 


Topic: 2D and 3D Shapes 

Duraon: 3 Hours 30 Minutes 

Brief Descripon: In this lesson, the students describe and draw various 2-D and 3-D 

shapes and idenfy corners, edges, faces and diagonals. A step further they learn about 

the elevaon and the side views of simple objects. This is achieved through collaborave 

learning, experimenng and a hands on experience. 



Explain and draw 2-D and 3 –D shapes. 

Idenfy shapes corners, sides edges and diagonals. 

 

 

Relate 2-D shapes and 3 –D solids to their drawings. 

Idenfy shapes from pictures in different posions and orientaons. 


Flash cards of different 2 –D shapes (square, rectangle, pentagon, hexagon, heptagon, 

octagon and circle ), 6 equal cutouts of a square shape,3 pairs of rectangles with different 

measurements, fevicol, cello tape, coins, pencils, cuer, balls, a bag, cuboid shape boxes, 

coloured pens and drawing sheets. 


1. Let’s Revise 

2. Our first cone 

3. Roll the ball 

4. Summarise 

5. Riddle me 


1. On your toes 

2. Fiddle and discover 

3. Stack – o – Stack 

63

Myself... 

4. My secret bag 

5. My imaginaon 

6. Organise your knowledge 

7. It’s your turn now 

8. My 3-D world 

Teacher Activity 1: Let’s Revise 

Display the following items or their pictures and ask the students to idenfy the 2-D and 

3-D objects. 

Envelope 

Sandwich 

Square 

Dice 

Book 

Almirah 

Paper 

Make them Recall 

Triangle 

Buer 

Shapes that have only length and breadth are 2-D shapes. D stands for dimension and 

length and breadth are the two dimensions of the shape. 

length 

breadth 

64

Myself... 

Shapes that have length, breadth and height are 3-D shapes. Length, breadth and height 

are the three dimensions. 

Examples 

Tissue Box Washing machine Microwave Oven 

Teacher Activity 2: Our First Cone 

a) Take a lead pencil. 

b) With the help of the cuer cut the pencil across 

from the sharpened end. 

c) Show the cut out to the students. 

Discussion 

1. It has length, breadth and height. 

2. It is a 3-D shape. 

3. Move your finger around the edge of the cone and show the edge. 

65

Myself... 

4. It has 1 curved surface and 1 plane surface. 

5. Point at the p, which is the vertex. 

6. Show a birthday cap and an ice cream cone. Repeat Step 1 to 5. 

7. Highlight the vocabulary used to describe the figure (Edge, Surface, and Vertex). 

Vertex 

Edge 

Curved 

Surface 

Cone 

Plane 

Surface 

Teacher Activity 3: Roll The Ball 

1. The ball is a perfect example of a sphere. 

2. It has a curved surface only. 

3. It does not have a vertex, a plane surface or an edge. 

4. Give more examples from daily life which have a sphere shape; 

Example: The Globe, Earth and Sun. 

5. Highlight the vocabulary used to describe the figure(Edge, Surface, and Vertex). 

Teacher Activity 4: Summarise 

Keep a cube, cuboid, cylinder, cone, sphere and summarise. 

66

Myself... 

Cube Cuboid Cylinder Cone Sphere 

Faces 6 faces of the 6 faces but 3 faces 2 faces 1 face 

same shape opposite (2 plane (1 plane and (A 

and size. faces have the and 1 1 curved). curved 

same shape curved). surface). 

and size. 

Edges 12 equal 12edges Two round Only one No edge. 

edges. (opposite edges. edge. 

edges are 

of the 

same edges). 

Verces 8 verces. 8 verces. No vertex. 1 vertex. No 

vertex. 

Teacher Activity 5: Riddle Time 

Create Riddles and ask in the class. 

Example 1 

It is a six leer word and has the same number of faces. 

Answer: Cuboid 

Example 2 

It looks the same from all the sides and rhymes with tube. 

Answer: Cube 

67

Myself... 


Activity 1: On Your Toes 

Flash cards of different 2 –D shapes ( square, rectangle, pentagon,hexagon,heptagon,oct 

agon and circle) 

Bring 7 flash cards to the class. 

1. Show the cards one by one. 

2. Ask students to count the number of sides of the figure and jump accordingly. 

3. Every me they jump they need to speak the name of the shape in the flash card. 

Help them to recall that three sided shapes are Triangles (with 3 sides), Squares (with 

4 sides) and Circles (with no sides). 

1. Show the card. 

2. Ask the students to count the number of sides. 

3. Tell them that the figure with five sides is a 

pentagon. 



3. Tell them that the figure with six sides is a 

hexagon. 

68

Myself... 



3. Tell them the figure with seven sides is a 

heptagon. 



3. Tell them the figure with eight sides is an 

octagon. 

Make the students appreciate and feel happy that they have learnt about four new shapes, 

also include - 

Pentagon with 5 sides. 

Hexagon with 6 sides. 

Heptagon with 7 sides. 

Octagon with 8 sides. 

(Hand over Worksheet- 1) 

Activity 2: Fiddle and Discover 

Divide the class into 4 groups. Hand over the material of Set 1 to 2 groups and also the 

material of Set 2 to the other 2 groups. 

Set 1: 

6 equal cut outs of square shape, fevicol, cello tape. 

Set 2: 

3 pairs of rectangles of different measurement, fevicol, cello tape. 

Hand over the material to each group and advise them to make a box with the given 

material. 

69

Myself... 

Set 1 Set 2 

Discussion 

Show the box created with the material of Set 1. Explain that: 

1. The shape created is a 3-D shape. 

2. It is a cube. 

3. All the sides of a cube are equal and square in shape (Since squares of equal size have 

been used) 

4. Point at the vertex, classify that the plural of vertex is Verces. Help them count the 

verces. 

5. Move the hand around the edges. Help them count the edges. 

Cube 

70

Myself... 

6. Discuss the various possible diagonals of a cube. 

7. Start wring numbers from 1 onwards on each face of 

the figure ll you are le with no blank face. Find out 

how many numbers can you write to find the number of 

faces of the figure. 

8. Highlight the vocabulary used to describe the figure 

(Edge, face, vertex and diagonal). 

Help the children to draw a cube 

1. Draw a square. 

2. Mark the centre of the square. 

3. From the centre point of the square draw another square of the same measurement 

as the first one. 

4. Join the verces. 

Discussion 

Show the box created with the material for Set 2 and explain. 

1. The shape created is a 3- D shape. 

2. It is a cuboid. 

3. Opposite sides of a cuboid are equal (Since similar rectangles are used on the opposite 

sides). 

4. Point at the vertex, classify that the plural of vertex is verces. Help them count the 

verces. 

5. Move the hand around the edges. Help them count the edges and discuss the 

diagonals. 

71

Myself... 

6. Start wring numbers from 1 onwards on each face of the figure ll you are le with 

no blank face. Find out how many numbers can you write to find the number of faces 

of the figure. 

7. Give more examples from daily life which have a cuboid shape: Washing machine, 

Microwave, Shoe box, Tissue box. 

8. Highlight the Vocabulary used to describe the figure (Edge, face, vertex and 

diagonal). 

Help the children to draw a cuboid 

1. Draw a rectangle. 

2. Mark any point inside the rectangle. 

3. From the point draw another rectangle of equal measurement as the first one. 

4. Join the verces. 

Observe both the shapes together. Compare them to find out the similaries between the 

two and the differences between the two. 

Similaries: 

Both are 3-D shapes 

• Have 6 faces; 

• Have 8 verces; 

• Have 12 edges. 

Differences: 

All the faces of a cube are idencal whereas only opposite faces of 

a cuboid are idencal. 

Teacher Activity 3: Stack-O-Stack 


30 coins and cello tape for each group. 

1. Hand over 30 coins and a cello tape to each group individually. 

2. Ask the students to pile the coins (horizontally) one over the 

other. 

72 

3. Fix the pile of coins with cello tape.

Myself... 

Discussion 

1. The solid object obtained has length, breadth and height. 

2. It is a 3-D shape. 

3. Move hands around the edges and explain that it has 2 edges. 

4. Poinng at the curved surface explain that it has 1 curved surface. 

5. Point at the plane surface, explain that it has 2 plane surfaces. 

6. Make them observe that it does not have a vertex. 

7. Give more examples from daily life which have a cylinder like shape. For example a 

tube light, pencil, pop can etc. 

8. Highlight the Vocabulary used to describe the figure(Edge, Surface, and Vertex). 

Cylinder 

Teacher Activity 4: My Secret Bag 

Place different 3 dimensional objects into a Secret 

Bag. 

Ask students to come one by one to feel and describe 

the objects in the bag. 

If students have difficulty describing the figures in the 

bag, prompt them by asking quesons, such as: 

• “Do you feel a corner” 

• “How many corners do you feel” 

• “Do you feel any plane faces” 

• “Are there any curved edges” 

73

Myself... 

Teacher Activity 5: My Imagination 

1. Divide the class in to six groups. 

2. Hand over a cuboid shaped box to each group. 

3. Ask them to design it into any arcle of their choice. 

Once you are sure that all 3-D shapes are clear to the students give 

Worksheet 3 and 4 to them. 

Activity 6: Organise Your Knowledge 

In the Graphic Organiser given below 5 shapes have been menoned. Colour them pick, 

blue and gray. In each of the pink cloud write the number of verces, in the blue cloud 

write the number of edges and in the grey cloud write the number of faces. 

Hand over Worksheet- 2 

74

Myself... 

Teacher Activity 7: It’s Your Turn Now 

Ask children to frame riddles in groups. 


Side Views 

Show the children an object in the shape of a cube or the box created by them (Set 1). 

Keep on turning the cube so that each me a new face is visible to them. 

Help them idenfy that each me the side view of a cube is a square. 

Fig 1 Fig 2 Fig 3 

Similarly if we take a cuboid (Set 2) and turn it, the side views are rectangles. 

Observe that on keeping the cylinder in different posions, the side view is a circle or a 

rectangle. 

Side view Side view Side view Side view 

75

Myself... 

Activity 8: My 3D World 

Make a composion using the side views of various 3D shapes. 

Assessment 


Review 

The students are able to describe and draw 2-D and 3-D shapes. They easily idenfy 

edges, verces, faces and diagonals of 3-D shapes. They are able to categorise the real 

life objects according to the 3-D shapes. They are able to predict the side view of various 

objects. 

76

Myself... 

Mathmatics 


Topic: Create Shapes Using Tangram Pieces 

Duraon: 3 Hours 

Brief Descripon: In this lesson, the students appreciate different shapes and learn to 

create various shapes using the seven pieces of TANGRAM through hands on acvies. 



1. Observe the visual characteriscs and geometric shapes that make up a tangram in a 

variety of ways that exhibits spaal relaonships. 

2. Give vent to creavity by creang abstract shapes and objects. 

3. Combine the seven pieces of tangrams to create new desired shapes. 


Tangram puzzles, various pictures of shapes made using tangram pieces, 7 pieces of 

Tangram shapes, 7 pieces of Tangrams (large cutouts), Tangram puzzle 1 for each child. 

Revise the three shapes namely rectangles, triangles and squares. 


1. Let’s Explore 

2. Let’s make the rules 

3. Back To Square 

4. Do you know 

5. Creang Shapes 


Activity 1: Let’s Explore 

Tangram puzzles for each student (at least 1 puzzle for 2 students) 

Hand over the tangram puzzle to the students. Ask them to observe the 7 pieces and 

arrange the pieces as they want to construct any shape or object or an abstract thing. The 

77

Myself... 

children observe the pieces and create varied shapes which they display on their desks. A 

sheet of paper may be given to them to sck the pieces and create a shape. Take a round 

of the classroom and appreciate their creavity. 

Next show them a few beauful shapes, figures and objects that may be constructed 

using the seven pieces. 

Fig 1 

78 

Fig 2

Myself... 

Ask them to count the no. of pieces in each shape in fig 1. 

Once they have counted they will know that the number is seven in each case. 

Tell them that seven pieces are called tans and a puzzle of 7 pieces is called a 

TANGRAM. 

History of Tangrams 

A Tangram is an ancient Chinese puzzle consisng of seven flat pieces made out of a 

square which are put together to form various shapes, objects and figures. The seven 

pieces are called tans. 

In olden days beauful tangrams used to be made out of wood ivory, bones etc. 

79

Myself... 

Show them the picture of figure 1 once again and make them ready for the observaon 

acvity. 

Teacher Activity 2: Let’s Make The Rules 


Various pictures of shapes made using tangram pieces. 

Show the students the picture of figure 1 once again. 

Make them recall the number of pieces in each object/figure made from tans is seven. Ask 

them if there is any overlapping in any picture. Let them observe and answer. 

When they have observed lay the 3 rules of using tangram pieces. 

 

 

 

Use all seven pieces. 

Lay them flat without overlapping. 

Each piece must touch each other. 

Once they have followed hand over Worksheet 5 and 6 to them. 

The teacher may either buy the tangrams or create tangrams for the whole class using 

origami sheets. 

80

Myself... 


7 pieces of tangram shapes 

Activity 3: Back To Square 1 

Count the seven pieces arrange them to form a square to check that these 7 pieces are 

formed out of a square. Give them about 10 minutes of me for this acvity. 

If they have a problem show them the soluon by using large cutouts of the tans. 


7 pieces of tangrams(Large cutouts). 

Activity 4: Do You Know 

Show the 7 pieces of tangram puzzle to the students. 

Ask them to name the shapes of the tangram pieces. Help them to recall the shapes 

of triangle and squares ll they are able to idenfy about 5 triangles and a square in 

the tangram puzzle. Tell them that the third shape “ “ is a PARALLELOGRAM. Make 

them observe that in a parallelogram the distance between the opposite sides remains 

constant. 

81

Myself... 


Tangram puzzle for each child. 

Activity 5: Creating Shapes 

Distribute a set of 7 tangram pieces to each child. Make groups of 3 and ask the students 

to construct a triangle, a parallelogram and rectangle following the three rules given to 

them. 

Give them me first to do it on their own. You may find few genius in the class who are 

able to form the shapes themselves. Then show the soluon to them one by one and help 

them to create the desired shapes. Each child of the group may create only one shape so 

that all the three shapes are made in by every group. 

Fig.3 Fig.4 Fig.5 

If they find it difficult, the shapes may be displayed (Fig 3, 4 & 5) and by seeing them, let 

them recreate the triangle, parallelogram and rectangle. 

Review 

The students know the shape of all 7 tans and can create these shapes and many more 

using the tangram pieces. They are well equipped with the knowledge of the formaon 

of the shapes like a square, triangle, rectangle and parallelogram from the 7 pieces of 

tangrams. 

82

Myself... 

Mathmatics 


Topic: Tilling and Tassellaon using a given shape 


Brief Descripon: In this lesson, the students appreciate various shapes and learn to 

tessellate them to make beauful paerns through various colouring acvity sheets and 

cutouts. They are also able to disnguish between the shapes that tessellate and those 

that do not. 



1. Explore the shapes and make beauful paerns with perfect combinaons leaving 

no gaps 

2. Acquire the knowledge of regular and semi regular tessellaon and apply the skills 

to create paerns. 

3. Disnguish between the shapes that le and those which do not. 


Pictures of tessellaons in real life, Small cut outs of hexagons, triangles, squares, and 

rectangles made up of plasc, coloured paper, cra foam or any other material, grid sheets 

of triangles, squares and hexagons and grid sheet paerns of semi regular tessellaons. 


1. Let’s observe combinaons. 

2. Creang paerns. 

3. Making floor paerns. 

4. My world of colours. 

5. Can all shapes le. 

83

Myself... 

Activity 1: Let’s Observe Combinations 


Pictures of tessellaons in real life 

Aer the students are well versed with tangram pieces tell them that in a tangram they 

use three different shapes triangles, square and a parallelogram. All the pieces touch 

each other. Even by using a single shape as only triangles or only squares, rectangles and 

hexagons, beauful paerns occur. 

Show them pictures of a honey comb, wall of bricks, floor les etc. 

Let them observe the similarity. Help them analyse that in all the above pictures there is 

no gap or overlapping. One shape exactly fits into another. 

Activity 2: Creating Patterns-Colorometry 


Small cut outs of hexagons, triangles, squares, 

and rectangles made up of plasc, coloured 

paper, cra foam or any other material. 

On each table place cut outs of triangles, squares, 

rectangles and hexagons– all idencal. 

Ask the students to place them as close to each 

other so that there is no space or gap in between. 

Give them some me to arrange the cut outs ll they make colorful paerns like the ones 

given below. 

You may start the paern for them and ask them to connue making it. 

Show the above pictures on screen to make the concept more clear and tell them that 

these arrangements of shapes or paerns that repeat endlessly without leaving gaps are 

TESSELATION. It’s the ling of regular polygons. It’s a way to le a surface with shapes so 

that there is no overlapping and no gaps. 

84

Myself... 

Activity 3: Making Floor Patterns 


Grid sheets of triangles, squares and hexagons. 

Give them a set of three grid sheets for squares, triangles and hexagons. Ask them to form 

their own floor designs and paerns on any one they like. Instruct them to use crayons 

or any other colours. Colour all adjacent shapes leaving no gaps and create beauful 

floor paerns for their rooms. Tell them that one of the designs may be like the one given 

below. 

GRID SHEET OF TRIANGLES 

85

Myself... 

GRID SHEET OF SQAURES 

86

Myself... 

GRID SHEET OF HEXAGONS 

Appreciate them for their creavity. Display their sheets in class. 

Tell the students that tessellaons may also be made by using two different regular 

polygons and these are called SEMI REGULAR TESSELATIONS. The rules are the same. 

Activity 4: My World of Colours 


Grid sheet paerns of semi regular tessellaons 

Show them various paerns with semi regular tessellaons. Give them the grid to 

colour according to their own choice and imaginaon to create beauful and colourful 

paerns. 

87

Myself... 

88

Myself... 

Activity 5: Can All Shapes Tile 


Small cut outs of hexagons, triangles, squares, and rectangles, pentagons, heptagons and 

octagons made up of plasc, coloured paper, cra foam or any other material. 

Give the students the cut outs of Squares, Triangles, Rectangles and Hexagons. This me 

give to a few students Pentagons, Heptagons and Octagons also. (One set of idencal 

shapes to be given to each student). Ask them to try to le these shapes. Help them if 

required. Make the students who could arrange these shapes properly so that they le, 

sit and those who could not do it stand. Make them observe the shapes that le and 

the ones that do not. Help them realise that squares, equilateral triangles and hexagons 

le but pentagons, heptagons(polygon with seven sides) and octagons (polygons with 

eight sides) do not le. Show the gaps or overlapping that occurs if we try to tessellate 

pentagons, heptagons and octagons. 

89

Myself... 

(Worksheet - 7) 

Review 

Students will be able to observe and appreciate tessellaons in nature and create beauful 

paerns using various shapes and acvity sheets. They will be able to comprehend and 

disnguish between shapes that le and the ones that do not le. 

90

Myself... 

Mathmatics 


Topic: Reading Simple Maps Using Direcons 

Duraon: 1 Hour 30 Minutes 

Brief Descripon: In this lesson students interpret the instrucons given to them and 

follow them. This is successfully achieved through acvies. They are able to appreciate 

the ulity of maps and read them using direcons. 



1. Translate the instrucons given into acons. 

2. Illustrate their skills in reading maps using direcons. 

3. Appreciate the ulity of maps in daily life. 

Acvity sheet. 



1. Let’s Play 

2. Lets Follow Instrucons 

3. Lets Reach School 

Activity 1: Let’s Play 

Make the children follow simple instrucons such as 

 

 

 

Move two steps forward. 

Jump one step le. 

Move three steps back. 

91

Myself... 

 

Jump two steps right. 

Now show them a diagram of direcons and explain the concept of the four direcons. 

Ask them about some common NEWS channels. Take to opportunity to tell them about 

the word NEWS and how the word can be used for direcons too. 

N 

E 

W 

S 

North 

East 

West 

South 

(i.e. Informaon from all four direcons). 

Tell them to recall that the ‘sun rises from the east’ and ‘sets in the west’. Show them 

the east and west direcon and then the north and south. Then restart the acvity, 

modifying the instrucons. 

 

 

 

 

 

Activity 2: Let’s Follow Directions 

Move two steps North. 

Jump one step West. 

Move three steps South. 

Jump two steps East. 

Move one step North and so on. 

This me they may stamp their feet with every move. 

Once they have clearly understood about direcons give them the acvity sheet. 


Acvity sheet 

Activity 3: Let’s Reach School 

92 

ACTIVITY: John has lost his way to school. Help him in reaching his desnaon by

Myself... 

following the simple instrucons to trace the path and locate the school. 

School 

Each block has a length 100 mtrs. 

Instructions 

1. Start from point A 

2. Move three blocks in the east direcon Stop. Draw a triangle in this block then move 

two blocks in the south direcon and you will find yourself in the forest which is 

indicated by. 

3. Move two blocks in the east direcon and then move three blocks in the south 

direcon, you will reach a hospital in the third block indicated by. 

4. Move three blocks in the east direcon and you will find yourself in the farmhouse 

indicated by. 

5. Move two blocks in the north direcon. You will find a bridge in front of you indicated 

by 

6. Take one block in the north direcon aer crossing the bridge to reach the coffee 

shop. 

7. Now from the coffee shop move two blocks in the west direcon and you will reach in 

your desnaon i.e. Your School. 

Compliment the students for their wonderful achievement. They have created a MAP. 

A map is a visual representaon of an area. The four direcons : North, South, East, 

West help us to locate the exact posion of places. We use maps to provide different 

informaon in a small space. We can understand a map if we know the direcons, scales, 

symbols and colors. 

93

Myself... 

Direcons –Most maps show an arrow with a leer N at the upper right hand corner. It 

means ‘North’. Using this we can find all the direcons. 

N 

W 

E 

Scale- If we want to represent a large region, locality, city etc. on a small sheet we reduce 

all distances as per the given scale. Lets say- “100 m = 1 cm” so that the scale can be 

used. 

Color- There is a specific colour coding for maps. 

Example: Green is for Plains, Blue is for water bodies. 

Symbols- To give informaon in a limited space features like buildings, road, bridges, 

trees or railways lines etc. are depicted by simple drawings. 

Assessment 

To assess the students give Worksheet 8 to them. 

Review 

At the end of this lesson the students will be able to understand and appreciate the 

importance of following direcons. The lesson will enable them to use their skills and 

follow instrucons to trace a path and read the map correctly. 

S 

94

Myself... 

Mathmatics 

Lesson Plan – e 

Topic: Idenficaon of Point,Line,Line Segment and Ray 


Brief Descripon: In this lesson, the students learnt to idenfy Point, Line, Line Segment 

and Ray. This is successfully achieved through story narraon in which various acvies 

have been successfully incorporated though which they comprehend the difference 

between Point, Line, Line Segment and Ray and also learn to represent, label and draw 

them. 



• Observe and idenfy the Point, Line, Line Segment and Ray 

• Compare and differenate between Point, Line, Line Segment and Ray 

• Draw, represent, label the Point, Line, Line Segment and Ray 


Coloured sheets, scale, pencils, etc. 


1. Where are the points 

2. Lets form a Line. 

3. Lets join and measure. 

Story Narraon With Children’s Acvity 


Sheets, scale, pencils, etc. 

Distribute coloured sheets, pencils & scales on each table. Tell them that today no studies 

only story me. Once a boy named Pencil invites his friends Eraser and Sharpener for a 

party. Aer tea he decided to do some geometry with his friends. He gave papers, pens 

and scales to all as you have got and asked them to make a dot- the smallest possible dot 

on the paper. 

95

Myself... 

P 

Ask the students also to do the same. Pencil asked them to take the scale and measure the 

length, breadth and height of the dot. All the students were confused. Ask the children 

can you help Pencil to do that .Try measuring by using a scale. Give them me to measure 

ll the me they conclude that a small dot’s length, breadth and thickness cannot be 

measured as it is so less. Tell them that such a dot without any length, width or thickness 

is called a point. It is represented by ‘ P’. 

Activity 1: Where are The Points 

Show them the 4 verces of a square, 3 of the triangles, and 4 of the rectangles- Ask them 

if they can idenfy any two points in these shapes. 

Explain that the verces A, B, C, D; P,Q, R; E , F, G, H are all points. 

The teacher connues with the story. Pencil asks his friends to take the point on the paper 

and draw a line passing through it with a scale. He tells his friends if there are no end 

points for this line then the line can be extended infinitely. Pencil then makes them mark 

more points on this line. 

Teacher Activity 2: Let’s Form a Line 

Ask the students to follow the same instrucons as those 

that Pencil gave to his friends( mark more points on the 

line). Ask them how many points they can draw. Make them 

conclude that infinite points together form a line. 

Tell them we represent a line by pung arrows on both 

96

Myself... 

sides to show that it can be extended further 

Indefinitely on both sides. This is represented by ‘PQ’ 

Get back to the story. Pencil makes another point on that sheet. Ask the students to do 

the same. Then he made one more. Ask the students to do the same. Pencil asked his 

friends to connect the two points. His friend Eraser connected them like this. 

Sharpener was a step ahead. He connected them like this. 

Activity 3: Let’s Join and Measure 

Ask the children to connect two points on their sheets with free hands. They do it. Now 

ask them to make the points again, but this me join them with a scale. 

Now this line has two end points. It’s the posion of the line that could have been extended 

from both sides. It’s called a LINE SEGMENT. It is represented by ‘ PQ’. Ask them to 

measure it with a scale. They measure and give its length. 

Tell them that a line segment has a fixed length if they try to join the end points with 

another line segment the line segment will coincide with the previous one. Let them 

conclude that only one segment can be drawn between two points. 

If we cut a line without any end point we get two parts. 

97

Myself... 

Show them that how the two porons have only one end point. This is a Ray. 

‘PQ’ tells them about the sun rays. They start from one source (end point) and go on 

indefinitely. 

Rays are represented by one end point and one arrow on the other side. The above 

concepts of lines, line segments and rays can be reinforced by Worksheet 9 and 10. 

Assessment Worksheet 11. 

Review 

At the end of this lesson the students will be able to understand completely Point, ray, 

Line and Line Segments - their definions, representaons, drawings and differences. 

Incorporaon of story narraon acvity should prove to be an effecve tool to achieve 

the desired learning objecves. 

98

Myself... 

Mathmatics 

Lesson Plan – f 

Topic: 4 Digit Numbers 


Brief Descripon: In this lesson, the students develop 

the flair to read and write 4 digit numbers, develop 

the vocabulary of ones ,tens, hundreds and thousands. 

This is achieved through various acvies involving 

students in groups and pairs. Learning by self doing is 

emphasised. 


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

 

Effortlessly read and write 4 digit numbers. 

Represent numbers on the abacus . 

 

 

Read numbers from the abacus. 

Develop the vocabulary of thousands , hundreds ,tens and ones. 


Tooth picks, slips with numerals wrien on it, slips with number names wrien on them 

straws, solid cuboids, beads ,glue and markers. 


1. Move A Step Further. 


1. Create Your Own Abacus. 

2. Search For Your Partner. 

Activity 1: Move a Step Further 

Make a pack of 10 loose tooth picks and show that 

are same as 

99

Myself... 

10 one 1 ten 

10 one 1 ten 

100 

100 100 100 

100 

100 

100 

are the same as 

1000 

100 

100 

100 

10 hundreds 1 thousand 

Conclude aer a discussion thata) 

10 hundreds make one thousand 

b) 100 tens also make one thousand 

c) 1000 ones also make one thousand. 

Recollect 

We need three places i.e ones, tens and hundreds to represent a three digit number. 

When we add 1 to the largest 3 digit number 

1 + 999 = 1000 

The result is 1000 

1000 is a four digit number. 

4 3 2 1 

1000 

digits 

100 

To represent a four digit number, we need 4 places. Therefore aer ones, tens and

Myself... 

hundreds place, we open the fourth place called Thousands place. 

4 3 2 1 

1000 

digits 

Thousand place 

Teacher Activity 2: Play With Your Own Abacus 


Straws, solid cuboid, beads, glue, markers. 

1) Divide the students into groups. 

2) Hand over the above menoned material to the groups for making an abacus. 

3) Organise a compeon where each group will present a number on the abacus and 

the other groups will speak out what the number is. 

4) Give a smiley for each correct answer and give turns to the other groups also. 

5) Aer playing ten rounds, the group having the maximum smileys will be declared the 

Winner. 

Handover Worksheets 12 and 13 to the students. 

101

Myself... 


Activity 3: Find Your Partner 

Slips with numerals wrien on them, slips with number names wrien on them. 

Make slips equal to the number of students in the class.Prepare half the slips with 

numerals wrien on them and on the other half of the slips write the corresponding 

number names.. Put all the slips in a pouch and shuffle . Ask each child to pick up one slip 

and hide it. Then explain that they have to look for their partners. 

For example: The child holding the slip will have to look for a partner who is holding this 

slip. 

The partners who come together first would be declared as winners. 

Assessment 

Give Worksheet 14 for assessment. 

Review 

The children are able to confidently read and write 4 digit numbers. They are competent 

enough to make their own abacus. They are able to idenfy and depict 4 digit numbers 

on an abacus. They understand the relaonship between ones, tens, hundreds and 

thousands. 

102

Myself... 

Assessment 

Assessment is an essenal tool to devise remedial measures and aain feedback from the 

students as to how much they have grasped. No unit is complete without an assessment. 

Being a long unit there are no separate assessment sheets. However for every sub topics 

certain acvies, acvity sheets and worksheets are specially designed. 

 

2-D and 3–D shapes: “Worksheet 4- Crossword Puzzle” 

Create shapes using tangram pieces : Worksheet 5 and 6 

Tiling and tessellaons using given shape: Grid sheets of triangles, square and 

hexagons, grid sheets for semi regular tessellaons. Worksheet 7 

Read maps using simple direcons: Worksheet 8 

Point, Line, Line Segment and Ray: Worksheet 11 

4 digit numbers : Worksheet 14. 

Apart from this the students are assessed on their parcipaon in class acvies and their 

efficiency to apply the concepts in their day to day life. 

The rubric for assessments for the above sub topics are given on the following page. 

103

Myself... 



Topic: Predicons In Daily Life 


Brief Descripon: The essence of a scienfic atude is in being observant, making 

informed predicons and arriving at conclusions. The first acvity on making predicons 

for an incomplete story/ situaon is helping the child realise and be able to bring together 

his previous life experiences, pung them in new situaons, exercising his thought 

process and thinking beyond what is obvious. In the review exercise it will be emphasised 

that both plants and animals show movement, though the movement in case of plants 

are not very obvious. 

Through this lesson, the students will learn about the logical way of making predicons 

from the situaons of our day to day life. 



 

Observe situaons crically and try to come to a conclusion with logical reasoning. 

Relate simple life processes with their outcomes. 

 

 

 


Power point presentaon : weather predicons – What would we do 

Wooden block 

Water 

Discussion 


Iniate the discussion on making predicons by giving students small examples like 

 

 

 

If you get up late in the morning for the school then what could happen 

If you forget to bring lunch to school 

You are out with your parents for shopping and suddenly it starts raining 

104

Myself... 

Story Time 

Teacher will narrate a story “A Cricket Match” 

The teacher will iniate a discussion by narrang a story of a cricket match held between 

the teams of Class 3 A and Class3 B where the toss was won by Class 3 A which decided 

to ball. When the innings of Class 3B got over they had scored 251 runs for 6 wickets in 

20 overs. When the Class 3A team started playing some changes were observed in the 

weather. The sky was cloudy and aer someme it started raining. Class 3 A was at 50 

runs at the end of the 10th over. Now the teacher will ask the students to predict or give 

judgment to the situaon by asking: 

 

 

 

Which team would win 

If there was no rain then would Class 3A or Class 3B win 

Does it always happen that if it’s cloudy it will rain 

To further test the ability to predict outcomes of a situaon given the teacher may ask 

a few more quesons followed by showing them the weather situaons given in the 

PowerPoint Presentaon and ask them to work in groups to give the correct predicon. 

Brainstorming Quesons 

 

 

 

If you have not prepared your test well then what will happen 

If the floor is wet and you came running from outside, what would happen and 

why 

Show the PowerPoint Presentaon: ‘Weather Predicons-What Would We Do’ 

Different climac condions would be shown and students would be asked to elucidate 

about the acvies they will like to do in that situaon and why 

For example: On a windy day --- Flying kites. 

On a rainy day ---Making paper boats. 


Wring acvity 

Students analyse the situaon of different climac condions shown on a PowerPoint 

Presentaon- ‘Weather Predicons-What Would We Do’ and they will write their 

reason for making predicons for a parcular situaon in the notebook.. 

Experiment Who is Stronger 

Show a sheet of paper and a wooden block to the students. Ask the students to predict: 

105

Myself... 

 

 

Which out of the two is stronger Dry paper or dry wood 

Ask the students to imagine a wet sheet of paper and a wet wooden block. State the 

answer. 

Which one would be easy to tear, wet or dry paper 

Aer taking the predicons from the students, sprinkle some water on both the 

samples and ask the students to pick the samples and observe them. Students will 

observe the appearance and strength of paper and wood in both the cases (wet/dry). 

The students then fill the following observaon table- 

Property Sheet of Paper Wooden block 

Appearance 

Dry Wet Dry Wet 

Strength 

They would compare the results of the acvity with the predicons made earlier. This 

acvity would also reinforce that besides the five senses studied in grade two there is a 

sixth sense which comes from the scienfic way of analysing situaons. 

Review 

The following worksheets would be given to the students to enhance their skill to observe, 

think crically, analyse the situaon and predict results. 

WORKSHEET 1 Growing Seeds - This worksheet requires the students to predict whether 

a plant would grow or not in the given situaon. 

WORKSHEET 2 Predicon- This worksheet brings forth the idea that though we may 

predict the outcomes of certain situaons based on our previous experiences there are 

many quesons which require us to wait and watch for the outcome for example by 

looking at the sapling we may not be able to tell which plant it will become or whether it 

will bear fruits 

Assesment 

To assess the understanding and ability of the students to make predicons, the teacher 

may give the assessment sheet to the students. (Worksheet) 

106

Myself... 



Topic: Living and Non Living Things 


Brief Descripon: Taking forth the experiences gained by the child in making predicons, 

the students would observe and categorise objects as living or non living things. At this 

stage categorising a seed as a living thing would give a firm base to the scienfic aptude 

of predicon. 

Through this lesson, the students will be able to disnguish between living and non living 

things. 

They will be able to generalise that all living things need air, water, food and shelter to 

survive. 



 

 

 

 

Observe and understand the difference between living and non living things. 

Idenfy the features of living things and generalize their characteriscs. 

Observe experimentally the behavior of living and non living things. 

Conclude the differences between living and non living things aer performing 

the experiment. 


Two glass jars, iron nail, cockroach, power point presentaon: Is it a living thing and 

paper chits. 


Iniate a discussion on the objects around. i.e. similaries and dissimilaries between 

those objects. Brief them about the characteriscs of both living and non-living things. 

107

Myself... 

Acvity– Am I Living 

Take two glass jars and place an iron nail in 

one of the jars and a cockroach in another 

jar. Observe carefully and note down the 

observaons. 

The teacher may also take up the ‘Life 

Skill acvity Living things need care’ (a toy 

bird and a real bird), here to compare and 

comprehend the difference between living 

and non-living things. 


Ask the students to : 

 

 

Observe the difference in the behaviour of an iron nail in a jar and a cockroach in a jar. 

Observe the difference in the behaviour of a toy bird and a real bird in cage. 

Students will also make a list of things they see in the classroom and categorise them as 

living and non living things. 

Nature walk 

The teacher would organise a nature walk for the students, split them into groups of 

three to four, taking care that they take their water boles, a note pad and pencil. Before 

going for the nature walk tell them that they are going as detecves to find both the living 

and non-living things on the ground. Ask them to predict which will be more in number, 

living or non-living things Aer returning from the walk students should compare their 

notes in the class to tell each other what their group found. 

Students will record their observaons in the following table: 

ACTIVITY-NATURE WALK 

S.NO. LIVING THINGS NON LIVING THINGS 

108

Myself... 

Brain Storming Acvity- Is it a living thing 

Play the quiz with the students shown in the PowerPoint Presentaon-Is it a living thing 

This quiz on living and non living things will reinforce the concept of Living and non living 

things in the students. 

Quesons from the PowerPoint Presentaon 

Living and Non-Living Things can you pick them out 

Ask yourself- 

• Does it need food, air and water 

• Does it grow and change 

Now answer- 

1. Is a rubber duck a living or nonliving thing 

2. Is a baby a living or a nonliving thing 

3. Is a teddy bear a living or a nonliving thing 

4. Is a grizzly bear a living or a nonliving thing 

5. Is a flower a living or a nonliving thing 

6. Is a desk a living or a nonliving thing 

7. Is a jeep a living or a nonliving thing 

8. Is a dog a living or a nonliving thing 

9. Is a cake a living or a nonliving thing 

10. Is a slide a living or a nonliving thing 

11. Is a nurse a living or a nonliving thing 

12. Is a flag a living or a nonliving thing 

13. Is a post office a living or a nonliving thing 

14. Is a bat a living or a nonliving thing 

15. Is a bus a living or a nonliving thing 

16. Is a rabbit a living or a nonliving thing 

17. Is a basket a living or a nonliving thing 

18. Is a bat a living or a nonliving thing 

19. Is a penguin a living or a nonliving thing 

20. Is a mailbox a living or a nonliving thing 

109

Myself... 

21. Is a book a living or a nonliving thing 

22. Is an apple a living or a nonliving thing 

23. Is a fly a living or a nonliving thing 

 

You sure know the difference between Living and Nonliving things! 

Wring acvity 

The students will write the names of living and non living things while answering quesons 

to the quiz on the PowerPoint presentaon- ‘Is it a living thing’ in the following table- 

S.NO. LIVING THINGS NON LIVING THINGS 

Acvity: Classify as Living or Non-Living 

The teacher would write the names of a few living and non-living things on 20 to 30 chits 

of paper (depending on the number of students in the class) and keep them in a small 

bowl .Students would come one by one and take out the chits and put them on 2 separate 

boards, one marked for living things and the other for non-living things. For every correct 

response give a star to the child. 

Review 

The teacher may make the students to sing the given poem with acons. This would 

reinforce the characteriscs of living things and help them disnguish non-living things 

from living things. 

POEM 

Living things breathe; living 

things grow 

Living things reproduce. Don’t 

you know 

If none of that happens, it’s 

just a thing. 

110

Myself... 

It’s not alive; it’s non-living. 

If it’s living say “it’s alive!” 

If it’s not “ Non-Living ou’ll say 

You know the difference between them now. 

Are you ready It’s me to play. 

A rock, non-living; A car, non-living 

A tree, it’s alive!; A dog, It’s alive! 

A door, non-living; A person, It’s alive! 

A pen, non-living; A fish, it’s alive 

Winding down now. 

Do you sll want to play 

Let’s try it another way. 

Tell me something livig 

Tell me something non-living; 

Living things breathe; Living things grow 

Living thins reproduce. Don’t you know 

If none of that happens, it’s just a thing. 

It’s not alive; it’s non-living. 

111

Myself... 

The following matrix may be taken up by the teacher to recapitulate the characteriscs 

of living and non-living things. 

Must have characteriscs 

• able to grow 

need nutrion 

• need air to live 

• able to reproduce 

• able to move 

Might have characteriscs 

• be used as food by other organism 

• have roots leaves and stem 

•fly 

• walk 

• go to school 

LIVING THINGS 

They could be 

• insects 

• plants 

• birds 

• worms 

• snails 

• yourself (name of student) 

They are not 

• racks 

• air 

• water 

• sound 

• school bus 

• apple 

3. Worksheet 3-Idenfy the given things as living or non living. 

4. Worksheet 4- Categorise the given pictures under living and non living things by 

cung and pasng. 

5. Worksheet 5- Choose the correct opon and give reasons for the same. 

6. Worksheet 6-. Compare the characteriscs of an object with living things in the 

form of a checklist. 

7. Worksheet 7-. Quiz on living and non living things. (PowerPoint Presentaon) 

Assesment 

To assess the understanding, and ability of the students to differenate between living 

and non living the teacher may give the following assessment sheet to the students. 

112

Myself... 



Topic: Diffrence Between Plants and Animals 


Brief Descripon: In the previous topic, it was observed that non-living things do not 

move. So, can we say that plants also are non living as they do not show such movement. 

Students with the help of an experiment will assess the behaviour of a plant and a 

caterpillar. 

Through this lesson, the students indenfy the different plants and animals and can 

differenate between plants and animals on the basis of their behaviour. 



 

 

 

 

Compare and disnguish between plants and animals. 

Relate simple life processes of plants and animals. 

Observe experimentally the behaviour of plants and animals. 

Conclude the differences between plants and animals after performing the 

experiment. 


Two glass beakers, Germinang seeds, Caterpillar/ grass hopper and Power point 

presentaon on types of plants and animals. 

Discussion 


Talk to the students about similaries in plants and animals. Ask them about the common 

characteriscs of plants and animals as all such things are called living things. Thus iniate 

a discussion on living things and their characteriscs. 

Nature Walk 

Take the students for a nature walk to give them a real experience of the behaviour of 

plants and animals. Divide the students in groups of three or four and tell them that they 

have to find and name at least five plants and animals each that they see. Observe the 

113

Myself... 

difference in their properes and write as to what characteriscs are found common in all 

plants and all animals respecvely. 

Brain Storming 

Show a powerpoint presentaon on different pictures showing the different behaviour 

of plants and animals. Encourage the students to analyse the pictures, the sound they 

produce and ask them to write their observaons about the pictures shown in the 

presentaon in their notebook. 

For example: 

ELEPHANT ------ A baby elephant has grown to be a big elephant 

CHICK ------ A baby chick has grown to be a big hen. 

PLANT ------ Has grown from a baby plant(sapling) to a big plant. 

Discuss with the students and write the characteriscs of living things as they grow, 

breathe and need nutrion. Explain that animals eat food produced by plants or other 

animals which have grown big only aer eang plants but plants make their own food 

using sunlight, carbondioxide from the air, water and nutrients from the soil. 

EXPERIMENT- LOOK AT ME! 

AIM : To observe the behaviour of a 

plant and an animal kept in 

separate jars. 

Procedure: 

Take two glass jars 

(transparent), one with a 

growing plant in it (germinang seed) 

and the other with a caterpillar/ant/ 

grasshopper (2 or 3 in numbers) in it. Children will observe the behaviour (movement, 

feeding habit, body parts, etc.) of the plant as well as of caterpillar/ant/grasshopper). 

Student activity 

Students will observe the difference of behaviour of the plant in the jar and the caterpillar 

/ant/grasshopper in the jar. 

114

Myself... 

Wring Acvity 

Students will write the characteriscs of living things: 

 

 

 

 

All living things grow, breathe and need nutrion. 

Animals eat food produced by plants or other animals which eat plants. 

Plants make their own food using sunlight, carbon-dioxide from the air, water and 

nutrients from the soil. 

The children will write the difference between plants and animals aer making 

observaons of the collage experiment. 

Ask the students to collect various plant parts- leaves, twigs, flower, grass, straw etc. 

Dry them between the folds of blong sheets and use them to make their favourite 

animal/bird along with their habitat. The sample work is shown in the teacher resource 

material.. 

Review 

The following poem may be sung with rhythmic body movements to recapitulate 

the characteriscs of plants and animals. Students may be asked to learn the 

poem. 

Plants and animals all have needs, 

They both need air and water you see. 

Plants need light to make food, 

And animals need food 

what they need is what they’ll choose. 

Plants need light to make food, 

and animals need food 

Both need water and air too. 

Energy is a basic need, 

It’s provided by light and food to eat. 

Plants absorb light, 

Animals eat food, 

What they need is what they’ll choose. 

Worksheet 8- Compare a plant and an animal whose pictures will be given. 

Worksheet 9 - Name and draw the pictures of animals using plant parts. 

115

Myself... 

Assesment 

To assess the understanding, and ability of the students to differenate between plants 

and animals, give the following assessment sheet to the students. 

a) List three characteriscs that are similar between plants and animals. 

Plants are similar to animals because - 

_______________________________ 

_______________________________ 

_______________________________ 

_______________________________ 

_______________________________ 

_______________________________ 

_______________________________ 

b) List three characteriscs that are different in plants and animals 

_______________________________ 

_______________________________ 

_______________________________ 

_______________________________ 

_______________________________ 

_______________________________ 

_______________________________ 

116

Myself... 



Topic: The States of Maer 


Brief Descripon: Aer understanding, characterising and classifying living things as 

plants and animals now the students should be exposed to classificaon of non-living 

things such as solids, liquids and gases. They should consider the fact that both plants 

and animals are living things but are different in various aspects. The students would be 

given certain objects and by using their sense organs they will idenfy different states of 

maer. 

Through this lesson, the students will be able to idenfy different states of maer, classify 

various non-living things around them as solids, liquids or gases, understand the role of the 

sense organs in idenfying the states of maer and explore the different tastes and understand 

the funcon of taste buds present on the tongue. 



 

 

 

 

 

Understand that everything around us that has weight and needs space to store is 

maer. 

Classify non-living things around them into three different states of maer. 

Give an opinion on the state of maer with the help of sense organs. 

Discuss about the properes of maer. 

Idenfy the sense organs and their funcons. 


Chocolate, juice, toffees, incense sck and video on properes of maer. 


This is Me! 

Announce in the class that a game will be played. This is me! 

Divide the children into the groups named as A, B, C, D (Any name) 

117

Myself... 

Distribute or show the following things to the students - chocolate, juice and toffees. 

Give each students one thing at a me and ask them to answer. The teacher writes the 

responses on the board. Ask the students about their observaon of a burning incense 

sck hidden in a box. Later the teacher would show them the incense sck and say 

that the wonderful smell was coming because of the incense sck. In this way students 

will observe each thing one by one and write their observaons in the first and second 

column of the table given below. 

Aer filling the first and the second columns students would observe the PowerPoint 

Presentaon on ‘States of Maer’ and the teacher would iniate a discussion. Ask the 

students to predict the state of the object and then complete the third column. 

Table : This is Me! 

Thing/object What can you do with it It is a- 

Properes of Maer 

Show the video with a song “Oh dear what can this maer be” to the students. Let them 

dance and sing along with the video to reinforce the properes of maer. 


Aer the discussion in the class the students will observe carefully hardness, smell, and 

taste the given things and fill the following worksheet. 

118

Myself... 

OUR OBSERVATIONS 

Group name-------- 

1. Write the names of the things that taste. 

Sweet____________ 

Sour_____________ 

Plain________________ 

2. Write the colors of the following objects. 

Chocolate__________ 

Juice____________ 

Toffees_________ 

Incense scks__________ 

Fumes of incense scks_________ 

3. Which one do you think can take the shape of container (Put √ or X in blanks) 

Chocolate__________ 

Juice____________ 

Toffees_________ 

Incense scks__________ 

Fumes of incense scks_________ 

4. Which one can 

Flow from one place to another________________ 

Spreads throughout the room____________ 

Cannot flow from one place to another________ 

Self Assessment 

Students discuss among themselves about the properes of the given things and categorise 

them into different states - 

OBJECT AM I HARD DO I OCCUPY SPACE I MIGHT BE – 

Solid/Liquid/Gas 

CHOCOLATE 

JUICE 

INCENSE STICKS 

FUMES OF INCENSE STICKS 

119

Myself... 

Writing Activity 

 

 

The students will write the answers on the sheet “Our Observaons”. 

From the game played, the children will write their observaons in a tabular form. 

Critical Thinking and Visual Skills 

The PowerPoint Presentaon shown will tell the students to use only the right path to 

move. They have to complete Three Races to Win the Virtual Academic Trophy. 

Review 

The following worksheets followed by the poem sung as a song to recapitulate the states 

of maer and students would be able to classify the non-living things as solid, liquid or 

gas. 

1. Worksheet 10- A game on PowerPoint Presentaon which the children would love to 

play moving ahead in a race by choosing the correct opon. 

2. Worksheet 11- Solve the cross word using the hints given. 

3. Worksheet 12-. Idenfy the states of maer, one word answers. 

4. Worksheet 13-Categorise the following objects. 

5. Worksheet 14-.States of maer. 

6. Poem….. 

Learn the poem……..Oh dear what can this maer be…. (With rhythmic body movement) 

Oh, dear, solid what can this maer beOh, dear, 

what can this maer be 

Oh, dear, what can this maer be 

Solid or liquid or gas 

A solid has weight, takes up space, 

Has a certain shape. 

Liquid has weight, takes up space, 

But conforms to the vessel in which it is put. 

So a solid and liquid 

Look different to me. 





A gas is invisible, but we can prove 

120

Myself... 

It has weight, takes up space, 

Have you seen a balloon filled with gas, 

Where the molecules spread and they spread 

Into all of the spaces you see 





so maer is anything that takes up space, 

And a solid can be very heavy or light 

And a liquid can change into solid and back again. 

Gases will float in the air 









Assesment 

To assess the understanding and ability of the students to idenfy the state of maer 

teacher may give the following assessment sheet to the students. 

States of Maer 

List the solids, liquids, and gases in each of the pictures. 

Solids- _________________________________ 

Liquids- _________________________________ 

Gases - _________________________________ 

121

Myself... 

Solids- _________________________________ 

Liquids- _________________________________ 

Gases - _________________________________ 

Solids- _________________________________ 

Liquids- _________________________________ 

Gases - _________________________________ 

122

Myself... 



Topic: Living and Non-living things. Differences and Similaries 


Brief Descripon: Through this lesson, the students will be able to categorise living and 

non living things on the basis of the characteriscs that they have learnt through different 

acvies. They will be able to comprehend further the abilies of living things against 

non living ones. 



 

 

 

Idenfy living and non living things. 

Differenate and categorise living and non living objects under two different 

headings. 

Recognise and understand the significant characteriscs of living and non living 

things. 


Small pot, sapling, mud and water, a doll a pre drawn scenery on A4 size paper, coloured 

glaced papers, glue. chart paper, pencil, colours, scissor, paper plates, coon, colours, 

gum, scissors, colour pens, paper strips, etc. 


1. Nature walk 

2. Plant a sapling in a pot 

3. Suzan is my best friend. 

4. Make a photo story on ‘Growth of a plant in different stages’ 

Activity 

Nature Walk 


Observe and idenfy living and non living things during the walk. 

123

Myself... 

Take the students for a nature walk to help them idenfy, observe and comprehend the 

living and non living things which they can see around them. 

Help them to enlist their observaons. 

Teachers Guided Activity 

Brief the students on what they saw during the nature walk. The teacher explains a few 

enlisted observaons. For example- 

 

 

 

Panng of the children and grasping in for more oxygen, breathlessness and their heart 

thumping loudly as compared to the silent rocks, pebbles and benches. 

Movements of birds and ants as compared to the non living things in the park likeswings, 

benches, rocks etc. 

Students’ observaons on a bud blooming into a flower as compared to balls and 

rackets which do not grow further. 

124

Myself... 

The teacher explains the difference between living and non –living things based on a few 

characteriscs. Students too share their experiences on the same. Aer a brief discussion 

students are now able to categorise things in their immediate surroundings as living and 

non-living things. 

(Worksheet No. 1) 

PowerPoint Presentation 

Show a PowerPoint Presentaon on Living and Non-living things. Emphasise on the 

differences and similaries between them. 


Acvity: Plant a Sapling in a Pot 


A small pot, sapling, mud and water. 

The teacher fills the pot with the mud. Plants a small sapling and waters it. Now she ask 

the students to do the same and watch it grow. 

125

Myself... 

Activity 

Photostory- Growth of a plant in different stages. 


Activity: Story Writing 

Suzan is my best friend 

Material Required: A doll. 

Narrate the story about a girl who is an only child and has a dream that her doll has 

become her lile sister and her best friend only to wake up and find that her favourite doll 

is by her side but doesn’t do anything that she saw in the dream like singing, dancing and 

playing. She doesn’t even speak with her!!! 

126 


1. Tearing and pasng 

2. Make a Mask 

3. Hand and finger Prinng 

4. Picture Glossory 

5. Find your type and run 

6. Let’s sort it out !

Myself... 

Tearing and Pasng 


A pre drawn scenery on A4 size paper, coloured glazed papers and glue, etc. 

Make a colourful scenery by tearing out coloured glazed paper and scking them on the 

figures drawn on the sheets to make a complete scenery (the picture should have sketches 

of living and non living things) 

Make a Mask 


Paper Plates, coon, colours, gum, scissors, colour pens, paper strips, etc. 

1) Take three paper plates. Paint them pink. 

2) Paint the eyes and nose on all three of them. 

3) On each plate make a different expression e g. happy / sad / angry surprised. 

4) This acvity will bring out the different emoons which are felt by living things in 

different situaons. It would also improve the aesthec aspect of each child . 

127

Myself... 

Happy Sad Astonish 

Hand and Finger Prinng 


Paper, colours and some decorave items, etc. 

Children like to perform creave acvies such as making pictures with fingers, thumb and 

palm prints. Make pictures of living and nonliving things using your own imaginaon. 

Picture Glossary 

Material required 

Old magazines, books and newspapers, charts, glue, scissor, etc. 

They would be provided with old magazines, books and newspapers and asked to cut 

pictures of living and nonliving things. They will be asked to create a picture glossary of 

various living and non living things on separate charts. 

128

Myself... 

Picture glossary of Living Things 

Picture glossary of Non-living thing 


Find Your Type and Run 

Divide the class into 2 groups. Group A: Living things and Group B Non-living things. 

Picture glossary of Living Things 

Picture glossary of Non-living thing 

1) Prepare 15 paper chits having human names of different family members and make 

another 15-20 chits with names of arcles made out of wood. 

2) Distribute these chits randomly. 

3) At the blow of the whistle the children will quickly divide themselves into two groups 

i.e. A and B (according to names of family members and names of arcles made out 

of wood.) 

4) As soon as the group is complete they are advised to run to the finish line. The group 

which reaches first will be declared the winner. 

129

Myself... 

5) The skill developed through this acvity is that cung of trees helps to prepare 

different arcles from wood i.e. pencil, paper, ssue paper etc. but this should be 

reduced to the minimum. 

6) This is also to reinforce a relaonship between living and non living things and their 

inter dependence. 

A Visit to a Historical Museum 

Plan a Visit to any Historical Museum. The teacher explains that the museum is a place 

where one could see things of historical significance, things that have existed in the past 

like animals which have gone exnct etc. 

Students have to observe and realise that many living things which were exisng in the 

past have now turned into non-living objects. Students to be explained the difference 

between living and non-living things with the help of specimens shown in the museum. 

Aer the visit students will be able to enlist the objects seen in the museum into two 

categories i.e. Non-Living objects of the past (eg: coins, weapons, dresses, tools, jewellery 

etc.) which are sll Non-Living and the other category of things which were Living earlier 

in the past (eg: human beings , animals, birds etc ) have turned into Non-Living objects 

now. 

Let’s Sort it Out! 

Teacher prepares two charts on the topics a) Living things and b) Non-Living things. 

Students are guided to collect similar pictures (five per student) of the objects / things 

they had seen in the museum. Students to bring their collecon of pictures and drop 

them in the box provided by the teacher. 

The teacher collects all the pictures in the box and asks the students to pick one picture 

each turn by turn. Students are advised to use a twin tape to paste the picture on the 

respecve charts. Once the class completes the pasng work the teacher appreciates and 

recapitulates the disncon between the two charts decorated by the students on living 

and non-living things. 


130

Myself... 

Review 

Class display of Living and non-living things. 

 

 

 

 

The teacher to ask each student to bring a minimum of five arcles / pictures of Living 

and Non-Living things. 

On a decided day the teacher asks the student to decorate the class room with all the 

arcles brought by the students in an interesng and aesthec manner. 

This would further enhance the students’ understanding and a complete comprehension 

of the concept of living and non- living objects. 

Some guest could be invited to movate the students to the best of their ability. 

Assessment 

Assessment Worksheet (Living and Non-Living things) to be taken up which would give 

clarity to the teacher that how far the students have been able to understand the various 

concepts taught in the unit. 

131

Myself... 



Topic: Care for the Sense Organs 


Brief Descripon: Discuss with students which are the main sense organs followed by 

their use in our body (funconing). Relate the topic to the importance of sense organs. 

Elicit responses from the students about their understanding of the funconing of the 

five sense organs. Connue the discussion explaining what can happen if one of the sense 

organs gets damaged or stops funconing. Let students share their previous knowledge 

related to this concept. They can share any related incident and follow it by highlighng 

the ‘care aspect’ for the vital body parts/ sense organs. Emphasising on how to take care 

of the sense organs (self & others) the students will learn about the five senses, which are 

sight, hearing, touch, taste, and smell. 



 

 

Idenfy the sense organs. 

Realise the importance of each sense organs and taking care of them properly. 


1. Virtual Visit to a Dream World 

2. Sensory Staons 

3. Senseless Me 

4. Here comes the doctor!!! 

Visit to Dream World 

Ask each student to close their eyes and think of a place that he/she enjoys vising. 

132

Myself... 

Then ask them to imagine things that they could see, hear, touch, taste and smell at this 

place. Aer about one to two minutes, ask the students to open their eyes. 

The teacher will share their favourite place to visit with the students and describe what 

they see, hear, taste, touch, and smell. The students will remember and relate their 

favourite place to the teacher’s place. The teacher will ask the students to think about 

their favourite place again and share some of their experiences with regards to their 

senses at this place with their neighbour sing next to them. 

The teacher explains that we all have eyes that allow us to see, taste buds that allow us 

to taste, fingers that help us touch, ears that allow us to hear and a nose that allows us 

to smell. 


Sensory Staons 


Bells, drums, whistles, pulses-filled containers, spoons to tap , sandpaper, play dough, 

clay, ice, finger paint, microscope, magnifying glass, colored water, 3-d poster, vanilla 

essence, perfume, chocolates, spices, etc. 

133

Myself... 

The teacher asks the students to explore the 5 senses in the different “staons” around 

the classroom. The staons are set up tables with hands-on materials for kids to touch, 

smell, taste, hear and see. Some possible staon items : 

 

 

 

 

 

Hearing: Bells, drums, whistles, pulses-filled containers, spoons to tap. 

Touch: Sandpaper, play dough, clay, ice, finger paint. 

Vision: Microscope, magnifying glass, colored water, 3-d poster. 

Smell: Vanilla essence, perfume, chocolate, spices. 

Taste: Jellybeans, cookies, mango balls (aam papad), fruit slices, salty chips, pickles. 

The teacher explains and makes the students understand the funconing of different 

parts of the body associated with the sense known as sense organs. Teacher to introduce 

the significance of different sense organs. 

Ask simple quesons like – (for the eyes). 

1. What do we use to tell the difference between the sizes of objects 

2. How do we know that a skyscraper is taller than an oak tree or that the redwood tree 

is the tallest tree 

3. Why is a rose red and the sky blue 

4. Why is the tennis ball shaped differently than a football 

 

Ask simple quesons like – for the ears 

5. What helps us to know about the cars and trucks that pass by, barking dogs, the songs 

of birds, footsteps, and the raindrops on the window 

134

Myself... 

6. What helps us to listen to music and to people’s voices 

Ask simple quesons like – (for the fingers and skin). 

7. How do we know the difference between wool, coon, jute and silk Do they all feel 

different 

Ask simple quesons like – (for the tongue). 

8. How do we come to know that bier gourd is bier, a candy is sweet and a peanut is 

salty 

What helps us to differenate between the smell of flowers, perfume, and the dinner that 

mom or dad is cooking for us 

Aer listening to the answers, display pictures of the sense organs and explain their 

associaon with the senses. Explain that the eyes help us to see, tongue helps us to taste, 

fingers enable us to touch, ears allow us to hear, and a nose allows us to smell. Emphasize 

that had our sense organs not been there, we would have missed on so many things in, 

the world around us. 

(Worksheet No. 6 & 9) 

Explain the concept of the importance of care of sense organs. Discuss that all of the five 

senses don’t always work well. Some people may not be able to see, but they are able to 

hear, taste, touch, and smell. Some people are not able to hear, but they can see, taste, 

touch, and smell. They use their other senses to make up for the one(s) that they lost or 

don’t possess. These people sharpen their other senses to cope with the loss of a parcular 

sense. 

Explain to the students that we make discoveries and find out about the world by using 

our five senses. 

To make the lesson more interacve, discuss the life of ‘Hellen Keller’. What were the 

senses that Helen Keller lived without What effect did this have on her, Though she was 

unable to hear, speak or see, did she just give up on accomplishing anything in her life 

Discuss Did she sll have feelings even though she couldn’t speak and tell you what they 

were, How might her life have been different if she had been born now 

‘Hellen Keller’ 

135

Myself... 

The teacher emphasises on “We should work on our weaknesses and make them our 

strengths”. 

Elicit responses. ‘Each day provides something new and different and we can use our 

senses to learn about or experience’. 

Senseless Me 

The teacher blind folds a few students, es one hand of a few students, covers the ears of 

a few students and directs them to do certain tasks in the class. 

For example: Collect a few assignments and distribute them to the other students. 

Aer this acvity the teacher asks the students to share their experience on how they felt 

when one of their sense organs was non-funconal 

The teacher explains that each sense organ is as important as the others, and we should 

take care of them so they can work properly and enjoy the world around us. We take care 

of them by keeping them clean, protecng them and by eang the right food. The teacher 

deals with the care each sense organ individually. 

EYES 

136

Myself... 

With our precious eyes, we learn about the color, shape and size of things. Taking care of 

them includes: 

 

 

Eang yellow vegetables and fruits such as carrots and oranges will keep our eyes clear 

and bright. Add food rich in Vitamin A like fish, green vegetables also in your diet. 

Giving Rest to your eyes by looking at green plants or far out of the window. 

 

 

 

 

 

 

 

Avoid reading while you are in a lying posion or 

inside a moving vehicle. 

Read under good light. 

Don’t work on the computer for long hours. Take your 

eyes off the screen for some minutes in between. 

Keep sharp objects away from your eyes. 

Protect them from too much sunlight by wearing 

sunglasses with ultraviolet protecon. 

If we face difficulty in reading or seeing distant things/ 

objects clearly, we should go to a doctor without 

delay. 

If we wear spectacles, we should get our eyes checked 

regularly. 

The teacher introduces the term Optometrist here and 

explains that an Optometrist is the person who looks aer, 

cares and treats our eye problems. Also the shops where we 

get our spectacles made are called opcal shops. 

137

Myself... 

EARS 

With our ears, we learn about sounds around us. Taking care of them includes 

138 

Cleaning the ears regularly. For children, 

be sure that parents are the one who clean 

them. Don’t put soap or water in the ears to 

clean them. They should be cleaned with a 

coon bud. 

 

When taking a bath or swimming, do not let 

water get into your ears. If water goes into 

the ear accidently, dry it with a clean coon cloth immediately.

Myself... 

(Wear Ear Plugs during Swimming) 

 

 

 

 

 

When there are loud sounds, cover 

your ears. 

Do not put any small objects inside 

your ears. 

If you have a cold do not blow your 

nose very hard to avoid damaging your 

ears. 

Keep pointed objects away from your 

ears and visit a doctor regularly when 

you have an ear problem. 

Somemes ears get blocked due to 

some infecon or deposion of extra 

wax in them. Don’t put oil to clear 

them. Get the extra wax removed by 

a doctor and use the prescribed ear 

drops. 

NOSE 

With our nose, we learn about the smell of things. Taking care includes : 

 

Cover your nose when there is dust or smoke around. 

139

Myself... 

 

 

 

 

When cleaning your nose, use a so 

clean cloth or ssue/bud. Blowing gently 

somemes help. 

Don’t put hot oil or wax in the nose to 

clear it. It may damage the inner walls of 

the nose. 

Use nasal drops recommended by 

specialised doctors only. 

When smelling objects, avoid pung your nose too close to the objects you smell. 

TONGUE 

With our tongue, we learn about the taste of food. 

It is a delicate organ. Taking care of our tongue 

includes 

 

 

 

Avoid eang over salted and spicy food. 

Eang foods that is too hot is also a bad idea. 

When brushing your teeth gently 

brush your tongue too. 

 

Always be careful when chewing 

your food so that you will not 

bite your tongue.(don’t talk/jump 

while eang) 

The teacher introduces the term ENT specialists here and explains that they are the people 

who looks aer, cares and treats our ear, nose and throat problems. 

140

Myself... 

SKIN 

With our skin, we learn about texture, temperature and pain. Taking care of our skin 

includes: 

 

 

 

 

 

 

 

 

Eat fruits and vegetables to 

keep our skin healthy. Our 

diet should include food 

rich in Vitamin A and E 

specially which makes our 

skin healthy and glowing. 

Wash hands as oen as 

needed. 

Take a bath daily to remove 

dust and germs. 

Use an umbrella to protect 

your skin from too much 

sunlight or use sun blocks 

before going for a swim on 

the beach. 

When you have a cut or 

wound on your skin, wash carefully to avoid infecons. Use some ansepc cream. 

In winters, the skin becomes dry and rough. Apply cold cream or some oil to make it 

so and smooth. 

If you use any loon on your skin, be sure that if is safe to do so. 

If some clothes or jewellery causes rash on the skin or you have a skin disease, see a 

doctor for treatment. 

The teacher introduces the term Dermatologist here and explains that a Dermatologist 

is the person who looks aer, cares and treats our skin problems. 

141

Myself... 

The teacher reinforces that if we take proper care of our body, we will 

healthy and happy. 

always stay 


Here Comes The Doctor 


142 

Medical instruments (e.g. Stethoscope etc.), Doctor’s dress, name plates of doctors, 

wring note book, pen, etc.

Myself... 

Guided Acvity (Role Play) 

Students will be divided into five groups. They will enact as specialised doctors. The teacher 

divides the class into groups (10 each), i.e. 5 doctors and 5 paents. Children enacng as 

doctors will dress up accordingly with their medical instruments (e.g. stethoscope etc.) 

Children will create 5 corners in the class where they can setup their individual chambers 

with their name plates e.g. 

Eye specialist: Optometrist 

Ear, nose & throat: ENT specialists 

Skin specialist: Dermatologist 

A few students will enact as paents 

vising doctors with their specific 

problems. Now the children who are 

enacng like paents, visit the doctors 

and discuss their respecve problems. 

The doctors will be giving their advice 

and instrucng the paents on how to take care of their sense organs. Advice will also be 

given on how to take the prescribed medicines. 


143

Myself... 


1. Let’s make sense 

2. My rule book 

3. Night Watch 

Lets Make Sense 


(All supplies will be provided by the teacher: magazines, glue/ paste, children’s scissors, 

and a posterboard) 

Teacher Guided Pracce 

Students are separated into five heterogeneous groups of four, five, or six (depending on 

the class size) by the teacher. Each group will be assigned one of the five senses. They will 

then look in magazines and cut out any item that is related to their sense. They will paste 

the magazine clippings on a poster board and make a collage. Each group will present and 

share their collage with the class. The collages will be displayed in the room. 

144

Myself... 

My Rule Book 


Book let or a note book can be used for wring their own instrucons. 

Students to prepare a small booklet in which they will write their own instrucons on how 

to take care of sense organs. Later they will share it with their friends. 

Night Watch 

Material Required: Diary and pencil. 

Each student will be asked to pick a quarter of an hour of the night and observe themselves 

using their sense organs during that me. They must write down all of the experiences 

that they had with their senses during or aer their quarter of an hour (it is beer to write 

down the experience so that the student does not forget). Each experience should be 

listed under the correct sense organ on a sheet of paper. 

145

Myself... 

Poem 

5 Senses 

On my face I have two eyes; 

Use them every day. 

They are used to help me see 

with a look, look here, 

And a look, look there, 

Here a look, there a loo, 

Everywhere a look, Look. 

On my face I have two eyes; 

Use them every day! 

On my face Ihave a nose; 

Use it all the me. 

When I sniff it I can tell 

Vinegar from Lime. 

When Isniff it I can tell 

Vinegar from lime. 

With a sniff, sniff here, 

And a sniff, sniff there, 

Here a sniff, there a sniff, 

Everywhere a sniff, sniff. 

On my face Ihave a nose; 

Use it all the me! 

In my mouth I have a tongue; 

Use it when I eat. 

Tasng with It I can tell 

Sour from the sweet. 

With a lick, Lick here, 

And a lick, lick therer, 

Everywhere a lick, lick. 

In my mouth I have a tongue; 

Use it when I eat! 

146

Myself... 

Assessment 

Presentaon on the topic- Significance of the sense organs 

 

 

Students to be divided into 5 equal groups. 

Each group to be given one parcular sense organ on which they are to prepare a 

PowerPoint Presentaon and bring out the significance of each sense organ and also 

touch on the aspect of taking care of these organs. 

147

Myself... 



Topic: Eye Problems, Hearing Problems and Braille 


Brief Descripon: Discuss and explain what can happen if one of the sense organs gets 

damaged or stops funconing. Let students share their previous knowledge related to this 

concept. They can share any related incident, followed by highlighng the ‘eye problems, 

specially blindness- Braille system for blind people and also hearing problems. Emphasise 

on how to take care of the above menoned problems. The teacher to reinforce that 

physically impaired people are part of our society and we should accept them with 

dignity. 

The students will now learn about a few common eyes and hearing problems. 



 

 

 

Develop the value and being sensive towards the physically disabled. 

Create facilies and strategies to help the hearing and the visually impaired and acquire 

knowledge about the Braille system. 

Appreciate ones abilies and in case of need be able to change disability into an 

ability. 

Material required 

A booklet or a note book can be used for wring their own instrucons a diary and a 

pencil, book or informaon from the internet, chart paper, pencils, colours, eraser, scale, 

etc. The English Braille Alphabet (A to Z). A4 size drawing sheet, colour pens, catridge 

sheet, scissors, etc. 


1. Know thyself ( teacher guided acvity) 

2. Visit to a Blind school / School for Deaf and Dumb / Special Learning Centres. 

148

Myself... 

Know Thyself 


Book or informaon from internet, diary and a pencil. 

Students are supposed to visit libraries, reading resource centres, visit websites and collect 

some relevant informaon about someone who has overcome a parcular disability and 

have them write a biography of that person. They actually have to write a biography of a 

person who is physically impaired (with eye /hearing problem/person using Braille). 

The teacher explains that our eyes are really sensive and we should take care of them. 

 

 

 

 

The human eye is the organ which gives us the sense of sight, allowing us to learn 

more about the surrounding world than any of the other five senses. 

Good eye health and clear visions are really important for every one of us. 

With proper vision students gain knowledge and skills which will remain with them for 

their enre life. 

Also the teacher focuses on the early idenficaon of a child’s vision, as children are 

oen more responsive to treatment when problems are diagnosed early. 

149

Myself... 

Visit to a blend school / School for deaf and dumb / Special learning centres. 

Student will: 

 

 

 

Observe their surroundings. 

Idenfy different equipments and instruments used. 

Pen down an interacon with any visually / hearing impaired person. 

Suggest how you can support them and be a valuable asset for your naon/ state / 

city. 

Interview 

For this interview, I spoke with a woman who has been blind since she was sixteen years 

old. Today she is in her sixes. She has had an interesng life and has learned to deal with 

her disability in many remarkable ways. 

Q: Have you always been blind 

A: No 

Q: How old were you when you became blind 

A: I was sixteen. 

Q: What happened 

A: I had a weakness in the back of my eye. 

Q: What are the advantages of being blind 

A: You learn to trust people. 

Q: What was the biggest obstacle you have faced 

A: I had to learn things all over again. I also went to a special school for the blind. 

Q: Do you have a guide dog 

A: Not anymore, I did when I was lile. I use a cane instead. 

Q: How old were you when you learned Braille 

A: I was seventeen. 

Q: What was difficult about learning Braille 

A: I had to learn the sense of touch. 

150

Myself... 

Q: Can you remember seeing anything 

A: Yes. 

Q: What 

A: I remember landscapes and people. Mostly I remember everything. 

Q: What do you miss most about seeing 

A: The color. 

Q: How is your house different than someone else’s that isn’t blind 

A: Um, it’s prey much the same as anyone else’s. There’s not any cluer, or anything for 

me to knock into. I do label things with Braille though. 

Some eye problems which are commonly seen in children are: 

Stye - it produces red swollen area on the eyelid. It may be seen on the eyelid margin. 

Treatment is done with warm compresses and anbiocs. 

Stye 

Red swollen area 

Conjuncvis– it is an infecon which is caused by virus and which leads 

to other problems like watery discharge and redness in one or both eyes. 

It requires treatment with anbiocs. 

Eye problems due to computer - many computer users face the problem of blurred vision 

headaches, eye strains and other symptoms due to connuous working on them. 

Myopia (near sightedness) – images of distant objects appear out to be 

out of focus leading to headache. Glasses have to be worn to bring the 

image into the correct focus. 

Hypermetropia (far sightedness)- 

images of near objects appear out 

of focus giving way to eye strain, 

eye throbbing, difficulty in reading 

and squint. Glasses have to be worn 

to bring the image into focus. 

151

Myself... 

Squint- it is misalignment of two eyes in which either of the eyes may turn inward/ 

outward/upward/downward. It occurs due to failure of the eye muscles to work together. 

Treatment opons include eye glasses, eye exercises or surgery to straighten the eyes. 

Aer discussing about the above menoned problems, the students will share their 

opinion on the common eye injuries and ways to avoid them. Elicit response by students on 

people to approach in case of these eye problems. Teacher emphasizes on the parcular 

doctors dealing with such problems like: 

Ophthalmologists are medical doctors who provide comprehensive eye care with 

medicine and surgery. 

152

Myself... 

Pediatric Ophthalmologists have special training to treat eye problems of children. 

Optometrists provide same services as Ophthalmologists, but they do not perform 

surgeries. 

Opcians fit and adjust eye glasses. 

Teacher explains that regular eye checkups are important for all of us to keep our eyes 

healthy. Students share their experiences on frequency of eye checkups they had and 

follow up treatments if any of them went through. For this visit the site address: 

153

Myself... 

Roune Eye exams for children are extremely important. 

Infants should have their first comprehensive 

eye exam at 6 months of age. 

Children then should have addional eye exams 

at age 3, and just before they enter the first 

grade — at about age 5 or 6. 

For school-aged children, an eye exam every two 

years if there is no vision correcon is required. 

Children who need eyeglasses or contact lenses should be examined annually or as 

recommended by their optometrist or ophthalmologist. 

(Worksheet No. 11 & 13) 

Aer discussing about the eyes the teacher explains the importance of ears. Teacher 

emphasizes on problems faced by people due to hearing loss. Elicit response from students 

on causes of hearing problems. Teacher focuses on important causes of hearing loss. It 

occurs if a child: 

154 

 

 

 

 

 

 

Was born prematurely, stayed in neo natal ICU 

Was given medicaon that leads to hearing loss 

Has a family history of childhood hearing loss 

Had complicaons at birth 

Had frequent ear infecons 

Exposed to very loud sounds

Myself... 

Teacher connues the discussion and brings the focus on idenfying and then treatment 

of problems as a main indicator. For treatment teacher explains about hearing devices 

available for children. 

Further special doctor –Audiologist ( a doctor who specializes in hearing problems) is 

to be referred for further decisions regarding – lip reading or sign language, listening 

therapy or speech therapy. 

Teacher explains that it is us as teachers, students and parents who understand and help 

such children in overcoming their problems. We all should try and adapt ourselves to 

their needs. It is our duty to accept them as part of our society 

October Is National Audiology Awareness Month. 

The ear connues to hear sounds, even while you sleep. 

Male mosquitoes hear with thousands of ny hairs growing on their 

antennae. 

Dogs can hear much higher frequencies than humans. 

155

Myself... 


Teacher then discusses ways in which people can overcome, or compensate for, various 

disabilies. Focus is on a parcular disability – blindness. Teacher explains that even blind 

people have the right to live their life. For this, emphasis is laid on Braille System. Elicit 

response from students on: 

 

 

 

 

 

Who was Louis Braille 

How do you think Louis Braille became blind 

How the Braille system works 

How to read and write Braille 

Latest technology in Braille.. 

Teacher explains that 

 

 

 

People read Braille by moving their fingerps from le to right across the lines of 

dots. 

When wring Braille, people move from right to le instead, physically pressing the 

dots into the paper so that they show up on the other side. 

There are many methods used to write Braille, including: 

Physically pressing each dot into paper using a handheld stylus to make the impressions 

and a slate to hold the paper. A Braille writer, has one key for each of the six dots in a 

Braille cell. 

156

Myself... 

A full QWERTY keyboard aached to a Braille printer and special talking soware like 

safa and jaw in installed for blind people to work on computer. 

Many people who know how to read Braille also use other methods to gain informaon. 

These include: 

 

 

 

Computer programs called screen readers that read the informaon visible on a 

computer screen and play it through a speaker. 

Talking books or audio books for the blind 

Recordings of teachers, family members, friends or volunteers reading print material 

aloud. 


1. Poster me- Safe Eyes 

2. My Braille message to my friend 

3. Protect your ears – Book Mark 

Poster Time - Safe Eyes 


Chart paper, Pencils, Colours, Eraser, Scale. 

Teacher explains to students that many eye injuries occur during sports or recreaonal 

events. Students are encouraged to explore how to take care of their eyes or how to keep 

their eyes safe. Students are expected to learn how to prevent the injuries. Teachers 

arrange the students into small groups and asks each group to create a poster about eye 

safety during play. 

157

Myself... 

My Braille Message for My Friend 


The English Braille Alphabet (A to Z). A4 size drawing sheet, colour pens. 

The teacher invites students to learn and explore The English Braille Alphabet and 

encourage them to write Braille messages to one another. Students might also visit the 

Braille It! Web site to have Braille messages created for them! 


Protect Your Ears - Bookmarks 


Carted sheet, Pencil, Colours, Scissors, etc 

Know which noise can cause damage. Wear ear plugs when you are involved in a loud 

acvity. Make three bookmarks indicang sound which are normal, loud and very loud. 

158

Myself... 

Review 

1. Quiz: Teacher to assist students to prepare quesons on ear and eye problems. The 

whole class will be divided into two groups and each group quesons the other. Teacher 

to note the score and give the feedback accordingly. 

2. Interview a blind person. 

Assessment 

Assessment Worksheets comprising of the topics Eye/Ear problems and Braille will be 

done to assess the students on the concepts taught. 

159

Myself... 



Topic: Musical Notaon and its Values 


Brief Descripon: Music is a combinaon of different sounds, and sounds are in different 

length .to show the length of a sound certain symbols are used in music they are called 

notes. 


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

 

 

 

 

 

 

 

 

 

Notes and their values 

Understand how bars are used to measure the rhythm. 

Perform rhythm game while clapping together in sync. 

The use of me signature in music 

Understand the Staff and notes on line and spaces. 

Comprehend C-major scale and notes. 

Understand Raga yaman 

Sing notes on raga yamen in Indian classical music. 

Sing C-major scale in western music. 


Musical instruments, Audio player, sound recorder. 


This is a whole note (semibreve) a whole note will receive four beats or count. 

This is a half note (minim) and has a stem. A half note will receive two beat or count 

This is a quarter note (crotchet) the head is solid it has a stem. A quarter note will 

receive one beat or count. 

160

Myself... 

Bars and Measures 

When we play or sing music there we can feel the natural pulse of music. Underline the 

most popular music there are pulses or beats which have a regularly recurring accent. 

E.g. beats 1 2 3 4 1 2 3 4 1 2 

> > > 

When wring this down, vercal lines called “Bar lines” are placed in front of each 

accented beat 

E. g. beats 1 2 3 4 1 2 3 4 1 2 3 4 

As well denong the natural accents of the piece these bar lines divided the music up in 

to 

“bars” or” measure “ 

e.g. 

bar measure bar measure 

Rhythm game 

1 2 3 4 1 2 3 4 1 2 3 4 

161

Myself... 

Time Signature 

Numbers are used in music to understand the number of beats come in a measure called 

me signature. 

Notes on the Staff 

The lines of the treble staff 

Notes on the treble staff may be on a line or in a space. 

The notes on the lines of the treble staff follow the paern above E - G - B - D - F 

Middle C 

Middle C is on a line below the treble staff. This line is part of the ‘ invisible’ line which 

runs between the treble and bass staves when using the Grand Staff. 

The Spaces in the Treble Staff 

The notes in the spaces of the treble staff follow the paern above D - F - A - C - E - G. You 

can see that the notes in the middle spaces actually spell F A C E with the D below the staff 

and G above the staff either an side. 

162

Myself... 

Notes of C-Major Scale 

In music theory, the major scale or Ionian scale is one of the diatonic scales. It is made 

up of seven disnct notes, plus an eighth which duplicates the first an octave higher. 

In solfege these notes correspond to the syllables “Do, Re, Mi, Fa, Sol, La, Ti/Si, (Do)”, 

the “Do” in the parenthesis at the end being the octave of the tonic starng pitch. The 

simplest major scale to write or play on the piano is C major, the only major scale not to 

require sharps or flats, using only the white keys on the piano keyboard: 

C Major Scale 

The first note of the major scale is called doh, 

The second note of the major scale is called ray, 

The third note of the major scale is called me, 

The fourth note is called fah, 

The fih note is called soh, 

The sixth is called lah, 

and the seventh is called te. 

Notes of Indian Classical Music 

Indian classical music is deeply connected to the culture and tradion of India. it mainly 

divided in to two different paerns ,they are Hindustani music and karnac music. 

And it has two different parts, Indian classical music and Light music. 

1 Classical 

The classical music of India is totally rooted into the ragas no accidentals are allowed in 

this. 

2 Light music 

In the light music musician has the freedom to improvise the melody, pitch, rhythm, 

and tonality of the melody.eg geet, Bhajan, Gazals, Folk songs etc. 

163

Myself... 

Rag Yaman 

Rag yaman is the basic rag in Indian classical music which is same as the major scale of 

western music. Starts from one tonic note to the other. 

The notes of the rag yaman as follows 

The first not of a major scale is Sa 

The second note is Re 

The third is Ga 

The fourth is Ma 

The fih is Pa 

The sixth is Dha 

The seventh is Ni 

Basic Dance Steps 

Dance in groups to form straight ,curved and zigzag paths in 4/4 me signature ( four 

beats per measure ) 

1 2 3 4 1 2 3 4 etc 

Make rhythm of a small song from the first five notes of a major scale (C - G or Doh –Soh 

or Sa – pa ) 

164

Myself... 

Song 

Joyful joyful we adore thee God of glory Lord of love 

Hearts unfold like flowers before thee 

Opening to the sun above 

Melt the clouds of sin and sadness 

Drive the dark of doubt away 

Giver of immortal gladness fill us with the light of day 

All thy works with joy surround thee 

Earth and heaven reflect thy rays 

Stars and angels sing around thee 

Centre of unbroken praise 

Field and forest vale and mountain flowery meadow flashing sea 

Channg bird and flowing fountain call us to rejoice in thee. 


Make a staff and draw notes heads on it in lines and spaces. 

Draw treble clef and learn the notes on lines and spaces. 

Write notes of C-major scale and Name it. 

Sing raga yaman . 

Improvise dance steps sync with the tune. 

165

Myself... 

 

 

 

 

 

 

 

Review 

What are the values of semibreve, minim and crotchet 

Why bars are used in music 

What are the notes on lines and spaces of a treble staff 

How do we count a common me signature 

How many notes are there in C-major scale and what are they 

Which is the basic raga in Indian classical music and how do we sing it 

What are the basic steps of dance 

Assessment 

The students will be assessed on their understanding of the concept and the parcipaon 

in the class acvies. 

166

Myself... 

Visual Arts 


Topic: Nameplate 

Duraon: 45 Minutes 

Brief Descripon: Wring their name in a decorave style on the first page of their book 

 


To use typography in design 


Art books, oil pastels 


Direct students to inaugurate their art books by designing a decorave nameplate. Remind 

them of the fonts they see on computer, the leering they see in newspapers, magazines, 

etc. Allow them the freedom to design any fancy leering they like. 


Your name should be the focus of the page. It should be boldly wrien in any script you 

wish. You can choose to write it in block, in capitals or in any other way you wish. Draw 

two lines to demarcate the size and width of the leering. This is important as it ensures 

that all your leers are of the same size. Make sure to leave some space for a border. 

Colour it beaufully. 

Review 

Finish your nameplate with a decorave border design. 

Assessment 

The assessment should focus upon the leering style, uniformity of the size of leering 

and clarity of the word aer it has been coloured. 

Their use of material which in this case is the applicaon of colour using oil pastels, should 

also be assessed. 

167

Myself... 

Visual Arts 


Topic: Primary and Secondary Colours 


Brief Descripon: Creang tessellaons and colouring them using primary/secondary 

colours 



 

 

 

Understand the properes of primary and secondary colours 

Use primary and secondary colours in design 

Use shapes to create repeve paerns/tessellaons 


Colour chart, computer, internet, poster colours, brushes, bowls, oil pastels, etc. 


Tuning in quesons- 

What are the colours of the Sun, Blood, Grass 

Acvity 1- Discover the Properes of Primary Colours- 

Create 3 zones for the 3 primary colours. Set up poster colours of primary colours at the 

zones. Direct them to go to the red zone and apply red on one palm. Next they move to 

the yellow zone and apply yellow on the other palm. 

They rub their hands together to create the secondary colour orange. They connue the 

acvity unl they have discovered the other two secondary colours, green and purple. 

Now direct their aenon to the colour chart. Reinforce the topic by watching the song 

and demonstraon video, ‘Primary and Secondary colour’, downloaded from Youtube. 

hp://www.youtube.com/watchv=NxQRkiT0-Ls&feature=related 

Acvity 2- Visit the link below with the students and let them play the interacve 

tessellaon game. hp://www.shodor.org/interacvate/acvies/Tessellate/ 

168

Myself... 

Direct them to tessellate using primary and secondary colours in different combinaons. 

For example, they can use red and green, blue and orange. Aer they have each had their 

turn, refresh their memory about repeve shapes/tessellaons from their Maths class. 

Give them card paper to make a template of any shape they wish. Direct them to use 

the shape repeatedly without any gaps to create a paern/tessellaon. They will use oil 

pastels, one primary and one secondary colour to colour their paern. 


Acvity 1- Discover the Properes of Primary Colours- 

Apply a primary colour on each hand. Rub together to create a secondary colour. Go 

to the red zone and apply red on one palm. Move to the yellow zone and apply yellow 

on the other palm. Rub your hands together to create the secondary colour orange. 

Connue the acvity unl you have discovered the other two secondary colours, green 

and purple. 

Acvity 2 - Take card paper and cut a template of any shape you wish to make. Trace 

the shape repeatedly to create a paern without any gaps in between. Use at least one 

primary and one secondary colour to colour your tessellaon. 


Who was the first person to design the Colour Wheel 

Review 

Make a Colour Wheel in your books. 

Assessment 

Students should idenfy primary and secondary colours and understand their 

properes. 

Their use of material, in this case, applicaon of colour using oil pastels, should also be 

assessed. 

169

Myself... 

Visual Arts 


Topic: Figure drawing 

Duraon: 45 Minutes 

Brief Descripon: Drawing a human figure to understand proporon 


As a result of this lesson, the students will be able to draw a human figure with a 

rudimentary understanding of proporon. 


Cartridge paper, scissors, glue, oil pastels, paints, Origami/glazed paper, wool, etc. 


Discuss the structure of the human body. Invite observaons of the proporon of the 

body- the size of the head, arms, and legs. Divide the class into groups. Glue 4 imperial 

size sheets of white cartridge paper. 


One student in the group lies down on the sheet. The others trace along the contours of 

the student. You now have a life size outline of the human body. 

Use a medium of your choice to complete the colouring of the human figure. Use paints, 

oil pastels or do a collage and/or get a 3D effect onto the figure. for Exampe, paper could 

be folded like a fan to achieve the 3D effect of skirts; pieces of kite/ssue paper balls also 

add 3D effect to the collage. 

Review 

Home task: Stand in front of a mirror and observe an acon pose. Draw yourself in an 

acon pose. 

Assessment 

Aer the acvity, the student should be able to understand simple proporons of the 

human body. The ability to work in a group should also be assessed. 

170

Myself... 



Topic: Kicking and Trapping 


Brief Descripon: The lesson will enable the students with an ability to demonstrate the 

use of good balance and coordinaon while kicking and trapping. The students will be 

able to demonstrate the use of good spaal awareness. 



 

 

 

Improve students’ abilies to kick from a distance. 

Develop physical fitness components 

Acquire the required skill to pass and shoot a ball 


4 cones (for boundaries), 1 whistle, stopwatch (oponal) 


Create large acvity area. Form groups of 3; then distribute 1 ball to each group. Scaer 

groups within the area. Direct them to stand in triangles with 5-10 paces separang each 

group member. 

Explain kicking and trapping skills to the students. Emphasize the rule to not to pass 

anyone twice unl everyone has been passed once and trapped and stopped the ball 

before passing it to the next player. 

Next when you hear, “Switch!” change the direcon of your passes. 


Kick and Score 

Have 2 students in each group move to face each other 10 paces apart and the 3rd one 

moves between them standing with their legs straddled. 

The 2 on the outside soly pass the ball so it rolls through the middle person’s legs. 

Accuracy and control is the key here. 

171

Myself... 

The student in the middle, turn and face whoever has the ball and stand with their legs 

wide and hands up. 

Block the ball to protect yourself if needed, but don’t stop it from rolling between your 

legs. 

When you hear ‘Switch!’ change the person in the middle. Everyone will have a turn to 

be in the centre. 

Review 

Observe how many mes a group pass the ball around in 1 minute. 

Is anyone able to score without touching the legs (of the student in the centre) 

Assessment 

Observe the students’ abilies to kick and dribble correctly. 

172

Myself... 

Assessment 

173

Myself... 


Assessment 

Rubric for the Unit 

Expected 

Indicators of the student’s performance 

Learning Outcomes Beginning Developing Achieved Exemplary 

The student is 

able to : 


able to : 

The student is able 

to : 


to : 

Knowledge about 

nouns 

List a number of 

nouns but does 

not demonstrate 

an understanding 

regarding 

common and 

proper nouns. 

Idenfy nouns in 

a text but takes 

me to segregate 

them as common 

and proper 

nouns. 

Give his/her 

own examples of 

nouns and show 

understanding of the 

special names given 

to groups of things/ 

persons. 

Provide suitable 

nouns and 

observe his/her 

surroundings to 

discover similaries 

within the groups 

given collecve 

names. 

Understanding 

arcles a, an or the 

Is familiar with 

arcles and its 

importance in 

a sentence but 

needs to acquire 

knowledge about 

the extensive role 

of arcles 

Possesses 


arcles but needs 

to be exposed to 

more variety of 

sentences 

Is a keen learner, 

grasps concepts 

promptly but needs 

guidance. 

Possess wider 

perspecve as 

he/she acquired 

extensive 


arcles in a 

sentence 

Understanding 

jumbled sentences 

Lile or no 

evidence 

of a logical 

progression of 

forming a correct 

sentence 

Limited evidence 

of a logical 

progression while 


sentence 

Some evidence of a 

logical progression 

of forming a correct 

sentence 

Clear and logical 

progression of 


sentence 

Ability to write 

a sentence with 

punctuaon 

Several 

inconsistencies 

in the usage of 

punctuaon in a 

sentence 

Somewhat 

consistent with 

punctuaon 

usage in a 

sentence 

Mostly consistent 

punctuaon usage in a 

sentence 

Consistent 

punctuaon usage 

in a sentence 

174

Myself... 

Effecve expression 

Include 

insufficient and 

insignificant 

details and ideas 

are incoherent 

and lack 

organizaon 

Include some 

details that 

support the 

subject but 

the structure 

of wring is 

inconsistent 

Include well-chosen 

details to develop 

the subject and the 

ideas are organized 

into logical, coherent 

wring structure that 

is clear to the reader 

Include well-chosen 

details to skillfully 

develop the subject 

with a convincing 

context to provide 

clarity to the reader 

175

Myself... 

Mathmatic 

Assessment 


Expected 




able to : 


able to : 


to : 


to : 

Recognize, 

differenate and 

illustrate 2D & 3D 

shapes and relate to 

real life Predict 

Elevaon & side 

views 

Recognise & 

Differenate 2D 

& 3D shapes. 

Illustrate corners, 

sides, edges, 

faces. Diagonals 

of 2d & 3D 

shapes. 

Draw the 2D & 3D 

shapes and relate to 

real life objects. 

Predict the 

elevaon and side 

views of simple 

objects. 

 

Create 

Riddles 

Shapes of tangram 

pieces and combine 

them to form desired 

shapes and form 

tessellaons using 

the given shapes 

Shapes and 

combine the 

seven pieces to 

form abstract 

shapes of objects 

Shapes and 

combine the 

seve pieces to 

form meaningful 

shapes of objects, 

square, triangle, 

rectangle and 

parallelogram 

with a lile help. 

Recognise Shapes 

and apply the skill 

to desired shapes 

of objects, squares, 

triangles, rectangles 

and parallelogram 

without assistance. 

Recognise and 

comprehend easily 

the desired shapes 

to be formed along 

with new shapes 

like trapezoid. 

Disnguish between 

shapes that le and 

that do not le. 

Arrange the 

shapes into 

paerns and 

tessellaons with 

assistance 

Arrange one type 

of shapes into 

tessellaons with 

lile assistance 

and connue the 

paern on his 

own. 

Combine more 

than one shape to 

form beauful semi 

regular tessellaons. 

Comprehend with a 

lile assistance that 

which shapes le and 

which do not. 

Perfectly combine 

shapes to new 

semi regular 

tessellaons. 

Comprehends 

easily which shapes 

will not le. 

Demonstrate the 

use of the concept 

in real life sitaons. 

176

Myself... 

Translate 

instrucons into 

acons and follow 

the direcons 

Follow simple 

instrucons using 

words like le, 

right, front and 

back but gets 

confused with 

North, South, 

East and West. 

Comfortable 

follow 

instrucons 

using direcons 

North, South, 

East, West. Trace 

the path using 

Direcons with 

assistance. 

Easily relate 

instrucons to acons 

using North, South, 

East and West. Traces 

the path comfortably 

and considerably, 

apply his knowledge 

to read the map using 

simple direcons. 

Easily relate 

instrucons to 

acons and read 

the map quickly 

using simple 

direcons without 

and assistance. 

Idenfy point, line, 

line segment and 

rays 

Draw a point, 

line, line segment 

and a ray 

without labeling 

with teaher’s 

assistance and 

instrucons. 

Idenfy and draw 

a point, line, line 

segment and 

ray with correct 

labeling. 

Idenfy easily and 

draw accurately a 

point, ray, line and 

line segment of 

required length with 

correct labeling and 

representaon. 

Idenfy, disnguish 

between, draw, 

label and represent 

point, line, line 

segment of given 

measurement. 

Correlate them 

with examples of 

day to day life. 

4 digit numbers 

& explain the 

relaonship 

between thousands, 

hundreds, tens and 

ones. 

Read and write 

3digit numbers 

and classify 

hundreds, tens 

and ones 

Numbers and 

depict on an 

abacus. 

Numbers and depict 

on an abacus. 

Relaonship 

between ones, 

tens, hundreds and 

thousands. 

177

Myself... 


Assessment 


Expected 




able to : 


able to : 


to : 


to : 

To make predicon 

by analysis of a 

situaon 

Analyse the 

situaon & 

predict outcomes 

on correlaon to 

previous similar 

situaons/ 

instances with 

the help of peer. 

Analyse &predict 

the outcomes 

of most of the 

given situaons 

on corelaon to 

previous similar 

situaons/ 

instances. 

Analyse the 

situaons 

considering all the 

aspects and predict 

the outcomes. 

Predict and foresee 

the outcomes of 

situaons not come 

across earlier. 

Differenate 

between living and 

nonliving things 

Recognise a few 

things which 

move, eat and 

breathe as living 

things with the 

help of peers. 

Differenate 

things into two 

categories as 

living and non 

living things with 

guidance and 

support. 

Categorise and classify 

living and nonliving 

things on the basis of 

their characterisc 

features. 

Compare & 

contrast living and 

non living things by 

crically assessing 

their feature and 

with the help peers 

needing. 

Differenate 

between 

Plants and animals 

Classify plant 

and animals on 

the basis of their 

eang habits and 

movement with 

the help of peers. 

Classify plant 

and animals on 

the basis of their 

eang habits and 

movements 

Apply informaon 

and explain why 

a parcular living 

organism is termed 

as/a plant or animal. 

Predict the 

characteriscs 

of an imaginary 

plant or animal 

and understands 

that plants produce 

oxygen. 

Recognise the 

different states of 

maer. 

Disnguish states 

of maer on the 

basis of their 

physical form, 

with the help of 

peers. 

Understand 

the properes 

of three forms 

of maer and 

classify most 

of the given 

substances 

accordingly. 

Group all the 

given objects into 

different categories 

and compare their 

properes. 

Explain the 

interelaonship 

between three 

forms of water 

by varying the 

temperature. 

178

Myself... 

Use different sense 

organs to idenfy 

the state of maer. 

Idenfy the state 

of maer using 

all the sense 

organs together. 

Finds difficulty in 

comprehending 

that gas is a state 

of maer which 

may also be felt. 

Understand 

the difference 

of touch smell 

etc for different 

states of maer. 

Finds difficulty in 

comprehending 

that gas is a state 

of maer which 

may be felt. 

Understand that 

gaseous state may 

not be seen only felt. 

Is able to idenfy the 

state of maer using 

eyes and one more 

sense organ. 

Idenfy the state of 

maer blindfolded. 

Has excellent 

command over the 

sense organs. 

179

Myself... 


Assessment 


Expected 




able to : 


able to : 


to : 


to : 

The students will be 

able to idenfy living 

and non living things 

Idenfy living 

things class 

room objects 

and immediate 

environment. 

Idenfies 

objects in his 

surroundings with 

teacher support. 

Idenfy objects in 

their surroundings 

independently. 

The learnt concepts 

praccally. 

The students will be 

able to realize the 

importance of sense 

organs 

Realize the 

importance of 

each sense organ. 

Understands and 

takes care of 

himself and his 

peer group. 

Realize the 

importance of sense 

organs and people 

related / associated 

in taking care of these 

sense organs. 

Consolidate the 

concept thought 

and applies the 

knowledge in day 

to day life. 

The students will 

be able to able to 

develop sensivity 

towards others 

Idenfies the 

physically 

impaired people 

and learn to 

respect them. 

Able to idenfy 

the physically 

impaired as 

important and 

useful members 

of society 

under teachers 

guidance. 

Understands and 

respect the physically 

impaired people and 

suggest the ways to 

help them. 

Consolidate the 

concept and is read 

to accept them 

as part of their 

society. 

180

Myself... 


Assessment 


Expected 




able to : 


able to : 


to : 


to : 

Understanding of 

notes and values, 

treble clef, notes on 

lines and spaces 

Understand notes 

which are used to 

idenfy sounds. 

Idenfy notes 

and their me 

value. 

Clap the notes 

according to their 

me values. 


rudiments of 

western classical 

and Indian classical 

music. 

Knowledge about 

treble staff and its 

notes 

Use different 

symbols and their 

names used to 

write music. 

Learn bars, me 

signature and 

measures. 

Sing the notes on the 

major scale both in 

western and Indian 

classical. 

Understand how 

western classical 

and Indian classical 

music are sung or 

played in a major 

scale. 

Understanding of 

raga yamen 

Know rudiments 

of Indian classical 

music. 

Sing Raga 

Yamen. 

Sing a song which is 

made in c major scale. 

(Yamen) 


tone semitone 

paern of Raga 

Yamen and a major 

scale. 

Understand basic 

dance steps. 

Perform basic 

steps of dance. 

Know and 

demonstrate 

body movements. 

Dance with the song. 

Improvise dance 

steps. 

181

Myself... 

Visual Arts 

Assessment 


Expected 




able to : 


able to : 


to : 


to : 

Use typography in 

design 

Write his name in 

typography with 

assistance. 

Write decorave 

leering but 

size of leers 

is not uniform; 

colouring needs 

improvement. 


leering and the size 

of the leers is fairly 

uniform. 


leering; size of 

leers is uniform; 

colours neatly. 

Displays knowledge 

of the elements of 

art, namely, line, 

shape, colour 

Display 

knowledge of 

line, shape and 

colour with 

guidance. 

Make an effort 

to idenfy line, 

shape and colour. 

Idenfy and use line, 

shape, colour; can list 

basic aributes. 

intuively use line, 

shape, colour. 

Can understand basic 

proporons of the 

human body 

Display limited 

understanding of 

proporon. 

Display some 


proporon 

Display a reasonable 


proporon. 

Display good 


proporon 

Can idenfy shapes 

in the environment 

Idenfy different 

shapes with help 

from the teacher 

idenfy some 

shapes but 

cannot list the 

aributes of the 

shapes 

idenfy shapes 

using the correct 

vocabulary; lists 

important aributes 

of shapes. 

idenfy and 

differenate shapes 

using the correct 

vocabulary; Can 

relate objects to 

shapes effecvely 

Follows instrucons 

Grasp very basic 

instrucons 

Display some 


instrucons 

Understand 

instrucons well. 

understand 

instrucons well 

and help his peer 

group. 

182 

Neatness in colour 

applicaon 

Scribble colour 

inside the form; 

tends to stray 

outside the form 

Scribble colour 

inside the form; 

makes an effort 

to keep the 

strokes inside the 

form. 

Colour with strokes in 

one direcon. 

Colour with strokes 

in one direcon 

and stay within the 

form

Myself... 

Can apply 

mathemacal 

principles in design 

Apply 

mathemacal 

principles with 

guidance. 

Display some 

applicaon of 

mathemacal 

principles. 

Display accurate 

applicaon of 

mathemacal 

principles. 

Display good 

applicaon of 

mathemacal 

principles. 

Can use shapes to 

create repeve 

paerns/ 

tessellaons 

Create a simple 

tessellaon with 

guidance 

Make an effort 

to use shapes to 

create a simple 

tessellaon. 

Understand how 

to create a simple 

tessellaon. 

create challenging 

tessellaons. 

Can assemble 

shapes to create an 

idenfiable form 

Use shapes 

randomly. 

Display some 

purpose in the 

use of shapes. 

Assemble shapes with 

ease. 

Display creavity in 

the use of shapes. 

Can idenfy primary 

and secondary 

colours 

idenfy primary 

and secondary 

colours with 

guidance. 

Display some 

understanding 

of primary 

and secondary 

colours. 

Display correct 


primary and secondary 

colours. 

Idenfy primary 

and secondary 

colours; Correctly 

understand how 

to make secondary 

colours. 

Teamwork; 

Communicaon 

Contribute to 

the group with 

guidance from 

the teacher; 

has tendency to 

disrupt. 

Contribute 

most of the 

me; needs to 

communicate 

more. 

Contribute 

acvely; Has good 

Communicaon skills. 

Contribute acvely. 

Can assume 

leadership; 

Possesses excellent 

Communicaon 

skills. 

183

Myself... 

Teacher Resource 

Material 

184

Myself... 


Teacher Resource Material 


Bucket of leer blocks, chart paper, old newspaper/magazines, noun picture cards, charts 

depicng the rules of a game, Flags for flag football, chart showing the steps involved in 

step by step wring, chocolate brownies 

Books 

Acvies for Persuasive Wring for Ages 7-9 (Wring Guides) by Jillian Powell 

Excing Wring: Acvies for 5 to 11 year olds by Jacqueline Harre 

Grammar and Communicaon for Children [Paperback] L. Ron Hubbard (Other 

Contributor) 

The Amazing Pop-up Grammar Book [Hardcover] Jennie Maizels (Author), Kate Pey 

Giant Jumble: Another Big Book for Big Fans [Paperback],Tribune Media Services 

(Editor) 

My Book of Simple Sentences: Learning about Nouns and Verbs (Kumon Workbooks) 

[Paperback] 

Shinobu Akaishi (Author, Editor) 

Audio-video 

classroom.jc-schools.net/la/acvies/nouns.html (modules on forms of Nounscommon, 

proper, possessive) 

Websites for Reference 

www.tlsbooks.com/thirdgradeworksheets.htm, www.bradleys-english-school.com/ 

online/.../collnoun.html , www.superteacherworksheets.com, www.leawo.com/freepowerpoint-templates/easter.html 

www.educaonworld.com 

hp://wiki.answers.com/Q/How_do_you_solve_jumbled_sentences#ixzz1US78JroO 

www.primaryresources.co.uk/english/englishB11.htm 

hp://semumf.tripod.com 

www.teachenglishinasia.net/eslgames/sentence-jumble 

185

Myself... 

Mathmatics 


Flash cards, 6 equal cut outs of square shape, fevicol, cello tape, 3 pairs of rectangles of 

different measurement, lead pencil, 30 coins, ball, 3 dimensional objects , bag, box of 

cuboid shape, cube, cuboid, cylinder, cone, sphere, Tangram puzzles, A4 sized sheet & 

scissors, 7 pieces of tangrams, pictures of honey comb, wall of bricks, floor les, small 

cut outs of hexagons, triangles, squares, rectangles, pentagons, heptagons and octagons 

made up of plasc, coloured paper, cra foam or any other material, grid sheets of 

triangles, squares and hexagons, squares, coloured sheets, scale, pencils, straws, solid 

cuboid, beads, glue, markers, slips with numerals wrien on it, slips with number names 

wrien on it. 

Audio-video 

hp://www.youtube.com/watchv=C4LzXbVwVh4&feature=list_related&playnext=1&l 

ist=SP2B75B241771E55AB 

hp://www.youtube.com/watchv=-URpMO09mHw&feature=autoplay&list=SP2B75B 

241771E55AB&index=2&playnext=2 

hp://www.youtube.com/watchv=426I11u5DeM&feature=related 

hp://www.youtube.com/watchv=7MsdKHxQ3Is&feature=related 

hp://www.youtube.com/watchv=FOOrpcuPRt8&feature=related 

hp://www.youtube.com/watchv=NPxyHJTM-x8&feature=related 

hp://www.youtube.com/watchv=8AExbr75LSo&feature=related 

hp://www.youtube.com/watchv=sskf3tF2heU 

hp://www.youtube.com/watchv=ZCXC3HuruRs 

hp://www.youtube.com/watchv=THAYhkJEpiw 

hp://www.youtube.com/watchv=D92Q5ngVU&feature=related 

hp://www.youtube.com/watchv=wlvn4anF-fI&feature=related 

hp://www.youtube.com/watchv=21GSlmJtVFY&feature=related 


hp://www.bbc.co.uk/schools/ks1bitesize/numeracy/index.shtml 

hp://www.primaryresources.co.uk/maths/mathsE3.htm 

hp://nlvm.usu.edu/en/nav/frames_asid_112_g_2_t_1.htmlopen=acvies hp:// 

ejad.best.vwh.net/java/paerns/paerns_j.shtml 

hp://www.enchantedlearning.com/cras/chinesenewyear/tangram/ 

186

Myself... 

hp://www.squidoo.com/tangram-acvies 

hp://www.abcteach.com/directory/basics/math/geometry/tangrams/ 

hp://www.auntannie.com/Geometric/Tangrams/Index.html 

hp://www.mathsisfun.com/geometry/cuboids-rectangular-prisms.html 

hp://www.scribd.com/doc/57574849/Cube-and-Cuboid-Secon1 

hp://www.vias.org/comp_geometry/geom_3d_cuboid.html 

hp://www.mathleague.com/help/geometry/basicterms.htm 

hp://en.wikibooks.org/wiki/Geometry/Points,_Lines,_Line_Segments_and_Rays 

187

Myself... 



Power Point Presentaon on 

A. Weather predicon 

B. Living & Non-living things 

C. Difference of plants and animals 

D. States of Maer 

D. Racewaymaer 

Audio-video 

Video on properes of maer 


hp://classroom.jc-schools.net/sci-units/maer.htm 

hp://beerlesson.com/document/156327/states-of-maer-worksheet-docx 

hp://www.havefunteaching.com/second-grade-worksheets 

hp://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml 

Acknowledgement 

A special thanks to: 

Author: Jefferson County Tech Center 

Answer Key: 

Lesson plan C: 

Sample of animals/ birds made using dried plant part. 

188

Myself... 

 

Lesson plan D - Crical Thinking Acvity for -States of Maer 

1. We can pour sand into a cup, why isn’t it a liquid 

Each parcle of sand has a definite shape and volume. When billions of grains of 

sand are put together, they can be poured because they are so small. 

2. You can’t usually see gases in the air. How can you observe gases without seeing 

them 

We can feel the wind blow. We can observe air movement, when a flag waves, when 

our hair move in air, when trees sway or when a pinwheel moves in air. We can also 

smell many types of gases. 

3. Can you feel water in the air Explain. 

Yes, we can feel humidity in the air on a rainy day. If we keep a glass tumbler or a jug 

filled with ice we see water droplets on the outer surface of jug these water droplets 

are from the air. 

4. Does air have mass 

Yes, air has mass. One easy experiment to test this would be to find the mass of an 

empty and an inflated balloon. The inflated balloon should be heavier. 

189

Myself... 

Lesson plan D acvity Sample table for Teacher Acvity 

Thing/object What can you do with it It is a-(write the state 

of maer) 

Chocolate I can eat it, I can hold it in It is a solid 

my hands 

Juice I can drink it, I need a It is a liquid 

tumbler to hold it. 

Burning incense sck I can smell it, I can’t It is a gas 

hidden in a box hold it. It occupies 

(Students should not space in the room. 

confuse between 

whether the teacher 

is asking about the 

sck-(a solid) or the 

fumes) 

Lesson plan D - Answer key for assessment sheet: 

States of Maer 

List the solids, liquids, and gases in each picture. 

Solids- carrots, chicken, pot, cabinets, people 

Liquids- water inside pot 

Gases – steam from boiling water in pot 

Solids- lemons ,pitcher ,people ,cups ,tree, grass, curtains 

Liquids- lemonade ;sweat 

Gases- the sun is made of burning gas, hot air in the room 

Solids- snow, snowman, mugs, marshmallows, table, curtains 

Liquids- hot cocoa 

Gases – steam from cocoa, air in room ,air outside 

190

Myself... 

Soluon to work sheet 10 

191

Myself... 



A pre drawn scenery on A4 size paper, coloured glaced papers, glue. Chart paper, pencil, 

colours, scissor, a doll , a small pot, Sapling, mud and water, paper plates, coon, colours, 

Gum, Scissor, Colour pens, paper strips. Paper, colours and some decorave items. old 

magazines, books and newspapers, Charts, Glue, Scissor. bells, drums, whistles, pulsesfilled 

containers, spoons to tap , sandpaper, play dough, clay, ice, finger paint, microscope, 

magnifying glass, colored water, 3-d poster, vanilla essence, perfume, chocolate, spices 

Medical instruments (e.g. Stethoscope etc.), Doctor’s Dress, Name plates of Doctors, 

wring note book, pen. (all supplies will be provided by the teacher: magazines, glue/ 

paste, children’s scissors, posterboard ) Book let or a note book can be used for wring 

their own instrucons. Dairy and pencil. Book or informaon from interne, Diary and 

pencil. Chart paper, Pencils, Colours, Eraser, Scale. The English Braille Alphabet (A to Z). 

A4 size drawing sheet, colour pens. Carted sheet, Pencil, Colours, Scissor. 

Vocabulary (Terms to be taught related to the theme) 

Books 

Aliki. My Five Senses. Harper Collins Publishers: NY, 1989. 

Ardley, Neil. The Science Book of the Senses. Gulliver Books: San Diego, 1992. 

Byles, Monica. Experiment With Senses. Lerner Publicaons Company: Minnesota, 

1994. 

Simon, Seymour. Professor I.Q. Explores the Senses. Boyds Mills Press: PA, 1993. 

Audio-Video 

AV Aids on Living and non living includes: 

Living Things: Differences and classificaon of living and non living things. 

 

 

 

 

 

Animals on the go 

What do animal eat. 

Is it alive 

Animals making a living. 

Powerpoint presentaon on Living and non living Things 

You tube links for AV Aids used in Living and non –living things: 

hp://www.teachersdomain.org/asset/tdc02_vid_alive/ 

hp://www.teachersdomain.org/asset/tdc02_vid_move/ 

hp://www.teachersdomain.org/asset/tdc02_vid_eat/ 

192

Myself... 

hp://www.teachersdomain.org/asset/tdc02_vid_traps/ 

hp://www.youtube.com/watchv=k3b2VCNzhZo 

AV Aids on Sense organs / Caring of Sense Organs / Eye and Ear problem, Braille 

includes: 

Five Senses, ( Introducon and importance of 5 senses) 

The sense organs 

When you use your senses. 

The five senses song 

Song thank you for my eyes. 

Eye care vision problems. 

Eye care ps. 

Ear care treatment. 

Ear care ps 

Vision source talks to optometrist daughter ( Short Story) 

3D human ear 

You tube links for AV Aids used in taking care of your sense organs: 

hp://www.youtube.com/watchv=0jyxhozq89g 

hp://www.youtube.com/watchv=E__H1TN0ULI 

hp://www.youtube.com/watchv=TaAC-pV_kzk 

hp://www.youtube.com/watchv=4kEM80mEm84 

hp://www.youtube.com/watchv=rQEvgH_hd1Y 

hp://www.youtube.com/watchv=xo2LP1wXNgk 

hp://www.youtube.com/watchv=L8ODqt4_Qro 

hp://www.youtube.com/watchv=isHnoxJmCNw 

hp://www.youtube.com/watchv=Ipb0sEwpWjo&feature=results_mai 

n&playnext=1&list=PL478B2866C506BDFD 

Av aids on Braille includes:- 

 

Famous blind people 

193

Myself... 

194 

 

 

 

 

 

 

 

 

Braille sign language and alphabets 

How to read Braille (I) 

How to read Braille ( II) 

Learn Braille in one session 

Learning Braille 

Hoppin Hornets from South Carolina School ( Deaf and blind School) 

Posive Thinking 

20 words to change your life 

You tube links for AV Aids on Braille : 

hp://www.youtube.com/watchv=PLZxJZ70MQ4 

hp://www.youtube.com/watchv=lM-rzVjmS-s 

hp://www.youtube.com/watchv=1yRPfyS_LfA 

hp://www.youtube.com/watchv=K9MxNkjK_XI 

hp://www.youtube.com/watchv=4r2LEE0NsIY 

hp://www.youtube.com/watchv=sqQ3gdE7ks0 

hp://www.youtube.com/watchv=IUWGBQsnz-I 

All the above Av aids are taken from www.Youtube.com 


All the big and small pictures used in this unit is taken from Google images / Google 

clip art. 

Seeing, Hearing, and Smelling the World 

hp://www.hhmi.org/senses 

covers brain funcons and the senses 

lists and describes terms that deal with the senses of sight, hearing, and smell 

Human Skin Models - the sense of touch - human 

hp://www.science-store.com/science/human-anatomy/sh280.htm 

provides books, charts, anatomical models 

describes the senses of sight, taste, touch, hearing, and smell and explains how the 

body parts that gives us these senses work 

Organ Models for Kids, The Five Senses 

hp://www.anatomy-resources.com/sh770.htm

Myself... 

just for kids: anatomy lab, book and model kit, visible man and woman, 

skeletal, torsos, senses and teeth, organs 

kids can learn about the human body at their own pace 

195

Myself... 



musical instruments, audio video recorder and player. 

Books 

A hand book of music knowledge. 

Audio-Video 


Music teachers resource site.(www.mtrs.co.in.uk) 

196

Myself... 

Visual Arts 


Drawing sheets, sketch pens, oil pastels, Colour chart, computer, internet, poster colours, 

brushes, bowls, oil pastels, scissors, glue, Origami/glazed paper, wool, card paper cut in 

the shape of Tangram puzzle pieces, etc. 

Books 

Math for Fun Projects, Andrew King. Copper Beech Books. 1999. 

ISBN 0-7613-0789-3 

Audio-Video 

Primary and secondary colour’, downloaded from Youtube: 

hp://www.youtube.com/watchv=NxQRkiT0-Ls&feature=related 


hp://www.shodor.org/interacvate/acvies/Tessellate/ 

hp://pbskids.org/cyberchase/games/area/tangram.html 

hp://www.tangrams.ca/inner/tanpage.htm 

hp://www.enchantedlearning.com/cras/chinesenewyear/tangram/ 

Unit 1 Annexure 1 

197

Myself... 

Unit 1 Annexure 2 : Strings of paper dolls 

With strings of paper dolls, you can decorate a party, make the border of a bullen 

board, create a frame for your favourite picture, and of course, learn some maths in the 

process. 

A string of paper dolls has a disnct mathemacal characterisc – repeang symmetrical 

shapes. 

Materials: 

Paper 

Scissors 

Pencil 

Making Paper Dolls (with reflecve symmetry) 

Procedure Fold a piece of paper in half so that the 2 shorter sides are together. 

Fold the resulng piece of paper again to make a zigzag fold of the paper. 

Take your pencil and draw a shape on your folded square piece of paper. Try an outline 

of a person. It is very important to make sure that your design touches both edges of the 

square paper where the folds are. Otherwise, when you cut out your design, the shapes 

will not be connected properly, and you won’t end up with a string. 

Cut out the shape, while the square is sll folded. Depending 

on how many mes you folded your paper, you should have 4 

or 8 layers. Do not cut the places, where the shape meets the 

edges of the paper. The green lines in the diagram indicate 

places, where you should NOT cut the paper!! If you do, your 

shapes will not be connected and you won’t get a string. 

Now carefully unfold the paper, and enjoy your paper doll 

string. 

You can cut out several paper dolls string from the remaining paper, and connect the 

string with scotch tape to make a longer one. You can also colour your paper dolls to 

make them more fun. 

198

Myself... 

You have created a paper dolls string with reflecve symmetry. That means that each 

shape is a mirror image of the shape next to it. You can draw the lines of symmetry in 

between the shapes to see how the shapes are reflected. The lines are shown in the 

diagram below. Fold the paper dolls string along these lines, and you will see that one 

shape will be exactly lined up with the shape next to it. 

Quesons to be answered 

How many mes do you have to fold the paper to get a single string of 16 paper dolls 

The first paper doll is the string is the same as the third, is the fih, seventh, and so on. 

The same paern can be seen with even numbered dolls. Why does this happen 

Try cung out different designs on the paper. For example, try a buerfly, or flower, or 

star. Just remember that the shape has to touch both edges of the paper where the folds 

meet each other. 

199

Myself... 

Worksheets 

200

Myself... 


(a) Common and Proper Nouns 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

A common noun names a general person, place or thing. 

Examples: My neighbour has a farm in the town. 

A proper noun names a specific person, place, or thing. Always 

capitalise the first letter of a proper noun. 

Examples: My neighbour has an ostrich farm in Australia. 

Underline the common nouns with a blue and proper nouns with 

a red crayon. Rewrite the sentences capitalizing the proper 

nouns. 

1. Next wednesday is my sister‛s birthday. 

_____________________________________________ 

2. My pet cat, mimi, is very playful. 

_____________________________________________ 

3. The nile is the longest river in the world. 

_____________________________________________ 

4. Singapore airport has all facilities. 

_____________________________________________ 

201

Myself... 

5. I forgot my books in mary‛s room. 

_____________________________________________ 

6. dr. simpson attends to many patients every day. 

_____________________________________________ 

7. Did you see mr. lee at the party 

_____________________________________________ 

8. The plane will land at heathrow airport at 5.00 a.m.. 

_____________________________________________ 

202

Myself... 

Nouns 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Categorise the nouns in bold as person/place/thing or animal. 

1. Rover is the name of my pet. 

_____________________________________________ 

2) The teacher told us an interesting story. 

_____________________________________________ 

3) The children put up a beautiful presentation. 

_____________________________________________ 

4) The climbers reached the summit. 

_____________________________________________ 

5) The pupils have finished their work. 

_____________________________________________ 

6) The passengers finally reached their destination. 

_____________________________________________ 

203

Myself... 

7) Who invented the aeroplane 

_____________________________________________ 

8) My father met a japanese in the conference. 

_____________________________________________ 

204

Myself... 

Nouns 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Read the following words. 

Write noun next to the words that are nouns. Write not a noun 

next to the words that are not. 

large__________________________________ 

emu __________________________________ 

sundae________________________________ 

monster _______________________________ 

jog ___________________________________ 

playful_________________________________ 

snowflake ______________________________ 

sing __________________________________ 

February_______________________________ 

squeeze _____________________________ 

205

Myself... 

Write the word common for the common and collective for the 

terms which refer to collective nouns. 

computers ______________________________ 

men _____________________________________ 

food ____________________________________ 

family ___________________________________ 

brood ___________________________________ 

sheep ___________________________________ 

cluster __________________________________ 

army ____________________________________ 

litter ____________________________________ 

206

Myself... 

Nouns 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Sometimes -s or –es is not added to a noun to make it plural. 

Read each sentence and write the plural of the words given 

in the parenthesis. If you need help, look the word up in the 

dictionary. 

1. My neighbour has two 

________________________. (child) 

2. A flock of ______________________ 

was grazing in the field. (goose) 

3. Three ______________________ 

scurried through the kitchen 

(mouse) 

4. Cut the sandwich into two 

________________________. (half) 

207

Myself... 

5. We must clean our 

___________________ twice a day. 

(tooth) 

6. The _________________ and 

________________________ 

got ready for the procession. (man, 

woman) 

7. The butcher sharpened the 

________________________. (knife) 

8. Those ________________________ 

were making a lot of noise. (lady) 

9. Mother bought two 

________________________ of 

bread. (loaf) 

208

Myself... 

10. The shepherd was leading a pack of 

________________________. (wolf) 

11. The farmer had a dozen 

________________________. (sheep) 

209

Myself... 

Nouns 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Identify the pictures and write the correct collective noun for 

each one of them. Make a sentence for each collective noun. 

__________________ 

__________________ 

__________________________________________ 

__________________________________________ 

__________________ 

__________________ 

210 

__________________________________________ 

__________________________________________

Myself... 

__________________ 

__________________ 

__________________________________________ 

__________________________________________ 

__________________ 

__________________ 

__________________________________________ 

__________________________________________ 

211

Myself... 

(b) Articles 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Add a/an where ever necessary. Write Ø in the blank if the 

noun is uncountable. Capitalise as appropriate. 

___ 

___ 

___ 

___ 

___ 

___ 

___ 

___ 

___ 

___ 

apple can be red or green. 

furniture was built out of trees. 

Indian spoke English. 

fireplace was necessary to warm a house. 

turkey is a bird. 

winter is a cold season. 

food is important for survival. 

children rode on the Mayflower. 

king did not allow them to follow their religion. 

forest is where they hunted. 

212

Myself... 

Articles 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Fill in each blank space with either A or AN: 

1. ________ friend 

2. ________ answer 

3. ________ bird 

4. ________ elephant 

5. ________ duck 

6. ________ flower 

7. ________ umbrella 

8. ________ interesting story 

9. ________ ant 

10. ________ blue whale 

213

Myself... 

Articles 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Read the passage and fill in the blanks with a, an or the: 

This is Jack‛s room. It is __________ small 

room. 

It has _________ chair and _________ 

study table. It has blue curtains on _______ 

window. 

________ bedcover is also blue. Jack‛s room is not clean. His 

school – bag is on _________ floor. His books are lying on _____ 

bed. One shoe is on _______ chair. Where is ________ other 

shoe 

214

Myself... 

Jack has many toys. He has ____________ 

aeroplane. 

He has ________ teddy. Jack has 

__________ toy car. 

215

Myself... 

Articles 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Fill in the gaps with the correct articles: 

Mrs Koala had ______ brand new baby, and ______ news spread 

like wildfire. The kookaburras in ______ highest gum-trees heard 

of it, and laughed and chuckled at the idea. In and out of their 

burrows ______ rabbits came scuttling, their big brown eyes 

opening wide with wonder as they heard the news. Over the grass 

______ message went where Mrs Kangaroo was quietly hopping 

towards her home. She leapt in the air with joy. “I must tell Mr 

Kangaroo!” she cried and bounded away in great hops and leaps. 

Even Mrs Snake, who was taking ______ nap, awoke, gave ______ 

wriggle, and blinked her wicked little eyes. The whole bushland 

was twittering with the news, for ______ baby bear was ______ 

great event. Everyone brought gifts for the new baby. Mrs. Rabbit 

gave him ______ apple, Mr. Kangaroo brought him honeysuckle, 

and Miss Bambi gave him ______ elegant bow. 

216

Myself... 

Fill in the blanks with either “a”, “an”, or “the”. 

I went to ______ airport at 6:00 AM yesterday. 

I had to catch ______ flight to Paris. 

The lines at______ airport were very long, so I had 

to wait for ______ long time. 

Once ______ plane took off, I tried to get some sleep but I couldn‛t. 

Then I ate ______ pretty good meal, ______ rare occurrence on 

airplanes! Later, I spoke to one of ______ flight attendants for 

______ while. 

217

Myself... 

She was pretty. She told me that ______ pilot of ______ airplane 

was French. I managed to fall asleep for about ______ hour. After 

I woke up, I felt refreshed. I ordered ______ drink, then another. 

Generally, it was ______ pretty smooth flight. 

218

Myself... 

Articles 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

For each of the following sentences, fill in the blank with either 

“a”, “an”, “the”, or “no article”. 

1. ________ Chinese is a difficult language to learn. 

2. ________ general‛s army attacked the city at night. 

3. I like to play ________ basketball. 

4. My parents gave me ________ basketball for my birthday. 

5. She is ________ prettiest girl in the school. 

6. I have ________ idea! Let‛s go bowling. 

7. I have borrowed ________ car from her before. 

8. My first apartment was on ________ narrow Street. 

9. ________ dress she is wearing is blue. 

10. He is ________ real gentleman. 

219

Myself... 

Articles 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Choose the correct article: 

1. How much money do you have Give me ________ 10 

dollars. 

a) NO ARTICLE b) the 

2. I gave him ________ money that I found. 


3. She is ________ only person here who speaks Japanese. 


4. I live in ________ London. 


5. This kind of ________ weather makes me happy. 

a) NO ARTICLE b) a 

6. He bought ________ new car. 


220

Myself... 

7. What does he do He sells ________ cars. 


8. I live on ________ Washington Street. 


9. I drank ________ glass of milk. 


10. Two of my classmates come from ________ Vietnam. 


221

Myself... 

(c) Jumbled Sentences 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

A prankster has jumbled the sentences given below. Now the 

sentences don‛t make any sense. Write each sentence by arranging 

word in correct order on the line below it. Start each sentence 

with a capital letter and end it with a full stop. 

with/ of/ i/ play/ toys/ lots 

____________________________ 

to/ i /party/ a /want/ have 

____________________________ 

like/ sing/ to/ we/ a/ song 

____________________________ 

222

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Can you help Tommy sort out these sentences, 

so that they make sense 

rainingt / It / today. / is 

__________________________________ 

It / windy / day. / is / a 

__________________________________ 

icecream. / like / I / eat / to 

__________________________________________ 

Tomorrow /shopping. / go / I / will 

__________________________________________ 

The / sky. / brightly / sun / the / in / shines 

__________________________________________ 

come / to / Do / party / you / want / to / my 

__________________________________________ 

223

Myself... 

I / doll! / pink / pretty / love / my 

__________________________________________ 

great! /My /is / teacher 

__________________________________________ 

cars. /drawing / I / pictures / of / like 

__________________________________________ 

My / bike. / his / ride / brother / to / likes 

__________________________________________ 

shopping go to mum. with like I my 

__________________________________________ 

224

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Arrange the word below in their correct order to make 

sentences: 

1. postman / house. / delivered / parcel / at / the / Susan‛s / A 

_____________________________________________ 

2. pilot / man / an / the / is / who / aeroplane. / The / flies 

_____________________________________________ 

3. swans / in / were / the / swimming / lake. / The 

_____________________________________________ 

225

Myself... 

4. month / is / January. / The / first / called 

____________________________________________ 

5. eggs. / make / twelve / dozen / A 

_____________________________________________ 

6. gang / a / robbed / thieves. / The / train / was / by / of 

_____________________________________________ 

7. choir / Christmas / sang / Our / at / concert. / the / a / 

carol 

_____________________________________________ 

8. house / kennel. / called / a / dog‛s / is / A 

226 

_____________________________________________

Myself... 

9. must / cycle / We / carefully / side / left 

/ on / the / road. / the / of 

_____________________________________________ 

10. must / stop / We / red / light / the / at / and 

/ at / go / the / light. / Green 

_____________________________________________ 

227

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Put the following sentences of the mixed up story into the 

correct order and write them out- 

a /Cinderella /time /Once /upon /girl /was / 

there /a /called. 

__________________________________ 

her /She /stepsisters /lived /with 

______________________________________ 

bossy /They /were /very. 

_________________________________ 

do /She /the /had /to /housework /all. 

______________________________________ 

an /invitation /One /ball /day /to /the /to/ the /came /family. 

228 

______________________________________

Myself... 

Her /her /stepsisters/ not /would /let /go. 

___________________________________ 

was /Cinderella /sad. 

___________________________________ 

The/ ball /stepsisters /the /went /to/ her /without. 

______________________________________ 

helped /The /Fairy /came /to /get /and /her/ to /Godmother / 

the/ ball. 

_______________________________ 

danced /with /Cinderella /prince /the. 

_______________________________ 

229

Myself... 

(d) Step by Step Writing 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Write a composition of about 100-125 (excluding the words 

used as the beginning) words to describe what happened next 

with the clues given below. 

 

 

 

 

 

Where had Jane gone to 

How did you feel 

When and where did you find her 

What did Jane experience 

What do you learn from Jane‛s experience 

Jane and I share a very good relationship. Although she is my younger 

sister, she helps me whenever I am in trouble. One morning, we 

both planned an outing. We packed some eatables and set out for 

the trip on our bicycle. We stopped on our way to buy some candies. 

Jane decided to be with the bicycles as there was no lock in them. 

When I came back, I was shocked to see that she was missing. I 

called for her but ___________________________________ 

_________________________________________________ 

_________________________________________________ 

_________________________________________________ 

_________________________________________________ 

230 

_________________________________________________

Myself... 

Step by Step Writing 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Create two posters depicting the dos and don‛ts of an ideal 

classroom. Remember to follow the step by step sequence. 

Dos of my classroom 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

231

Myself... 

Don‛ts of my classroom 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

______________________________________________ 

232

Myself... 

Mathematics 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Observe my cartoon world and fill in the blanks of the graphic 

organizer mentioning the different shapes used. 

233

Myself... 

Observe the given figure carefully and count the total number of – 

 

 

 

Triangles: _________________ 

Rectangles: ________________ 

Hexagons: _________________ 

234

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

CAN YOU FIND OUT 

Crack the riddles on shapes and draw in the given boxes. 

I am a 2- D shape having 3 

sides and 3 corners. One of my 

corners is at the top. 

This 3 –D shape has a circle at 

each end 

This 3 –D shape is round like a 

ball 

It has got a circle at one end 

and a point at the other end. 

You can see a square on all 6 

sides. 

235

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Complete the poem by filling the blanks with appropriate words 

A __________ is round and hard, 

It‛s shape is called a sphere. 

A dice‛s shape is called a _________ 

It‛s faces flat and clear. 

This is a square. This is a square 

It has _________sides, 

sides are same 

It‛s a square. It‛s a square.. 

This is a triangle. This is a triangle. 

It only has ________sides, 

That join to make three points. 

It‛s a triangle. It‛s a triangle. 

This is a rectangle. This is a rectangle. 

With not 3 sides but _______ 

236

Myself... 

Look at the board, look at the walls; 

Do not miss the floor. 

Clowns‛ cap is a ________ 

With circle at its base; 

Fill up all the blanks fast 

And win the race. 

237

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Fill up the given crossword using the clues below 

Across 

2. It has seven sides 

5. Cube and cuboid have _______ edges 

7. All the faces of a cube are _________ 

8. ___________ sides of a cuboid are equal 

10. This 2-D shape has six sides 

238

Myself... 

Down 

1. Plural of vertex 

3. _________ has 2 plane surfaces and 1 curved surface 

4. It has five sides 

6. Shoe box is an example of its shape 

9. The 3-D shape has no edge, no coloums 

239

Myself... 

Tangrams 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

My Pets 

Cat Rabbit Duck 

Fill in the blanks 

1. There are _____________ pieces in a set of tangram 

puzzle. 

2. The puzzle pieces of a tangram are called 

______________. 

3. There are ____________ triangular pieces in a 

tangram set. 

4. There is only one ______________ and ____________ 

square in a tangram set. 

240

Myself... 

5. There are two identical __________________ in a 

set of 7 pieces of a tangram. 

6. All the seven pieces of the tangram have been cut from 

a ___________. 

7. We can make different __________ and objects 

using tangram pieces. 

8. There are ________ simple rule to be followed while 

making the shapes with tangram pieces. 

241

Myself... 

Tangrams 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Which of the following shapes have been created after following 

the 3 rules for tangram play. Write Yes or No. 

____________________ 

____________________ 

____________________ 

____________________ 

____________________ 

242

Myself... 

Tessellations 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Colour appropriately the polygon which will tile with the given 

tessellations 

1. 

2. 

3. 

4. 

243

Myself... 

5. 

244

Myself... 

Reading Maps 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Locate the directions of the landmarks: 

When you travel from your home to the nearest 

mall, you come across certain landmarks. 

W 

N 

E 

Mention their directions as you walk down from 

your home to the mall. 

S 

Bus Stand 

Home 

Police Station 

School 

Wall Mart 

Complex 

245

Myself... 

Fill in the blanks: 

a) The bus stand is to the________________ of your home. 

b) The police station is to the _______________of the bus 

stand. 

c) Once you have reached the mall, the post office is to 

your_____________. 

d) The school is to the ______________ of the post office. 

246

Myself... 

Point, Line, Line Segment and Ray 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Q. 1. Look at the figure and name 

a. Any 3 points: 

__________________ 

b. One line: 

__________________ 

c. Two rays: 

__________________ 

d. 2 line segments: 

__________________ 

Q. 2 Fill in the blanks: 

a) A line segment has ___________ end points. 

b) A line segment has a ____________ length which can be 

measured. 

c) __________ and _______________ cannot be measured. 

d) Infinite ____________ can pass through a point. 

e) _________ points lie on a line. 

247

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Q.1. How many line segments are there in each of the 

following 

a. 

b. 

Answer: _______________ 

a. 

Answer: _______________ 

b. 

Answer: _______________ 

Answer: _______________ 

a. 

b. 

Answer: _______________ 

Answer: _______________ 

248

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Q.1. Name all the line segments in the following diagrams 

a. 

A 

B 

b. 

D 

A 

B 

c 

D 

Answer: ____________ 

Answer: ____________ 

c 

Q2. Draw, label and represent the following in the space 

provided. 

i. A line segment AB of length 4 cm. 

ii. 

iii. 

A line segment PQ of length 6 cm. 

A line segment RS of length 5 cm. 

249

Myself... 

4 Digit Numbers 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Write the numbers represented on the given abacus. 

a) 

Th H T O 

Th H T O 

b) 

Th H T O 

Th H T O 

c) 

Th H T O 

Th H T O 

250

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Represent the given numbers on the abacus. 

a) 

Th H T O 

8546 

Th H T O 

9534 

b) 

Th H T O 

3459 

Th H T O 

2065 

c) 

Th H T O 

1255 

Th H T O 

5832 

251

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Have a look at my colony. 

2461 

4029 

3690 

Sana 

Adi 

Osheen 

1005 

9999 

1111 

Pary 

Sam 

Kate 

Write the names of my friends whose house number is: 

a) One thousand five : 

b) Two thousand four hundred sixty one : 

252 

c) One thousand one hundred eleven :

Myself... 

d) Nine thousand nine hundred ninety nine 

e) Three thousand six hundred ninety: 

f) Four thousand twenty nine : 

253

Myself... 


Predictions in Daily Life 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Growing Seeds 

Growing Conditions 

Prediction 

(How the seeds will be planted) 

Do you think it will grow a lot, 

Grow a little or not grow at all 

A 

The seed will be given water 

and sunlight. 

B 

The seed will be given water, 

but will not be given sunlight. 

254

Myself... 

C 

The Seed will not be given 

water, but will be given sunlight 

D 

The seed willnot be given water, 

and willnot be given sunlight. 

255

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Observe the Sapling and Predict 

I. What will happen to the Sapling 

1. As days pass by 

______________________________________________ 

2. As months pass on 

______________________________________________ 

II. Which type of fruit will it bear 

a) Mango 

b) Apple 

c) Only flowers 

d) Don‛t know 

256 

e) Pea

Myself... 

III. If I grow a sapling in my backyard and it turns into a 

tree after a few years , how will it benefit me 

a) _____________________________________________ 

b) _____________________________________________ 

257

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Radhika found a caterpillar in the garden and decided to take 

it to school to show it to her friends. 

She puts the caterpillar in a container with some leaves. She 

then made some holes in the cover of the container. 

a) Why did she make holes in the cover 

______________________________________________ 

b) What would happen if she had not made the holes in the 

cover 

______________________________________________ 

c) How will the leaf help the caterpillar 

258 

______________________________________________

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

1. Which of the following statements about living things is 

true 

a. They don‛t need food. 

b. They can respond to changes around them. 

c. They cannot grow. 

d. They cannot have young ones. 

2. Living things die, if they don‛t get _________________ 

a) Air b) Food c) Water 

1) a) only 

2) a) and b) only 

3) a) and c) only 

4) a),b) and c) 

259

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

From the given pictures,identify the living and non-living things. 

Cut and paste them in the correct category. 

260

Myself... 

Living Things 

Non Living 

Things 

261

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Observe the pictures given below and identify them as living or 

non living things. Write your answer in the space provided. 

S.No. 

Thing 

Living / 

S.No. 

Thing 

Living / 

nonliving thing 

nonliving thing 

1 

6 

CLOUDS 

TREE 

2 

7 

BEAR 

SOFT DRINK 

3 

8 

SPIDER 

APPLE 

4 

9 

BIRD 

FLOWER 

262

Myself... 

5 10 

ROCKS 

BUTTERFLY 

263

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

List of objects is given below; if they satisfy the given 

characteristics mark them as living. 

Object 

Do I 

need 

food 

Do I 

need 

air 

Do I 

need 

water 

Do I 

produce 

young 

ones 

Am I a 

livingthing 

CHAIR 

CATER- 

PILLAR 

BALLOON 

PLANT 

2.Which one of the following things cannot move by itself 

1) Bus 3) Bird 

2) Snail 4)Fish 

264

Myself... 

3. The things shown below are grouped together because: 

1) They can move by themselves. 

2) They all have wings. 

3) They can respond to changes 

4) They cannot move by themselves. 

265

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

1. Guess whether the thing referred to in the following sentences 

is living or non-living : 

a) We got it made from the carpenter who stays in the 

other town. 

___________________________________________ 

b) It recently gave birth to two little ones. 

___________________________________________ 

c) I planted them for the well being of others. 

___________________________________________ 

d) They threw it in the dustbin when its ink got over. 

___________________________________________ 

e) I was resting under its shade and enjoying the cool breeze 

along with its fruits. 

___________________________________________ 

f) We should try to reuse and then send them for recycling 

when they are empty. 

___________________________________________ 

266

Myself... 

2. Re-arrange the letters to make three Living and three Non 

living things. The picture clues will help you.v 

267

Myself... 

Difference between Plants and Animals 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

COMPARE A PLANT AND AN ANIMAL 

Draw your favorite 

animal here 

How are 

they 

similar 

Draw a plant here 

(a) They are both _________________________________ 

How are they different 

__________ 

__________ 

__________ 

__________ 

The way they move 

__________ 

__________ 

__________ 

__________ 

268

Myself... 

__________ 

__________ 

__________ 

__________ 

The way they 

obtain food 

__________ 

__________ 

__________ 

__________ 

269

Myself... 

States of Matter with the help of Sense Organs 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

SOLVE THE CROSSWORD PUZZLE 

Across 

3. On a warm day, the liquid water in a puddle will ------------ and 

turns into a gas 

5. Matter that has a definite shape and volume is in this state 

6. The amount of matter something contains is its ------- 

7. This liquid is needed by most cars and trucks to run 

270

Myself... 

Down 

1. You might pour this thick, red liquid on a hot dog or hamburger 

2. This is the type of gas that plants need to make food 

4. The amount of space that matter takes up is its 

271

Myself... 



Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

1. Which state of matter takes the shape of the vessel in which 

it is placed 

______________________________________________ 

2. What is the state of matter of the fumes coming out from 

incense stick. 

______________________________________________ 

3. What is the state of matter of the snow-flakes that fall from 

sky in winters 

______________________________________________ 

4. Name the state of matter which does not have any definite 

volume and shape. 

______________________________________________ 

5. Name the state of matter which does not change its shape and 

volume according to a vessel. 

______________________________________________ 

6. Razia‛s mother melted chocolate in a pan, 

a. The state of chocolate before melting. 

________________________________________ 

272

Myself... 

b. The state of chocolate after melting. 

________________________________________ 

7. Sophia kept a tumbler filled with ice cold water on the table and 

after some time she observed the appearance of water droplets 

on the outer side of the tumbler. 

______________________________________________ 

Name the state of matter of water which forms these 

droplets. 

______________________________________________ 

8. Ravi boiled water in a vessel – 

a. What would be the change in the state of matter of 

water 

________________________________________ 

b. What would be the state of water before and after 

boiling 

________________________________________ 

c. Which out of the two will occupy more volume 

________________________________________ 

9. The gas needed by living things for respiration and staying 

alive is- 

______________________________________________ 

273

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

PUT THESE OBJECTS 

IN THE CORRECT BOX 

AND WRITE THEIR 

NAMES 

SOLID LIQUID GAS 

274

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Label each picture as solid, liquid or gas .Explain your answer. 

1. State ________________ 

I know this because ____________________ 

____________________________________ 

_____________________________________ 

2. State ________________ 


____________________________________ 

_____________________________________ 

3. State ________________ 


____________________________________ 

_____________________________________ 

4. State ________________ 


____________________________________ 

_____________________________________ 

275

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

It spreads from 

one place to 

another on its 

own 

It does not 

have fixed 

shape but 

has fixed 

volume 

It is oxygen which is 

necessary for all living 

beings 

It has 

fixed shape 

and volume 

276

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

1. Identify the things as living and non- living. For living 

things use and for non-living objects use X. 

̌ 

277

Myself... 

Q. Use the above given pictures to complete the following 

sentences. 

(a) 

It is a slow moving creature. 

It is ______________ 

(b) 

If you don‛t put oil, it will not run. You put water in it 

and it will rust. 

It is _______________ 

(c) 

You put it in water it will move very fast. If you put it 

on land it will not move. 

It is ______________ 

(d) 

You put it in water it will move very fast. If you put it 

on land it will die. 

278 

It is ______________

Myself... 

(e) 

It‛s cries, conveys feelings. 

It is ______________ 

(f) 

It makes sound that is accompanied with smoke. 

The larger the sound , faster it moves 

It is ______________ 

(g) 

It does not move but grows. It does not have a mouth 

but takes food. It does not have fire but makes its on 

food. 

It is ______________ 

(h) 

It communicates with a liquid in its stomach. 

It is ______________ 

(i) 

It moves but in circles. Gives you comfort in summers. 

It is ______________ 

(j) 

It moves and eats and lends you its coat in the winters 

to keep you warm. 

It is ______________ 

(k) 

It talks but does not understand. Helps communicate 

with your friend and radiates with electromagnetic 

waves. 

(l) 

It is ______________ 

It cuts and minces and makes a big sound, runs but 

does not move, helps you to make your food. 

279

Myself... 

It is ______________ 

(m) 

Its tall and firm as a stick only if you can bite to make 

it sweet. 

It is ______________ 

(n) 

Rumbles and shakes spewing smoke from its mouth it 

does not move. 

It is ______________ 

(l) 

Switch it on and it glows. 

It is ______________ 

280

Myself... 



Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

There are some items. For each one in turn you need to choose 

one of the three options. 

1. Sheep 

Living. 

Non Living but once part of a living thing. 

Was living once but now it is non living. 

2. Pen 

Living. 



3. Snail 

Living. 



4. Fan 

Living. 



281

Myself... 

5. Brain Coral 

Living 

Non Living but once part of living thing 

Was living once but now it is non living 

6. Motorcycle 

Living 



7. Cotton 

Living 



8. Knife 

Living 



9. Leather 

Living 



10. Rubber 

Living 


282 

Was living once but now it is non living

Myself... 

11. Milk 

Living 



12. Plastic 

Living 



13. Rocks 

Living 



14. Water 

Living 



15. Water 

Living 



283

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

1. Write four Similarities and Differences. 

Non Living Living 

Similarities 

Differences 

2. Look around you. Write the names of 5 things that can move 

on its own. 

284 

(a) 

(b) 

(c) 

(d) 

(e) 

_________________________________________ 

_________________________________________ 

_________________________________________ 

_________________________________________ 

_________________________________________

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

1. - The mango tree sapling planted by my grandfather has 

become a big tree. 

- Ravi‛s young brother can wear his clothes as he is of the 

same height. 

- Little Shivani of my neighbourhood can touch the basket 

ball ring now. 

We can conclude that: 

a. All of the above are living things 

b. Living things grow tall 

c. Living things grow big 

d. All of the above are correct. 

e. Only A and C are correct. 

f. Only B and C are correct. 

2. - Ashok started shivering as soon as he landed at Leh. 

- Shloka started sneezing after a swim in the cold water 

of Dal lake. 

- Ravi had to wear gloves and two sweaters in Gulmarg to 

keep himself warm. 

285

Myself... 


a. Living things respond to its environment. 

b. Cold affects adversely to living things 

c. It is difficult for living things to stay in 

cold places. 

d. All of the above are correct 

e. Only A and B are correct. 

3. - My Fishes died when I took them out of water and placed 

them on the table. 

- Shamim could not breath when he tried swimming under - 

water in the pool. 

- Astronauts have to wear oxygen masks when in space as 

there is no air. 

We can conclude that : 

a. Some Living things need water and some need air to breath. 

b. Aquatic animals need water to breath. 

c. Living things other than aquatic animals need air to breath. 



286

Myself... 

4. - I saw pictures of dead animals in a famine struck area. 

- The pup could not even walk as he had not eaten for many 

days. 

- Jim finished a plate of 6 pan cakes as he was very 

hungry. 


a. All of the above are living things 

b. Living things need food to sustain 

energy and live. 

c. Without food Living things will die in 

due course. 



f. Only B and C are correct. 

5. - Browny our dog gave birth to three little pups. 

- A Cow in my neighbourhood has given birth to a beautiful 

Calf. 

- Liza‛s sister is blessed with a baby girl. 


a. Living things and Non living things 

reproduce. 

b. All living things reproduce more of their 

own kind. 

c. A is correct but B is incorrect. 

d. B is correct but A is incorrect. 

e. Both A and B are correct. 

287

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

The teacher after returning from the museum recapitulates 

what the students saw in the museum with the help of the 

following activity. 

Scrambled 

Unscramble 

Match with the 

Non living/Once 

Words 

Words 

meanings 

living, now dead 

1. ymmuu Preserved dead body 

2. rasuodni A huge animal who lived 

a thousand years ago 

3. sonic You need it to buy 

things 

4. gsitnpina Coloured motifs and 

drawings 

5. ricpseutr Religious text 

288

Myself... 

Assessment Worksheet 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

1. What will happen to a chair if it becomes a living thing 

Write any three possibilities. 

(a) ___________________________________________ 

___________________________________________ 

___________________________________________ 

(b) ___________________________________________ 

___________________________________________ 

___________________________________________ 

(c) ___________________________________________ 

___________________________________________ 

___________________________________________ 

289

Myself... 

2. Comment 

(a) Train can move from one place to 

another. Is it a living thing or non 

living 

___________________________________________ 

___________________________________________ 

___________________________________________ 

(b) I have a pet dog. Is it a living or non living 

Why 

___________________________________________ 

___________________________________________ 

___________________________________________ 

(c) A spider fell on my sister and she screamed. Is spider a 

living thing Why do you say that 

___________________________________________ 

___________________________________________ 

___________________________________________ 

290

Myself... 

Care for the Sense Organs 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

My Wonderful Body 

My hat keeps it warm 

& I get it cut regularly 

Birds make chirping 

and I help you to hear 

them 

You will see my 

marks when you walk 

in the snow 

You can have two of 

these. You use them 

to make snowballs, 

clay models 

291

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Name the sense organs used and also explain how 

it is used in the following situations. Ex. Nose - to 

smell the fragrance. 

1. Rosy will play basketball with her friends. 

______________________________________________ 

______________________________________________ 

______________________________________________ 

2. Go and watch Harry Potter on Friday while eating 

popcorn. 

______________________________________________ 

______________________________________________ 

______________________________________________ 

Q. Given below are some situations. Mention the problems which 

the person involved may face. 

a) Vivan eats lots of candies daily and does not rinse his mouth 

with water after that. 

______________________________________________ 

______________________________________________ 

292

Myself... 

b) Siya watches TV from a very short distance for continuously 

three - four hours. 

______________________________________________ 

______________________________________________ 

c) Alex uses ash to clean his teeth. 

______________________________________________ 

______________________________________________ 

293

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Q1. Name 1 way to take care of each sense organ. 

Ear ________________________________________ 

Eyes _______________________________________ 

Nose _______________________________________ 

Tongue _____________________________________ 

Skin _______________________________________ 

Q2. Name the specialist doctors who cure diseases of the 

following organs: 

a) Skin _________________________________ 

b) Nose _________________________________ 

c) Eyes _________________________________ 

294

Myself... 

Q3. Mark the following statements true or false: 

a) We should wash our hair once in a month. ___________ 

b) we should put hot oil in our ears to clean them. 

___________ 

c) We should not play games on computer for hours together. 

___________ 

d) We should go to the dermatologist to get our vision 

checked. ___________ 

295

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Q1. Sequence the sense organs to be used according to the 

given situation. Number them 1-3, 1 being the first thing 

that will be used. 

1. The boys will go to the canteen to eat their lunch. 

_______tongue 

_______nose 

_______eyes 

2. The church bell rang to signal time for 6:30 pm mass. 

______ear 

______eyes 

3. There is a fire far away in the city. The smoke is very 

thick and the ambulance are all over. 

_______nose 

_______eyes 

296 

_______ear

Myself... 

Q2. Write the letter of correct answer in the box provided. 

1) What is the most sensitive part of our skin 

a. palm and lips c. lips and tounge 

b. lips and forehead d. fingertips and lips 

2. What body parts are special partners. They work together 

very well. 

a. eye and ear c. skin and eye 

b. nose and tongue d. tongue and skin 

3. We cannot breathe when we have colds because 

a. our nose is blocked c. our nose is swollen 

b. our nose is dirty d. our nose is squeezed 

297

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Sensory Word Search 

Can you find the words to the senses Circle all the words that 

you see. The words can be up, down or backwards. See if you 

can identify the sense (hearing, smell, taste, vision, touch) that 

is connected to each word you find. Here is the puzzle: 

SENSES 

Word List 

298 

Audition 

Bitter 

Bright 

Cochlea 

Colour 

Ear 

Eye 

Hair Cell 

Hearing 

Loud 

Nose 

Olfaction 

Pain 

Pressure 

Quite 

Receptors 

Salty 

Sight 

Smell 

Smooth 

Sound 

Sour 

Sweet 

Taste 

Taste bud 

Temperature 

Tongue 

Touch 

Vision

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Design your own hat and sun glasses to protect your skin and 

eyes. 

299

Myself... 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Please take a moment to make your pledge to protect your 

children‛s hearing. 

I Pledge To: 

• Always protect my child‛s hearing from loud noise 

• Teach my child not to listen to music too loud or for too long 

• Share the message about safe listening and the importance 

of hearing health with my family and friends. 

Students name:________________ 

Parents‛ signature: ______________ 

Teachers‛ signature: ______________ 

300

Myself... 

Eye Problems 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Eye care survey 

Age of person answering questions 

0-5 5-10 10-15 15+ Males Females 

Questions Answers Yes No 

1. Do you wear sun glasses 

when going out in sun 

2. Do you wear spectacles 

3. if yes, do you wear the 

spectacles for the duration 

as prescribed by the 

doctor 

4. Do you feel strained 

looking at the board 

5. Do you have blurred 

vision 

6. Do you get your eyes 

checked at regular 

intervals 

301

Myself... 

Braille 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Using the given Braille chart answer the following: 

Q1 . Write your name in Braille. 

_____________________________________________ 

Q2. Write your best friends name in Braille. 

_____________________________________________ 

Q3. Write your teacher‛s name in Braille. 

_____________________________________________ 

Q4. Write your school name in Braille. 

_____________________________________________ 

Q5. Write a message in Braille for people who are physically 

impaired expressing your love and not sympathy towards 

them. 

302 

_____________________________________________

Myself... 

Assessment Worksheet 


Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Read the following and tick () the correct option: 

A) When you carry pointed objects like pencils or sticks you 

should: 

1. Always walk carrying the pointed side down. 

2. Run, but be careful. 

3. Run if you want to, but put pointy objects in a box or 

case. 

b) Check off all the things that could hurt your eyes. 

1. Guns and slingshots. 

2. Kitchen forks, knives, or broken toys. 

3. Toy labelled for an older brother or sister‛s age group. 

c) Which of the following is the National Audiology awareness 

month 

1. January 

2. October 

3. July 

303

Myself... 

d) Who invented the Braille system 

1. Hellen Keller 

2. Louis Braille 

3. George Michel 

e) Braille is a system for _______________ 

1. People who are deaf. 

2. People who are blind 

3. People who cannot speak. 

f) Whom should you approach if you 

have an ear pain 

1. Ophthalmologists 

2. Audiologist 

3. Psychiatrist 

g) Which of the following perform eye surgeries 

1. Ophthalmologists 

2. Opticians 

3. Optometrists 

h) How often a person blinks his/ her eyes 

1. every 10 seconds 



304

Myself... 

i) Which of the following is the National Audiology awareness 

month 

1. January 

2. October 

3. July 

j) When handling chemicals that come with children‛s science 

kits you should: 

1. Handle them carefully so that they don‛t splash. 

2. Always wear safety goggles when doing experiments with 

chemicals, and have adult supervision. 

3. Not worry about handling chemicals that come with kit if 

they are safe on skin. 

305

Myself... 

Recaptulation (Myself) 

Differences and similarities between living and non living things, 

Care for the sense organs, Eye problems, Hearing problems & 

Braille 

Name : ___________ Class :___________ 

Date : ___________ 

Subject :___________ 

Q1. Give one difference and one similarity between living and nonliving 

things. 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

Q2. Is a flowing river living or non-living State Yes or No. Give 

reason. 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

306

Myself... 

Q3. List down four ways how to take care of your sense organs 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

Q4. “Environmental hazards are causing hearing and eye problems”. 

Do you agree If yes, give reason. 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

Q5. Make a list of students wearing spectacles in your class and 

ask the reason for using spectacles. 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

_____________________________________________ 

307

English - New Indian Model School, Dubai

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?