My Self - New Indian Model School, Dubai

Central Board of Secondary Educaon
CLASS - I
UNIT-1
MYSELF

Acknowledgements
Advisory
Shri Vineet Joshi
Chairman, CBSE
Ms. Chitralekha
Gurumurthy Director (Academics),CBSE
Dr. Sadhana Parashar
Head (Innovations & Research),CBSE
Conceptual Framework
Shri G. Balasubramanian
Former Director (Academics), CBSE
Ms. Abha Adams
Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar
Head (Innovations & Research),CBSE
Ideators
Dr. Indu Khetrapal Ms. Rupa Chakravorty Dr. N. K. Sehgal
Ms. Jaishree Srivastava Ms. Anita Sharma Dr. Anju Srivastava
Dr. Uma Chaudhary Dr. Kamla Menon Ms. Meenu Goswami
Ms. Anuradha Sen Ms. Geeta Varshney Dr. Rajesh Hassija
Ms. Urmila Chowdhary Mrs. Sarita Manuja Ms. Anita Makkar
Ms. Aditi Misra
Mathematics
Dr. K.P. Chinda
Shri J.C. Nijhawan
Ms. Rashmi Kathuria
Ms. Reemu Verma
Science
Ms. Charu Maini
Ms. S. Anjum
Ms. Meenambika Menon
Ms. Novita Chopra
Ms. Nita Rastogi
Ms. Pooja Sareen
Material Production Groups : Classes IX - X
History
Ms. Jayshree Srivastava
Ms. M. Bose
Ms. A. Venkatachalam
Ms. Smita Bhattacharya
English
Ms. Gayatri Khanna
Ms. Renu Anand
Ms. P. Rajeshwary
Ms. Neelima Sharma
Ms. Neha Sharma
Geography
Ms. Deepa Kapoor
Ms. Bharti Dave
Ms. Bhagirathi
Political Science
Ms. Sharmila Bakshi
Ms. Archana Soni
Ms. Srilekha
Economics
Ms. Mridula Pant
Shri Pankaj Bhanwani
Material Production Group:
Classes I-V
Ms. Savinder Kaur Rooprai
Ms. Deepti Verma
Ms. Monika Thakur
Ms Ruba Chakraborty
Ms. Nandita Mathur
Ms. Seema Chowdhary
Shri Bijo Thomas
Ms. Anuradha Mathur
Material Production Group:
Classes VI-VIII
Ms. Dipinder Kaur
Ms. Sonia Jain
Ms. Guneet Ohri
Ms. Seema Rawat
Dr. Meena Dhami
Mrs. N Vidya
Co-ordinators :
Ms. Sugandh Sharma
Education Officer (Com.)
Dr. Srijata Das
Education Officer
(Science & Maths)
Sh. R. P. Sharma
Consultant
Shri Al Hilal Ahmed
Asstt. Education Officer

Preface
The Curriculum iniated by Central Board of Secondary Educaon–Internaonal (CBSE-i)
is a progressive step in making the educaonal content and methodology more sensive
and responsive to the global needs. It signifies the emergence of a fresh thought process
in imparng a curriculum which would restore the independence of the learner to pursue
the learning process in harmony with the exisng personal, social and cultural ethos.
The Central Board of Secondary Educaon has been providing support to the academic
needs of the learners worldwide. It has about 11000 schools affiliated to it and over 130
schools situated in, more than 20 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 Internaonal Curriculum
being designed by CBSE-i , has been visualized and developed with these requirements in
view.
The nucleus of the enre process of construcng the curricular structure is the learner.
The objecve 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 tradional wisdom, make the necessary modificaons,
improvisaons and addions wherever and whenever necessary.
The recent scienfic and technological advances have thrown open the gateways of
knowledge at an astonishing pace. The speed and methods of assimilang 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 imperave 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 educaon
while promong crical and creave thinking skills, effecve communicaon skills,
interpersonal and collaborave skills along with informaon and media skills. There is an
inbuilt flexibility in the curriculum, as it provides a foundaon and an extension curriculum,
in all subject areas to cater to the different pace of learners.
The CBSE-i plans to introduce the curriculum in a phased manner at different levels
in schools affiliated to CBSE at the internaonal level and subsequently, if desired, to

introduce it to other affiliated schools who meet the requirements of this curriculum. The
focus is to ensure that the learner is stress-free and commied to acve learning. The
learner would be evaluated on a connuous and comprehensive basis consequent to the
mutual interacons between the teacher and the learner. There are some non-evaluave
components in the curriculum which would be commented upon by the teachers and the
school. The objecve 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. Perspecves,
SEWA (Social Empowerment through Work and Acon), Life Skills and Research would
be the constuents of this ‘Core’. The Core skills are the most significant aspects of a
learner’s holisc growth and learning curve.
The Internaonal Curriculum has been designed keeping in view the foundaons of the
Naonal Curriculum Framework (NCF 2005) and the experience gathered by the Board
over the last seven decades in imparng effecve learning to millions of learners, many
of whom are now global cizens.
The Board does not interpret this development as an alternave to other curricula
exisng at the internaonal level, but as an exercise in providing the much needed Indian
leadership for global educaon at the school level. The Internaonal Curriculum would
evolve on its own, building on learning experiences inside the classroom over a period
of me. The Board while addressing the issues of empowerment with the help of the
schools’ administering this system strongly recommends that praccing teachers become
skillful learners on their own and also transfer their learning experiences to their peers
through the interacve plaorms provided by the Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha
Adams and her team and Dr. Sadhana Parashar, Head (Innovaons and Research) CBSE
alongwith other Educaon Officers involved in the development and implementaon of
this material.
The CBSE-i website will enable all stakeholders to parcipate in this iniave through the
discussion forums provided on the portal. Any further suggesons are welcome.
Vineet Joshi
Chairman
Central Board of Secondary Educaon

Myself
Contents
English – Rhyming words, Naming words and Singular / Plural 1
Environmental Education – Knowing Oneself, My Body
Awareness of Self (Good Manners, Health and Hygiene) 5
Mathematics – Shapes and Space, Numbers 12
Performing Arts – Knowledge about Songs, Simple Body Movements 17
Visual Arts – Introducon of Primary and Secondary Colours 19
Physical Education – Commands, Basics of a game 22
Lesson Plan
English
- Rhyming words.................................................................................... 25
- Naming words...................................................................................... 27
- Singular/ Plural (One/ Many)............................................................... 29
Environmental Educaon
- Knowing oneself................................................................................. 32
- My Body (Body organs, Sense organs)................................................. 34
- Awareness of self (Good Manners, Health and Hygiene)..................... 38
Mathemacs
- Shapes and Space.............................................................................. 41
- Numbers............................................................................................. 44
Performing Art
- Knowledge about Songs and Simple Body Movements...................... 47
Visual Arts
- Introducon of Primary and Secondary colours.................................. 48

Physical Educon
- Card - 1 Walking on Toes and Heels ............................................................... 50
- Card - 2 Body Awareness ............................................................................... 52
Assessment ..................................................................................... 54
- Assessment Rubrics for English .................................................................... 55
- Assessment Rubrics for Environmental Education ...................................... 56
- Assessment Rubrics for Mathematics .......................................................... 57
Teacher Resource Material ............................................................. 59
Worksheets....................................................................................... 62
- English................................................................................................. 63 - 74
- Environmental Educaon..................................................................... 75 - 85
- Mathemacs...................................................................................... 86 - 97

MYSELF
Syllabus Matrix
English
Environmental Education
Rhyming words
Naming Words
Knowing Oneself
My Body
Singular/Plural
Story: Thumbelina
Poetry on myself
Good Manners
Health
&
Hygiene
Shapes
Mathematics
Performing Arts
Shapes - 2D
shapes/3D
shapes
Numbers
Spaal
Relaonships
Matching
Acvity
Counng
with the
Help of
Beads
Counng with
the Help of
Rhymes
Knowledge about
Songs and Simple
Body Movements
Counng Things
Around Us
Wring Numbers

Visual Arts
Physical Education
Introducon of Primary Colours
Commands/Basics
of a game
Secondary Colours and Opaque
colours
Knowledge of Different Shades of a
Single Colour
Life Skills/ SEWA
Applicaon of the Concept of Colours
to a Variety of things- Fruits,
Vegetables
Equees and Manners

General Objectives
English
• To develop and apply skills and strategies for reading process.
• To discriminate between leers, words and sentences in the text.
Specific Objectives
• To understand the concept of number; familiarity with usage of singular and plural
nouns.
• To be able to recognize similar leers in groups of words.
(a) Rhyming Words
Duraon: 4 hrs
Skills
Listening
Speaking
Reading
Wring
Mulple
Intelligences
Picking out the rhyming words they hear.
Listening to the story, students discuss the
rhyming words. Creang rhyming words.
Recognizing visual paerns in words.
Processing the words when they look for similar
sounds and make up their own rhyming words.
Linguisc/ Musical/ Spaal
Learning The students will develop the ability to :
Outcomes
- Recognize and create rhyming words.
- Idenfy rhyming words.
- Make rhyming word/s.
1

(b) Naming Words
Duraon: 4 hrs
Skills
Listening
Listen to words, disnguish naming words from
other words.
Mystery Bag (a cloth bag filled with a
variety of small objects) – A guessing game/ fun
acvity as starng point to introduce naming words.
Speaking
To recite a poem using naming words.
All About Me – describe oneself
by talking about the parts of the body using the
correct noun-number, e.g. I have one nose, two
eyes, etc.
Reading
Wring
Look at the picture/s and read the words.
Use of Capital Leers and Naming Words.
Brainstorm and come up with some nouns and
write them under different headings.
Collage making: Search through newspaper
and magazines, cut-out pictures of people,
places and things. Paste these on a sheet and write
the names of each underneath the picture
Mulple Linguisc / Kinesthec / Visual /
Intelligence
Musical / Logical.
2
Learning The students will learn to :
Outcomes
- Idenfy new words through listening.
- Recognize and match all upper case and lower
case leers.
- Recognize visual paerns in words.
- Know the naming words and use them correctly
while speaking and wring.
- Create their own rhyming words.
- Idenfy naming words.
- Use suitable naming words while speaking.

(c) Singular/Plural(One/Many)
Duraon: 5 hrs
Skills
Listening
Speaking
Reading
Wring
Listen to the text and disnguish between words
that denote one and those that denote many.
Talk about objects and people shown, using
the correct number.
Describe one’s family by talking about
the family members using the correct noun
number. E.g. I have one brother. I have three
sisters.
Read and segregate the given list of naming
words into singular/one and plural/many.
Change one (singular) into many(plural) and vice
versa according to picture clues.
“Odd one out”- From a given passage find out
naming word that do not change when used in
plural form, e.g. hair, deer, sheep etc. and write it.
Mulple
Intelligences
Linguisc / Logical.
Learning The students will learn to :
Outcomes
- Change the number by adding or removing –s.
- Use the correct naming words (singular or plural)
by observing the number of objects being
referred to.
- Comprehend the concept of singular and plural.
Material Required
Flash cards, rhyming picture book
The story book ‘Thumbelina’, ping pong balls - big/small, coon, different colour sheets
Plate of chocolate chip cookies, pencils, paper, handout of singular and plural words
in picture, worksheet with singular and plural nouns listed (circle the plural words),
worksheet of singular words with a blank aer them (add-s to make words plural) and an
appropriate short story
3

Transdisciplinary Activities
Performing
Arts
Physical
Educaon
Visual Arts
Compose a song to describe onself using rhyming words.
Play a game of naming words ‘Relay Race’t. Students to be divided
into groups of four. Each of these children must collect a naming
word from each category (from their surrounding area) and pass
on to the next team member before racing to the finish line.
Draw a picture/s of a singular object/s and then draw its plural.
Life Skills/SEWA
Students to compose a poem to express their love for their mother/teacher using
rhyming words (a template for the poem may be provided to the students, with
blanks to be filled in with rhyming words).
Students to make a list of five things from each category of naming words (people,
places, animals etc.) which are essenal for our survival and another list of five such
things that are luxuries. Teacher to talk to the students and specify the difference
between necessies and luxuries of life.
Students to be encouraged to give away those things that they have in
abundance/many to the lesser privileged children and to retain only one of
each.
Singular
Plural
4

General Objectives
Environmental Education
To bring about an awareness about oneself.
To develop observaon and exploring skills.
Specific Objectives
To know about different organs and their funcons.
To learn the importance of health and hygiene in the process of development and
growth.
(a) Knowing Oneself
Duraon: 3 hrs
Skills
Conceptual
learning
Learning by
doing
Observaon
Applicaon
To introduce oneself and complete the given
sentences using individual informaon and
personal belongings.
To draw as many candles as their age on a birthday
cake.
To write down the names of the items in the
classroom. To explain that all these are names,
hence, naming words.
Also to classify and sort the items according to
their shapes and sizes.
To compare one’s height, weight with their peer
group.
To enact a scene introducing onself to the
people around them.
To write a poem on ‘MYSELF’.
Mulple
Intelligences
Learning
Outcomes
Intra-personal / Musical / Linguisc.
To make students familiar with self, i.e. name,
age, likes, dislikes, etc.
5

(b-i) My Body
Duraon: 3 hrs
Skills
Conceptual
learning
Learning by
doing
Observaon
Applicaon
To observe the given illustraon and idenfy the
different parts of the body and state what their
funcons are. To list down all the organs shown in
the illustraon.
Teacher to enact the specific acons followed
by idenficaon of those acons and the
organs involved.
To observe the organs involved in different acons
e.g running: legs/feet: thinking : mind brain etc.
To paste their favourite cartoon and label its body
parts.
To discuss how important it is to sleep well to
stay healthy. To help draw the things one requires
to sleep well. e.g. a clean room, a well made bed,
etc.
Mulple
Intelligences
Learning
Outcomes
Linguisc / Spaal
The students will develop a fair idea about various
organs of the body and their funcons.
6

(b-ii) Sense Organs
Duraon: 2 hrs
Skills
Conceptual
learning
Learning by
doing
Observaon
Applicaon
Teacher to introduce concept of sense organs with
queson answer drill where the students shall
write the names of the organs they use for seeing,
smelling, listening, tasng and feeling.
Hand Prinng - On the hand print, label fingers as
five sense organs.
Teacher to guide students to perform following
acvies
– Smell a flower.
– Taste a muffin.
– Listen to music.
– Differenate between a rough and
smooth surface through touch.
– Observe different colours and things in the
classroom.
Draw a human figure using shapes with the help
of spray tools and label sense organs.
Teacher to plan an oung to the school garden.
Students to see and feel the colours and textures of
different plants, flowers and leaves and also enjoy
their fragrance.
To observe the acons in which the sense organs
are involved.
To draw a scene of the garden (school/ home) and
discuss the relaonship between plants and human
beings.
Mulple
Intelligences
Learning
Outcomes
Logical/Spaal
The students will know the funcons of five sense
organs.
7

(c) Awareness of Self
(Good Manners, Health and Hygiene)
Duraon: 5 hrs
Skills
Conceptual
learning
Learning by
doing
Observaon
Applicaon
To read a story based on personal hygiene and list
down five things which one uses to keep oneself
neat, clean and dy.
Teacher gives a power point presentaon on good
manners followed by role enactment emphasizing a
polite way to introduce people to one another.
To help students to make a fruit salad. Ask them to
name each type of fruit used to make the salad.
To understand the value of eang healthy food.
To conduct acvity based on table equees.
To observe hands under a microscope aer eang
food.
To apply good habits like cung nails, washing
hands etc. in day to day life.
To read a story on “Being polite” related to a
folktale of the country.
Mulple
Intelligences
Intrapersonal / Interpersonal.
Learning The students will know the importance of :
Outcomes
- Personal well being and possessing good
manners.
- Idenfy their individual and special needs and
requirements.
- Construct knowledge themselves based on their
experience inside and outside the school.
8

Material Required
A-4 size sheet, colours, ppt of a human picture showing the body parts, pictures showing
various acons by different body parts, flower, muffin, any piece of music, rough and
smooth objects for touch, ppt on good manners, variety of fruits, spoon, fork, knife,
napkin, full plate, quarter plate.
Transdisciplinary Activities
Visual Arts
Physical
Educaon
Performing
Arts
Life Skills
Make a photo- frame. Cut cardboard and cover it with colour paper.
Paste your photograph on it and decorate its border with finger
impression technique.
Move different body parts individually and in combinaon
followed by balancing objects on different body parts.
Rhyme on ‘Myself‘. Group singing with acons e.g.
“wash your hands”, “brush your teeth” etc.
Plant a tree on your birthday.
Life Skills/SEWA
Depict a scene or situaon where the students learn to use the three magic words- Sorry,
Thank you, and Please.
Critical Thinking
Find the relaonship between oneself and other living beings (plants, trees, animals).
9

(a)
Shapes and Space
Mathematics
General Objectives
To be able to create mental images of geometric shapes using spaal memory and
visualizaon.
To understand correlaon of shapes with things in the environment.
To enhance innovaon and creavity in the students.
Specific Objectives
To understand what shapes are.
To develop a sense of place and space.
To be able to use the vocabulary of spaal relaonships.
(a-i) Shapes - 2D shapes/3D shapes
Duraon: 1 hrs
Skills
Observaonal
Motor
Go on a shape walk around the school and
record/draw the shapes / pictures of the
objects in their shape books.
To compare the shapes of the street signs you see on
the way to the market/ home/school.
To parcipate in a number of hands-on shape related
acvies.
10
Logical /Mental
To match and sort shapes by aributes.
To create shapes with a geoboard.
Tangram pieces to make various design.
To put puzzles(shapes) together.
To compare two or more objects with different
features.
To find out how many “shapes” are there in a
parcular design (For example: How many triangles
there are in a star

Mulple
Intelligences
Learning
Outcomes
Kinesthec/Logical/Linguisc
The students will learn to:
- Idenfy and understand 2D and 3D objects.
- Sort out similar shaped objects from the given
collecons.
- Find odd ones from the similar type of
collecons.
(a-ii) Spaal Relaonships
Duraon: 1 hrs
Skills
Observaon
Teacher will make and cut out a variety of shapes
and put them into a bag - have child feel inside the
bag and pull out a shape without looking at it and
tell the shape.
Observaons like close or far away.
Motor
Drawing posions, e.g. ‘on top’, ‘in’, ‘under’.
Mulple
Intelligences
Learning
Outcomes
Linguisc/ Spaal
The students will be able to develop and
differenate between different shapes and sizes.
11

(b)
Numbers
Mathematics
General Objectives
To use mathemacal language and term/s to describe numbers.
To be aware of numbers in daily life.
To use mathemacal knowledge and concepts to solve day to day problems.
Specific Objectives
To show interest in numbers and counng.
To use number names/language spontaneously.
To be able to collate numbers, rhymes and songs.
To be able to use numbers accurately in play.
(b-i) Matching Acvity
Duraon: 1 hrs
Skills
Observaonal
To expand vocabulary by learning new words,
like more, less, as much as, same number as, etc.
To collate objects and draw similaries.
Logical/ Mental
Spaal
To develop the logical skill by comparing and
differenang between objects based on their
properes.
To match the object based on their common property.
For example match 5 pencils with 5 sharpeners, a
pair of shoes with a pair of socks. To tell if there are
more or less of certain items.
For example- if there are 5 students and 4 chairs.
To develop a sense of inference.
To match the object based on their properes and
find the relaonship between shapes and sizes.
12

Mulple
Intelligences
Linguisc / Spaal.
Learning The students will learn to :
Outcomes
- Compare objects and correlate with the real life
situaons.
- Recall and recognize the terminologies like
more, less, as much as and same number as.
(b-ii) Counng with the help of Rhymes
Duraon: 1 hr
Skills
Observaonal
To create their own rhyming numbers.
To associate rhymes with each parcular number.
Motor
To put some acon into the rhymes.
To read the numbers loudly along with the rhyme.
For example- One, one, one…one sun.
Two, two, two…go to the zoo.
This acvity can be performed in the class with
the help of music.
Logical/ Mental
Mulple
Intelligences
Learning
Outcomes
To be curious about numbers and offer comments
or ask quesons related to the topic.
Musical/ Kinesthec /Logical.
The students will be able to associate rhymes with
each number.
13

(b-iii) Counng with the help of Beads
Duraon: 2 hrs
Skills
Observaonal
Motor
Logical/ Mental
To observe how the number of beads represent
a parcular number.
To count with the help of beads.
Aer counng these beads, the teacher helps
the student to count with the help of their hands.
Student would use their fingers for counng numbers.
To idenfy the relaonship between the last bead and
the number.
Mulple
Intelligences
Learning
Outcomes
Linguisc/Naturalisc/Logical/Spaal.
The students will be able to associate the relaonship
between the beads and the numbers.
(b-iv) Counng things around Us
Duraon: 2 hrs
14
Skills
Observaonal
Motor
Logical/ Mental
To closely observe the things around in the immediate
environment.
For example -count the number of roses/trees/pot
plants in the school garden, one sun, one moon.
To count with the help of fingers without using any
external aids. To count the parts of the body.
The teacher will ask the student to count the
number of things in the class.For example- How
many students have brought red colour lunch
boxes
To show interest in number acvies and inclinaon
for counng bigger numbers.
Form groups of four- The teacher can ask
student to arrange objects in a group of 2,3 or 4…….

Spaal
Mulple
Intelligences
To move around and count different objects inside
and outside the class.
Students would count how many eyes, legs, ears,
fingers do they have.
To idenfy the numbers by mere touch.
Naturalisc/Kinesthec/Logical/Spaal.
Learning The students will be able to :
Outcomes
- Familarize oneself with different methods of
counng.
- Recognize the numbers.
- Classify numbers.
(b-v) Wring Numbers
Duraon: 5 hrs
Skills
Observaonal
Motor
To observe the way the numbers are wrien.
Students learn to idenfy the number by touching
the dots in the number cards.
Differenang between more or less. The teacher
can show four pens in one hand and five in other
and ask them in which hand there are more
or less pens.
The teacher will show the number cards to the
students and they will idenfy the number/s.
To draw figures or paerns by joining the numbers.
Play the game of Simon says. For example-
“Simon, says clap four mes. Simon says jump 3
mes” and so on.
15

Logical/ Mental
Mulple
Intelligences
Learning
Outcomes
Wring the numbers along the doed lines.
Make a list of things which are in groups of
2 or 4.
Draw 6 rectangles, 3 squares, 2 circles and
colour them differently according to the teacher’s
instrucons.
Logical/Linguisc/Spaal.
The students will be able to:
- Define the terminologies like more or less.
- Verify their results with proper calculaons.
- Recall and recognize all the numbers from 1 to 9.
- Verify answer by counng the objects again.
- Relate knowledge in day to day situaons.
- Show interest in number games and other
logical problems.
Material Required
Acvity sheet, picture chart, beads, geometrical shapes, CD on Numbers.
Flashcards (See examples at the end of the lesson plan), Worksheet, Rhymes, Puzzles
(Tangram)
16

General Objectives
Performing Arts
To enable the students to appreciate the depth of music and dance.
To make music and dance as a means of personal expression.
Specific Objectives
To coordinate with the piece of music and sing in accordance.
To develop an interest and aptude for singing and dance.
To create a sync between music and body movements.
To be agile in order to be healthy.
Knowledge about Songs and
Simple Body Movements
Duraon: 3 hrs
Skills
Learning by
doing
To pracce songs and the school prayer to be
able to sing individually.
To rehearse foot tapping dance movement with
the number song.
Applicaon
Mulple
Intelligences
Learning
Outcomes
To give a solo performance along with foot
tapping movements.
Intrapersonal/ Musical/ Kinesthec / Logical.
The students will learn to:
- Sing a variety of songs aer memorizing them.
- Acquire basic knowledge about foot tapping
dance movements.
17

Material Required
Songs on numbers, body parts, flash cards, health and hygiene.
Transdisciplinary Activities
Visual Arts
Life Skills/SEWA
Make colourful cutouts of the digits from 1 to 20 aer wring
them on a cardboard sheet and display them on the board.
Sharing Informaon based on the fact that ‘music has healing
power’. Thanking the almighty God in the form of a prayer.
18

General Objectives
Visual Arts
To promote intellectual and aesthec growth.
To develop creavity and imaginaon.
Specific Objectives
To understand colours and represent ideas through them.
To widen the perspecve about the concept of colours.
(a) Introducon of Primary Colours
Duraon: 45 minutes
Skills
Observaon
Learning by
doing
Applicaon
To observe various things with primary
colours in the classroom.
To draw a flower with three petals
and colour each of them using primary colours.
Draw paerns and fill primary colours in it.
Visit a park in your neighbourhood and observe a
few things which you find in primary colours and
share the informaon with your friends.
Mulple
Intelligences
Spaal/ Linguisc/ Naturalisc
Learning The students will be able to :
Outcomes
- Acquire the knowledge of colours.
- Differenate between primary and other colours.
19

(b) Secondary Colours and Opaque colours
Duraon: 45 minutes
Skills
Observaon
Learning
by doing
Applicaon
To take a round of the school and observe the
things with secondary and opaque colours.
To draw a rainbow and categorize the colours into
primary and secondary.
To relate and compare the primary and secondary
colours with real life objects.
Mulple
Intelligences
Learning
Outcomes
Naturalisc/ Linguisc.
The students will acquire the ability to know the
difference between primary and secondary colours.
(c) Knowledge of different shades of a single colour
Duraon: 45 minutes
Skills
Observaon
Learning
by doing
Applicaon
To collect the fallen leaves and flowers from a
garden and observe the different colour tone and
paern with the help of your teacher.
To collect samples of different types of edible
items-a slice of bread, pasta, pulses etc.
and paste them on a chart paper followed by wring
down the different colours.
To make a scrap book comprising of different objects
which you can find in different tones of a single
colour, e.g. Picture of the morning sky and night sky,
dry soil and wet soil etc.
20
Mulple
Intelligences
Learning
Outcomes
Logical/ Naturalisc.
The students will be able to familiarze oneself with
lighter and darker tones of a colour and relate the
concept with real life situaons.

(d) Applicaon of the Concept of Colours
to a variety of things- Fruits, Vegetables
Duraon: 45 minutes
Skills
Observaon
Learning
by doing
Applicaon
To idenfy different fruits and vegetables with
their specific colours, e.g. tomato- red, peas- green
To draw one red and yellow colour fruit and
vegetable and write their names.
To apply the colours to the fruits and vegetables
of the season.
Mulple
Intelligences
Learning
Outcomes
Spaal/Naturalisc.
The students will develop the ability to:
- Comprehend primary and secondary colours.
- Find a link between colours and the things in
their surroundings.
- Relate colours with fruits and vegetables.
Transdisciplinary Activities
Computers/
mathemacs
Performing Arts
Life Skills/SEWA
Draw various shapes with the help of spray tools and fill
primary colours in them.
Song on colours with acons.
Appreciate the beauty and the importance of colours in one’s
life.
Arrange a class party and ask the students to come dressed up in
their favourite coloured dress.
21

General Objectives
Physical Education
To develop awareness regarding the importance of physical fitness.
To promote basic body movements and aain coordinaon while performing physical
acvies.
Specific Objectives
To enable the students to follow the given commands.
To help students learn the basics of a game with an integrated approach.
Commands/Basics of a game
Duraon: 3 hrs
Skills
Learning by
doing
Applicaon
Mulple
Intelligences
Various commands, le turn, right turn, about turn,
aenon, stand at ease.
Shule Run PEC-1.
Coordinave exercises PEC-2.
To follow commands during various school acvies,
e.g. assembly, march past.
Kinesthec/Logical/Spaal.
Learning The students will be able to :
Outcomes
- Respond to and execute different commands and
will develop neuro muscular co- ordinaon and
understand components of physical fitness.
- Perform the physical exercises with accurate
coordinaon, agility and balance.
22

Material Required
Physical Educaon Cards (PEC) and PEC Kit.
Transdisciplinary Activities
Mathemacs
Performing Arts
Life Skills/SEWA
Running , hopping in groups and forming various shapes (circle,
rectangle, triangle, square).
Poem ( if you are happy and you know it clap your hands………).
Importance of games to stay fit and healthy.
23

24
Lesson Plans

Topic: Rhyming words
English
Lesson Plan-a
Duraon – 4hrs
Brief descripon–Rhyming words are pair of words with idencal sounds. Rhyming is the
best and most outstanding way to explore language.
Learning Objectives
As a result of this lesson, the students will be able to :
• Idenfy, say and write rhyming words.
• Improve oral language skills.
• Understand rhyming words sound the same at the end.
Material Required
Flash cards, rhyming picture book.
Teacher Activity
Teacher will come to the class holding a rhyme book. She will read aloud a poem from
the book.
Today is your birthday it is
really true
A fantastic birthday let me
wish you,
What‛s inside that box
It might be a fox.
As for this day,
I want to say happy
birthday,
Let‛s have a cake,
that we bake,
For goodness sake.
25

Students will read the tle, author’s name and discuss the poem in general. Teacher will
once again start reading the poem only this me he/she says “every me I read two or
more words that rhyme, you will clap your hand .”
The teacher reinforces the concept further by distribung a card to each student. The card
has a word wrien on it. Students will search for their rhyming word and form themselves
into pairs, come in front of the class and read their rhyming words aloud.
Student Activity
Students will create a poem not more than four lines with rhyming words. To make the
acvity interesng they will draw a picture of the rhyming word, instead of wring the
word. When they read it in the class, other students will have to brainstorm and think of
an appropriate word looking at the picture to rhyme which will enhance their thinking
skills.
Students will sit in a circle and they will pass the ball. Music will be played and when it
stops, the child with the ball will say a rhyming word. The game goes on as more and more
students come up with rhyming words.
Review
Students will match the rhyming words in the worksheet.
A pre-made paper acvity will be given to the students. The paper will have a table of
boxes with each box containing a word. Students will idenfy the rhyming words and use
their favourite colour for each pair
Assessment
Students understanding of the rhyming words.
Students will be provided with magazines and newspapers. They will select pictures and
words that rhyme with one another.
26
Ring King Tree Bee

Topic: Naming words
English
Lesson Plan-b
Duraon – 4 hrs
Brief descripon–The lesson will help the students in generang their own list and
idenfying different forms of naming words (person, place, animal, and thing). Moreover,
the students will see that naming words are everywhere around us- inside the class and
in everything we see.
Learning Objectives
Students will develop the ability to:
• Know that all names are nouns.
• Understand naming word is the name of a place, person, animal or thing.
• Idenfy nouns in a sentence.
Material Required
The story book ‘Thumbelina’, ping pong balls- big and small, coon, different colour
sheets.
Teacher Activity
The teacher enters the classroom with the book ‘Thumbelina’ and reads it out for the
students. The teacher asks the students to recollect names of people or place or a thing
etc. from the story read. Next, she writes all the names on the blackboard, e.g. flower,
boat, water, garden, horse, frog, window, buerfly, girl and so on.
The teacher explains that naming words are the words we use everyday. They can be
name of a person, e.g. girl, mom; name of a place, e.g. garden, school; a thing, e.g. boat,
table; name of an animal, e.g. frog, horse, etc.
The teacher encourages the students to make four columns and write at least name of
five people, five things, five places and five animals they can think of. The students, in
a pair, will then exchange their list with each other, show it to the teacher and make
correcons if required. The teacher gives the students an opportunity to take turn to read
aloud the names included under each head for the class.
27

Student Activity
The Students write down as many nouns as they can think of in the given me limit in
a four column chart with the tle – PERSON, PLACE, ANIMAL and THING. They get one
minute to fill the enre column. The student with the longest and fully correct list will be
the winner.
The Alphabet Game:
The students use each leer of the alphabet and in all
class discussion bring up at least one noun that begins
with that leer.
Review
As a follow up, the students make a snowman and write
the name of a person on the hat, a place on the middle ball
and a thing on the boom. They will also draw an animal
and write its name.
Assessment
Noun charades: The class is divided into groups. Each group shall pick the noun of its own
choice and act out without words in front of other groups. (Every me a different student
will act to represent their respecve group). The group which answers the act correctly will
secure one point.
The teacher will ask-
•
•
•
•
Name an animal from
the story you read
recently.
Name a thing
which you want
to keep with you
while sleeping.
Name your favourite
restaurant.
Which sport do you
like the most
28

Topic: Singular/ Plural (One/ Many)
Duraon – 5 hrs
English
Lesson Plan-c
Brief Descripon–This lesson involves the use of the Structural Analysis element of the
infleconal ending “-s” to make singular nouns plural.
Learning Objectives
As a result of this lesson, the students will be able to :
• Explain the difference between singular and plural nouns
• Make singular nouns plural by adding -s
• Visually and audibly recognize singular nouns and plural nouns
• Give their own example of a singular noun made plural.
• Collate ideas and apply it to the agreement of subject with verb/auxillary.
Material Required
Plate of chocolate chip cookies, pencils, paper, handout of singular and plural words
in picture, worksheet with singular and plural nouns listed (circle the plural words),
worksheet of singular words with a blank aer them (add -s to make words plural), and
an appropriate short story .
Introducon
Teacher Activity
“I brought something with me today.” (Hold up the plate of cookies.) “What is on this
plate” Students should answer: “cookies”. Hold up one cookie for students to see and
ask, “What is this” Students should answer: “A cookie!” Ask students what was the
difference in their answers. They should say that the first answer included all the cookies.
The second answer was about just one of them. Guide them to answer this if they have
difficulty. Confirm when they are correct. Which leer at the end that makes it more than
one” Answer: “s” “A word that tells about more than one item is a plural word. When we
said ‘cookie’ without the ‘s’, it was singular-just one.”
29

Student Activity
The teacher reads a story (The Monkeys and The Cap Seller) that has examples of singular
and plural words (Review the meaning of the words “singular” and “plural” again: A
singular word is just one and a plural word is more than one). The teacher then asks the
students the plural word in the tle of the storybook. Answer: “caps” and explains that
the “s” is added to “cap” just like to “cookie” to make it more than one. “’S’ is added to
the end of a word to make it more than one.”
Sequence of Activities
Read the story
A. Before beginning to read, tell children to listen for
plural words, (words that end in
“s” and describe more than one thing) and when
they hear them to give you (the
teacher) a “thumbs up” signal.
B. Read the book slowly, being careful to noce the “thumbs up” from
the
students s on
the plural words.
C. Aer reading, have children recall orally (while teacher er
writes them on the board)
the words that were plural. Aer they have remembered ered
ed
all they could, page through
the book and see if they can find anymore words they missed. s (You
can
show them
the pictures that relate to the plural words: caps, monkeys, fingers, hands, etc.). . Talk
about other plural words that were not in the story text, but were shown in the book
in pictures. Add them to your collecon of plural words on the board.
D. Make a column of the singular words that relate to the plural words listed. Show
students from list on the board that each word is made plural by adding an “-s.”
Review
stars - star
cow - cows
cars - car
hat - hats
Make a worksheet that has two columns. Under each column there
is either a picture of one object or a group of objects with the singular
or plural word under it. This is done together as a class, with either
the teacher using the board or overhead projector. For examplestudents
(along with the teacher) are to circle the picture and
relang word that is plural. The teacher should bring to their
aenon each me that the “s” is found at the end of the plural
words. Have students also circle the “-s” at the end of the plural
word.
30
For their independent acvity, follow the prior worksheet with a similar concept, the
difference: the pictures will be gone. Students are to individually circle the plural words.
If some students finish before others, let the “early birds” draw pictures for the words

given-one picture for the singular words and two for the plural words. When everyone
has completed the exercise, go over the answers. The teacher should do this on the board
or have a copy on an overhead transparency.
Pass the chocolate chip cookies, and ENJOY!!
Assessment
Ask the class the following quesons:
1) What did we learn What was the difference between the singular and plural
words
2) How do we make a singular word plural
3) Why is it important to know how to make a word plural
Criterion 1 2 3 4 5
Is able to add/
remove ‘s’
appropriately
Is able to give
examples of
singular/plural
nouns
Rang scale : Five point scale, i.e. 1 to 5 (1 - needs guidance and 5 – outstanding)
By monitoring their parcipaon in responding to the read plural words, by their answers
on the worksheets (especially the “Add an ‘-s’ to make the words plural”) and their own
examples of singular and plural words, the teacher should be able to informally and
formally assess and gauge their understanding and ability to produce the new material
on their own.
31

Topic: Knowing Oneself
Duraon: 3hrs
Environmental Education
Lesson Plan-a
Brief Descripon –This lesson involves awareness about oneself.
Learning Objectives
The students will be able to :
• Share personal informaon.
• Give details about personal likes and dislikes.
• Introduce themselves to a group.
• Develop intrapersonal skills.
Material Required
Acvity sheet, colours, flash cards with name of each student, puppet, song on Myself
(CD).
Teacher Activity
The teacher greets all the students by
saying, “Good morning! How are you
My name is ________ .Would you like to I am a _________ (boy/girl).
know the meaning of my name ” The
teacher waits for the student’s response
and then connues by saying , “I would like to share a few more things (likes, dislikes)
about me with you .” Then the teacher asks the students why she/he shared her/his
name with them, to which students will give different answers. It will be followed by the
teacher’s explanaon on the significance of proper way of introducing oneself to others
which can only be achieved if we have complete informaon about ourselves.
The teacher displays flash cards containing students name with a brief descripon about
each one of them, for.e.g. the teacher asks, “Do you know who‘s there with me to meet
you all” The teacher shows a puppet to the students. She starts introducing the puppet
by adopng the voice modulaon technique.
Ria
My name is _______.
32
The teacher asks the students to pick their respecve cards and fill the required informaon
and share it with the rest of the class.

Student Activity
The students shall draw a birthday cake with their name and decorate it with the same
number of candles as their age to relate it to the topic.
Review
Students will be provided with a worksheet where they will fill their personal informaon.
They will draw faces depicng various expressions based on their likes and dislikes.
The period will conclude with a song on ‘Myself‛. Making melody in my heart
Making melody in my
heart-2
Making melody in my
heart to the king of
kings-2
Thumbs up -2
Making melody in my
heart …………..
Thumbs up -2
Elbows back-2
Making melody in my
heart………
Feet apart -2
Knees bent-2
Heads bend -2
Thumbs up -2
Turn around -2………….
(The teacher and the students will sing the song together)
Assessment
Ask the class the following quesons:
1) How would you introduce yourself in a group
2) In front of the mirror each, student will stand and interact with himself/herself.
The students will be assessed on the basis of their parcipaon in various class room
acvies, clarity of thought, applicaon to real life situaons, analyzing the knowledge of
the related topic and response to the given worksheets.
33

Environmental Education
Lesson Plan-b
Topic: My Body (Body organs, Sense organs)
Duraon : 5 hrs
Brief Descripon: This lesson involves awareness about the parts of the body and sense
organs.
Learning Objectives
As a result of this lesson, the students will be able to :
• Know about the parts of the body.
• Name all the sense organs.
• Acquire knowledge about how different parts of the body are helpful.
• Develop intrapersonal skills.
Material Required
Acvity sheets, slides with different words that rhyme with various body organs, flash
cards with names of sense organs.
Teacher Activity
The teacher iniates the topic by asking the following quesons –
Do you know the name of your friend’s
(Expecng the students to nod in affirmaon, the teacher asks them the names of their respecve
friends). Aer involving the students in the interacon, the teacher further asks the
students, “How many of you know the name of at least one organ of the body”
The students come up with different names, e.g. head, eyes, hands, feet etc.
The teacher appreciates their effort and asks another queson-
“Do you know that these organs are all our friends”
The students wonder how it can be true.
The teacher explains the fact that these body organs help us in doing various acvies.
The teacher divides the class into groups to play the ‘name game’.
34

We write with our _______________.
We run with our _______________.
We climb up the ladder with our _______________.
We kiss our parents with our ________________.
The students name the organs and touch the same organ to make the response clear.
The teacher divides the class into groups, writes a few sentences on the board and helps
the students to read them, e.g. ________________ makes us feel that our teddy bear is
so.
The teacher further shows five flash cards to the students with the names of sense organs
on them.
One student from each group takes a turn to pick up the appropriate flash card that
jusfies the statement (wrien on the board).
The teacher suffices the acvity by saying that eyes, ears, tongue, nose and skin are the
sense organs and we need them to observe things around us.
Student Activity
The students write down the name of the body part that rhymes with the respecve
words shown on the slide, e.g. Farm - Arm.
1) Thin ___________________ 6) Band ___________________
2) Crumb ___________________ 7) South ___________________
3) Check ___________________ 8) Near ___________________
4) Bye ___________________ 9) Sip ___________________
5) Close ___________________ 10) Half ___________________
The students share two acvies each that they do with the help of the sense organs
e.g.
• I see a movie and read my favourite story book with the help of my eyes.
35

Review
Students will be provided with a worksheet where they will idenfy the acon being
performed through a given picture. They will also menon the other body parts shown in
the illustraon.
The students will disnguish between hot and cold; so and hard; sweet and sour objects
and classify the things which are good or bad to see, hear and smell to our sense organs.
Assessment
The students will idenfy the two illustraons and list down the common and different
parts of the body through a worksheet.
The number concept will be reinforced along with the concept of sense organs. (Worksheet
on sense organs)
The students will read the gestures followed by the enactment which should be used
while communicang with others e.g. thank you, sorry, etc.
Rhyme to conclude the topic-
We‛ve got heads up the top
And toes down the bottom
And lots of fun things in between
We‛ve got eyes to see, a nose to smell
A mouth that talks and eats as well
Ears to hear the music and to listen to what elders say
A neck to hold my head up straight
My shoulders look, I can rotate
A heart that keeps us all alive
And elbows so my arms can bend
36

Fingers and toes lets all count them 1 2 3 4 5 6 7 8 9 TEN
And knees that help my legs to run
Yes living can be so much fun
All the students will sing together- It‛s my body and I‛m proud of it
And we all should take great care of it
So we can all grow bigger and much stronger every day
My body and I‛m proud of it
And we all should take great care of it
So we can all grow much bigger and much stronger every day
37

Environmental Education
Lesson Plan-c
Topic: Awareness of Self (Good Manners, Health and Hygiene)
Duraon : 5 hrs
Brief Descripon–This lesson involves awareness about significance of personal hygiene
and equee in one’s life.
Learning Objectives
As a result of this lesson, the students will be able to :
• Follow the basic rules of personal hygiene.
• Develop equee in one’s behaviour.
• Develop intrapersonal skills.
Material Required
Acvity sheets, DVD on good manners, songs for children.
Teacher Activity
The teacher enters the classroom and divides the class into groups to organize the acvity
called ‘Team Interview’ where each member of the group interviews the other members
one by one in turn.
The teacher asks the students to take turn to interview the members within the group
about the things they do to keep themselves neat and clean.
In the meanme, she/he draws a few pictures depicng a child –
Washing hands
Combing hair
Cung nails
Brushing teeth
38

(The teacher draws a few more pictures showing good habits related to personal hygiene
on the board.)
Once the students finish interviewing each other about the ways to keep oneself neat and
clean, the teacher calls one member from each group to share with the rest of the class
about the ways his/her team members follow to maintain personal hygiene.
Then the teacher points at the pictures drawn on the board/flashed on the slide and
explains that these acvies should be a part of everyone’s roune to stay healthy.
The teacher reads the story ‘Pete Cleans Up’ from the book ‘Inspiraonal Kids’ Stories’ by
Daryl Grant to emphasise on the importance of hygiene in one’s life.
The teacher organizes a classroom discussion on good manners and reinforces the concept
by singing along with the students a number of songs from the collecon ‘Good Manners
Songs for Children’.
Student Activity
The students shall speak on personal hygiene and show the illustraons drawn/shown on
the slide.
The students will observe themselves and say yes or no to the statements asked by the
teacher. For example -
(i) My nails are big.
(ii) My dress is neat.
(iii) My clothes are wrinkled.
(iv) My shoes are polished.
(v) I like patchy and dirty clothes which have stains on them.
The students sing the vibrant songs from the collecon ‘Good Manners Songs for Children’
to aain far-reaching experience to be kind, gentle and responsible beings.
Review
The students list down the acvies which they do to keep themselves neat and dy in
their daily expression diary (at least five).
Students will be provided with a worksheet where they will fill informaon related to
equee which they pracse everyday. (Worksheet on good manners)
39

Assessment
Ask the class the following quesons:
1) How many mes should we brush our teeth in a day
2) What thing should we always remember before and aer having meals
3) How do your parents help you in maintaining your health and hygiene
4) Should we have food with dirty or clean hands
5) Should we lier our surroundings
6) What would happen if we do not take a bath everyday
The students will read the gestures followed by the enactment which should be used
while communicang with others, for e.g. thank you, sorry etc.
(The teacher gives various situaons where the students will use these gestures- If you borrow your
friend’s book, what would you say in return How would you greet someone in the morning)
40

Topic: Shapes and Space
Mathematics
Lesson Plan-a
Duraon : 2 hrs
Brief Descripon–This is one of the first lessons the children will learn on shapes, four basic
geometric shapes and the names of the shapes, as well as each of their characteriscs.
The knowledge acquired in this lesson will give the children knowledge of different shapes
as well as other defining characteriscs. The students may have background knowledge
from their home life in this area of study.
Learning Objectives
As a result of this lesson, the students will be able to :
• Create mental images of geometric shapes using spaal memory and spaal
visualizaon.
• Understand correlaon of shapes with shapes in the environment.
• Enhance innovaon and creavity in the children.
• Develop analycal and logical skills.
Material Required
Flashcards (See examples at the end of the lesson plan), Worksheet, Rhymes, Puzzles.)
Teacher Activity
1) First, ask the students if they know any names of shapes. Also inquire about where
they see different shapes around their homes or outside. Give examples of one’s
own. (Examples: lights on a traffic light, television sets, buildings etc.)
2) Say to the class the following: “Today we will be learning about 4 basic shapes- circle,
square, triangle and rectangle. We see these different shapes everyday, and it is
very important for us to recognize these shapes. We will be counng the sides and
corners of each shape. By doing this, we will be able to idenfy the name of the
shape.”
3) “First, we will learn about circles. Circles are round. Can anyone give me an example
of a circular object in your house What about in our classroom Circles do not have
straight edges or corners. ( show the “smiley circle shape cutout” to the students).
41

4) Next we will learn about squares. There are many squares in our everyday life. Can
anyone think of an object that has a square shape Squares have four straight sides
that are all equal. (show the “smiley square shape cutout”; poinng to the shape)
Two sides meet to form corners. There are four corners in every square. We are in a
squared room right now. There are four corners in this room.
5) Aer that, we will learn about rectangles. Rectangles are almost like squares, but
their sides are not all the same size. (show the smiley rectangle shape cutout) Next,
we will learn about triangles. Triangles have three sides. (show the smiley triangle
shape cutout, point to this shape) Two sides of a triangle come together to form
corners also. How many corners does a triangle have Can anyone think of some
triangles we see in everyday life
Student Activity
A puzzle will be handed out to the students. Each student will individually finish and show
the teacher the puzzle when completed. Time alloed would be 15 minutes
I am Cindy Circle.
Watch me turn
round and round and
you will learn
I’m not straight and I
don’t bend.
My outside edges
never end.
Life skills
Rhyme on Shapes
Sammy Square is my
name.
My four sides are just
the same.
Turn me around, I don’t
care.
I’m always the same.
I’m a square!
Ricky Rectangle is my name.
My four sides are not the same.
Two are short and two are long.
Count my sides. Come along----one,
two, three, four.
Tommy
Triangle is the
name for me. Count
my sides---there’s
one, two, three.
42
Using shapes make different paerns on the floor and at the entrance of the house during
any of the special occasions or fesvals.

Critical Thinking
Using the four basic shapes design a robot in MS-Paint.
OR
To make different figures using various shapes from the shapes kit.
Review
Finally, review the shapes one last me by holding up the larger shapes to the enre class
and ask the students to answer in groups/individually what shape it is.
Assessment
Each student should be given four small, laminated shapes of a yellow circle, blue Square,
red triangle and a green rectangle made of colored construcon paper. Say the following:
students, I am going to ask you quesons about the shapes we learnt today. When you
know what shape I am describing, please hold your shape high up in the air.
1) Name the shape that has three corners
2) I am round. Who am I
3) All my sides are equal. You know me as_______
4) Which shape is made of small triangles
5) Which shape/s has/have four corners
6) Finding out how many “shapes” in a parcular design (For example: How many
triangles in a star
Criterion Is able to idenfy the Compare two different Will be able to draw the
four basic shapes shapes based on their four basic shapes
characteriscs
Rang scale
Five point scale, i.e. 1 to 5 (1 - needs guidance and 5 – Outstanding)
Flashcards
43

Mathematics
Lesson Plan-b
Topic: Numbers (Matching Acvity and Counng)
Duraon : 11 hrs (1+1+2+2+5)
Learning Objectives
At the end of the lesson a student would be able to :
• Compare objects and decide on which are more or less.
• Disnguish between more and less.
• Explain the term “More”,” Less” and “Equal” terms.
• To enable students to analyze the objects properly.
Material Required
Acvity sheet, picture charts, beads, geometrical shapes, CD on numbers.
Teacher Activity
The teacher takes the student to the math lab or can arrange for the acvity in the class.
The teacher would take some cookies in both the hands and ask the students in which
hand there are more/ less cookies.
The students would begin to compare the objects and just by mere sight would decide
which hand has more or less cookies. Here the teacher introduces the concept of “less”
and “more”. To strengthen the concept of more or less the teacher can display various
items at mes like
Example
Which side has more circles
44
Which side has less red roses

Which side has more stars
(Here the students would not be able to answer; hence the teacher introduces the concept
of “Equal”)
To strengthen the concept of “More”,” less” and “Equal” the teacher can proceed with
the help of the worksheets.
Student Activity
Students would be divided in groups of four and each group would be given a picture
puzzle, here the students would need to compare the picture and find out the differences
between the picture on the basis of number and shape of the objects
Which is more in number
Sun or moon
Critical Thinking
Compare with your friends and make a list of 10 items which you like to do the most.
Review
Students would be provided with the worksheets. They would be required to compare
the objects and tell which side has more, less or equal objects.
45

Assessment
Student would be assessed on the following basis
1) Comparing objects.
2) Idenfy between ‘more’ or ‘less objects’.
3) Ability to analyze and use the concept of more or less in real life situaons.
4) Ability to disnguish between terms like ”more”, ”less” and ”equal”
5) Parcipaon in group acvity.
Criterion Able to compare Disnguish Interpersonal Analyze the Ability to
the objects between the ability given understand the
the terms situaon concept of more
less or in real
and life situaon
Rang scale
Five point scale, i.e. 1 to 5 (1 - needs guidance and 5 – Outstanding)
46

Performing Arts
Lesson Plan
Topic: Knowledge about songs and simple body movements
Duraon: 3 hrs
Brief Descripon–Development of Dance Vocabulary and descripon of basic elements in
music (high, low, fast, slow, loud so, beat).
Learning Objectives
To give knowledge about the terminology of music, learning songs and body movements.
Material Required
Musical Instruments.
Teacher Activity
The Teacher will describe the musical terms and then she will sing with instruments so that
the students can understand the rhythm and how to respond to different kind of music
paerns. She performs some body movements so that they can respond spontaneously
to different types of music.
Student Activity
The students will answer to the quesons about the musical terminology and then they
will recite poems, sing songs and do foot tapping body movements.
Review
Revision, of songs.
Assessment
Students will be assessed on the basis of their knowledge about the basic terms of music
and dance, voice quality and movements with rhythm.
47

Visual Arts
Lesson Plan
Topic: Concept of Primary and Secondary Colours
Duraon: 3 hrs
Brief Descripon–This lesson involves awareness about the primary colours and secondary
colours.
Learning Objectives
The students will be able to :
• Know about the primary colours.
• Name the secondary colours.
• Aain the knowledge as to how to make secondary colours.
Material Required
Acvity sheets, red, yellow, blue colour flash cards of different shapes like circle, rectangle,
oval.
Teacher Activity
The teacher iniates the topic by asking the following quesons –
Do you know what the colour of a Sunflower is Aer involving the students in the
interacon, the teacher further asks the students-
What is the colour of blood What is the colour of the sky The students come up with
their answers red, yellow, blue. The teacher appreciates their effort and tells them that
red , yellow, blue are the three primary colours
The teacher explains the fact that if you mix any two primary colours then, you get a
secondary colour. The teacher further shows by doing it with the students-
First, mix red and yellow colour to make an orange colour.
• Mix red and blue colour for a Violet
• Mix yellow and blue colour to make a lovely green colour
• The teacher explains that orange, violet, and green colours are the secondary
colours.
48

Aer this, the teacher explains the shapes through the flash cards and shows how with
the help of circles one can make a face and body, with rectangles make hands, legs, eyes,
and so on.
Student Activity
The students will draw figures using shapes and fill primary colours.
The students will draw figures of children (using shapes) in school and at home doing
various acvies, like - reading, wring, playing or chang with their friends.
Review
Students will be provided with a worksheet where they will draw figures using shapes and
idenfy the other objects with primary colours in their surroundings.
The students will disnguish between primary and secondary colours.
Assessment
The students will idenfy the primary and secondary colours.
The teacher gives various objects where the students will idenfy the colours.
Primary Colours
Secondary Colours
49

Physical Education
Card 1
Walking on toes and heels
Use these activities to:
• Know the different parts of the foot that are involved in walking
• Know when they are using their toes and heels and walk using toes and heels
• Walk different pathways and around objects
• Learn to change direcon.
50

Activities
In Groups
• Walk different pathways: straight line (1), circle (2), triangle (3), square. (4)
• Balance a bean bag on head while walking along these pathways.
• Walk along these pathways on toes with eyes closed.
• Walk along these pathways on heels with eyes closed.
• Walk in a zigzag pathway in and out of markers. (5)
• Walk clockwise and anclockwise.
• Change direcon, walk slowly, quickly, walk le and right.
Variations
• Walk backwards.
• Combine walking forwards and backwards.
• Increase the speed of walking.
• Walk and stop in a space on command.
• Walk along a balance beam/bench.
• Walk in a circle and make groups.
Equipment
• Lime powder or markers.
• Bean bags.
Safety Measures
• Use a grassy area or other non slippery surface.
Links to other subjects
English: follow simple instructions
• Follow simple instrucons given by the teacher: e.g. ‘walk in a straight line’, ‘walk
clockwise’.
Mathematics: Geometry
• Show the children a shape. Ask them to walk the shape. Use circle, square and triangle
shapes.
Curriculum links
• Linked to the learning objecve nos.1, 3 and 9 in the CBSE School Health Manual and
the Theme on Human Body in the NCERT Syllabus: What are my important body parts
How do I walk
Self Assessment
• Can I point to my heels and toes Can I point to my heels and toes
51

Card 2
Body awareness
Use these activities to:
• Idenfy different body parts
• Move different body parts by themselves and in combinaon
• Enjoy acons with songs.
Sing the song
If you’re happy and you know it, clap your hands (clap)
If you’re happy and you know it, clap your hands (clap)
If you’re happy and you know it and you really want to show it,
if you’re happy and you know it clap your hands (clap)
Activities
52
Class Activity
• Teach children to recognise the various parts of the body by asking them to touch
different body parts on themselves.

• Sing the song: ‘If you’re happy and you know it’. The children perform the acons.
• Other verses: stamp your feet, tap your knees, shout, ‘we are’.
In Group
• Move on hands and feet with tummy facing the ground.(1)
• Move on hands and feet with back facing the ground. (2)
• Move, using two hands and one foot. (3)
• Move, using one hand and two feet. (4)
Play the Game ‘Follow the Leader’
• The team leader moves on different body parts. The rest of the team follows and copies
what the team leader is doing.
Variations
• Create zigzag pathways with cones for children to move between and around.
• Use other local acon songs.
• If using an indoor space or mats children can move on their tummies and backs, using
their hands to pull them along.
Equipment
• Lime powder or markers.
• Cones and markers for moving around.
Safety Measures
• Watch out for others when moving.
Links to Other Subjects
English: Recite and Sing Poems
• Combine singing with acons, emphasising the acons and acon words being used
e.g. clap, jump, hop. Use different rhymes and songs that are known to the children.
Mathematics: Numbers from 1-9
• When moving, count the number of body parts that are in contact with the ground.
E.g. when moving on one hand and two feet the answer is 3.
Curriculum Links
• Linked to the learning objecve no. 2 in the CBSE School Health Manual and the Theme
on Human Body in the NCERT Syllabus: What are my important body parts
Self Assessment
• Can I name the body parts I have been using
53

54
Assessment

English
Assessment
Students will be able to :
• Idenfy rhyming words
• Make rhyming word/s for the given word.
• Idenfy naming words.
• Use suitable naming words while speaking about their surroundings.
• Comprehend the concept of one & many
Rubrics
Expected skills
Indicators of student performance
Beginning Developing Achieved
Ability to idenfy
words which
rhyme together
Can idenfy
rhyming words
aer repeon
and ample stress
in an extract
Easily idenfies
rhyming words in
a given extract
Has the ability to
frame rhyming
words
Knowledge of
naming words
Does not know
what naming
words are
Can idenfy
naming words
with help; can’t
categorise them
into person,
place, thing,
animal
Has complete
awareness about
naming words and
their categories
Framing plurals
of given naming
words
Cannot change the
number of naming
words, e.g. one
boy-two boys
Is able to give
examples of
singular/plural
nouns
Is able to add/
remove ’s’
appropriately
Team work
Does not work
well while working
in a team-neither
helps anyone
nor seeks for
someone’s help
Feels shy to ask
for help but
makes an effort
to help the team
members
Coordinates well
with the team
members
55

Environmental Education
Students will be able to :
• Idenfy their individual and special needs and requirements.
• Construct knowledge themselves based on their experience inside and outside the
school.
Rubrics
Expected skills
Indicators of student performance
Beginning Developing Achieved
Complete
knowledge about
oneself
Hesitates but
puts an effort to
proceed towards
the topic with
much prompng.
With teacher’s
support, shares
informaon
about oneself
and iniates
for further
improvement.
Shares personal
informaon
comfortably and
confidently and
is producvely
engaged in
learning.
Awareness about
body organs and
their funcons
Finds difficult
to recall all the
organs in the
given me period.
Possesses
knowledge about
all the organs
and iniates
discussion.
Knows all the
organs and their
funcons as well
and parcipates
curiously with
aenon to the
minutest details.
Knowledge about
sense organs
Is unable to
contribute to the
topic individually.
Idenfies sense
organ and relates
them to their
funcons.
Possesses wider
perspecve as
correlates the
sense organs with
variety of acons.
56
Significance
of personal
hygiene and good
manners
Has limited
informaon about
the importance of
hygiene and good
manners.
Knows about the
things used for
personal hygiene
and accepts
responsibility to
do good work.
Possesses complete
informaon
regarding
importance of
personal well being,
displays exemplary
behaviuor towards
others and takes
iniave to interact
among peers.

Mathematics
Students will be able to :
• Idenfy and understand 2D and 3D objects.
• Sort out similar shaped objects from the given collecons
• Compare objects and collaborate with the real life situaons.
• Recall and recognize all the numbers from 1 to 9.
• Relate the knowledge in day to day situaons.
• Show interest in number games and other logical problems.
Rubrics
Expected skills
Indicators of student performance
Beginning Developing Achieved
Knowledge about
shapes
Make errors while
idenfying and
describing shapes.
Uses insignificant
characteriscs to
compare shapes.
Conclusions
show many
misconcepon
that indicates
student does
not have proper
understanding of
topic
Makes significant
errors in idenfying
shapes from real
world pictures
Idenfies shapes
and list abutes
using vocabulary
and pictures,
but not the
most important
abutes.
Uses important
characteriscs
to compare
shapes. Idenfies
the similaries
and differences
and explains the
conculsion
Accurately
idenfies some
shapes from the
real world pictures
and makes
some errors in
idenficaon
Correctly idenfies
aributes using
pictures and
vocabulary
Accurately idenfies
differences and
similaries and
explains the reasons
which demonstrates
the complete
understanding of
shapes
Accurately idenfies
shapes from the
real world pictures
57

Knowledge about
Counts only when
Reads, write
Writes and compares
numbers
the table is in front.
and compares
whole numbers
Requires intensive
support to read.
write and order
specified numbers
whole numbers in
numerical order
but needs me
and / or support
both in order and
randomly
Applicaon
Applies knowledge
Applies knowledge
Applies knowledge
and skills
and skills with
and skills with a
with limited
some effecveness
high degree of
effecveness
effecveness
58

Teacher Resource
Material
59

English
Teacher Resource Material
Material Required
Flash cards, rhyming picture book
The story book ‘Thumbelina’, ping pong balls - big & small, coon, different colour
sheets
Plate of chocolate chip cookies, pencils, paper, handout of singular and plural words
in picture, worksheet with singular and plural nouns listed (circle the plural words),
worksheet of singular words with a blank aer them (add-s to make words plural), and
an appropriate short story
Websites for Reference
www.starfall.com
www.bbc.co.uk
www.theteacherscorner.com
www.abcteach.co
Environmental Education
Material Required
A-4 size sheet, colours, pictures showing various acons by different body parts, flower,
muffin, any piece of music, rough & smooth objects for touch, variety of fruits, spoon,
fork, knife, napkin, full plate, quarter plate.
Power Point Presentaon - a human picture showing the parts of the body and good
manners.
Websites for Reference
www.educaon-world.com
www.enchantedlearning.com
www.Studiespot.net
60

Mathematics
Material Required
Acvity sheet, picture chart, beads, geometrical shapes, CD on Numbers.
Flashcards (See examples at the end of the lesson plan), Worksheet, Rhymes, Puzzles
(Tangram)
Websites for Reference
www.kidzworld.com
www.kidsfront.com
www.abcya.com
Performing Arts
Material Required
Song on numbers, body parts, health & hygiene Musical Instruments - Keyboard, guitar,
Drums
Websites for Reference
www.songs4teachers.com
Visual Arts
Material Required
Acvity sheets, red, yellow, blue colour flash cards of diffeent shapes like circle, rectangle,
oval.
Websites for Reference
www.colormaers.com/colortheory.html
www.winsornewton.com/colour.../praccal-applicaons-of-colour-theory/
Physical Education
Material Required
Physical Educaon Cards (PEC) and PEC Kit.
61

62
Worksheets

English
(a) Rhyming Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
Read each sentence. Find the two words that rhyme. Print each
word on the line in a box. Draw a picture to represent the word.
I need to find a seat so I can rest my feet.
The wire made a hole in the tyre.
63

Rhyming Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
Find and circle the two words that rhyme.
Write the words under the correct picture.
fun tyre cat jet sky hat
part cake sit rake coat hike
64

Rhyming Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
How many words can you think of that rhyme with each underlined
word Write all the rhyming words that you can think of on the lines.
Cat
____________ ___________
____________ ___________
____________ ___________
____________ ___________
____________ ___________
I found ________ words that rhyme
with cat.
Book
____________ ____________
____________ ____________
____________ ____________
____________ ____________
____________ ____________
I found ________ words that rhyme
with book.
Bed
____________ ____________
____________ ____________
____________ ____________
____________ ____________
____________ ____________
I found ________ words that
rhyme with bed.
Book
____________ ____________
____________ ____________
____________ ____________
____________ ____________
____________ ____________
I found ________ words that
rhyme with book.
65

Rhyming Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
Colour each bell that has three rhyming words on it.
66

(b) Naming Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
Books
Bag
Rahul, Susan
Shoes
Man
House
Bird Horse School
67

Naming Words - Worksheet contd.
a. Read the naming words and put them in proper columns.
Person
Place
Animal
Thing
b. Write my name.
1. I am the king of the jungle l __ __ __.
2. I give you milk __ _o_ __.
3. I give you eggs __ __ n.
4. I have a very long neck g __ __ __ f __ __.
5. I live in the pond __ __ __ k.
c. Circle the names of places and underline the names of
objects:
1. My house is big.
2. I go to school.
3. My father has a big car.
4. Kim lives in a village.
5. We go to a park to play.
6. The letter is in the letter box.
7. I have many pencils.
68

Naming Words - Worksheet contd.
d. Underline the naming words:
1. The cow gives milk.
2. Ants are always busy.
3. My books are in my desk.
4. Bread is made of wheat.
5. The dog ran to the garden.
6. The boys sang a song.
7. Rose is a beautiful flower.
8. Our house is very near to the market.
9. Sachin is a great batsman.
69

Naming Words
Name : ___________ Class :___________
Date : ___________
Subject :___________
Look at the picture and write a few naming words.
70

(c) Singular/Plural (One/Many)
Name : ___________ Class :___________
Date : ___________
Subject :___________
Read the word under each picture. If the word is a singular
naming word, write it under the Animal list. If the word is a
plural naming word, write it under the Animals list.
Zebra Dogs Raccoon
Birds
Duck
Frogs
Animal
Elephant
Animals
Squirrels
71

Singular/Plural (One/Many)
Name : ___________ Class :___________
Date : ___________
Subject :___________
Read the sentences below. Rewrite each sentence using singular
or plural naming words for the pictures.
1. The boy had three
__________________________________________________
2. The boy saw in the lake.
__________________________________________________
3. Ann bought at the store.
__________________________________________________
4. The are ripe.
__________________________________________________
5. The has a blue handle.
__________________________________________________
6. The is heavy.
__________________________________________________
72

Singular/Plural (One/Many)
Name : ___________ Class :___________
Date : ___________
Subject :___________
Circle the plural words and then draw pictures for each word.
Draw one picture for the singular words and two/many for the
plural words.
1. star
2. cow
3. apples
4. rings
5. chair
6. dog
7. trees
8. cats
9. flowers
10. book
73

Singular/Plural (One/Many)
Name : ___________ Class :___________
Date : ___________
Subject :___________
Look at the pictures. Fill in the missing words.
a. one cow two ____________________
b. one book three ____________________
c. one dog two ____________________
d. one chair two ____________________
e. one ring two ____________________
f. one tree three ____________________
g. one _________________________
five cats
h. one ____________________ three flowers
74

Environmental Education
(a) Knowing Oneself
Name : ___________ Class :___________
Date : ___________
Subject :___________
Tell us something about yourself:
My name is ______________________.
I am _______ years old.
I study in class ______.
Paste
your
photograph
here.
The name of my school is _______________________________.
My birthday is on _________________.
My address is _______________________________________.
Draw your facial expressions when:
You are eating an ice cream
You don‛t find your favourite
toy
You are playing
You are studying
75

Knowing Oneself
Name : ___________ Class :___________
Date : ___________
Subject :___________
Paste a photograph of your self when you were a year old.
Imagine yourself when you will be in the next grade and draw
your picture accordingly.
76

Knowing Oneself
Name : ___________ Class :___________
Date : ___________
Subject :___________
What is the
boy doing
Which part of the body is used to perform this action
Look at the picture again and identify the other parts of the
body and write down in the space given below.
77

Knowing Oneself
Name : ___________ Class :___________
Date : ___________
Subject :___________
Write the names of the parts of the body which you find
common and different in the two pictures shown above in the
space below.
Common
Different
78

(b) My Body (Body Organs, Sense Organs)
Name : ___________ Class :___________
Date : ___________
Subject :___________
Tick the things that are cold and cross the ones that are hot.
Tick the things that are soft and cross the ones that are hard.
Tick the things that are sweet and cross the ones that are sour.
79

My Body (Body Organs, Sense Organs) contd.
Tick the things that are good to see and cross the others.
Tick the things that are good to hear and cross the others.
Tick the things that are good to smell and cross the others.
80

My Body (Body Organs, Sense Organs)
Name : ___________ Class :___________
Date : ___________
Subject :___________
Write the correct number in the boxes:
1. I have and I have nostrils.
2. I have and I have eyebrows.
3. I have and I have tongue.
4. I have and I have neck.
5. I have
and I have fingers.
Make a list of five things which you can see, hear, smell,
taste and feel with your sense organs.
1. Eyes _______________________________________
2. Ear _______________________________________
3. Nose ______________________________________
4. Tongue _______________________________________
5. Skin _______________________________________
81

(c) Awareness of Self (Good Manners, Health and Hygiene)
Name : ___________ Class :___________
Date : ___________
Subject :___________
Read and enact the following gestures:
Good Morning!
Thank you!
Please may I
borrow your book
Sorry!!!
82

Awareness of Self (Good Manners, Health and Hygiene)
Discuss the importance of Good Practices.
83

Awareness of Self (Good Manners, Health and Hygiene)
Name : ___________ Class :___________
Date : ___________
Subject :___________
Say yes () to the good manners and no (x) to the bad manners.
84

Awareness of Self (Good Manners, Health and Hygiene)
Name : ___________ Class :___________
Date : ___________
Subject :___________
A quick brush up.....
Q1: How do you greet your teacher at school
Ans: I say _______________.
Q2: What do you say when you meet somebody
Ans: I say _______________.
Q3: What do you say when you receive something
Ans: I say________________.
Q4: What do you say when you do something wrong
Ans: I say_____________.
Q5: What do you say when you ask for something
Ans: I say______________.
Q6: What do you say when you sneeze/burp
Ans: I say_______________.
Q7: How do you greet before going to bed
Ans: I say_________________.
Q8: Where should you throw waste papers
Ans: We should throw waste papers in a_____________.
Q9: How many times in a day we should brush our teeth
Ans: We should brush our teeth _______ a day, in the _______
and at ________.
For the Teacher: Talk about what should be worn during the
different seasons. Explain their functions. Let the children talk
about what they wear in different seasons.
85

Mathematics
(a) Shapes and Space
Name : ___________ Class :___________
Date : ___________
Subject :___________
Christmas Tree
Colour the tree green and the shapes as follows:
- Pink
- Brown
- Purple
- Red
- Yellow
86
Using the straight, curved, slanting lines and 4 basic shapes make
any drawing in MS-Paint and label it.

Shapes and Space
Name : ___________ Class :___________
Date : ___________
Subject :___________
Colour the shapes
Red - Shapes that have 2 equal parts.
Blue - Shapes that have 3 equal parts.
Green - Shapes that have 4 equal parts.
Yellow - Shapes that have 5 equal parts.
87

Shapes and Space
Name : ___________ Class :___________
Date : ___________
Subject :___________
Matching Activity
Fill in the box with the right word:
O V A L
C I R C L E
RECTANGLE
S Q U A R E
DIAMOND
88
T R I A N G L E

Shapes and Space
Name : ___________ Class :___________
Date : ___________
Subject :___________
Identify the different shapes given below and fill in the box
given below.
Colour the shapes with following colour.
Shapes
Colour
Shapes
Number
Square
Red
Square
Triangle
Green
Triangle
Circle
Yellow
Circle
Star
Orange
Star
Oval
Blue
Oval
89

Shapes and Prepositions
Trans disciplinary ( English)
Name : ___________ Class :___________
Date : ___________
Subject :___________
Fill in the blanks using correct word from the box.
In on under above
The circle is _____ the square.
The circle is _____ the edge of the square.
The circle is ________ the square.
The circle is _____ the square.
90

Shapes and Space
Trans disciplinary ( English)
Name : ___________ Class :___________
Date : ___________
Subject :___________
Look at the picture and write the suitable word from the box.
above-below, on-under, top-bottom, inside-outside,
bigger-smaller, before-after
91

(b) Numbers-Matching Activity
Name : ___________ Class :___________
Date : ___________
Subject :___________
Join the socks to the correct pegs on the lines.
Fill in the empty sock and join it to the line.
92

Numbers-Matching Activity
Name : ___________ Class :___________
Date : ___________
Subject :___________
Join each card to the correct number on the number line.
Which card is missing
93

Numbers
Name : ___________ Class :___________
Date : ___________
Subject :___________
Write the missing numbers on the carriages.
94

Numbers
Name : ___________ Class :___________
Date : ___________
Subject :___________
The rabbit needs to count in 1‛s to get to the carrot. Colour
the route that it takes.
95

Numbers - Counting
Name : ___________ Class :___________
Date : ___________
Subject :___________
Draw cubes to complete the following tables.
Number Tower of tens 1s
3
5
7
4
9
10
12
96
Contd.

Draw cubes to complete the following tables.
15
Numbers - Counting contd.
20
23
17
19
6
11
97