English - CBSE International

Central Board of Secondary EducaonCLASS - IIUNIT - 8AIR & WATER

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

PrefaceThe Curriculum initiated by Central Board of Secondary Education –International (CBSE-i) is a progressive step in making theeducational content and methodology more sensitive and responsive to the global needs. It signifi es the emergence of a fresh thoughtprocess in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony withthe 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 about11500 schools affi liated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of thevarying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learningprocess to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum beingdesigned 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 theindependence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and buildon values, beliefs and traditional wisdom, make the necessary modifi cations, improvisations and additions wherever and whenevernecessary.The recent scientifi c and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speedand methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approachesfor knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which willenable the young learners to become ‘life long learners’. The ability to stay current, to upgrade skills with emerging technologies, tounderstand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of theglobal 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 thinkingskills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuiltfl exibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different paceof learners.The CBSE has introduced the CBSE-i curriculum in schools affi liated to CBSE at the international level in 2010 and is now introducingit to other affi liated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learneris stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequentto the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum whichwould be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold thelearning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that wouldform the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Researchwould be the constituents of this ‘Core’. The Core skills are the most signifi cant aspects of a learner’s holistic growth and learningcurve.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 ofwhom 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 exercisein providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolveon its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues ofempowerment with the help of the schools’ administering this system strongly recommends that practicing teachers become skillfullearners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by theBoard.I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. SadhanaParashar, Head (Innovations and Research) CBSE along with other Education Offi cers involved in the development and implementationof this material.The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums providedon the portal. Any further suggestions are welcome.Vineet JoshiChairman

AdvisoryShri Vineet Joshi, Chairman,CBSEAcknowledgementsConceptual FrameworkShri G. Balasubramanian, Former Director (Acad), CBSEMs. Abha Adams, Consultant, Step-by-Step School, NoidaDr. Sadhana Parashar, Director (Training),CBSEIdeatorsMs. Aditi Misra Ms. Anuradha Sen Ms. Jaishree Srivastava Dr. Rajesh HassijaMs. Amita Mishra Ms. Archana Sagar Dr. Kamla Menon Ms. Rupa ChakrabortyMs. Anita Sharma Ms. Geeta Varshney Dr. Meena Dhami Ms. Sarita ManujaMs. Anita Makkar Ms. Guneet Ohri Ms. Neelima Sharma Ms. Seema RawatDr. Anju Srivastava Dr. Indu Khetrapal Dr. N. K. Sehgal Dr. Uma ChaudhryMaterial Production Group: Classes I-VDr. Indu Khetarpal Ms. Rupa Chakravarty Ms. Anita Makkar Ms. Nandita MathurMs. Vandana Kumar Ms. Anuradha Mathur Ms. Kalpana Mattoo Ms. Seema ChowdharyMs. Anju Chauhan Ms. Savinder Kaur Rooprai Ms. Monika Thakur Ms. Ruba ChakarbortyMs. Deepti Verma Ms. Seema Choudhary Mr. Bijo Thomas Ms. Mahua BhattacharyaMs. Ritu BatraMs. Kalyani VoletiEnglish :Ms. Rachna PanditMs. Neha SharmaMs. Sonia JainMs. Dipinder KaurMs. Sarita AhujaMaterial Production Groups: Classes VI-VIIIScience :Mathematics :Dr. Meena DhamiMr. Saroj KumarMs. Rashmi RamsinghaneyMs. Seema kapoorMs. Priyanka SenDr. Kavita KhannaMs. Keya GuptaMs. Seema RawatMs. N. VidyaMs. Mamta GoyalMs. Chhavi RahejaPolitical Science:Ms. Kanu ChopraMs. Shilpi AnandGeography:Ms. Suparna SharmaMs. Leela GrewalHistory :Ms. Leeza DuttaMs. Kalpana PantEnglish :Ms. Renu AnandMs. Gayatri KhannaMs. P. RajeshwaryMs. Neha SharmaMs. Sarabjit KaurMs. Ruchika SachdevMaterial Production Groups: Classes IX - XMathematics : Science :Dr. K.P. ChindaMr. J.C. NijhawanMs. Rashmi KathuriaMs. Reemu VermaMs. Charu MainiMs. S. AnjumMs. Meenambika MenonMs. Novita ChopraMs. Neeta RastogiMs. Pooja SareenHistory :Ms. Jayshree SrivastavaMs. M. BoseMs. A. VenkatachalamMs. Smita BhattacharyaGeography:Ms. Deepa KapoorMs. Bharti DaveMs. BhagirathiMs. Archana SagarMs. Manjari RattanDr. Sadhana Parashar, Director (Training)Shri R. P. Sharma, ConsultantMs. Seema Lakra, S OPolitical Science:Ms Sharmila BakshiMs. Archana SoniMs. SrilekhaCoordinators:Ms. Sugandh Sharma, E O (Com)Shri Al Hilal Ahmed, AEOMs.Neelima Sharma, ConsultantEconomics:Ms. Mridula PantMr. Pankaj BhanwaniMs. Ambica GulatiDr. Srijata Das, E O (Maths)Ms. Anjali, AEOMs. Preeti Hans, Proof ReaderDr. Rashmi Sethi, E O (Science)Sh. Naveen Maini, R O (Tech)Ms. Madhu Chandha,R O (Innovation)

Air And WaterEnglish 1Verbs in the past tenseAcons happening in the past (at some point of me)Environmental Education 9Water bodies on Earth; Water for life; Water CycleRecapitulaon of the Properes of Water and Air. Forms of WaterAir and Water polluonMathematics 14Metric MeasurementPerforming Arts 17Making your own instrumentVisual Arts 19Blow artDiorama of the underwater worldOrigami of a planeAir powered boatPhysical Education 23Social skills and rulesLesson PlansEnglishVerbs in the past tense.................................................................................... 26Acons happening in the past (at some point of me).................................... 36Environmental EducaonWater bodies on Earth; Water for life; Water Cycle........................................... 42Recapitulaon of the Properes of Water and Air. Forms of Water................ 49Air and Water polluon .................................................................................... 54

MathemacsMetric Measurements ........................................................................................ 59Performing ArtsMaking your own instrument ............................................................................ 75Visual ArtsAir & water ......................................................................................................... 77Physical EducaonCard - 15 ................................................................................................................ 79Card - 16 ................................................................................................................ 81Assessment 84Rubric for English .......................................................................... 85Rubric for Environmental Education ............................................ 86Rubric for Mathematics ................................................................ 87Rubric for Visual Arts ..................................................................... 89Teacher Resource Material 90Worksheets 109English ..................................................................................................... 110 - 131Environmental Educaon ......................................................................... 132 - 139Mathemacs ........................................................................................... 140 - 153

AIR AND WATERSyllabus MatrixEnglishEnvironmental EducationVerbs in the pasttenseWater bodieson Earth Waterfor life WaterCycleRecapitulaon ofthe Properesof Water and Air.Forms of WaterAcons happening in the past(at some point of me)Air and Water polluonMathematicsPerforming ArtsMetric MeasurementMaking your own instrumentVisual ArtsPhysical EducationBlow artDiorama of theunderwater worldOrigami of a planeAir powered boatSocial skills and rules

General ObjectivesEnglish• To draw aenon to verbs (acons that happened in the past).• To develop an ability to spot mistakes/errors in a narrave related to acons thathappened in the past.• To extend focus on applicaon, skill development and knowledge enhancement ofacons that happened in the past and are related to the theme of the means of Airand Water.Specific Objectives• To understand that simple past tense verbs express acons or events completed orbegun prior to the me it is expressed in.• To comprehend that in the simple past tense the second form of the verb (V2) is usedwith singular as well as plural objects.• To understand the correct pronunciaon of words that end in ‘ed’ in various differentways.• To disnguish between the present and past forms of verbs.(a) Verbs in the past tenseDuraon: 8 hoursSkillsListeningTo help the students learn the correct usage ofwords learnt and pracse pronunciaon drills.Listen to the teacher talking about experiences ofhis/her life and favourite acvies undertaken atsome point of me.Story me(Hilburt the Halibut)Listen to the story and present a short skit basedon it.Story TellingShare a story with the class based on a personalexperience like ‘When I got my favourite Toy’ oruse the prompt suggested by the teacher.1

Bingo GameListen carefully to the verbs being called out bythe teacher and strike off the past form of theverbs in your card.SpeakingEnable students to use real life situaons andencourage verbal interacon between peers.Know more about me!Share memories of your childhood with the class.Disnguish between the Present and Past1) Respond to the quesons asked by the teacherto aain clarity about the usage of verbs inthe present and past.2) Hold up the acon card and speak aloud thepresent and past forms of the verbs wrienon the card.3) Segregate the present and past forms of verbsand put the verb cards into their respecvelabelled boxes.ReadingFocus on the sounds and rhythm of words in thepoem, highlighng the concept of imaginaon tocomprehend the text.Past Tense Board Game using WHEN & WHILERead the parts of sentences you come across aerrolling the dice and provide a suitable beginningor ending as required.WringFoster creave thinking and expression toiniate young learners into correct and organisedwring.Sentence AuconIdenfy the correct sentences and write them inthe wring journals.2

Wring a storyCreate a story on the points discussed in theclass.Idenfy the verbs used in the past form in thepoem on ‘Air’.MulpleIntelligencesLearningOutcomesInterpersonal / Musical / KinesthecThe students will be able to:- Use acquired knowledge to solve problemsapplicable to new situaons.- Apply acquired knowledge, facts, techniquesand rules to express acons that happened inthe past.Transdisciplinary ActivitiesPhysicalEducaon/Performing ArtsMulsensory Games for Learning VerbsMusical MoonsKinesthec Verb Game1. Make a set of cards, half with sentences using the present tenseverbs and the other half with past tense verbs.2. Form a circle.3. Shuffle the cards in the middle.4. Take turns to pull out a card and read it silently.5. Stay seated on geng a present tense verb.6. Stand and weave around the circle unl the music stops, if you havea past tense verb.7. When the music stops, join hands with the person seated next to you.8. Take turns at reading your sentences.(Note: Direcons given are for the teacher).Critical Thinking :Create a story using past tense verbs.Give an inial sentence to the students. Invite a student to connue the story. The firststudent invites the second student to add a sentence to the story.3

E.g. Once upon a me in a dark wood there lived a brown bear. This bear was very fondof eang honey. He wanted to become friendly with the queen bee.All the students will add sentences to the story turn wise. Once the story is completed,the teacher may write it on the board for the children to copy. Alternavely, childrenmay write the first few lines of the story and complete the rest in their own special ways.Children must be encouraged to illustrate their stories for effecveness and enhancementof their presentaon skills.Life Skills/SEWA:Children may be divided in groups and given the following detailed topics.They should be encouraged to carry out a WATER AUDIT in and around the school.They must make a verbal presentaon based on each sub topic menoned here and sendit to various areas around the school to deliver a talk.EASY WAYS TO CONSERVE WATERDon’t let it run.We have all developed the bad habit of leng the faucetrun while waing for the shower to warm up, while webrush our teeth, or while waing for a cold glass of water.Keeping a pitcher of water in the refrigerator or turning thefaucet off while we brush our teeth can save several gallonsof water each day! It’s simple really! Before you turn onthe tap, think of ways in which you can use less water toaccomplish the same task.Fix the drip.There is no such thingas a lile drip. A leakyfaucet with a drip of just 1/16 th of an inch in diameter(about this big –o–) can waste 10 gallons of waterevery day. You can stop that drip by replacing wornwashers or valve seats with the help of your parents.The silent leak is even worse than a careless hand onthe faucet, probably the single greatest water wasterin homes. A leak of one gallon every 24 minutes—anaverage amount—totals to 2.5 gallons per hour or 60 gallons per day! To check your4

toilet for a leak, place a few drops of food colouring in the tank and wait. If the colourappears in the bowl, then there’s a leak. Oen these leaks can be fixed with a few minoradjustments, cleaning calcium deposits from the toilet ball in the tank or by replacing theworn out valves.Irrigate Wisely.Close the hose.Leng the garden hose run faster or longerthan necessary while we water the lawn orwash the car oen becomes a careless andwasteful habit. A ½ inch garden hose undernormal water pressure pours out more than600 gallons of water per hour and a ¾ th inchhose delivers almost 1,900 gallons in the samelength of me. If le on overnight, one gardenhose can easily waste twice as much water asan average family uses in a month.We have all seen our neighbours watering their lawnduring an aernoon thunder storm. We have all seenthe corner business whose automac sprinkler systemconsistently over-waters causing sheets of water to flowacross sidewalks and parking lots. Be wise, watch theweather and irrigate only during the cooler parts of theday (early morning or late evening). How do you know ifyour lawn requires water? Try the step test. If you walkacross your lawn and the grass does not spring backup, then it’s me to water. Most grass variees requireminimal watering (1/4 - 1/2 inches, once or twice a week). Set a small cup next to yoursprinkler to measure the amount your parcular sprinkler delivers.Check the plumbing.Proper maintenance is one of the most effecve watersavers. Faucet washers are inexpensive and take only afew minutes to replace. At home, check all water taps,hoses and hose connecons (even those that connect todishwashers and washing machines) for leaks. Check thegarden hose too—it should be turned off at the faucet, notjust at the nozzle.5

The 5 Minute ChallengeA quick shower uses around 20-30 gallons lesswater than a bath. Challenge yourself and yourfamily members to take a 5 minute shower. Use akitchen mer to keep track. Install a water-savingshowerhead for addional savings.Just as it is important to conserve water in ourown homes, it is important to help our townsand cies save water by teaching others touse water wisely. In agricultural areas, watermay be saved by using more effecveirrigaon methods. In industrial areas,manufacturers can save water by reusingit and by treang industrial wastes. Ciesand towns can save water by eliminangleaks and installing meters. Waste watercan be treated and reused. As childrenwill learn to conserve water at home andin our community, they will help ensurethat the water available now connuesto meet the growing needs of water inthe future.If children get started and conservewater today we will meet the growingneeds of the future!6

(b) Acons happening in the past(at some point of me)Duraon: 5 hoursSkillsListeningSpeakingListen to the teacher and understand the correctway to express the acons happening at somepoint of me in the past.Respond confidently to the quesons asked duringa classroom discussion.Pass the ParcelComplete the sentence ‘Yesterday at 8.p.m., I was……….’ by ensuring that a variety of acon wordsare menoned in the interacon. Get ready toperform the task on the repion of the sameacon word.Freeze GameRecall the acons as shown on in the flash cardsand figure out what the frozen actors enacted.Defense gameGive a reason for why a parcular acon was notperformed by you.ReadingFreeze GameWringLook at the flash cards intently and remember theacons performed by each person as shown onthe cards.Flash Card acvityRead the cards and match the pairs of sentencesthat go together.Observe the picture and share the appropriateinformaon based on the given clues.7

Weekly ScheduleWrite down about the acvies undertakenduring the ‘Environment Week’ to take care ofthe two components of the environment- Airand Water.MulpleIntelligencesLearningOutcomesMusical / Kinesthec / Spaal / LogicalThe students will be able to:- Acquire knowledge related to verbs and knowdifferent forms of verbs to be used in differentsituaons.- Build confidence to parcipate in discussions.- Learn to work as a team.Materials Required:Photographs of the students showing them at a younger age. ‘When I Was a Lile Girl(Boy)’ wrien by the teacher (This book should include on the front page a photograph ofthe teacher as a child. In the book, the teacher should include stories of her/his childhood.All the verbs in the book should be in the past tense. The book should be wrien in thefollowing paern: ‘When I was a lile girl (boy), I...’ Chart paper, Acon cards showingdifferent acons: kiss, kick, jump, climb, fold, sew, and walk - Verb cards - verbs wrienon index cards that have either a present or past tense, parcel with slips menoning taskfor the students, a broken plasc spoon, a so rubber ball, flash cards.Transdisciplinary ActivitiesPerforming ArtsPerform acons which were going on at a specific me in the past andlet others take turns to make correct guesses.Critical Thinking :Its important to learn that different acons have different ways of expression.Life Skills/SEWA: :8Emphasise on the correct usage and applicaon of the language rules to be an effecvespeaker.

General ObjectivesEnvironmental Education• To develop an awareness of the importance of air and water for all living things.• To enhance the students’ curiosity and encourage them to think and ask quesons.• To acvate observaon of new experiences and smulate their crical and logicalthinking.Specific Objectives• To make students observe the phenomena indicang simple properes of air andwater and record their observaons.• To acquire knowledge about the various water bodies that exist on Earth.• To understand the importance of water for existence of life on Earth.• To arculate the required vocabulary to be able to describe the water cycle.• To discuss the potenal problems and causes of air and water polluon.• To generate an awareness among students about the ways that can help in reducingair and water polluon.(a) Water bodies on EarthWater for lifeWater CycleDuraon: 4 hoursSkillsConceptualLearningPower Point Presentaon - Developing anunderstanding of the different water bodies onEarth.Poem 1: Water, Water, Everywhere!Poem 2: Water CycleLearning byDoingPlant Acvity and Sprout bean seeds - Engagingstudents in an exploratory acvity to learn that allliving things need water to survive. Dramazaon;Role play depicng. “A day without Water!”9

ObservaonApplicaonBrainstorming session – Water is our mostimportant natural resource.The coon ball and water acvity - An experimentto understand the Water cycle.Reading comprehension – A story ‘A Droplet andthe Water Cycle’, explaining the concept of thewater cycle.Show and tell – Recall the informaon gainedabout various water bodies and demonstrate thelearning to an audience.Mulple Visual / Musical / Interpersonal / Intrapersonal /IntelligencesVerbalLearningOutcomesStudents will be able to:- Explore and know about the water bodies onearth.- Understand the importance of water.- Re-tell in his/her own words the processesinvolved in a water cycle.10

(b) Recapitulaon of the Properesof Water and Air. Forms of WaterDuraon: 6 hoursSkillsConceptualLearningLearning byDoingObservaonApplicaonExperiment: Air is essenal for BurningExperiment: Air occupies spaceExperiment: Air has weightExperiment: Air can push thingsPoem 3: ‘Sink or float’Experiment: Air is everywhereExperiment: Air for BreathingExperiment: Sink or Float‘Show and tell’Experiment : Water is colourlessExperiment : Water does not have any shapeExperiment: Different forms of waterExperiment: Air exerts pressureWorksheet – Forms of airMulple Logical / Spaal / Kinesthec / Interpersonal /IntelligencesVerbalLearningOutcomesThe students will be able to:- Idenfy the various properes of air andwater.- Relate the properes of air and water with reallife experiences.- Explore and idenfy different forms of waterwith their natural surroundings11

(c) Air and Water polluonDuraon: 2 hoursSkillsConceptualLearningLearning byDoingObservaonApplicaonDiscussion- The alarming growth in waterpolluon. Demonstraon – Pollutants in waterPolluon Soluon Word Wall – A vocabularyenhancing acvityPoster making AcvityFigure out the polluon – Learning by performingan experiment to find out more about waterpolluon.Experiment: Water polluon measurementWhat’s in the air- A simple experiment to findout pollutants in the air,Group discussion - Record air polluon levelthrough an experiment.Field trip – Observe and record the quality ofwater in a local waterhole.Worksheet – Lets control the polluon levelExpress with colour- Give expression to yourimaginaon.Mulple Logical / Visual / Interpersonal / Intrapersonal /IntelligencesVerbal / LinguiscsLearningOutcomesStudents are able to idenfy air and waterpolluon and connect their experiences ininterpreng it as well as generang an awarenessto resolve it.Material Required12Flash cards of different water bodies, two poed plants, A-4 size sheets, a candle, matchbox, jar, 4 boles, 6 balloons, a sck, a string, 4-5 different coloured glass tumblers, 4-5different shaped sized glass tumblers, a rubber glove, a burner, a pot, flash cards showingdifferent forms of water, nail, water, bucket, pencil, ruler, apple, toy boat, paperclip,

ubber ball, construcon paper and colours for making posters, a Video CD/PPT on thetopic.Transdisciplinary ActivitiesArt & craMaking Chimes:Cut the string in different lengths, aach one end of the string to theboom of a strawberry basket, aach bells to the other ends of thestrings, add a string to the top of the basket creang a handle andhang the chime outside. Does it make a sound when it is windy?Create a collage or collecon of pictures and images that show themany ways in which people use water (or a collage of things that needwater to live).People all over the world use water in many different ways. Whatis your favorite use of water? Draw a picture of yourself enjoyingwater.PerformingArtsEnact at least 3 ways in which plants and animals use water. Recite apoem which depicts at least 2 ways to use water for recreaon. Discuss atleast one way to show that water is important.Show and tell: Using placards talk about different water bodies.Life Skills/SEWADiscuss air polluon with your parents or some other older adult. What changes have theynoced in their lifeme regarding air polluon? Why is air polluon a greater problemtoday than when your parents or grandparents were children?13

General ObjectivesMathematics• To understand the importance and use of standard units for measurement• To observe and visualise the relaon between the different units of measurement.• Appreciate the uses of standard units of measurement.• Understand the significance of measurement and the need for having common unitsof measurement.Specific Objectives• To esmate, compare and measure lengths, weight and capacies choosing and usingstandard units and suitable measuring instruments.• To know the relaonship between metre and cenmetre, kilograms and grams, litresand milliliters.• To use standard metric units and their abbreviaons when measuring and recordinglength, weight and capacity.• To enhance computaon skills by adding or subtracng metric units.(a) Metric MeasurementDuraon: 13 hoursSkillsObservaon and Observe and idenfy suitable measuringIdenficaon instruments used to measure things.Idenfy the need and importance of standardunits in the acvity ‘‘My own measuring tool ’Survey and categorise the objects which are soldby measuring capacity/ length / weight at home/in the market/ school.Logical andfor MentalUse visualisaon to choose the right standard unitmeasuring length, weight of things and volume ofliquids.Esmate different measurements of variousthings and verify them using measurement tools.14Derive the relaon between metre and cenmetre,kilograms and grams, litres and millilitre through

the acvies ‘How long is a metre’, ‘Are weexpert at Weighing?’ and ‘Let’s Fill and Find Out’respecvely.ApplicaonUse the concept of measurement with claritydepending on the arcles in the acvity ‘Matchthe right card’.Get a hands on experience of using measuringinstruments for measuring things.Compare things and use the knowledge ofaddion and subtracon in the acvies ‘Let’slearn to organise’ and ‘How fast can we find thecapacity of the bucket’.MulpleIntelligencesSpaal / Linguisc / Kinesthec / Naturalisc.Learning The students will be able to :-Outcomes- Understand the need and significance of metricmeasurement.- Acquire skills to esmate measure and recordtheir observaons using the correct metricunits.- Develop competency in selecng and usingproper measuring instruments.- Derive the relaon between metre andcenmetre, litre and millilitre kilograms andgrams.- Perform basic operaons-addion andsubtracon with metric measurements.Material RequiredChart paper, 5 Blue Ribbons, 5 Green Ribbons, Scissors, Fevisck , paper strips of varioussizes in cm only , ruler , metre tape and scale, a sck, two similar lids or two similar plascbowls, thick thread, soaps (100g) pebbles, poly packets, packet of beans (1000g / 1kg) andrubber bands, chocolates, biscuits and wafers, containers of different sizes., measuringcylinders of different measures a beaker of capacity 100 ml and 1 litre, a 1 litre bole anda container full of water, erasers, paperclips , macaroni, sharpeners, a weighing machine,1 kg weight, paper, 1 gram weight a shirt, sugar packet, things weighing less and morethan 1 kg, a bucket and water, flash cards and a buzzer.15

Transdisciplinary ActivitiesVisual ArtPhysicalEducaonPerformingArtsMaking a weighing scale.Measuring the length of a room / a splash pool.Rhythmic videos on measurement.Life Skills/SEWATo help the students realise that each and every drop of water is precious, ask them toesmate the measure of the volume of water they use for daily purposes and find waysto minimise the wastage of water.To help the children realise “one man alone cannot win the race”. (reference acvity 7)16

General ObjectivesPerforming Arts• To appreciate the finer nuances of music and dance• To use music and dance as a means of personal expression• To develop motor skills.Specific Objectives• To gain knowledge about musical instruments.• To categorise each instrument as belonging to any of these categories: woodwinds,brass, percussion, and strings.• To construct various musical instruments.Making your own instrumentDuraon: 3 hoursSkillsAesthecSenseImprovise the material available at home or inclass to make your own musical instrument. e.gacomb amplifierLearning by A brief descripon about musicalDoinginstruments.Construct different instruments- Rubber bandguitars, A bole xylophone, Bole maracasApplicaonIdenfies and classifies the instruments wheneverhe/she sees them on TV, the newspaper or in anymusical show.Pracce playing the instrument of his/her liking.Watch or listen to the performances of famousmusicians.MulpleIntelligencesIntrapersonal / Kinesthec / Interpersonal / SpaalLearning The students will be able to :Outcomes- acquire knowledge about different instrumentsand categorise them.- display creave skills while making their owninstruments and also while playing it.17

Material RequiredMusical instruments –guitar, casio, flute, drums, wooden spoons or scks, drums madefrom old boxes or containers, a tape recorder.Transdisciplinary ActivitiesEnglishSo skills- vocabulary (emphasising on the inal sounds)Place the following items or pictures in a box or bag. Turnwise ask each student to take out any one item from the bagand say what it is.Invitaon igloo ice infantIguana ice cream iron instrumentImportant insect island ivyVisual ArtsMake your own instrument.Life Skills/SEWAAsk the students, the instrument they would like to learn to play. Emphasise the importanceof learning any one instrument as a hobby, which can be pursued during the holidays aswell.Give an opportunity to the children whenever possible to play at school funcons and insocial gatherings.18

General ObjectivesVisual Arts• To develop creave and aesthec sensibilies.• To inculcate intellectual abilies using the medium of art.Specific Objectives• To understand the praccal uses of air and water in art.• To express themselves using the principles of design: paern, movement and rhythm.• To understand the basic depicon of air and water using colour.(a) Blow artDuraon: 45 minutesSkillsObservaonTuning in:What happens when you blow at water? Howhard can you blow? How does water behavewhen poured? Does diluted paint behave in asimilar way? Can you control water by blowing?Learning byDoingExpressionPour some dilute paint onto a piece of paper.Take a straw and blow the paint in differentdirecons. Watch the paint splaer in differentdirecons as you blow.Allow the splaered paint to dry. Try to findsome form in the splaer. Take a marker and fillappropriate details to highlight the images formed.Mulple Linguisc / Naturalisc / Kinaesthec /IntelligencesInterpersonalLearningThe students will be able to:Outcomes - apply the properes of water to create a workof art.- see forms in the abstract design created.19

(b) Diorama ofunderwater worldDuraon: 45 minutesSkillsObservaonLearning byDoingExpressionMulpleIntelligencesDiscuss the underwater world, its inhabitants andits colour.Take a shoe box. Paint it blue inside. On aseparate sheet, draw, colour and cut fish andother underwater creatures.String them from the top and let them hang atdifferent levels. Add seaweed, plants, divers, shipwrecks, etc. on the boom of the surface.Linguisc / NaturaliscLearningThe students will be able to:Outcomes - draw from memory.- reproduce a reasonable amount of detail inthe drawing.Life Skills/SEWAImportance of water and the need to keep it unpolluted.20

(c) Origami of a planeDuraon: 45 minutesSkillsObservaonDemonstrate the making of a lane through paperfolding technique (Annexure 1, unit 8).Point out the use of fracons on the instruconsheet.Learning byDoingExpressionMulpleIntelligencesLearningOutcomes(d) Air powered boatFold paper accordingly to create the plane.Decorate it as you wish.Test the plane by flying it. Make the plane withpapers of different thickness. Record yourobservaons.Linguisc / Logical / NaturaliscThe students will be able to follow instruconsand fold paper to make a plane.Duraon: 45 minutesSkillsObservaonLearning byDoingExpressionMulpleIntelligencesRecapitulate the properes of air and water.Fix a straw into a balloon. Poke a hole in the centreof a Styrofoam plate with a pencil. Insert thestraw through the hole in the plate and bend thestraw at the joint. Inflate the balloon by blowingthrough the straw.Decorate the plate. Organise a race among thegroups. Launch the boats by leng go of thestraw and allowing the air to escape.Linguisc / Logical / Naturalisc / IntrapersonalLearningThe students will be able to:Outcomes - Understand the properes of air and water.- Apply the properes of air and water ineveryday life.21

Materials RequiredDrawing paper, drinking straws, diluted paint, markers , reusable box, ivory sheets, pastels,scissors, paints, origami paper, instrucon sheets (Annexure 1, Unit 7)’, a disposableplate, balloon, straw, waterproof colours, scissors.Transdisciplinary ActivitiesEnvironmentalEducaonMathemacsWater Polluon: Illustrate a story with the animatedcharacter of a droplet of water. You can give the droplet aname and depict the trouble he goes through because ofwater polluon and also how he causes harm to people.Forms of water: Make a flip book of an animated ice cube ashe changes his form from solid to liquid to vapour. Draw thesequence of changes as the ice cube melts due to changein temperature. It first becomes water and then turns intosteam.Make posters on topics like Save water, Importance ofWater Conservaon and Air polluon.Fracons are recalled while making a plane.Life Skills/SEWANeed to conserve and protect our resources- water, air and prevent polluon.22

General ObjectivesPhysical Education• To be able to understand beer how to interact with each other within and outside aphysical educaon class.• To develop an awareness of good behavior and its effect on our daily life.Specific Objectives• To enable the students to realise the importance of using words to discuss any disputeor disagreement.• To help the students learn rules when working in a group.Social skills and rulesDuraon: 3 hoursSkillsLearning byDoingApplicaonMulpleIntelligencesLearningOutcomesStudents will work in groups and together followone task like- form a group or demonstrate how toplay a game in a so voice.Catch ups PEC-15Jumping up for Height PEC-16Share their list of rules with others in the classand present a skit that portrays the rules.KinesthecStudents will be able to:- Develop an ability to listen to another personin an outdoor situaon.- Understand the concept of physical fitnessprinciples and strategies to improve healthand performance.- Develop discipline and interpersonalrelaonships.23

Material RequiredPhysical Educaon CardsTransdisciplinary ActivitiesMathemacsUse a long metre ruler to measure the heights jumped upwards and compare each group member with one another.Life Skills/SEWAName and list the professionals you know from the sports related field.24

Lesson Plans25

EnglishLesson Plan-aTopic: Verbs- Past tenseDuraon: 8 hoursBrief Descripon: The lesson plan introduces and draws aenon to verbs (acons thathappened in the past). It will enable students to spot the mistakes/errors in a narraverelated to acons that happened in the past. The lesson focuses on applicaon, skilldevelopment and knowledge enhancement of acons that happened in the past followingthe theme of means of air and water.Learning ObjectivesAs a result of this lesson, the students will be able to:• Understand that verbs can tell about acons that happened in the past.• Understand that -ed can be added to many verbs to make them tell about thepast.• Understand that- ed is pronounced in various ways.• Disnguish between the present and past forms of verbs.Material RequiredPhotographs of the students showing them at a younger age. ‘When I Was a Lile (Girl)(Boy)’ wrien by the teacher (This book should include a photograph of the teacher whenshe was a child on the front page. In the book, the teacher should include stories of her/his childhood. All the verbs in the book should be in the past tense. The book should bewrien in the following paern: When I was a lile girl (boy), I...) Chart paper, Aconcards showing the acons: kiss, kick, jump, climb, fold, sew, and walk, Verb cards - verbswrien on index cards that have either a present or past tense.Teacher ActivityPrepare a mini book with anecdotes from your life and some experiences that you maylike to share with the students.Before reading the book, point out that this is a book wrien by you.26Read the book to the students. Aer each page, emphasise what I (the writer i.e. you)had done in the story, using and stressing the past tense of the verbs.

Aer reading the story, turn to each page in the book and ask the following queson:What did I do here? List the answers (past tense verbs) on the board.Example:Teacher: What did I do here?Student: You played on the beach.Teacher: I played?Student: YesWrite the word ‘played’ on the board.Explain that the listed verbs tell about an acon that happened in the past.Know more about me!Display the pictures brought by the students showing them at a younger age one at a me.Ask each student to explain what she/he did in the picture. Encourage them to use pasttense verb forms. As the answers are given, add these past tense verbs to the board.Explain that all these verbs listed inform about acons that have happened in the past.Disnguishing Present and Past1) Give several examples comparing and contrasng the present and past tenses of verbs.Example:Teacher: I said that I played on the beachwhen I was a lile girl. What if I wanted totalk about me playing on the beach right now?How could we say this?Student: You play on the beach.Teacher: Right! I play. (The teacher writes ‘play’ on the board under ‘played’).Explain that the word ‘played’ ends with -ed as it tells about something that happened inthe past.Repeat the last two steps several mes menoning otherverbs, unl the students seem to understand the conceptof adding -ed.2) Present the acon cards to the students one at a me.Hold up one acon card at a me and ask the students toVerb Present Pastwalk walk walkedcry cry criedgo go went27

name the present and past tense of the acon. List the present and past forms of verbson a chart paper under appropriate headings.3) Place two boxes labelled ‘PAST’ and ‘PRESENT’ in the class.Hand out the verb cards. Ask each student to come forward and place his/her card in eitherPastPresentof the box labelled ‘Past’ or ‘Present’.Story Time(Hilburt the Halibut)Read the story and emphasise on the past tense words that occur in the story.At the end of the story reading session, encourage the students to present a skit based on28

the story and its sequel.Sentence AuconKeep slips of paper containing a few correct and incorrect sentences on the table. Askthe students to buy the sentences in an aucon. Divide the class in groups of four andgive each group imitaon currency notes of their country. Speak the sentences-both thecorrect and incorrect ones – aloud and encourage the students to pay aenon to thesentences so that they do not buy the “fake” sentences (meaning the incorrect ones). (Thegroup that has the most correct sentences will be declared the winner. Each sentence willbe explained.)- Did he spent all his money on sweets last week? (incorrect)- She tryed to repair her car last month. (incorrect)- She always crossed the street when the light was green. (correct)- She decideed to work harder. (incorrect)- Did you buy a new book yesterday? (correct)- I sung a lot last year. (incorrect)- I decided to score good marks last term. (correct)32- I washt my pair of socks yesterday. (incorrect)- I didn’t not break the window last month. (incorrect)

- He hads a lot of friends when he was young. (incorrect)Write down the correct sentences in the wring journals.Student Activity:A Past Tense Board Game using ‘WHEN & WHILE’.Roll the dice and count according to the spaces on the board and advance. Restart onfalling a pirate sign and move in the direcon on falling a forward or backward sign, youmove in that direcon.(The rules here are simple.) Pracce the past connuous tense by landing on a space andcreang the other half of the sentence. For example, number 2 “… when the phone rang.”Say something using the past connuous like this: “ I was eang my dinner last eveningwhen the phone rang.”If the sentence has a beginning part instead, then insert a suitable ending. For examplenumber 4:33

“I was riding my bicycle yesterday, when I fell off.”Wring a storyTake up some current events in class. Rewrite the points discussed in the format of a storyor news arcle in the past tense. (Students must be encouraged to use past tense verbsby giving them a list of verbs to use. For instance, if the story is about a burglary, studentswould need to use such words as stole and broke into.)Story- telling(Oral storytelling is a natural way to pracce irregular verbs in context.) In an intermediateor advanced class, share a past event or me from your life with the class. If the studentcannot think of a suitable event, offer a prompt, such as, “What and when was your bestvacaon?” or “Describe your experience of learning to ride a bike?”Recitaon of a poem on “Air”34The Angel of Air,Who spreads the perfume,Of spring grass aer rain,We worship the Holy Breath,Which is placed higher,Than all the other things created.For, lo, the eternal and magnificent luminous space,Where rule the unnumbered stars,Is the air we breathe in,And the air we breathe out.And in the moment betwixt the breathing in,and the breathing out,Is hidden all the mysteries,Of the Infinite Garden.Angel of Air,Holy messenger of the Earthly Mother,Enter deep within me,As the swallow plummets from the sky,That I may know the secrets of the wind,And the music of the stars.

Recite the poem individually as well as in a group.Idenfy all the past tense verbs in the poem and write in the notebooks.Look up for the meanings of the new words and frame sentences.Bingo GameListen carefully to the verbs being called out by the teacher and strike off the past form ofthe verbs in your card. (The Bingo Card is given with the Teacher Resource Material.)Review:Chain storyStart the story with a simple sentence in the past tense, such as, “Yesterday, I went to thestore.”Ask each student to add a sentence that uses a verb in the past to connue thestory, such as, “I met a clown there.” Go around the room unl every student has had achance.Assessment:The teacher will assess the students through observaon and analysis of classroomdiscussion. In the last step of the lesson, as students come forward to place their verbcard into the appropriate box, the teacher can watch for accuracy.Note:As a follow up of this lesson, the teacher may choose to do a class book based on ‘WhenI Was a Lile Girl (Boy)’. Each student would be asked to finish one of the followingprompts and illustrate a picture that will go with it.When ______ was a lile girl, she _________________.When ______ was a lile boy, he _________________.The past and present boxes may connue to be on display. As students encounter verbs,the teacher could encourage students to write these on index cards and place them in theappropriate box.35

EnglishLesson Plan-bTopic: Acons happening at a specific me in the past.Duraon: 5 hoursBrief Descripon – The acon taking place at some point of me in the past is expressedthrough the use of an auxiliary verb (forms of verb ‘be’ was, were) and ‘ing’ form of themain verb. The Past Connuous Tense is the name given to acons that were going on ata specific me in the past.Learning ObjectivesAs a result of this lesson, the students will be able to understand:• The correct expression for the acons happening at some point of me in thepast.• How to compare two acons in the past.Material RequiredA parcel with slips menoning tasks for the students, a broken plasc spoon, a so rubberball and flash cards.Teacher ActivityEngage the students in an informal conversaon by asking various quesons.ExampleTeacher: What were you doing yesterday at 5 p.m.?Student: I was playing tennis.Teacher: What was your mother doing at that me?Student: She was cooking.Teacher: What were you doing when I called you?Student: I was watching a movie.Write down the responses given by the students on the board.36Explain that the conversaon, between the teacher and student, talks about an acon inprogress around a specific me in the past.

Draw the students’ aenon to the sentences (students’ responses)wrien on the board and their structure.Passing the ParcelTaskParcelTake the students to the playground. Make them sit in a circle. Playa piece of music for the game to start and encourage the studentsto take turns to pass the cushion to the child sing next to them. (The cushion will bepassed clockwise.)Turn off the music at any point of me while the students are passingthe cushion. Ask the student who is holding the cushion at the me when the music isstopped to complete the sentence – YESTERDAY AT 8.P.M., I WAS ………. (The teacher toreinforce that repeang the same acon as menoned by someone else is not allowed.If it happens then the student who repeats anacon word, has to pick a slip from the task parceland act in accordance.)The following are the expected answers from thestudents.ExampleYESTERDAY AT 8.P.M., I WAS…..at home with my parents, watching television.having dinner at a restaurant.taking a shower at home.(Another way to make the game more interesng is to invite the defaulter (the studentwho couldn’t adhere to the rule of not repeang the verbs/acon words) to give an alibithat doesn’t match.)ExampleI was playing soccer at the bakery.I was waing in line at the bank.Queson HourEncourage the students to frame quesons on the same paern as discussed in the classto know about his/her partner’s schedule followed at a specific point of me in the past.Also assist them in recording the quesons along with their partner’s response in theirwring journals.37

Example• What were you doing last night at 9:00?• What were you doing at noon last Saturday?• What were you doing just before the class started?• What were you doing when it started to rain the other day?• What were you doing when I called yesterday morning?Pair up the students to frame answers to the quesons.Freeze GameStart by scking flashcards with acons (read, argue, play the piano, swim etc) on theboard. Ask the students to explain what each of the persons shown on the card wasdoing. Then collect the cards and ask the students to remember what the person in thefirst card was doing, what the person in the second card was doing and so on. (Encouragethem to use the form used to describe the acons happening at a specific me in the pastwhile explaining the cards.) (Past connuous).Divide the class into groups. Show the students of the first group a flashcard and tell theothers to close their eyes.Ask the group to silently act out the acon unl they are told to FREEZE.Aer being told to FREEZE, every member of the team freezes their current acon andholds it.Allow other teams to open their eyes and see the frozen actors.Each group takes a guess as to what Team 1 was doing. (The teacher can ask, “Were theyplaying tennis?”)Accept different responses (which can be linked to the acon) given by the groups.Flash Cards ( The level of difficulty of the flash cards can be increased as the students getacquainted with the rules and display the understanding by giving correct answers. Thispracce will enhance their thinking skills.)38

Student ActivityObserve the picture and write both posive and negave sentences to showan understanding of the picture. (The responses should be based on the given clues andthe interpretaon of the picture.)CluesWear trousers-(Example) The lady wasn’t wearing a pair of trousers. She was wearing aformal dress.Carry an umbrella;Carry a briefcase;Go for shopping;Come back home;Sit in a car;Look smart.39

Weekly ScheduleEnvironment weekWrite down about your contribuon towards the components of the environment- airand water. (Each student will menon the acvies undertaken by him/her under theheading ‘Weekly Schedule’. They will be asked to do the acvity over the weekend.)ExampleI was collecng the garbage and throwing it into the dustbin.Flash card acvityMatch the flash cards to pair up sentences that go together.They arrived early whilewhen my father called.She had a car accidentI was sleeping.I was talking to my friendwhen the bride and groom weregeng ready.We took a lot of photosas she was driving very fast.(Similar pairs of sentences can be framed to ensure complete parcipaon. Flash cardsare given with the Teacher Resource Material. )Defence gamePlay a defence game where reasoning is to be given to prove that a parcular acon wasnot done by you. (The teacher to prepare for this acvity before hand by bringing thematerial such as a broken plasc spoon, a so rubber ball etc.)Respond to the quesons wrien on the board.“Who broke the spoon? You broke it!”(Queson wrien on the board)“It wasn’t me. I was reading a book.”The teacher rolls the rubber ball on the floor and asks, “Who brought this ball?”“I don’t know. I was going to return it to you.”40(The teacher to make sure that the response of the students is in accordance to the topictaught and different responses are received to let the outcome be interesng.)

(The students might like to know who had broken the spoon/or rolled the ball in the classroom. So aer they all had given their excuses, let them know that the teacher had doneit.)Review:The students will make sentences using the situaons given by the teacher.My friend laughed when……………………………………..The toast got burnt as ………………………………….The students were happy because……………………………….I slipped while…………………………………The wind blew when…………………………Assessment:The students will be assessed on their response in the classroom discussions; zest to takepart in the acvies; me management and a spirit to work in a group while conducnga given task.41

Environmental EducationLesson Plan-aTopic: Water bodies on Earth, Water for life, Water Cycle.Duraon: 3 hoursBrief Descripon: This lesson creates an awareness about the various water bodies thatexist on Earth and presents an overview of how water is an essenal resource for life.Learning ObjectivesAs a result of this lesson, the students will be able to:• Understand the importance of water and idenfy ways in which we use water.• Idenfy the many uses of water in our daily lives.• Generate awareness about the various water bodies that exist on Earth.• Understand the uses of water for existence of life on Earth.• Discuss the potenal problems which may arise as our water supply is limited.Material RequiredA PowerPoint Presentaon on different water bodies, flash cards of different waterbodies, two poed plants, a packet of coon ball, some flat pans or containers filled withabout an 1/2 inch of cold water, glass jar with lid, bole cap, small stones, sand soil, a fewsmall plants.Discussion:Teacher ActivityIntroduce the lesson by presenng students with a container of water and ask aboutvarious ways in which water can be used. Ask students to demonstrate their answers.Further add that people must have water for survival as they cannot live without it. Wealso breathe in water for e.g. droplets present in the air.Discuss some interesng facts like:Our body is more than half water, most of our brain is made up of water, our blood isalmost all water, and even our bones are made of water and help our joints move.PowerPoint on various water bodies exisng on Earth:42Explain the various water bodies that exist on earth through the use of a structureddiscussion and a Power Point Presentaon.

Add further that the fresh water that is available for human use exists primarily as surfacewater or ground water.Surface water is water that can be seen. There are five basic categories of surface water:i.e. rivers and streams, lakes, oceans, estuaries, and wetlands.Rivers and streams oen begin as fresh springs in mountain areas. The springs turn intostreams and then into rivers. Some rivers, such as the Mississippi, start from ground watersources.Lakes are bodies of water surrounded by a larger land mass.43

Oceans are large bodies of salt water.Estuaries form where rivers meet oceans. Estuaries are valuable because they are placeswhere many aquac species live and breed.Wetlands are low-lying areas that are periodically covered with shallow water. Wetlands arenatural filters that preserve and protect the ground water quality, help control flooding, andare a breeding ground for many species of wildlife.44

Ground water is stored underground.Brainstorming session:Discuss the need and importance of water for the existence of life on earth. Water is perhapsour most important natural resource. Without water, life on Earth would cease. In addionto being necessary for life itself, water transports people, goods, and waste; defines policalboundaries; cools industrial equipment; irrigates crops; provides electricity and recreaon;plays a major role in determining the weather; and is the “universal solvent.” Given water’simportance, it is fortunate that it is so abundant. Indeed, four-fihs of the world’s surface iscovered with water.However a lile of this water is usable since 97 percent is salty ocean water. Another twopercent is stored in glaciers and ice caps. In fact, only 0.8 percent of all of the earth’s water isfresh water that is immediately available for human use.Engage students in a discussion wherein they will be asked to imagine a world without water,and write a few lines about it.Poem 1: ‘Water, water everywhere’.Learn and recite the poem.Theatre Acvity:Provide a situaon to the students, ask them to pretend that the whole class is one family andbeginning the next day they will no longer have running water in their home. The family willonly be able to get water from a well/tube well/ or a water reservoir that is located within twomiles of their home. One must walk to and from the well/reservoir to collect water.Plan and with role play assign how the family will work together to bring the required amountof water home. (Assign a role to each member of the class.)(Things to consider: What container size will you use? How much will the containers weigh?Do you have younger siblings? Is everyone in the family capable of making the trip?)45

Sprout bean seeds :Sprout bean seeds in soil. Then give the seedlings measured amounts of water at scheduledintervals. Give one group of seedlings no water, another a moderate amount, and a third a lot.Ask the students to keep records of the different levels of growth.Reading Comprehension: Water CycleShow a Power Point Presentaon and explain the concept of the ‘Water Cycle’.Narrate the story ‘Droplet and the Water Cycle’. Go through the passage and answer thefollowing quesons:• Why is water so important to life?• What is evaporaon?• Why is the Water Cycle important to life on earth?In the water cycle, the sun, works as the evaporator. The sun heats up the water in oceans,lakes and rivers so that the surface water is warmed enough for it to become steam. Theheated water that has become a gas starts to rise up into the sky.46At this point, condensaon begins and just like the steam in the bathroom, the heated gasbegins to cool down as it goes higher up in the sky. Once it is high enough, the gas turns into

droplets of water and clouds are made.The clouds start off small but as more evaporated water moves up into the cloud it gets biggerand heavier. Once the cloud is very big and very heavy, and it can’t hold any more condensedwater, precipitaon starts. Precipitaon is another word for rain, snow, sleet or hail; anykind of water that falls from the sky and is used to feed plants and other creatures on earth.The water that falls on the ground sinks into the dirt and collects in the ground or reachesunderground rivers and streams. Water on the ground can also collect in large puddles, whichcan somemes flow back into rivers, lakes and streams.The water cycle connues on. There is no break from one stage to the next and while it israining over one lake, the sun is warming another lake and the water is evaporang.Poem 2: ‘Water Cycle’Learn and recite the poem.Student ActivityShow and tell:Make big flash cards showing different water bodies and describe and describe each of them.Plant Acvity:A simple experiment to show how water moves throughout plants, place a celery stalk intoa glass of water that has been coloured with food coloring (don’t use green food coloring).Watch as the water moves through the celery stalk. Observe and record the outcome.Experiment: Water cycleUsing a large jar with a wide top, layer small stones at the boom and then cover with sand.Fill the jar with soil unl half full. Place a few small plants in the soil, fill the small cap (e.g.soda bole cap) with water and place next to the plants, and ghten the lid on the jar. Placethe jar in the sun for a few days.Over the next few days observe what takes place -Did condensaon form? Explain where, why and how it formed.Describe the water cycle and how it affects living things.The amount of water we use:How much water does each of these acvies typically use? Maintain a record of yourfindings:For example, how much water does a five-minute shower use?How much water does it take to hand-wash dishes?To run an automac dishwasher load? An automac dishwasher load uses 9–12 gallons. (Showstudents a gallon of water to help them visualise the volume in one gallon.)47

What other acvity would this one gallon of water be sufficient for?An average person uses 100 gallons of water a day.Esmate and write down how much water you think your family uses on a hot/cold Saturday,when everyone is at home.The coon ball and water acvity:Have a coon ball to hold and pretend that you are holding a cloud. How does the cloud feel?Heavy or light, so or hard? Place the “cloud” (coon ball) gently over the cold water. Explainto the students that the water has evaporated and travelled up to the cloud and it is a lotcolder up in the sky, so the vapour turns into water (through the process of “transpiraon”)and it is filling up the cloud. Ask the students to gently pick up the “cloud” (coon ball) andfeel it again?Light or heavy. Warm or cold? What is happening with the water? The water is dripping fromthe “cloud”. Why? The cloud cannot hold all that water, it is too heavy and falls down likerain. The water is coming right back into the pan, and the pan could be a stream, river, oceanor the ground.ReviewWorksheet 1:Draw the different water bodies and give 2 adjecves for the same.AssessmentAsk students the following quesons:• Why is it necessary to have water?• Do you unnecessarily waste water?• What five measures could they take in order to conserve water?• What can we do in order to conserve water in and around us?48

Environmental EducationLesson Plan-bTopic: Recapitulaon of properes of water and air.Forms of WaterDuraon: 6 hoursBrief Descripon: This lesson helps in recapitulang the various properes of air andwater and also creates awareness about various forms of water.Learning ObjectivesAs a result of this lesson, the students will be able to:• Explore, observe and record different properes of water.• Acvate and smulate their thinking skills and aesthec sense.• Observe the phenomena indicang simple properes of air and express theirobservaons.• Understand and learn about various forms of water.Material RequiredA-4 size sheets, a candle, match box, jar, 4 boles, 6 balloons, a sck, a string, 4-5 differentcoloured glass tumblers, 4-5 different shaped & sized glass tumblers, a rubber glove, aburner, a pot, flash cards showing different forms of water, a nail, a water, bucket, apencil, ruler, an apple, a toy boat, a paperclip, a rubber ball.Teacher ActivityExperiment: Air for BurningLight a candle. Tell the students to observe how a the candle stopsburning, if we stop its contact with air by pung a jar over it, therebyreaching the conclusion that air is important for burning something.Experiment: Air occupies spaceBegin by asking students if a balloon can be blown up inside a bole.Have a few students come up, push a deflated balloon into one of the boles and stretchthe open end of the balloon over the boles mouth (you may need to help).Ask each of them to try blowing the balloon up (you may want to have some extra boles49

handy as a prevenon. Once every student has had a try, have a discussion on reasonsas to why the balloon would not blow up. (Air takes up space and that is why the balloonwould not blow up.)Experiment: Air has weightTie the end of one string ghtly to the middle of a sck. Hang the sck up by the otherend. Slide the string along the sck unl it hangs exactly level. Blow air into one balloonand e the neck with a second string. Blow up the second balloon unl it is about thesame size as the first. Tie a balloon on to each end of the sck. Slide the strings along thesck unl the sck hangs exactly level again. Now prick one balloon with a pin and watch.Have students draw conclusions: when you burst one of the balloons, all the air comesout. The other balloon with air in, weighs more than the empty one, so the sck goesdown. Now burst the other balloon and the sck will become level again.Experiment: Air can move, air can push thingsTape clear transparent plasc used for wring or drawing onto the window. Look throughthe paper and choose one cloud. Trace it. Wait a minute, remain at the same spot andre-trace the cloud using a different color marker. Discuss, what makes the cloud move?How come somemes clouds move fast and somemes slow? When air moves it is calledwind. Strong winds are able to move heavy objects effortlessly.Kites move higher due to this pressure. Airplanes are lied off the runway by pung airpressure to use.Experiment : Water is colourless50Take a glass of water and pour the water in different coloured tumblers. The studentswill observe as to how the water appears to be of different colours when put in differentcoloured tumblers. Through a brainstorming session students will reach the conclusionthat water has no colour.

Experiment : Water does not have any shapeTake a glass of water and pour the water in tumblers of different shapes and sizes. Thestudents will be asked to observe. Through this acvity students will reach the conclusionthat water has no shape and it takes the shape of the container.Experiment: Different forms of waterShow pictures of water in its solid, liquid and gaseous forms or take students to a refrigeratorif available in the school and take out some ice cubes from the freezer and have childrenobserve that the ice cubes stay solid at that temperature. Make the students feel the coldwater in the refrigerator and have the children understand that we usually have waterin its liquid form. Next boil some water and have the students observe a picture of waterboiling at a higher temperatures and conclude that water turns to a gas and dissipatesinto the air.Poem 3: ‘Sink or Float’.Students will learn and recite the poem.Student ActivityExperiment: Air is everywhereExplain that our planet is surrounded by air even though we can not see it. Conduct somesimple experiments to bring an awareness of and develop new appreciaon for air:Wave a Fan - Even though we can not see air we can feel it on our skin. Using a variety offans like - hand fans, electric fans and ceiling fans, explore the air around. Is it cool? Is ithot?Experiment: Air for BreathingTake a moment and focus on your breath. Lead the students by direcng their aenonto how air is travelling from their nose into their lungs and out of their mouths to show51

that air is important for all living beings as it helps us to breathe and survive.Experiment: Air exerts pressureFill a plasc soda water bole half with water. Now insert a sff plasc straw in the waterand seal the mouth of the bole with clay. Blow hard through the straw into the bole andmove your face away from the bole. What happens? Water rushes out of the straw like afountain. How does this happen? When you blew air through the straw, you increased thepressure of the air inside the bole. As the pressure inside the bole increases it exertsthis pressure on the water, pushing it out through the straw. Once the pressure becomesequal with the atmospheric pressure, the water stops spoung.Experiment: Salty water is more dense than hot, fresh waterFill a glass about half full of water. Add salt and sr unl you have dissolved as much saltin the water as possible. Color the soluon blue and chill over night. The next day, colorsome hot water yellow but add no salt. Tilt the container that holds the cold, blue waterand gently pour the hot, yellow water down the side. The soluons won’t mix. The yellowlayer will float on top of the blue layer. (This happens because the cold, salty water ismore dense than the hot, fresh water.Experiment: Sink or FloatWhich of the following items do you think will float and which do you think will sink?Fill a sink or a bucket with water. Leave around 5cm (2 inches) empty. Slowly lower oneitem at a me into the water. Remove the item from the water and test the next one.Connue tesng each item. Now add a few of your own to see what happens.Encourage the students to take notes and record their discoveries in the grid givenbelow:Item Float SinkPencilRulerAppleNailToy BoatRubber Ball52Paperclip

Show and tell:Create big flash cards showing different forms of water and describe them.ReviewWorksheet 2:Answer a few quesons related to the 3 forms of water.Worksheet 3:A recap worksheet on Air and Water.Worksheet 4:Write about the Properes of Air.AssessmentThe following quesons will be asked:• What are the different forms of water that exist around the world?• List out any three properes of air.• List out any three properes of water.53

Topic: Air and Water polluonDuraon: 2 hoursEnvironmental EducationLesson Plan-cBrief Descripon: The lesson creates an understanding that water is the fundamentalbuilding block of life. Students will analyse the different ways in which they use water,what measures they could take in order to conserve both air and water and the problemsthat could arise when clean water is insufficient in communies.Learning ObjectivesAs a result of this lesson, the students will be able to:• Discuss potenal problems that can be caused due to Air and Water polluon.• Create awareness among students about the ways that can help in reducing air andwater polluon.Material RequiredConstrucon paper and colours for making posters, Video CD/PPT on the topic, wax paperand petroleum jellyDiscussion:Teacher ActivityIntroduce the topic through the use of students’ previous experience and discuss thefollowing quesons:What does water do for us?Where does water come from?What would happen if water is polluted? Define polluon.There are three main types of water polluon:Lier such as cans, paper or plasc bags.Chemical polluon such as detergents, oil or ferlizersand ‘natural’ polluon, such as leaves, garden clippings or animal droppings.54

Demonstraon:Fill up a container with water to represent it before polluon. One by one have studentscome up and put a lile water color or food dye into the water. Every me a student putsmore colors into the water, it will become murkier. Explain how water polluon is hurngthe environment and us.Would you want to drink this water? Let the students see what the water looks like.Place a picture of an underwater environment on the opposite side of the container. Asthe water becomes murkier the picture will become less visible.Ask, why is it important to have clean water?What is clean water?Form groups of students and assign each group a queson.Further elaborate on why clean water is important for everyone – for drinking, swimming,growing food, playing, showering and washing.Figure out Polluon:Explain water polluon and its effects on everyday life prior to the demonstraon.Pour water into 2 clear plasc glasses. Set one glass aside.Allow students to add items such as pencil shavings, paper strips, peanuts, detergent,colour, etc. to the first glass.Take filtering material (e.g. coffee filter, cheesecloth) to the top of a glass of pollutedwater and have students filter it into a separate glass.Ask students to compare the two glasses and discuss the importance of clean water fordrinking, swimming, and bathing.Discuss the results of the experiment. Is the water “clean”? Have the students feel it,smell it. Discuss that even though water looks clean it may not necessarily be clean.55

Experiment: Water polluonFill a tray or bowl with water. It represents the local waterway. A funnel represents astorm drain. First, place some of the pollutants (let the students collect pollutants fromtheir surroundings) into the funnel, hold your finger over the boom so that they stayinside. Pour some water on top of the pollutants in the funnel and remove your finger.This is like the rain - washing things into the storm drain. What happened to the water inthe bowl? Try the experiment again, this me holding a sieve over the funnel.Ask, what happened this me? Did the sieve stop all the pollutants? What kind of pollutantssll entered the ‘waterway’?To ensure that we all have access to clean water we need to be careful about what weput down drains, toilets and sinks. Things like rubbish, oil, household cleaning chemicals,ferlizers, leaves and grass that end up in the street guers, flow into the storm watersystem. This seriously damages the water quality of our oceans, rivers and streams.Somemes it is easy to idenfy if water is polluted. Strange odours, taste, or colour areimmediate warning signs. It is also easy to see how large amounts of rubbish and erosionof soil can affect the wildlife that depends on the water. However, most water polluonis undetectable through senses alone.Polluon soluon word wall:Create an air polluon soluon word wall where the students can post all of the newvocabulary words that are introduced. Introduce 2-3 new words each day, and ensurethat the students have reviewed the old ones.Some vocabulary words for the word wall are: air/water polluon, parcles, pollutants,clean, dirty, experiment etc.Field trip:Organise a field trip to a local waterhole, park, nature reserve or dam, and assess howunspoiled or polluted the water is.Take sensible precauons, and advise the students to behave cauously to ensuretheir safety when working near water. Carry transparent boles (preferably plasc asthese won’t shaer when dropped) to get water samples, gloves in case the water iscontaminated.Discuss the results of the field trip focusing on the effect of polluon on animals, birds,fish, trees, or whatever else was part of the local waterway.56

Student ActivityPoster Making Acvity:Display pictures of water, air, and land polluon. Have students idenfy what is wrong ineach of the pictures displayed. Write the students’ responses below each of the pictures.Remind the students that polluon is anything that harms our surroundings and thatpeople cannot survive without clean air, water, and land. Stress that polluon is theresponsibility and concern of all people in every community.Ask students to “Brainstorm” to complete a list of ways that they can help to stop polluon.Examples: not to put garbage into lakes and streams, walk or ride bikes whenever possible,pick up lier).List the students’ responses on a poster tled “Let’s Stop Polluon”.Group DiscussionAir polluon is air that has become so dirty with chemicals and other substances that itcan harm human health, animals and the environment. Breathing dirty air is unhealthyfor the lungs and body.Have students wash the outside of a window pane that is easy to reach. A few days later,let them wipe the same window with a clean ssue. Discuss possible reasons that makesthe window dirty.(air polluon)If we drive less, use a carpool, combine trips, drive low or zero emission vehicles and keepour cars properly maintained we can make our air cleaner to breathe.Cycling and riding the bus can help fight air polluon. When you are not going far, rideyour bike or walk. For longer distances, try the bus.Dust from construcon equipment can cause polluon. Some of this dust can be preventedby watering it down a lile.Just look around yourself everyday to find ways to help up our air. Prevenon of airpolluon makes the world a beer place to live.Walking instead of driving a car is beer for our planet….. and it’s just plain fun.!!57

Express with colour:Draw a picture that shows what acons one can take to reduce air polluon from vehiclesor else draw a picture showing what you can do to help make the air cleaner to breathe.What’s in the air:A simple experiment to find out pollutants in the air, coat two sheets of paper withpetroleum jelly, such as Vaseline, and let them sit out somewhere in the room wherethey won’t be disturbed. Within a day or two, they should be visibly darker and display agood amount of seled air polluon. Expand the experiment, by taking one of the sheetsand pung it in a resealable plasc bag to stop the polluon from gathering but leave theother one out for a longer period of me and compare the two.Car count for single-occupant vehicles:Take your class to a point near the school where they can observe traffic. Divide the classinto small groups. Have each group count and record the number of cars with only oneperson inside them that drive by a designated spot. Let them count cars for 10 minutes.Following the acvity, discuss how carpooling or taking the bus would reduce the totalnumber of cars on the road and hence decrease air polluon emissions.Show and tell:Draw a picture of water that is polluted and water that is not. Speak a line or two on howdo you think water gets polluted.Polluon colouring pages:Colour and discuss polluon posters. Later these can be hung or put up on the displayboard.Draw a picture which shows what acons kids can take to keep the air clean.ReviewWorksheetsAnswer a few quesons related to water and air polluon.AssessmentAsk the class the following quesons.58• Why is it necessary to have water?• Do you unnecessarily waste water?• List five measures you could undertake at home to conserve water?

MathematicsLesson Plan-aTopic: Metric MeasurementsDuraon: 13 hoursBrief Descripon: This unit aims at developing skills of esmang, measuring andrecording length, weight and capacity using appropriate metric units and measuring toolsamong the students. Also help the students to derive the relaon between metres andcenmetres, litres and millilitres, kilograms and grams, and develop their computaonskills in addion and subtracon of metric measurements.Learning ObjectivesAs a result of this lesson, the students will be able to :• Acquire skills required for measuring length, weight and capacity using suitableinstruments and record their observaons by choosing the correct units.• Relate smaller units in terms of bigger units and vice versa.• Enhance their calculaon skills by solving problems related to addion andsubtracon in metric measurements, which come across in their daily life.• Explore the real life situaons , where the use of standard units of metric measuresare of immense help ,hence appreciang and realizing the importance and needfor standard units on metric measurements.Material RequiredChart paper, 5 Blue Ribbons, 5 Green Ribbons, Scissor, Fevisck , paper strips of varioussizes in cm only , a ruler , metre tape and a scale, a sck, two similar lids or two similarplasc bowls, thick thread, soaps (100g) pebbles, poly packets, packet of beans (1000g/ 1kg) and rubber bands, chocolates, Biscuits and Wafers, containers of different sizes.,measuring cylinders of different measures, beaker of capacity 100 ml and 1 litre, 1 litreBole and a container full of water, erasers, paperclips , macaroni, sharpeners, a weighingmachine, 1 kg weight, paper, 1 gram weight a shirt, a sugar packet, things weighing lessand more than 1 kg, bucket, a bole (1 litre), and water, flash cards, and a buzzer..Teacher ActivityDefine length as a measure of how long an object is ,then ask the students to name thosethings that are bought length wise, e.g. rope, cloth, ribbon etc.59

For the warm up acvity, chose any book from the given list and read aloud from it in class.These books help the students to realise the importance of measurement and relate theconcept to real life situaons.The Long and Short of Measurement by Vicki Cobb,Super Sand Castle Saturday by Stuart J. Murphy,Measuring by David Kirkby,How Tall, How Short, How Far Away by David A. Adler.As the students, know how to measure the length of an object using non - standardunits of measurements, encourage them to look around and observe objects ofdifferent lengths and measure them using non standard units in the acvity ‘Myown measuring tool’The acvity ‘My own measuring tool’ makes the students realise the need and significanceof standard units of measuring length.Explain how metre and cenmetre are the standard units to measure length. Theabbreviaon for cenmetre is ‘cm’ and for metre is ‘mt’. The instrument commonly usedin school to measure length is a ruler and a metre tape.Provide each student with a ruler and ask them to observe how long is 1 cm.Explain that length is the measurement of something from one end to the other. Lengthcan also be called: width, distance, height, thickness. It is easier to measure things fromthe 0 mark. Show the use of the ruler by measuring a few things. Also clarify that tomeasure or draw a given length it is not necessary to start measuring from the 0 point only.For example: To measure an eraser, its starng end is placed at 3cm and the other endis at 6cm.The eraser is covering three divisions from 3 to 6, so the length of the eraser is3cm, not 6cm.60

Similarly let the students observe how long is 1 metre bydisplaying things which are 1 metre long. To give the students aclear idea of 1 m show a ribbon, rope etc of 1 mt., 2 mt., 3 mt.,……….. so on. Also show them the metre tape.Ask students to use rulers and metre tapes to measure items inthe classroom or to brainstorm about items that may be one cmor 1 mt. in length. Also ask them to measure the width of the smile of their partners andsee whose smile is the broadest.Through this observaon the students can infer that 1 cm is smaller than 1 mt. Theconclusion is made aer discussion that cm is a smaller unit and is used to measure shorterlengths, where as a metre is used to measure bigger lengths. Show various things whichare measured in cms, e.g. length of a pencil, the hand etc. and things which are measuredin metre e.g. the length of a door, a table etc.Provide worksheets to the studentsAs the students are familiar with the standard units used for measuring length and theyalso know suitable measures used to measure length, to derive the relaonship betweenmt. and cm perform the acvity ‘How long is the metre’.Acvity: How long is a metre.Material Required- Chart paper, 5 Blue Ribbons, 5 Green Ribbons, Scissor, Fevisck anda scale.Measure 1 mt. length of a red coloured ribbon, cut it and fix it on a chart paper.Divide the class in groups, where 5 groups are given blue ribbons and the other 5 groupsare given green ribbons. Ask each group to use a ruler to measure 10 cms. of the givenribbon and cut it .Ask a member from each group to come one by one and paste their 10cm ribbon next to the red ribbon.1 mtFurther to compare different lengths undertake the acvity “Let’s learn to organise”.Give a brief about the other units of measuring length i.e. inches and feet. Bring theheight chart and provide the students with the experience of measuring their height.61

The students note their height and the height of four of their friends on the worksheetprovided.Also explain how to measure curved lines.Provide students with string and ask them to use it to measure each curve, then place thestring on a ruler to find the length of curved lines.As the students have aained mastery in measuring length using appropriate units andmeasuring instruments. Explain addion and subtracon of length through the followingexamples:-1. Sam ran 20 mts in the morning and another 45m in the evening.a) How far did Sam run altogether?b) How much more did he run in the evening.Ans. 20mts. 45mts._________mts.20mts. + 45mts. = 65mts.62

Sam ran 65mts. altogether45 mts.20 mts.45mts. -20mts. = 25mts.He again ran 25mts. in the evening.2) Give the students a 20cm long ribbon. Ask them to cut it into three pieces. One piece is5 cm long, the second piece is 8cm long. Ask the students to calculate the total lengthof the first and second piece by adding it. Also ask them how they are going to find thelength of the third piece without measuring it.The students have acquired skills in esmang measuring and recording length. Connue bytaking the other metric measurements of weight or mass.Define weight as a unit of measurement to find how heavy or light a thing is. Show the studentsa weighing machine, spring balance, weighing balance which are all different instrumentsused to measure the weight of various objects along with a demonstraon of how they areused to measure objects.For e.g.To measure the weight of an object on an electronic weighing machine, place the object on itand the numbers displayed on the screen will tell the weight of the object and on a cooking /mechanical scale, weight is read with the help of a pointer.Before you weigh items on mechanical scales - make sure the pointer is at zero.Discuss the standard units used for measuring weight: kilograms and grams .Provide thestudents with experienal learning where they themselves conclude that grams is used formeasuring lighter weights and kilograms for heavier weights through the acvity performed.Take examples –like a sack of wheat, a pen, a school bag, a book, a mango, a box of mangoesetc and asks them which unit will they use to measure them?63

Kilograms is abbreviated as ‘kg’ and Grams as ‘g’Give worksheets for pracce.The students experience making their own weighing tool and measuring objects with its helpin the acvity ‘Let’s make our own weighing scales’. They also derive the relaon betweengrams and kilograms with the acvity ‘Are we expert at Weighing?’Acvity: Let’s make our own weighing scales.Material required - A sck, two similar lids or two similar plasc bowls, a thick thread, soaps(100g) pebbles, poly packets, packet of beans (1000g / 1kg) and rubber bands.Divide the class in groups of two and provide each group the following material.A sck, two similar lids or two similar plasc bowls and thick threadDemonstrate to the students how to make a weighingscale.Further explain that weighing scales are not much inuse now days. Electronic and digital weighing machinesare popular these days. Ask the students to recall thedemonstraon where they have been taught to usethese machines in previous periods.Acvity: Are we expert at Weighing?Further give a soap bar (weighing 100 g) to each pair. Hand over pebbles to all the pairs andask to weigh an amount equal to the soap bar and place 100g of pebbles in a poly packet ande it with a rubber band.Bring a weighing scale, weighing machine and a packet of 1kg beans to the class.Place a packet of beans on one side of the balance and asks the pairs to come one by one andkeep their poly packet of pebbles on the other side. The pairs come and keep their packetof pebbles on the balance. And aer collecng 10 pairs keep their packets on the balance;obviously, both the sides of the balance would be equal.Then on a weighing machine ask the students to place poly packet of 100 gms ll the scaleshows 1 kg on the machine.Ask the students how many 100 gram packets make 1 kg.100100100Then conclude1 Kg bag = 10 packets of 100g pebbles.100100100That implies, 1 kg = 10 X 100 g= 1000 g641Kg = 1000 g.

Connue further by explaining the concept of addion and subtracon of weight through thefollowing examples;Material Required: Chocolates, Biscuits and Wafers.Example 1.The weight of a flour packet is 80 kg. A shopkeeper sold 32 kg on Monday. What is the weightof flour le in the packet. Explain this example by showing the following diagram80 kg32 kg?80kg - 32kg =48kgExample 2Bring various things of different weights to the class, e.g.Chocolates (10) bars.BiscuitsWafers(10) pkts.(10) pkts.Place them on the table .Ask the students to come one by one and pick any 2 different arclesfrom the table. The students pick up 2 arcles.Ask them to check the weight of each arcle which is printed on the wrapper and add themboth. Also note which arcle is heavier and by how much.Take a few more examples of addion and subtracon .Aer the students have mastered theskills of addion and subtracon provide them with a worksheet.The ‘Lets weigh ourselves’ acvity is used for reinforcing addion / subtracon in weights.Provide worksheets for pracce.Aer the students have acquired the skill of measuring weight and calculang its total anddifference, connue the lesson by taking the next measurement ‘Capacity and Volume’.Material required: containers of different sizes.Introduce the topic by bringing some containers, then fill each container with water. Explainthat the amount of water is called the volume of water. Volume is used for measuring liquidse.g. juice, milk, oil etc.Now, take three different types of containers. Fill one container with some water and markthe level on the container. Pour water into another container and ask the students, if thevolume of the water changes. Similarly pour water into a third container and ask the samequeson. Check by pouring water in the first container again.65

Explain that the volume of water remains the same even when it is poured in differentcontainers. Also explain that volume is a quanty of liquid in a container, whereas capacity isthe maximum amount of liquid a container holds.For example it can be the capacity of -a juga teacup or muga milk cartoona petrol tankFurther undertake a student acvity, where they have to compare volume by visualising thelevel of water in containers.Hence the difference between volume and capacity and that both are measures of liquid, sounits for measuring volume and capacity are the same is clear to the students.Recall earlier (Class1) the volume of liquid was measured using cups, glasses and mugs whichare non -standard units’ of volume. As cups, glasses, mugs are of different sizes we get differentresults, so we use litres as a standard unit for measuring volume.Further show a one litre carton of milk and a bole containing one litre of water. Then show aglass of water containing less than 1 litre. Show some more examples e.g. in a cup, medicinebole etc. These containers contain less than a litre of liquid.Give the students an idea about millimeters by showing a dropper which holds about 1 ml anda tea spoon which holds about 5 ml of liquid.Explain that millilitre is used to measure a smaller amount of liquid , such as – syrup in a spoonor milk in a mug and a litre is used to measure large quanes ,such as water in the bucket orpetrol in a tank.66

Also tell the students that millilitres are abbreviated as ‘ml’ and litres as ‘l’.Ask the students to recollect from their daily lives and note the objects which hold less than 1litre and more than one litre of liquid.Further show them different measuring cylinders which are used to measure the volume ofa liquid.Demonstrate that the volume of a liquid is measured by reading the scales on the measuringcylinders. To read the scales of a cylinder keep it, at eye level.While measuring liquids in jugs or cylinders ensure that they are placed on a flat surface.Otherwise the reading will be inaccurate.Provide the students an opportunity to measure liquid with the help of these cylinders. Thestudents find the capacity of a container using measure 1 litre in the acvity ,’How fast can wefind the capacity of the bucket?’The students are familiar with the units used to measure volume, they deduce relaonbetween litres and millilitres through an acvity, “Let’s Fill and Find Out”.67

Acvity: “Let’s Fill and Find Out”Material Required: a beaker of capacity 100 ml and 1 litre , a 1 litre bole and a containerfull of water.Divide the class in groups of four. Provide each group with a 1 litre empty bole (do not tellthe students the capacity of the bole) and a beaker of 100 ml. the capacity. Keep a pail ofwater in a corner of the class. Instruct the students to fill their bole using a 100 ml beaker.Turn wise each group fills their beaker from a pail and counts the number of beakers theyhave poured into the bole to fill it up. Now provide each student with the measuring cylinderof 1 litre and ask the students to measure volume of water in the bole by pouring it into ameasuring cylinder. The students determine that the amount of water in the bole is 1 litre.1 litre100 mlAsk the students the following quesons:What is the capacity of a bole?What is the volume of water in the bole?How many 1OO ml beakers of water have they poured into the bole to fill it up?Hence conclude that 1 litre = 10 beakers of 1OO ml1 lt = 1000 ml.Further explain addion and subtracon of volumes through examples in a manner as donein the case of length and weight .Provide students with worksheets to reinforce their concepts.The lesson is concluded with the acvity ‘Match the right card’ where the student use theirknowledge and understanding of concepts.68

Student Activity:The students recall and pracce measurement of objects using non standard units ofmeasurement.Acvity: ‘My own measuring tool’Material required: Erasers, paperclips , macaroni, sharpeners.Divide the class into groups of four. Ask them to observe objects of different lengths.All the groups choose one object that they are going to measure but each group hasto select different non standard units to measure by choosing an erasers, macaronis,paperclips or sharpeners as their measuring tool.Ask each group to share their findings and discuss, why each group is geng a differentlength for the same object.Further give each group an opportunity to measure lengths using their body parts andrecall measures like the hand span, cubic, foot and pace measure.Let the students conclude that upon using non standard units of measuring length theyget different answers. Thus there is a need for standard measuring units, so that they getthe same result.To compare lengths the following acvity is undertaken.Acvity: “Let’s learn to organise”Material required : Paper strips of various sizes in cms only and a ruler.Divide the class in groups of four and give each group 5 strips of different sizes. Ask thestudents to measure the length of each strip and arrange the strips in ascending orderof their length. Further let the students who are in other groups have strips of the samelength as theirs. Finally ask all the groups to discuss their answers and write the measureof the shortest and longest length of the strip in their individual group and overall in classtoo.Connue the acvity further by asking the students to place all the paper strips togetherand calculate the total length of all the strips by adding the measurement. e.g. 4 cm + 7cm + 10cm +2cm +8cm =31 cm7 cm10 cm2 cm 8 cmThe following hands on experience acvity is taken with the students, which helps themto differenate between grams and kilograms.Material required: 1 kg weight, paper, 1 gram weight a shirt, a sugar packet, thingsweighing less and more than 1 kg69

Each student is provided with an opportunity to hold a piece of paper in one hand and theschool bag in the other. Ask them which is heavier .Next ask them to hold 1 kg mass in onehand and 1 gram mass in another hand and again ask the same queson. Give them a fewmore things to hold, with things weighing less than I kg in and out hand things weighingmore than 1kg. in the others. Let the students conclude grams is used to measure lighterobjects and kilograms is used to measure heavier objects.Again ask the students to hold a shirt and 1 kg packet of sugar. Ask, which of these objectsis heavier? A shirt or a packet of sugar? Which of these objects is bigger in size ?The students explain that a sugar packet is the heavier object, even though the shirt isbigger in size. Hence deduce it is not always the largest object which is heavier, thereforeweight is independent of the size of the object.Provide students with a few objects and a weighing machine, where firstly, they guess theweight of each object and then find it on the weighing machine.Reinforce measuring in grams by showing small weights in grams to the students .Askthem to measure lighter objects ( e.g. paper clip, pencil) using a weighing scale they havemade or by using a weighing machine which measures grams.70The weight of a paper clip is 1g.

The students apply the knowledge of addion and subtracon in the acvity ‘Let’s weighourselves’.Bring a weighing machine to class. Ask the students to check their weight one by one withthe help of the weighing scale. Makes groups and ask the students to write their nameson a sheet along with their weights. Ask the students to answer the following quesons:a) Who is the heaviest in the group?b) Who is the lightest in one group and by how much as compared to the heavier one?c) Are there students in the a group whose weight is the same?d) Add all the weights. Find the total weight of the students in your group?The students envisage comparing volume through the following acvity.Display five similar glasses. Pour different amounts of water into each glass. Ask thestudents to arrange the glasses in order beginning with the glass containing the smallestvolume of water to the largest. Show your answer by drawing on a piece of paper.To find the capacity of a parcular container the following acvity is undertaken.Acvity: How fast can we find the capacity of the bucket?Material Required: a bucket, a bole (1 litre), and a source of water.71

Divide the class in groups; give each group a bucket and a 1 litre bole. Ask them to findthe capacity of the bucket. The students fill the 1 litre bole and pour it into the bucketone aer the other to fill it up. They keep a track of the number of boles that are pouredinto the bucket and find out the capacity of the bucket e.g. If 30 one litre boles arerequired to completely fill the bucket the capacity of the bucket is 30 litres.The following acvity is undertaken to make students apply their skill related to the topicand to reinforce the concept of standard units.Acvity: ‘Match the right card’.Material required: Flash cards, a buzzer.Divide the class in groups’ .Each group is given a set of six picture cards and six unitsof measurement. They have to match each picture card with the correct unit ofmeasurement. The group that matches the cards first and hits the buzzer will be thewinner. All cards should be correctly matched.Review:Recall with students that while measuring length, weight or capacity the following pointsshould be considered for choosing a suitable measuring instrument.• What it is they are measuring - for example is it long or short, heavy or light or a certainamount of liquid?• Esmate the measurement; does the scale on the instrument go up high enough? Forexample to measure a length of 2m cloth, a ruler cannot be used or to weigh a 1 kgparcel a set of scales that is set to weigh up to 500 g cannot be used.Consider the following example. To make Maggie noodles for two you need the followingingredients.250 g noodles400 ml water72So, they need to choose scales where they can read measurements exactly as required .

When choosing a suitable unit for measuring they need to consider:• What is it they are measuring - for example is it long or short, heavy or light, or acertain amount of liquid?• Esmate how big it is.• What unit will give the smallest number of whole digits?For exampleWhat unit would be used for measuring the length of a roomr? Let’s go through thepoints:• A room is long.• The bigger units of length will be used, so the length of the room is measured inmetres.• It is best not to give the length of a room in cm because the units would be very long.It is easier to write 4 mts. rather than 400 cm.Ask the students to observe how their mother uses different measurements to follow arecipe. For example the weight of required ingredients, amount of water/ sauce/ milk etcrequired to prepare a parcular dish.While doing addion and subtracon using metric measurements emphasise to thestudents that the same units are added and subtracted.For example :5 m + 2 m 34 cm = 7 m 34 cm500g + 200 g = 700 g1 mt.+ 20 cm = 100 cm + 20 cm = 120 cmTake the students to a grocery shop or super market and ask them to observe things,which are sold by measuring their weight / capacity/ length and make a note of them.Assessment:The students are assessed on their knowledge related to the topic, parcipaon inclass acvies and how efficiently they are able to apply the concept learnt outside theclassroom. The following quesons can be asked to evaluate the level of understandingof the students related to the topic:• What it is they are measuring - for example is it long or short, heavy or light or a givenamount of liquid?73

Q1. Which is longer? A ribbon measuring 20 cm or 2 cm.Q2. A 15 cm strip is to be covered by three pieces of ribbon. Which combinaon ofthree lengths will be able to cover the strip completely?a) 5cm 5cm 5cmb) 4cm 5cm 6cmc) 2cm 10cm 4cmd) 3cm 6cm 6cmQ 3.The shopkeeper has lost weights to measure 500 gm with precision. He has twoweights of 200gms each. How much more weight should he have so that he mayget 500 gm in all.500 gm = 200 gm + 200 gm + ______Q4. A tub contains 50 litres of water. A person uses 20 litres. How much water is le?50 L - 20 L ______74

Topic: Make your own instrumentDuraon: 3 hoursPerforming ArtsLesson PlanBrief Descripon: This lesson includes knowledge related to musical instrumentsand the students are given a hands on experience to create their own simple musicalinstruments.Learning ObjectivesAs an outcome of this lesson the students will be able to recognise the sounds of certaininstruments and create musical sounds from different objects.Material RequiredA box, rubber bands, boles, different objects, pens and pencils, buons, rice, ping pongballs etc.Teacher ActivityGive a brief descripon of various musical instruments.-,• Categorise each instrument as belonging to one of these categories: woodwinds, brass,Percussion and strings.• Similaries and differences of instruments.• Describing the instruments and name some parts and features of the insruments.Share informaon related to famous musicians playing parcular instruments.Demonstrate the making of the following musical instruments :Rubber band guitarsUse a sturdy box with a lid. Cut a circle on the top for the sound hole. Stretch rubberbands or elasc around the box and li elasc up off the box with pencils from each endto avoid buzzing.Discuss the effects of different lengths of elasc, different thickness, and different tensionsand how it affects the pitch of sound. Explain similaries with guitars and violins and otherstringed instruments.75

A bole xylophoneLine up the boles in a row. Fill the first bole almost to the top with water. Tap it with apencil, and listen to the sound. Put slightly less water in the second bole. By pung lesswater in the second bole, you will hear a lower-pitched note when you tap the bole.Now add a different amount of water to each bole to make your bole xylophone. Tunethe boles so that you can play a musical scale. The pitch changes from high to low as youtap the boles along the line.Discuss the effect of the depth of water, container size and shape, the thickness ot glass,etc. How do they affect the pitch?Experiment with idencal containers too!Bole maracasFill drink boles with different objects, pens and pencils, buons, rice, etc. Try ping pongballs - cut a drink container in half, put the balls in and re tape, decorang the container.Talk about volume and the texture of sound.Student ActivityDivide the students in groups and ask them to follow the instrucons to make rubberband guitars, a bole xylophone and bole maracas. Aer they have made their ownmusical instruments, they experiment with them to produce a rhythmic sound.Collect pictures of various musical instruments and categorise each instrument aswoodwinds, brass, percussion, and strings. Also paste the pictures of musicians, who arefamous for playing theses instruments.ReviewStudents pracce playing the instruments of their interest.Assessment:The Students are assessed on their knowledge related to specifics about their favouriteinstruments and how well they play it. Their interest, acve parcipaon in acvies andcreave skills are also to be assessed.76

Visual ArtsLesson PlanTopic: Air & waterDuraon: 45 minutesBrief Descripon: Making a boat and powering it using the properes of air and water.Learning ObjectivesAs a result of this lesson ,the students will be able to :• To understand the properes of air & water.• To apply the properes of air and water in acvies.Material RequiredPlasc flexible straws, Styrofoam or plasc disposable plates, tape, scissors, a pencil andballoons.Teacher ActivityRecapitulate the properes of air and water. This acvity is a fun way to performexperiments using air and water. Divide the students into groups of three.(Acvity courtesy: hp://www.cra-ideas-for-kids.com/balloon-boat.html)Student ActivityUse the scissors to cut off the lip of the balloon. Insert the plasc straw partly into theballoon and tape the balloon securely to the straw. Decorate the plate with oil pastels/water proof colours. Poke a hole in the centre of the plate with a pencil. Insert the strawthrough the hole in the plate and bend the straw at the joint. Inflate the balloon by blowingthrough the straw. Remember to put your finger over the end of the straw to trap in theair.77

ReviewBoat Race: Each group launches the boats by leng go of the straw and allowing theair to escape. Make sure the straw is under water when the boat is launched. The boatthat travels the greatest distance from the starng point before running out of air is thewinner!Suggested acvies :Water Polluon: Illustrate a story with an animated character of a droplet of water. Youcan give the droplet a name and describe the trouble it goes through because of waterpolluon and also how he causes harm to people.Forms of water: Make a flip book of an animated ice cube as he changes his form fromsolid to liquid to vapour. Draw the sequence of changes as the ice cube melts due tochange in temperature, becomes water and turns into steam.Draw a poster on the topics-Save water, Importance of water conservaon, air polluon.AssessmentThe students are assessed on the basis of their knowledge related to the topic and theirenthusiasm for displaying creave and unique work.78

Physical EducationCard 15Take AimUse these activities to:• improve accuracy of throwing• begin to know what makes a successful throw• play with others• take turns.79

How to play In teams• Divide the group into four equal teams. Each team stands one behind each other atone of the four throwing staons. Provide a different object for each team to throw.Take it in turns to throw the object into the target. Score 1 point for each object thatsuccessfully reaches the target. When everyone has had their turn move to the nextthrowing staon.Variations• Increase the distance from the target.• Decrease the size of the target.Equipment• Variety of objects that can be thrown.• Lime powder or markers, cones, boxes, buckets or ropes to make targets.Safety Measures• Use so object only.Links to Other SubjectsEnglish: write simple short sentences• Put words into the box. When children are successful at geng a bean bag into thetarget they collect a word from the box. The winning team is the team that havesufficient words to frame a sentence.Mathematics: mental arithmetic• Keep individual scores. At the end of the game add up the individual scores to arrive ata team score.Curriculum links• Linked to the learning objecve no. 18 in the CBSE School Health Manual and theTheme on Movement Awareness in the NCERT Syllabus: What are the other forms ofmovement?Self Assessment• How many points did I score when playing the game ‘Take Aim’? How can I improve myscore?80

Physical EducationCard 16Hitting and kickingUse these activities to:• improve hing and kicking skills• improve muscle strength• hit and kick a ball to someone else• hit with power.81

ActivitiesIn groups• An equal number of players stand on one line, and an equal number face them on theother line:• kick a ball (1)• hit a ball using: hockey scks (2), rackets or cricket bats (3), table tennis bats and balls.(4)• Hit or kick a ball to a wall. (5)Variations• Increase the distance.• Use small balls.• Use different equipment like cricket bats, table tennis bats and balls.Equipment• Various balls.• Various implements that can be used to hit a ball: bats, rackets, scks.• Lime powder or markers.Safety Measures• Use so balls and equipment that is appropriate for young children (small hockeyscks).• Space acvies.• Watch out for others parcularly when collecng and chasing aer objects.Links to Other SubjectsEnglish: comprehension of spoken words• Children from one half of the team are given a singular word. Prior to hing or kickingthe ball the child will say the word. The child opposite will give the plural of the wordbefore returning the ball.82Mathematics: numbers• Prior to hing the ball the first child in the team says one number (e.g.42). The secondchild will give the expanded form of the number and pass the ball back to the firstteam.

Curriculum links• Linked to the learning objecve nos. 6 and 10 in the CBSE School Health Manual andthe Theme on Movement Awareness in the NCERT Syllabus: What are the fundamentalmovements?Self Assessment• Was I able to hit or kick the ball hard enough to reach my partner?83

84Assessment

AssessmentEnglishBy the end of this unit, the students will be able to:• Understand that verbs can tell about acons that happened in the past.• Comprehend that -’ed’ can be added to many verbs to make them tell about thepast.• Understand that -’ed’ is pronounced in different ways.• Disnguish between the present and past forms of verbs.Rubric for the UnitExpectedIndicators of the student’s performanceLearning Outcomes Beginning Developing AchievedRespond topresentaons byusing the past andpresent form ofverbs.The student is ableto :Make an effortto respondand connectto the correctexpression with theappropriate form ofverbs to be used forthe past tense.The student is able to :Move through alogical sequence ofevents and idenfiespast tense verbs in apassage or story.The student is ableto :Present factualinformaon in aparagraph using theappropriate tenseto describe aconsthat happened in thepast.Explain theirreacons to textsread, commenngon importantaspects.Extend the use ofa range of wordsand phrases toform sentencesto describe pastevents duringthe circle mediscussion.Establish rules todevelop listeningskills and take turnsto express his ideason acons that tookplace in the past.Use interesng wordsand increase repertoireof vocabulary in roleplays done in the classor school auditorium.Describe eventsin the past tenseusing an appropriatestyle and purposeto narrate/create astory.Learn to workeffecvely in groups.Discuss the meaning ofunfamiliar past tensewords encountered inreading a passage orstory.Use the pasttense of the verbfor narraon oftheir stories withconfidence.Knowledge aboutpast tense verbs.Demonstrate lileknowledge aboutpast tense verbs.Project a beerunderstanding ofthe usage of verbs todescribe acons thathappened in the past.Exhibit a completeunderstanding ofusing appropriateform of verbs todescribe past events.85

Environmental EducationAs a result of this lesson, the students will be able to:• Acquire awareness of the importance of air and water for all living beings.• Develop cognive and psychomotor skills to observe the phenomena indicang theproperes of air and water.• Become more sensive towards water and air related issues.Rubric for the UnitExpectedIndicators of the student’s performanceLearning Outcomes Beginning Developing AchievedThe student is ableto possess:The student is ableto :The student is ableto :Water bodies onearthWater for lifeLimited knowledgeabout variouswater bodies andpossesses goodknowledge aboutthe importance ofwater.Demonstratenearly completeunderstanding ashe/she picks up theconcepts promptly.Possess completeknowledge about theimportance of waterand various waterbodies that exist onearth.Recapitulaon ofProperes of air andwaterForms of waterGood observaonskills but finds itdifficult to expressin appropriatewords.Be exploraveand spontaneous.Now showsawareness aboutthe phenomena andproperes of air andwater aer doingvarious experiments.Observe keenly, doesthe experimentssystemacally withinterest and is ableto record and drawconclusions.Air and WaterpolluonAn awarenessabout air and waterpolluon but needsencouragementand guidance tobuild up a posiveatude towards it.Show that he/she/is acve andresponsible, showsresponsibilitytowards the issue.Is well aware aboutthe causes of air andwater polluon.86

MathematicsBy the end of this unit, the students will be able to :• Measure objects using standard units of measurements.• Explain relaon between metres and cenmetres, kilograms and grams, litres andmillilitres.• Use knowledge of measurements in real life situaons.Rubric for the UnitExpectedIndicators of the student’s performanceLearning Outcomes Beginning Developing AchievedThe student is ableto :The sudent is ableto :The student is ableto :Knowledge andDemonstrateDemonstrateDemonstrateunderstandinglimitedconsiderablea thoroughunderstandingunderstandingunderstanding of theof the concept-of the concept ofconcepts – length,Capacity, lengthlength, capacity andcapacity, weight andand weight andweight and givesgives appropriatesgives inappropriatean appropriateand completeexplanaons.explanaon.explanaons.Use of suitablemeasuring tools andunits.Compare two orthree objects butgets confused inusing standard unitsof measurement.Find it difficult torelate to standardunits and oengets confused inselecng suitabletools to measure.For example :Know that ‘g’ and‘kg’ are used tomeasure weight butCompare two andthree and moreobjects and alsouses standard unitsto measure thingswith the help of theteacher.For example :Know that g and kgare used to measurelighter and heavierweights respecvelybut finds hard torelate both units interms of 1 kg =1000gCompare things ingroups and usesstandard units tomeasure things.For example :Know that ‘g’ and‘kg’ are used formeasuring lighterand heavier weightsrespecvely;is also able todefine the relaonbetween them inmathemacal termsi.e. 1 kg = 1000g87

finds in difficultto differenate,that grams andkilograms areused to measurelighter andheavier weightsrespecvely.Choose a suitable toolto measure but findsit hard to use themefficiently.Understand the needof standard units but isunable to relate theiruse in our daily life.Choose the suitabletool to measure anduses it efficiently.Apply theknowledge acquiredin his daily acvies88

Visual ArtsAt the end of this unit, the students will develop the ability to:• Understand the properes of air and water.• Apply the principles of air and water to create a work of art.Rubric for the UnitExpectedIndicators of the student’s performanceLearning Outcomes Beginning Developing AchievedThe student is ableto :The student is ableto :The student is ableto :Displays anBarely understandDisplay someCompletelyunderstanding of theproperes of airunderstanding of theunderstandproperes of air andand water.properes of air andproperes of air andwater.water.water.Can apply knowledgeof properes inacvies.Apply knowledgeof properes inacvies but needshelp.Try and applyknowledge of theproperes in thegiven acvies.Spontaneouslyapply knowledgeof properes inacvies.Displays an ability todraw from memory.Draw a few detailsfrom memory.Draw a sufficientamount of detail frommemory.Can draw lotsof details frommemory.Can followinstrucons.Barely graspinstrucons.Display someunderstanding ofinstrucons.Completelyunderstandinstrucons.89

Teacher ResourceMaterial90

EnglishTeacher Resource MaterialMaterial RequiredPhotographs of the students showing them at a younger age. ‘When I Was a Lile Girl(Boy)’ wrien by the teacher (This book should include a photograph of the teacher onthe front as a child. In the book, the teacher should include stories of her/his childhood.All the verbs in the book should be in the past tense. The book is wrien in the followingpaern: When I was a lile girl (boy), I...) Chart paper, Acon cards showing the acons:kiss, kick, jump, climb, fold, sew, and walk, Verb cards - verbs wrien on index cards thathave either the present or past tense, verbs a parcel with slips menoning tasks for thestudents, a broken plasc spoon, a so rubber ball, flash cardsBooksChecking Your Grammar and Geng It Right by Marvin Terban, If You Were a Verb (WordFun) by Dahl, Michael, Gray and SaraAudio-videoA PowerPoint Presentaon and Video on Verbs, teach to talk Acon Verbs- Vol 1Websites for Referencewwww.english-4kids.comwww.superteacherworksheets.comSample of teacher’s Bingo CardB I N G Omeetmetbreakbrokefall - fellbite - bit feel - feltsay - saidfind -foundmake -madeget - gothave -hadpay - Freerun - ran cat - ate be - waspaid Space!bindboundwin -wondo - didgo -wentcome -camedig - dugteach -taughtbecomebecamecatch -caughtbegin -began91

Sample of students’ Bingo CardB I N G OFound Went Said Hid ForgotLe Flew Ran Did WalkedWrote Sang Grew Drank FoundRead Saw Washed Climbed LayPut Won Blew MadeBlankspaceFlash cardsThey arrivedearly while92

When myfather called.When mymother called.93

She had a caraccidentI was sleeping.94

I was talking tomy friendWhen the brideand the groomwere gettingready.95

We took a lot ofphotosAs she wasdriving very fast.96

Environmental EducationMaterial RequiredOHP, LCD, Screen, Construcon paperBooksAune Polluon: A book to colour, ‘Air Is All Around You’ by Franklyn M. Branley, If WeCould See Air by David T. SuzukiAudio-videoPowerPoint Presentaon 1 (Different water bodies on Earth)PowerPoint Presentaon 2 (Air polluon)PowerPoint Presentaon 3 (Water polluon)Websites for Referencehp://www.wartgames.com/themes/science/polluon.htmlhp://www.k12.hi.us/~shasincl/poems_prop_cycle_weather.html#floangsinkinghp://www.k12.hi.us/~shasincl/poems_prop_cycle_weather.html#itsraininghp://EzineArcles.com/?expert=Aurora_Lipperwww.kidscamrose.com/water/waterforlife.shtmhp: //www.epa.gov/kidsPoem 1: Water, water everywhere!Water, water everywhere, water all round,Water in the ocean, water in the ground.Water in a river, water in a creek,Water in a faucet with a drip-drop leak!Water in a fountain, water in a lake,Water on a flower, as day begins to break.Water from a waterfall, rushing down from high,Water from a dark cloud, raining from the sky.Water boiling hot, water frozen ice,Water in a blue lagoon, clean, clear and nice.Water at a fire, gushing through a hose,Water in a garden, so every flower grows.Water for the animals swimming in the sea,Water, water everywhere for you and for me!97

Poem 2: Water Cycle:(sung to “It’s Raining, It’s Pouring”)It’s raining, it’s pouring,The oceans are storingWater from the falling rainWhile thunderclouds are roaring.The rain now is stopping,The rain’s no longer dropping.Sun comes out and soaks up waterLike a mop that’s mopping.The water’s sll there now,But hidden in the air now.In the clouds it makes a homeUnl there’s rain to share now.Poem 3: Sink or floatWhy do things float?Why do things sink?What do you think?What do you think?Things that floatAre lighter than water.That’s why they float.That’s why they float.Things that sinkAre heavier than water.That’s why they sink.That’s why they sink.98

Droplet and the Water CycleOnce upon a me high above the earth, fluffy white clouds dried through the atmosphere.In the clouds lived a lile Droplet of water, round and content with life. For as long as hecould remember, he spent his days lying on his back, relaxing and soaking up the sun’swarm rays. One day, he took his usual place in the sun but the light didn’t seem to be asbright. In fact, as the day went on, it grew darker and darker, loud claps of thunder shookthe cloud, and the Droplet felt as if he were geng so heavy he could hardly move.Suddenly, the Droplet felt himself falling from the cloud. Down, down, down he fell,farther and farther from home. At last he landed on earth, in the dark green foliage ofthe rainforest. Around him as far as he could see were tall trees, dense green leaves,red mushrooms and mulcolored insects of every shape and size. Strange creaturessurrounded him, and the sounds and sights were like nothing he had ever seen or heardbefore. All he was sure of was that he wanted to go back home. But how?And so begins the adventure of Droplet, the water molecule, as he enters the great watercycle- condensaon, precipitaon, infiltraon, runoff, evaporaon and transpiraon-andstarts his journey back home.MathematicsMaterial RequiredChart paper, 5 Blue Ribbons, 5 Green Ribbons, Scissor, Fevisck , paper strips ofvarious sizes in cm only, a ruler, a metre tape and scale, a sck, two similar lids ortwo similar plasc bowls, thick thread, soaps (100g) pebbles, poly packets, packet ofbeans (1000g / 1kg) and rubber bands, Chocolates, Biscuits and Wafers, containersof different sizes., measuring cylinders of different measures, beakers of capacity100 ml and 1 litre, a 1 litre bole and container full of water, erasers, paperclips,macaronis, sharpeners, weighing machine 1 kg weight, paper, 1 gram weight a shirt,a sugar packet, things weighing less and more than 1 kg, a bucket, and water, flashcards, buzzer.Books• Learning maths with Albert…….Let’s measure/ things level 3 / Time life.• Learning maths with Albert…….-Do-, Acvity Book 9• Math and language Arts, Grade2. Learning Horizons, USA.• How Tall, How Short, How Far Away by David A. Adler, Nancy Tobin, (Illustrator)• Measuring Penny [Paperback] by Loreen LeedyThe Long and Short of Measurement by Vicki Cobb,Super Sand Castle Saturday by Stuart J. Murphy,99

Measuring by David Kirkby,How Tall, How Short, How Far Away by David A. Adler.Audio- VideoAudio visual aids on Measurement(For Videos of Weight, Capacity and Length follow the links given below. It containsillustrated lessons, online games and quiz based on LWC)• hp://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/6_Weight_and_Capacity/index.html• hp://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/2_Esmaon_of_Length/index.html• hp://www.bbc.co.uk/skillswise/numbers/measuring/lwc/game.shtmlWebsites for Referencewhp://www.funbrain.com/measure/index.htmhp://www.bbc.co.uk/apps/ifl/skillswise/mod_quizzes/numbers/measuring/lwc/quizengine?quiz=simplequiz1;templateStyle=simplequiz;pagerType=pages;pagerData=1www.youtube.comwww.googleimages.comwww.ixL.com/ math/ grade/ first / www.aaastudy.comFlash cardsKg100

grcm101

102mt

Height of the tower103

Length of a pencilWeight of the boy104

Weight of a flowerCapacity of a Tank105

106Capacity of the glass

Performing ArtsMaterial RequiredMusical instruments –guitar, casio, flute, drums, wooden spoons or scks, drumsmade from old boxes or containers, tape ecorderBooka) Make Your Own Musical Instruments (Do It Yourself Projects!) by Anna-marieD’cruzb) Musical Instruments from A to Z (Alphabasics) by Bobbie Kalmanc) Story of the Orchestra: Listen While You Learn About the Instruments, the Musicand the Composers Who Wrote the Music! By Robert LevineWebsite for Referencewww.lessonplanspage.comwww.songs4teachers.comVisual ArtsMaterial RequiredPlasc flexible straws, Styrofoam or plasc disposable plates, tape, scissors, pencil,balloons, Drawing paper, drinking straws, diluted paint, markers, Reusable box, ivorysheets, pastels, scissors, origami papers, instrucon sheet (annexure 1, unit 8)BookTheUsborne book of Art Ideas- Scholasc Inc.300 Science and history projects- Hermes House PublicaonsWebsite for Referencehp://www.cra-ideas-for-kids.com/balloon-boat.htmlwww.enchantedlearning.comfamilyfun.go.comPhysical EducationMaterial RequiredPhysical educaon cards, PEC kit.107

Origami- PlaneAnnexure 1, unit 8 Courtesy: familyfun.go.com108

Worksheets109

English(a) Verb Past TenseName : ___________ Class :___________Date : ___________Subject :___________I. Looking for a machine to turn back time? Well, this worksheetcan‛t do that, but it can help you form irregular past tenseverbs.The Time MachineComplete each clue by changing the highlighted Present tenseverb to an irregular past-tense verb.Then complete the crossword puzzle.1324 89 10567AcrossDOWN1. We (drink)_________ strawberry milkshakes at the diner.2. Alicia (catch)______________ the ball.1106. Ellie (write)_____________ a letter to her friend in Texas.

8. Becky (buy)__________ a new dress at the mall.10. The frightened cat (hide)___________ under the bed.ACROSS3. Tony (read)____________ his book after dinner.4. I (give)______________ Adam a computer game for hisbirthday.5. Donald (throw)___________ the ball.7. Janie (ring)___________ the bell after school.9. He (bring)_____________ his violin to school.111

Verb Past TenseName : ___________ Class :___________Date : ___________Subject :___________I. We use the Past Tense to talk about things that happenedbefore now. Many verbs add –ed to make the Past Tense(these are called the “Regular Verbs”):• I played tennis yesterday.• I finished my homework last night.“-ed” can have 3 different sounds: “t,” “d,” or “ed.”“t” “d” “d” “ed”asked cleaned played neededlooked learned used startedfinished listened studied countedtalked changed closed wantedworked turned on tried endedwatched turned off openedII. Write the past tense of these regular verbs:112watch __________change __________talk __________ count __________Step __________ turn on __________Play __________ finish __________Open __________ look __________Close __________ dance __________use __________ try __________need __________ study __________listen __________ want __________

Verb Past TenseName : ___________ Class :___________Date : ___________Subject :___________I. “Go,” “See,” and “Eat” are called Irregular Verbs, becauseyou don‛t add –ed to make the past tense.Circle each past tense verb in the sentences below:1. I wanted to play baseball, but I was sick.2. Sarah watched a movie yesterday with her sister.3. My mother went to China and ate strange food.4. I did my homework last night.5. Mr. Davis took his son to school.6. My parents were young, but now they are old.7. She turned on the lights and closed the door.8. I danced with my friends and had a lot of fun.9. Jack cleaned his room and then he played outside.10. My mother gave me 20 dollars!113

Verb Past TenseName : ___________ Class :___________Date : ___________Subject :___________I. Past Tense is not as hard as you think! When you say pasttense, you don‛t have to add –s to the verb!I wrote yesterday.You played last night.We ran last week.They walked last year.He ate this morning.She sat 5 minutes ago.It jumped 2 weeks ago.II. Fill in the blanks with a verb in the past tense to completeeach sentence.1. Sheila __________ TV after school yesterday.2. I __________ a good breakfast this morning.3. The dog __________ with the cat.4. The students __________ on the chairs.5. Mike __________ his homework before school yesterday.1146. I can‛t find my pen! Who __________ my pen?

Verb Past TenseName : ___________ Class :___________Date : ___________Subject :___________I. Point out the mistakes in the sentences given below andrewrite them using the correct form of the verb:1. My tooth fall out yesterday!_____________________________________________2. My brother wake up very early this morning._____________________________________________3. Jacob‛s dog run in the park last weekend._____________________________________________4. Victor is sick last week, but he is not sick now._____________________________________________5. The dog bite Vicky yesterday, so she go to the hospital._____________________________________________6. My mom buy me a bag last week, and I bring it to school._____________________________________________7. There is money under my pillow this morning!_____________________________________________8. My friend give me his new comic book this afternoon._____________________________________________115

Verb Past TenseName : ___________ Class :___________Date : ___________Subject :___________I. To make a negative past tense sentence, just add “did not”(or “didn‛t”) before the verb. (You don‛t need to use the pasttense form of the verb.) *The past tense of the “Be Verbs”(am, is, are) is was and were. To make them negative, youjust add “not.” (I wasn‛t sick. They weren‛t tired.)116PositiveI wentYou ateWe sawThey fellHe gaveShe tookIt jumpedNegativeI didn‛t goYou didn‛t eatWe didn‛t seeThey didn‛t fallHe didn‛t giveShe didn‛t takeIt didn‛t jumpII. Write the following sentences as negative past tensesentences. Example: I went to school. I didn‛t go to school.1. Alan took a math test yesterday._____________________________________________2. My friend‛s dog bit me on the leg._____________________________________________3. Carl flew in an airplane last month._____________________________________________4. Betty finished her homework before dinner._____________________________________________

Verb Past TenseName : ___________ Class :___________Date : ___________Subject :___________I. Correct the mistakes in the sentences given below.1. Earl didn‛t went to the doctor yesterday._____________________________________________2. Did you took a shower?_____________________________________________3. Ingrid don‛t walk to school today because she was tired._____________________________________________4. James and Christine took an airplane to China. They didn‛ttook a boat._____________________________________________5. My father didn‛t gave me any money today._____________________________________________6. Fran didn‛t took any pictures because her camera was broken._____________________________________________7. Kirk and Lori are not in school yesterday._____________________________________________8. Mandy is not sick last week._____________________________________________117

Verb Past TenseName : ___________ Class :___________Date : ___________Subject :___________I. Match the questions with their respective answers. Writedown the correct letter namely (9, b ……..) in the spacegiven against the questions. Refer to the next page for theanswers.1. ____ Where were you last week?2. ____Where did you go?3. ____What was the weather like there?4. ____What did you do there?5. ____Was Dave there?6. ____Did you do anything interesting last week?7. ____Who did you eat with yesterday?8. ____Who did you meet at the ranch?9. ____what did you wear yesterday?118

10. ____What time did you leave?a. I went swimming.b. I met my uncle and aunt.c. Yes he was.d. We left at half past five.e. Yes I did. I sang and we had a barbeque.f. I was on vacation.g. I wore a hat.h. I ate with Tom.i. I went to my aunt‛s ranch.j. It was hot, windy and very dusty.119

Verb Past TenseName : ___________ Class :___________Date : ___________Subject :___________1. Yesterday I____(forget) to bring my pen.2. We____(swim) in that swimming pool last month.3. They____(go) home late last night.4. When he ____ (be) young, he looked handsome.1205. My grandma_____ (come) to visit us last winter.

6. He ____ (give) her a ride in his new BMW car.7. I ____ (wear) a fur hat yesterday because it was freezingoutside.8. He ____ (drive) too fast and as a result crashed his new car.9. I _____ (leave) the house when I was 17 years old.10. I _____ ( put) the books on your desk.11. I ____ (read) the letter twice before I fully understood themessage.12. Shakespeare___ (write) many plays.13. Sally ____ (spell) her brother‛s name wrongly.Find out the past forms of verbs in the word search.121

Verb Past TenseName : ___________ Class :___________Date : ___________Subject :___________I. Find the simple past forms of the following verbs and writethem next to the verbs in the list given below:Eat __________ Play __________Come __________Cook __________See __________Talk __________Do __________ Wait __________Fly __________ Walk __________122Have __________Wash __________

Leave __________Watch __________Meet __________ Go __________Open __________Regular past (ed or d ending)Wear __________Irregular past1. cook / cooked 1. go/went123

Verb Past TenseName : ___________ Class :___________Date : ___________Subject :___________I. Solve the crossword puzzle with the clues given below.124Down1. What is the simple past of cry?2. What is the simple past of talk?4. What is the simple past of look?6. What is the simple past of wait?8. What is the simple past of open?Across3. What is the simple past of walk?5. What is the simple past of cook?7. What is the simple past of land?9. What is the simple past of play?

Verb Past TenseName : ___________ Class :___________Date : ___________Subject :___________I. What did they do yesterday? Write your answers in thespace provided. (Mention the verbs/action words only.):1. _________________ 2. _________________3. _________________ 4. _________________5. _________________ 6. _________________125

7. _________________ 8. _________________9. _________________ 10. _________________126

(b) Actions happening at some point of timein the past (Past Continuous Tense)Name : ___________ Class :___________Date : ___________Subject :___________I. Rewrite the sentences after spotting the mistakes in thefollowing sentences and making the necessary corrections:1. I stayed inside while it raining._____________________________________________2. William listened to music as he walking to school._____________________________________________3. Amy played video games while her mother was talk to her._____________________________________________4. As I were taking a shower, I brushed my teeth._____________________________________________5. We read magazines while we eating._____________________________________________6. As they eating, Lynn and Tim talked about their jobs._____________________________________________7. Brian‛s cat went to the bathroom while he were sleeping._____________________________________________127

Actions happening at some point of timein the past (Past Continuous Tense)Name : ___________ Class :___________Date : ___________Subject :___________I. Choose and tick the correct option in the following sentences:I [was walking / were walking] through the mall on Tuesday.He [was playing / were playing] baseball until four o‛clock.My family [was watching / were watching] the sunset at thebeach last night.They [was staying / were staying] at the same resort thatyear.She [was smelling / were smelling] the coffee when she wokeup.We [was planting / were planting] the saplings on the EarthDay.The dog [was barking / were barking] loudly at the stranger.The audience [was enjoying/were enjoying] the match.The teacher [was arranging/were arranging] the books on theshelf.128The crow [was putting/were putting] pebbles into thepitcher.

Actions happening at some point of timein the past (Past Continuous Tense)Name : ___________ Class :___________Date : ___________Subject :___________I. Identify the pictures given below and frame relatedsentences using the expression for actions happening in thepast.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________129

Actions happening at some point of timein the past (Past Continuous Tense)Name : ___________ Class :___________Date : ___________Subject :___________I. Read the paragraph given below and complete the dialogueas suggested. Check the words in bold.The school won ‘The Environment Award of the year‛. TheMinister of Environment was invited to the school to give awaythe trophy to the ‘Green Club‛. The teachers and students werehappy on their achievement. The minister wanted to talk to themembers of the ‘Green Club‛ about the steps they had undertakento ensure an eco-friendly environment in the school.Minister: I am very happy for all of you.Students: Thank you, sir.Minister: What practices were you following over the year?Student 1: All of us ensured that there was cleanliness in theschool.Minister:_______________________Student 2: _____________________Minister:_______________________Student 3:______________________130Minister:________________________

Student 4:_____________________Minister:______________________Student 5:_____________________Minister:______________________131

Environmental Education(a)Air & WaterName : ___________ Class :___________Date : ___________Subject :___________I. Draw or paste pictures of the following water bodies andwrite two adjectives to describe each of them:A LakeA seaA sea132

A riverA pondA streamAn ocean133

Air & WaterName : ___________ Class :___________Date : ___________Subject :___________I. Identify the three forms of water below and write in spacegiven below :_____________ _____________ _____________II. Fill in the blanks using the words given in the help box:0°C ice weight space liquid colourless gas air plants1. __________ is frozen water.2. __________water is wet and fluid.3. When you boil water, the water changes from a liquid to__________.4. Water freezes at ____________.5. _______is present everywhere around us.6. Pure water is tasteless, odourless, and ____________.7. Air occupies _____________.8. Air has _____________.1349. ____________need air to prepare food.

(b) Air & WaterName : ___________ Class :___________Date : ___________Subject :___________I. Circle and colour the objects that make use of air to dowork.II. Which of the following items do you think will float andwhich do you think will sink?Item Float SinkPencilRulerAppleNailToy BoatPaperclipRubber Ball135

Air & WaterName : ___________ Class :___________Date : ___________Subject :___________I. Choose any two of the concepts listed below and design,draw and explain an investigation that would prove that :Air has weight.Air takes up space.Air is all around us.Air exerts a push/pull.Concept:Concept:136

Drawing/Design:(Don‛t forget to label your drawing)Drawing/Design:(Don‛t forget to label your drawing)Equipment needed:Equipment needed:Explanation:Explanation:137

(c) Air & WaterName : ___________ Class :___________Date : ___________Subject :___________I. Colour the pictures in which air is being polluted.II. Draw and suggest some measures to stop water pollution.138

(b) Air & WaterName : ___________ Class :___________Date : ___________Subject :___________I. Help the water find its way from the lake to your faucet byfollowing the correct path through the pipes.139

MathematicsLengthName : ___________ Class :___________Date : ___________Subject :___________I. Count and write the length in cms:140

LengthName : ___________ Class :___________Date : ___________Subject :___________I. Choose the suitable metric unit (m or cm ) to measure thelength of the following things:Height of a treeHeight of GlassLength of Water BottleLength of KiteLength of swimming PoolWidth of class room141

LengthName : ___________ Class :___________Date : ___________Subject :___________10 cm5 cm7 cm9 cm14 cmI. Answer the following questions :1) What is the length of the longest ribbon____________.2) What is the length of the blue ribbon ___________.3) How much is the purple ribbon longer than the greenribbon_________.4) What is the total length of the shortest and the longestribbon? ________.5) What is the difference between the lengths of the greenand blue ribbon? _______.6) What is the difference between the longest and shortestribbon________.1427) What is the total length of all the above ribbons?_________.

LengthName : ___________ Class :___________Date : ___________Subject :___________I. Compare your height with the height of four of yourfriends:My Name is ______________.My height is ___________ cm.a) YourselfMy friend‛s name is _______.His height is __________ cm.b) Your friend 1My friend‛s name is _______.His height is __________ cm.c) Your friend 2My friend‛s name is _______.His height is __________ cm.d) Your friend 3143

My Name is ______________.My height is ___________ cm.a) Your friend 4II.Ask your friends to stand according to their height indescending order:NameHeight in cm12345III.a) Write the name and height of your shortest friend.Name : _______________ Height :_________________b) Write the name and height of your tallest friend.Name : _______________ Height :_________________c) The difference between the height of your tallest friend andyou is ____________.144d) The difference between the height of your shortest friendand you is ____________.

WeightName : ___________ Class :___________Date : ___________Subject :___________I. Choose a suitable unit of measurement ( kg or gr) formeasuring the weight of the following things.:FlowerChildAppleColour pencilsPumpkinRatBasket of fruits145

WeightName : ___________ Class :___________Date : ___________Subject :___________I. 5 Families of a society are given a rice bag containing 500kg rice.500 Kg rice bagConsumption of rice in a monthFamily A =Family B =Family C =Family D =Family E =120 kg80 kg45 kg90 kg100 kgAnswer the following questions:1) Which family consumes the most rice ?1462) What is the total consumption of rice by Family B and FamilyD ? ___________.

3) What is the total consumption of rice by family A, family C andfamily E ? __________.4) What weight of rice does family E consume more than familyC ? ____________.5) What is the total consumption of rice by all the families ?____________.6) How much rice is left in the bag ? _________________.147

VolumeName : ___________ Class :___________Date : ___________Subject :___________I. Arrange the following in ascending order according to thequantity of water they can hold .1.Bucket Car tank Cup Bottle Swimming Pool River2.3.4.5.6.II. Choose a suitable unit of volume -l or ml ,which is used tomeasure the amount of water in the above mentioned things.Write in the appropriate boxes given below.Lml148

WeightName : ___________ Class :___________Date : ___________Subject :___________I. Look for different ways to add up to 1 litre. Complete thefollowing.149

VolumeName : ___________ Class :___________Date : ___________Subject :___________I. Fill up:1.500 ml+ ______ml =700 ml2.300 ml+ ______ml =1 L3.4 L+ ______L =2 L4.+= ______L +500 L 700 L 800 L150

5.200 ml+300 ml= ______mL +100 ml6.1 L- ______ml =800 ml7.+ ______L =5 L 8 L8.7 L-=3 L _____9.+=200 ml 400 ml ____ ml151

Metric MeasurementName : ___________ Class :___________Date : ___________Subject :___________I. Complete the table by choosing the most suitable metricmeasurement and instrument used for measuring the followingobjects. Also estimate the measurement.ObjectUnitInstrumentsEstimatedmeasurementWidth of a tableWeight of a loafof breadWeight of a bagof riceCapacity of adose of medicineLength of yourpencil boxYour weightCapacity of oiltank of a car152Your height

Metric MeasurementName : ___________ Class :___________Date : ___________Subject :___________Q1 Write the standard units for measuring the following:a) Length :b) Weight :c) Capacity :Q2. Write the most appropriate unit to measure the following:a) Length of the blackboardb) Weight of a mangoc) Quantity of orange juice from 2 orangesd) Quantity of rice needed for a family of 3 for one weekQ3. Write the name of any 2 articles which are measured in:a) Kilogram :b) metre :c) millilitre :153