Download Unit 4.indd - The New Indian Model School, Dubai

Central Board of Secondary Educa on
CLASS - III
UNIT - 4
PLANTS
The CBSE-International is grateful for permission to reproduce and/or translate
copyright material used in this publication. The acknowledgements have been
included wherever appropriate and sources from where the material may be
taken are duly mentioned. In case any thing has been missed out, the Board will
be pleased to rectify the error at the earliest possible opportunity.
All Rights of these documents are reserved. No part of this publication may be
reproduced, printed or transmitted in any form without the prior permission of
the CBSE-i. This material is meant for the use of schools who are a part of the
CBSE-International only.
Preface
The Curriculum initiated by Central Board of Secondary Education –International (CBSE-i) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signifies the emergence of a fresh thought
process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with
the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about
11500 schools affiliated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the
varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning
process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being
designed by CBSE-i, has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the
independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build
on values, beliefs and traditional wisdom, make the necessary modifications, improvisations and additions wherever and whenever
necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed
and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches
for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will
enable the young learners to become ‘life long learners’. The ability to stay current, to upgrade skills with emerging technologies, to
understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the
global learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking
skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt
flexibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace
of learners.
The CBSE has introduced the CBSE-i curriculum in schools affiliated to CBSE at the international level in 2010 and is now introducing
it to other affiliated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner
is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent
to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which
would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the
learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would
form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research
would be the constituents of this ‘Core’. The Core skills are the most significant aspects of a learner’s holistic growth and learning
curve.
The International Curriculum has been designed keeping in view the foundations of the National Curriculum Framework (NCF 2005)
and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of
whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise
in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve
on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of
empowerment with the help of the schools’ administering this system strongly recommends that practicing teachers become skillful
learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the
Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana
Parashar, Director (Training), CBSE along with other Education Officers involved in the development and implementation of this
material.
The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided
on the portal. Any further suggestions are welcome.
Vineet Joshi
Chairman
Acknowledgements
Advisory
Dr. Sadhana Parashar, Director (Training), CBSE
Shri Vineet Joshi, Chairman, CBSE
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators: Classes I-V
Ms. Anita Makkar
Sh. Akshay Kumar Dixit
Dr. Indu Khetarpal
Dr. Rajesh Hassija
Ms. Rupa Chakravorty
Prof. OmVikas
Material Developers: Classes I-V
English :
Ms. Deepti Verma
Ms. Mahua Bhattacharya
Ms. T Shimrah
Ms. Henna Sehgal
Ms. Kavita Lal
Hindi :
Dr. Usha Sharma
Ms. Veena Sharma
Sh. Akshay Kumar Dixit
Gen Science :
Ms. Charu Maini
Ms. Neeraj Punia
Ms. Deepa Ahuja
Mathematics :
Ms. Geetika Datta
Ms. Geeta Kanwar
Ms. Parul Makkar
Social Studies :
Ms. Ruba Chakraborty
Ms. Ruchira Ahlawadi
Ms. Kanupriya Wahi
Performing and
Visual Arts :
Mr. Reji MK
Ms. Jyoti Chadha
Ms. Kalyani Voleti
ICT :
Mr. Yogesh Kumar
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Babita Mahajan
Ms. Ritu Arora
Ms. Swati Panhani
Ms. Chanchal Chandna
Core-SEWA :
Ms. Vandna
Ms. Nishtha Bharati
Ms. Seema Chopra
Ms. Madhuchhanda
Ms. Reema Arora
Ms. Neha Sharma
Physical
Education :
Mr. Sanjeev Dahiya
Ms.Sugandh Sharma, EO
Ms.S. Radha Mahalakshmi, EO
Sh R.P Sharma Consultant (Sci)
Ms. Anjali Chhabra, AEO
Ms Savinder Kaur
Coordinators:
Dr. Srijata Das, EO
Mr. Navin Maini, RO(Tech)
Shri R. P. Singh, AEO
Ms. Neelima Sharma, Consultant (Eng)
Ms. Kshipra Verma, EO
Dr Rashmi Sethi, EO
Ms. Madhu Chanda, RO (Inn)
Shri Al Hilal Ahmed, AEO
Mr. Sanjay Sachdeva, SO
PLANTS
Contents
English
1
Degrees of Adjective
Adjective
Palindromes
Homonyms
Mathematics
13
Subtraction With and Without Regrouping
Subtraction of Multiples of 10 and 100
Word Problems and Subtraction Stories
General Science
22
Plants and Plant Diversity
Germination
Leaves: Photosynthesis, Types and Seasonal Shedding
Leaves: Usefulness and Formation of Compost Pit
Social Science
33
Different Plants and Vegetables Grown in Different Climatic Conditions
Dependency of Human Beings on Plants for their Daily Life
Performing Arts
41
Notes and Its Values
Visual Arts
45
Colour in Plants
Poster Making
Flower Making
Physical Education
Forearm/Bump Pass
50
Lesson Plan
45
English
Degrees of Adjective .......................................................................... 56
Adjectives ........................................................................................... 60
Palindromes ....................................................................................... 62
Homonyms/Homophones/Homographs ......................................... 67
MathemaƟcs
Subtraction With and Without Regrouping ..................................... 72
Subtraction of Multiples of 10, 100 ..................................................... 84
Word Problems and Subtraction Stories ........................................... 89
General Science
Plants and Plant Diversity ................................................................. 93
Germina on ....................................................................................... 97
Photosynthesis, Types and Seasonal Shedding .............................. 103
Usefulness of Leaves and Formation of Compost Pit ...................... 109
Social Science
Plants and Vegetables ....................................................................
114
Human Dependence on Plants for their Daily Life ......................... 138
Performing Art
Notes and Its Values ........................................................................ 152
Visual Arts
Colour in Plants .........................................................................
163
Poster Making ................................................................................. 165
Craft - Flower Making ..................................................................... 167
Physical EducƟon
Forearm/Bump Pass ........................................................................... 168
Card 7 .................................................................................................... 170
Card 8 .................................................................................................... 172
Assessment ............................................................................... 174
Rubric for English .........................................................
175
Rubric for Mathematics ................................................
176
Rubric for General Science ...........................................
177
Rubric for Social Science ..............................................
178
Rubric for Performing Arts ...........................................
179
Rubric for Visual Arts ....................................................
180
Teacher Resource Material ...................................................... 181
Worksheets ............................................................................... 197
- English ..................................................................................... 198 - 219
- Mathema cs ........................................................................... 220 - 236
- General Science ....................................................................... 237 - 257
- Social Science .......................................................................... 258 - 283
- Performing Arts ....................................................................... 284 - 286
PLANTS
Syllabus Matrix
English
Degrees of
Adjec ve
Palindromes
Mathematics
Adjec ve
Homonyms
General Science
Plants and Plant
Diversity
Germina on
Leaves:
Photosynthesis,
Types and
Seasonal
Shedding
Leaves:
Usefulness and
Forma on of
Compost Pit
Subtrac on With
Subtrac on of
and Without
Mul ples of 10 and
Regrouping
100
Word Problems
and Subtrac on
Stories
Social Science
Different Plants and Vegetables Grown
in Different Clima c Condi ons
Dependency of Human Beings
on Plants for their Daily Life
Performing Arts
Visual Arts
Colour in Plants
Notes and its Values
Poster Making
Physical Education
Forearm/Bump
Pass
Flower Making
Plants...
English
Introduction
The strength of a tree lies in its roots. Similarly the strength of any spoken language lies in its
grammar. One must have a good hold of grammar to be able to speak correct English. For
example, as children acquire perceptual characteris cs of objects they simultaneously also
acquire adjec ves to express their percep ons. The following lesson plans enable the teachers
with a broad perspec ve for teaching grammar in an interac ve and fun filled way.
Teachers’ Notes
Students know how to describe an object. However, many of them do not use descrip ve
language in their wri ng. They have been exposed to descrip ve literature through
various textbooks and by reading other books. They can, when shown an object, give
its oral descrip on. However, most of them do not use adjec ves in their wri ng. They
have prior knowledge of how to write a sentence. Their imagina on will be captured by
teaching them how to use adjec ves to describe an object in their wri ng.
By learning about adjec ves and their proper use, students will understand the importance
of using adjec ves for describing an object appropriately. Students will also further
enhance their wri ng skills.
Palindromes are words, phrases or even numbers that can be read the same way, no
ma er the direc on of reading. Given below is an example of a poem that makes sense
whether read it forward or backwards.
Christmas
Coming cheerfully
Colourful celebra ons
Children chant carols
Carols chant children
Celebra ons colourful
Cheerfully coming
Christmas
1
Plants...
Wri ng such poems can be tricky but it is a good fun and a great learning experience.
The lessons have been designed to help the students to understand the concept of
palindromes.
Homophones are set of words that are pronounced similarly but differ in meaning and
origin. They may also differ in spelling. Homonym refers to set of words with the same
sound and the same spelling, but with different meanings, such as bear (the animal) and
bear (carry). The lesson plan will enable the students to define the word homonym and
give examples of common homonyms. The ac vi es are designed to teach students about
homonyms with the help of coopera ve learning.
General Objectives

To define and iden fy adjec ves.

To recognise and categorise adjec ves in a sentence.

To write sentences with their own adjec ves.

To understand the func on of the three basic kinds of adjec ves.

To understand that adjec ves can be used to give ones opinion about something.

To focus on the central theme of a concept.

To be observant and comprehend the complexi es of the language with ease.

To achieve accuracy through correct applica on of vocabulary.
Specific Objectives

To use the compara ve and superla ve form to compare and contrast different objects
in English.

To use the superla ve form while speaking about three or more objects to show which
object is ‘the most’ of a certain quality.

To understand how to use adjec ves appropriately in their wri ng.

To learn what adjec ves are and how adjec ves can make their wri ng more
interes ng.

To be aware of the need to vary language use according to the context of communica ve
interac on.

2
To be able to receive and relay linguis c informa on correctly in everyday life.
Plants...
(a) Degrees of Adjective
Skills
Activity
Count the Beads
Listening
Spa al / Interpersonal
Visual
Look at the drawings and give
descrip ve words for them.
The Picture Game
Reading
Multiple Intelligences
Incorporated
Listen to a story and rewrite all
the words that are compara ve or
superla ve.
Describe your Drawing
Speaking
Duration: 4 hours
Intrapersonal
Say/write compara ve sentences
from the pictures provided.
The students will develop the ability to:
Learning
Outcome
•
describe nouns;
•
learn what adjec ves are and how to use them for a vivid
verbal and wri en expression;
•
understand the importance of using adjec ves to describe
an object accurately and appropriately.
3
Plants...
Transdisciplinary Activities
Visual Arts
Describe your Drawing
When students return to their desks from the art class or a
cra ac vity, ask them to put their drawings on their desk.
Provide them with pencils and a special notebook to be used
each me you play this ac vity in class. Ask them to take out
their notebook and describe their art with as many adjec ves
as possible. If they are stuck, ask them targeted ques ons:
What is the color of your pain ng? What is the size of the
drawing? How does the man in your pain ng look?
Social Science
Appe sing Adjec ves
Help students to put together a menu that features severaldescribed food items. Instead of wri ng “spaghe and
meatballs”, encourage students to use numerous “delicious”
adjec ves to make the dishes sound appe zing. Challenge
students to describe as well as possible. Let them vote for
op on which sounds most delicious.
Critical Thinking
Organise the class into groups of 5 or more. Students will look through magazines and
newspapers to find pictures of different objects. Issue an A3 sized poster paper to each
group. Students will describe an object and put up the adjec ves describing it on the
sheet with the object glued in the centre of the sheet. Finally, the students will present
their colourful posters to the rest of the class.
Life Skills/SEWA
Read a story to the class. When the story is complete, ask the students if they can tell
what words the author used for describing the main characters in the story. Next, read
a random page of the book, leaving out all the adjec ves. Reread the page by including
the adjec ves. Ask the students which reading gave them a be er visualisa on of the
characters in the book. Discuss with the class how the adjec ves helped make the story
more vivid to them.
4
Plants...
Duration: 4 hours
(b) Adjective
Skills
Activity
Hide-and-Seek with Adjec ves
Listening
Intrapersonal
Describe yourself using as many
adjec ves as possible.
Fantas c Pictures
Reading
Spa al / Interpersonal
Listen to the list of nouns and say it
aloud if any word is not a noun.
You are a noun!
Speaking
Multiple Intelligences
Incorporated
Visual / Interpersonal
Write an adjec ve for a noun (picture
cards).
The students will develop the ability to:
Learning
Outcome
•
define and iden fy adjec ves;
•
recognise adjec ves in a sentence.
5
Plants...
Transdisciplinary Activities
Performing Arts
The students can pair up and use adjec ves to describe a
given object to their partner. The student describing will have
an object to describe while his partner sits quietly with his
eyes shut. The student describes the object in detail using
adjec ves so that the partner can guess the object. The same
can be done with music. One student describes a popular
piece of music while the other tries to guess the quality of the
music by listening to the adjec ves.
Critical Thinking
Fantas c Pictures
Set up two boxes, one labelled NOUNS and the other ADJECTIVES. Take 30 index cards
(depending on the number of students in the class), and write one noun on each card.
The more interes ng and unusual, the be er. Some examples can be: a dinosaur, castle,
cen pede, monster, etc.
Next, write one adjec ve on 40 or more index cards. Choose adjec ves that are interes ng
and visually s mula ng, such as purple, tremendous, spo ed, fanged and striped.
Have individual students choose one noun card and at least one adjec ve card from the
boxes. Explain them that they have to put the adjec ves and nouns together and make
a drawing or a collage. The picture must show something fantas c, that is, something
that probably couldn’t be found in real life. Note that if the adjec ve and noun together
represent something realis c (for example, a blue box or a red dress), students will need
to choose other adjec ves.
Life Skills/SEWA
‘You are a Noun!’
Give a situa on, e.g. ‘Parent Teacher Conferences’. Create two lists. One list will be of
adjec ves that students would like the teacher to use when describing them and/their
work to the parents.
6
Plants...
The other list will be of adjec ves they are desperately hoping that the teacher will not
use when she is talking with the parents.
For example, The students would want the teacher to say that ‘she/he is a respec ul
student’ and not that ‘she/he is a rude child.
When all of them have a list of 5-10 words in each column, everyone will come together
as a class and combine the favourites from each list.
Discuss with the students how it really takes more effort to get on the good list than on
the bad list. A er all, the people on the good list are the ones who get and keep the good
jobs. I challenged the students to find some area of their life that needed improvement
and to work towards ge ng on the good list in that area.
7
Plants...
Duration: 3 hours
(c) Palindromes
Skills
Listening
Activity
Listen to the explana on given in the
class through the book ‘Mom and Dad
are Palindromes’ and understand the
term ‘Palindromes’, and how to use
them appropriately. Try and create
such words and enjoy the originality
of the crea on by sharing it with
others.
Multiple Intelligences
Incorporated
Interpersonal /
Kinesthe c / Logical
Quiz Hour
Listen to the teacher for clues given
for Palindromes. Try to figure out the
clues in order to find a palindrome
for each one of them.
Palindrome Numbers
Speaking
Think of a number and say it aloud.
Ask your partner to reverse the
number followed by addi on of the
two numbers. Follow the same steps
to obtain a palindrome.
Speak aloud the Palindromes wri en
on the board. Select those that you
would like to include in your picture
dic onary as well as in the drawing
based on Palindromes.
8
Logical / Spa al
Plants...
Reading
Read and find as many palindromes
as possible from the book ‘Mom and
Dad are Palindromes’. Act out those
palindromes and see if others are
able to iden fy them or not.
Kinesthe c /
Naturalis c
Read the statements/phrases (wri en
on the charts) aloud forward as well
as backwards.
A Fun Search!
Try and recall or observe the
surroundings and list as many
palindromes as possible.
Wri ng
Write the words introduced by the
teacher in the language journals and
observe that the pa ern of spellings
can move backward and forward.
Logical / Spa al
Be Technical!
Display charts reflec ng the
informa on collected from the net
about ‘palindromes’.
Palindromes Maze
Recall Palindromes and illustrate
an understanding about them by
crea ng palindrome mazes.
The students will develop the ability to:
Learning
Outcome
•
iden fy palindromes in a text;
•
create their own palindromes;
•
challenge others to iden fy palindromes through visual
impressions.
Transdisciplinary Activities
Visual Arts
Draw pictures depic ng palindromes.
Critical Thinking
Analyse the pa ern of le ers involved in palindromes and conduct a class discussion on it.
9
Plants...
Duration: 3 hours
(d) Homonyms
Skills
Activity
Rhyme Time
Listening
Musical / Kinesthe c
Listen to the rhyme and extend it
using different pairs of homonyms/
homophones and homographs.
My Crea on My Drawing
Speaking
Multiple Intelligences
Incorporated
Logical / Spa al
Give examples of homonym/
homophone/homograph pairs and
draw pictures related to them.
Spot the Similarity
Take turns in making up sentences
that contain pairs of homophones.
For example “I can see the sea”.
Reading
Know the meaning of the terms
-homonym/homophone/homograph
by looking up their meaning in the
dic onary.
Observe the pictures and match them
with their respec ve homonym pair
followed by wri ng the appropriate
word for each picture.
Write Right Cards
Match the cards with their respec ve
homophone pairs kept in the ‘picking
pile’ and discard the extra card.
10
Spa al
Plants...
Show and Tell
Wri ng
Spa al / Kinesthe c
Label the objects and write a sentence
on each of them.
Picture that Speaks
Design a book for the classroom
library containing pictures of similar
sounding words, and sentences with
at least one homophone pair in each
of them.
The students will develop the ability to:
•
know about the difference between homonyms /
homophones / homographs;
Learning
Outcome
•
frame sentences using homonyms / homophones /
homographs correctly.
Material Required
Pictures from newspapers or magazines, poster paper, 2 boxes, index cards, art material,
pictures of a puppy, dog, cat etc. Colourful hat, chef’s hat, stuffed animals like dog, teddy
etc., Mom and Dad are Palindromes by Mark Shulman and Adam McCauley, chart paper,
prin ng paper, objects with labels, dice, pictures represen ng homonym pairs, Write
Right Cards (Homophones wri en on Index Cards).
Transdisciplinary Activities
Visual Arts
Draw pictures depic ng palindromes.
Tree-mendous Homophones
Using fallen coloured leaves, each student will write a
sentence using homophones and illustrate the shape of a
leaf. Create a tree out of brown paper and place the leaves
on it.
11
Plants...
Critical Thinking
Understand the terms homonyms/homophones/homographs and the minute differences
between them. Appreciate the varia on they bring to the language when used correctly.
Life Skills/SEWA
Laughter is very important for leading a healthy life. Share the following jokes to make
learning enjoyable.
What kind of a party do plumbers go for? – A tap dance.
Why did the cat come down from the tree? – Because it saw the tree bark.
“Waiter, will the pancakes be long?” – “No, sir, round.”
Why did John walk backwards to school? – Because it was back-to-school day.
What do runners do when they forget something? – They jog their memory.
Why are movie stars so cool? – Because they have so many fans.
Why did the boy take the pencil to bed? – Because he wanted to draw the curtains.
Why did the king draw straight lines? – Because he was the ruler.
Why were the elephants thrown out of the swimming pool? – Because they couldn’t keep
their trunks up.
Did you hear about the snake that could do sums? – It was an adder.
Why did the teacher wear sunglasses? – Her students were too bright.
Why are postmen unhappy? – Because they are given the sack every morning.
12
Plants...
Mathematics
Introduction
Learners link new knowledge to exis ng informa on in ways that makes sense to them.
The understanding of new knowledge is facilitated when it is ed to the learner’s current
knowledge.
In class II, the students learnt to subtract three digit numbers using abacus and place
value blocks. They become competent enough to subtract the three digit numbers with
regrouping as well as without regrouping. They were able to mentally subtract mul ples
of 10. They became capable of solving word problems presented through pictures and
verbal descrip ons.
In class III, they will be able to deal with the subtrac on of four digit numbers. They will be
taught to master the skill of regrouping and become competent enough to add mul ples
of 10 and 100 mentally. The concepts will be imbibed by the effec ve use of abacus. They
will take pleasure in solving subtrac on problems presented through pictures and verbal
descrip ons.
Teachers’ Notes
A spark in the teacher can ignite a spark of excitement in the student as well. An enthusias c
teacher has the poten al to be very influen al in the life of a young student. The teacher
lays a founda on for a strong learning process. We as teachers must be very careful while
explaining the concepts and keep on mo va ng our students and try to be very simple
and clear in giving instruc ons so that the slow learners can also be fully benefi ed from
it.
To foster the learning, help of the following ac vi es has been taken which caters to
various mul ple intelligences.
Visual Aids
Group work
Organizing knowledge
Colouring ac vi es
Singing songs
13
Plants...
Enhancing imagina on and applica on
Guided physical ac vi es
Story narra on and poem recita on
Crea ng word problems
General Objectives

To understand the concept of subtrac on of 4 digit numbers.

To appreciate the use of mathema cs in everyday life.

To subtract mul ples of 10 and 100 orally.

To solve word problems and relate it to day to day life.
Specific Objectives

To develop the ability to subtract 4 digit numbers using place value blocks and
abacus.
14

To solve 4 digit subtrac on with and without regrouping.

To understand and use the terms- Subtrahend, Minuend, Difference.

To develop mental calcula on strategies to subtract mul ples of 10 and 100.

To solve subtrac on problems presented through pictures and verbal descrip ons.

To create subtrac on stories and comprehend word problems.
Plants...
(a) Subtraction with and
without Regrouping
Skills
Observa on
and
Iden fica on
Duration: 5 hours
Activity
Find the difference - The larger
number is represented on the abacus
and therea er the beads are removed
according to the smaller number to
find the difference between the two
four digit numbers.
Multiple Intelligences
Incorporated
Logical Thinking /
Interpersonal /
Intrapersonal
Expand and Subtract - The students
are asked to write the expanded
forms of both the numbers that are
to be subtracted and then subtract
star ng from the ones place.
Borrow - The steps to find out the
difference between the two numbers
by regrouping.
Logical and
Conceptual
Learning
Take Away and Return - The students
are given a fixed number of beads.
Different number of beads are taken
from them again and again and
returned to them repeatedly to help
them observe and understand the
reason behind adding for rechecking
the result of subtrac on.
Logical Thinking /
Kinesthe c /
Interpersonal
15
Plants...
Target Achieved Successfully - The
students are asked to subtract the 4
digit number from the number given
to them and then add the difference
and the number wri en on the board
to get the same number given to
them on the slip. This helps them
understand the checking process of
subtrac on.
Learning by
Doing
Applica on
Two Minute Paper - The students
are given two minutes me to
subtract the given 4 digit numbers
and represent the difference on the
abacus to let them enhance their
calcula on speed.
Logical Thinking /
Kinesthe c
Easy Way Out - The students subtract
one from the minuend having zero
in its ones, tens as well as hundreds
place. This helps to make calcula on
easier and quicker for them.
Logical Thinking /
Kinesthe c /
Interpersonal
The students will develop the ability to :
•
Learning
Outcomes
16
recall the rela onship between ones, tens, hundreds and
thousands;
•
subtract 4 digit numbers by regrouping;
•
subtract 4 digit numbers without regrouping;
•
check the subtrac on sums.
Plants...
(b) Subtraction of Multiples
Duration: 3 hours
of 10 and 100
Skills
Observa on
and
Iden fica on
Conceptual
Learning
Learning by
Doing
30 minutes
Activity
Keep An Eye On Tens Place - The
students observe the subtrac on
pa ern of 4 digit numbers with 10
and 100. This makes them capable of
doing the calcula ons mentally.
Multiple Intelligences
Incorporated
Logical Thinking /
Interpersonal /
Intrapersonal
Regroup - The students observe the
subtrac on pa ern of 4 digit numbers
with mul ples of 10 and 100.They
regroup the thousands, hundreds
and tens mentally to give answers.
This helps them to enhance their oral
calcula ons
In and Out - The students are given
a four digit number with mul ples of
10 and 100 around it. The students
subtract the mul ples from the given
number and write the answer in the
given bubbles. This is to reinforce
and strengthen the concept of
subtrac on.
Logical Thinking /
Kinesthe c /
Interpersonal / Spa al
/ Linguis c
Challenge The Other Group - The
students are divided into two groups
and the groups give each other a four
digit number and mul ples of 10 and
100 to find out the difference.
Logical Thinking /
Kinesthe c / Spa al
17
Plants...
Logical
Thinking
Learning
Outcome
18
The Subtrac on Tree - The students
are given ac vity sheets with a tree
having mul ples of 10 and 100 on its
stem. The students need to write the
pair of words whose difference is a
given number. This helps the students
to build strong mental calcula ons
and manipula on skills.
Logical Thinking /
Kinesthe c /
Interpersonal / Spa al
/ Linguis c
The students will develop the ability to develop mental
calcula on strategies to subtract mul ples of 10 and 100.
Plants...
(c) Word problems and
Duration: 3 hours
subtraction stories
Skills
Observa on
and
Iden fica on
Conceptual
Learning
30 minutes
Activity
Multiple Intelligences
Incorporated
Find Solu ons - The students are
shown flash cards of word problems
and are asked to solve and answer
quickly to enhance their mental
calcula on ability.
Logical Thinking /
Interpersonal
Framing Problem - The students are
given two 4 digit numbers and are
advised to create word problems
using them. This will help them
Logical Thinking /
Kinesthe c /
Interpersonal / Spa al
/ Linguis c
master the skill with fun.
Learning by
Doing
Logical
Thinking
and Mental
Calcula ons
Work in Groups - The students are
given word problems to solve in
groups and present in the class. This
helps students to feel comfortable
and encouraged in the classroom.
Logical Thinking /
Spa al
The Orchard Story - The students
are told about a story in which they
are asked to calculate mentally and
answer without doing the actual
calcula on. This helps them to
develop the skill of doing rough
calcula ons mentally.
Logical Thinking /
Kinesthe c /
Interpersonal /
Intrapersonal / Spa al
/ Linguis c
19
Plants...
The students will develop the ability to:
Learning
Outcomes
•
solve subtrac on problems presented through pictures
and verbal descrip on;
•
comprehend word problems;
•
create subtrac on stories.
Transdisciplinary Activities
Visual Arts
Colour The Balls - students find the difference and colour the
balls according to the given colour.
Around The Bush- Students colour the trees that are exactly
less than 100.
Physical Educa on
Students dance while singing the song-‘ This is the way we
subtract’.
Performing Arts
Ac vity – Sing Along
‘This is the way we subtract’
Critical Thinking
Complete 5000.
Students are asked to write maximum pairs of numbers whose sum can be added to 4350
to make 5000.
Which are the two numbers?
Students are asked to solve the riddle.
If you add both the numbers you get 2394. The difference between them is also 2394.
Find the two numbers.
My Subtrac on Story
Students make a subtrac on story and drama se it in the class.
20
Plants...
Life Skills/SEWA
•
Students are talented enough to use subtrac on in their day to day life. They will be, for
sure, able to use shortcuts of subtrac on. Regrouping and making groups to simplify
subtrac on makes calcula on easier for them.
•
The group work and peer work facilitates to build up warm bond between students
and a sense of accountability.
21
Plants...
General Science
Introduction
Students got familiar with the different parts of a plant and things required for the proper
growth of plants in grade II. They also learnt the dis nguishing features of plants growing
on different land forms. In grade III they will learn further and will be able to understand
and appreciate the vast plant diversity, their characteris cs and uses. They will further
learn about the concept of germina on, photosynthesis and role of leaves by performing
seed germina on ac vi es. They would also make a compost pit and understand that the
plants and plant products get mixed up in the soil to increase the soil quality.
Teachers’ Notes
Students of grade III besides having an understanding of their immediate surroundings
are ready to be sensi sed about taking care of their environment. They would be able to
appreciate the benefits of plants through various ac vi es and realise that it is the need
of the hour to preserve them.
They would gain through ac vi es involving
•
Photograph collec on, photo gallery.
•
Crea ng a compost pit.
•
Carrying out the germina on of seeds.
•
Crea ng a scrap book.
•
Use of pictures, drawing.
•
Role play.
•
Vocabulary building through rearranging the jumbled sentences.
•
Recording their observa ons during seed germina on.
•
Comprehension on types of plants.
Ac vi es of this Unit have been designed to make students understand the significance
and role of plants in sustaining life on Earth, and to develop scien fic ap tude.
22
Plants...
General Objectives
•
To observe the plant diversity in nature.
•
To enable students to group plants as per their life span.
•
To establish requirements of seeds during germina on.
•
To help children understand the requirements for successful growth of healthy
plants.
•
To understand the process of photosynthesis as the method of prepara on of food by
the plants.
•
To know that the leaves are the food factory of plants.
•
To make students aware of different types of leaves.
•
To compare and contrast the four seasons, focusing specifically on how other parts of
nature change with each season.
•
To make the students understand the usefulness of leaves.
•
To understand the forma on and importance of compost pit.
Specific Objectives
•
To iden fy the two root systems, i.e. tap root and fibrous root.
•
To differen ate plants as flowering and non flowering plants, herbs, shrubs, creepers,
climbers and trees.
•
To logically reason which group of plants fall into which categories.
•
To enable the students to iden fy the favourable condi ons required for seed
germina on.
•
To make students observe and understand the seed structure and different stages of
seed germina on and represent them diagramma cally.
•
To understand the importance of sunlight, water and chlorophyll for the prepara on of
food by the plant.
•
To differen ate the different types of leaves.
•
To demonstrate an understanding of the way the leaves on a tree change over the
course of the year.
•
To be familiar with the usefulness of leaves.
•
To appreciate the forma on of compost pit using dry and dead leaves.
23
Plants...
(a) Plants and Plant Diversity
Skills
Conceptual
Learning
Observa ons
Learning By
Doing
Duration: 4 Hours
Activity
Multiple Intelligences
Incorporated
• Specimen observa on: Comparing
the two types of roots and finding
the difference in their structures.
Linguis c / Kinesthe c/
Interpersonal / Spa al
• Plants –Yet different, i.e. flowering
and non flowering plants, plants
sensi ve to touch.
• Plant hunt: To observe the
diversity of plants in nature by
classifying them as herbs, shrubs,
creepers, climbers, trees
Logical / Intrapersonal /
Kinesthe c
• Shading the bark or stem of
different plants and grouping
them. Collec on of different roots
and making their sketches.
Kinesthe c / Logical /
Spa al / Interpersonal /
Linguis c
• Mix and match (card game):
Pairing the plant with its type.
Applica on
• Making a herbarium by collec ng
pictures or specimen of the
different types of roots and the
shaded bark or stem marks on
paper.
• Collec on of different root samples
or drawing their sketches.
24
Kinesthe c / Logical /
Spa al / Interpersonal /
Linguis c / Intrapersonal
Plants...
The student will be able to:
•
Learning
Outcomes
iden fy the two root systems, i.e. tap root and fibrous
root and give their structural difference;
•
group plants as per their life span and differen ate among
a variety of plants as herbs, shrubs, creepers, climbers
and trees;
•
group and pair the plant with its type;
•
logically reason out which group of plants fall into which
category.
25
Plants...
Duration: 5 Hours
(b) Germination
Skills
Conceptual
Learning
Activity
Multiple Intelligences
Incorporated
• Photo story: on stages of seed
germina on
Linguis c / Kinesthe c /
Interpersonal
• Seed
structure,
favorable
condi ons for seed germina on.
• Story narra on by the teacher –
“The secret life”.
• Parts of the Seed.
Observa ons
• Favourable condi ons required
for seed germina on.
Logical / Intrapersonal /
Kinesthe c
• Recording the seed germina on
stages over a period of me.
Learning By
Doing
• Germina ng the bean seeds in
different environmental condi ons
and finding the mos avourable
ones for its germina on.
Kinesthe c / Logical /
Spa al / Interpersonal /
Linguis c
• Poem-: Reci ng the poem–“Star ng
out”.
Applica on
Learning
Outcomes
26
• Drawing the stages of seed
germina on and seed structure
(inside of a seed).
Kinesthe c / Logical /
Spa al / Interpersonal /
Linguis c / Intrapersonal
The student will be able to:
• recognise and label the parts of a seed;
• iden fy the favourable condi ons required for seed
germina on;
• observe the different stages of seed germina on and
show them diagramma cally.
Plants...
(c) Leaves: Photosynthesis,
Types and Seasonal Shedding
Duration: 5 Hours
Skills
Activity
Conceptual
Learning
• Discussion: This topic is to be
introduced a er reviewing the
germina on of seed. The process
of plant growth due to presence
of leaves will be discussed.
Multiple Intelligences
Incorporated
Logical thinking /
Linguis c
• A video showing and explaining
photosynthesis process with a
song.
• A video on change of colour of leaf
during shedding will be shown.
• Collec on of leaves:
Observa ons
To collect the leaves and observe
their shape, colour, size and
smell.
Logical / Kinesthe c /
Interpersonal /
Intrapersonal
• A video showing and explaining
photosynthesis process with a
song.
• A video on change of colour of leaf
during shedding will be shown.
Learning By
Doing
• Game: Leaf Hunt: Students will
hunt their own leaf as per its
shape, colour, size and smell.
• Decora ng
Display
Board:
Students will decorate the display
board using dry leaves or as per
their crea vity.
Logical / Kinesthe c /
Interpersonal /
Intrapersonal / Spa al /
Linguis c
27
Plants...
• A video : on photosynthesis
Applica on
• A video: on shedding of leaf
Logical / Kinesthe c /
Interpersonal /
Intrapersonal / Spa al
• Game: Leaf Hunt will be played.
The students will be able to :
• understand the process of making food with the help of
sunlight, air and water;
Learning
Outcomes
28
•
recognise different types of leaves based on their colour,
shape, size and smell;
•
understand the process of shedding of leaves;
•
understand the four different types of seasons.
Plants...
(d) Leaves: Usefulness and
Formation of Compost Pit.
Skills
Conceptual
Learning
Duration: 4 Hours
Activity
• PowerPoint presenta on: Uses
of leaves. The pictures of various
leaves with their uses will be
shown to the students.
Multiple Intelligences
Incorporated
Logical thinking /
Linguis c
• Compost Pit: The students will
learn to make a compost pit using
dry and dead leaves.
• Students will see the pictures of
various leaves and understand
their uses.
Observa ons
Logical / Kinesthe c /
Interpersonal /
Intrapersonal
• Celebra ng Green Day: Students
will bring the green vegetables
as one of the ingredients of their
ffin on this day.
• Forma on of compost pit: Students
will understand the importance of
dry and dead leaves as they help
in making compost.
Learning By
Doing
• Celebra ng Green Day: Students
will bring the green vegetable as
one of the ingredients of their
food on this day.
Logical / Kinesthe c /
Interpersonal /
Intrapersonal / Spa al
• Forma on of compost pit: The
students will understand the
importance of dry and dead leaves
as they help in making compost.
29
Plants...
• Power Point presenta on: uses of
leaves
Applica on
• Ac vity: Forma on of compost
pit.
Kinesthe c /
Interpersonal /
Intrapersonal / Spa al/
Linguis c
The students will be able to:
• iden fy the various types of the leaves;
Learning
Outcomes
•
tell the uses of leaves;
•
form a compost pit using dry and dead leaves to make
the environment clean.
Material Required
Different specimens of types of roots like tomato, grasses, marigold, scrapbook, crayons,
a variety of seeds like bean, pea, rice, wheat, almond etc. Cards for mix and match
game, Herbarium/scrap file, Petri dish, co on wool, bean seeds. A photo story on seed
germina on. An open ground where different varie es of trees can be seen, a video
on photosynthesis, a video on shedding of leaves, small papers cut in rectangular and
triangular shapes, a power point presenta on on uses of leaves, large number of dry
leaves to make compost pit, pots with garden soil
Transdisciplinary Activities
Visual Arts
30
•
Types of roots
•
Stages of seed germina on
•
Real fresh green and dry leaves.
•
Any dish of green vegetables while celebra ng ‘Green
Day’.
•
Use of dry leaves to make a compost pit.
Plants...
Performing Arts
English
Mathema cs
ICT
Social Science
•
Drawing the seed structure and stages of seed
germina on.
•
Rhythmic recita on of poem accompanied with singing
and dancing.
•
Decora ng display board using different types of leaves.
•
Maintaining the observa on record of seed germina on
and wri ng the remarks.
•
Comprehension on types of plants.
•
Jumbled sentences to be rearranged.
•
Wri ng ac vity: recording of observa ons.
•
Coun ng the types of trees, herbs, shrubs etc. found
during plant hunt.
•
Using tally marks for coun ng.
•
Coun ng the types of leaves.
•
Cu ng the geometrical shapes using paper.
•
Measure the exact depth and width to dig the soil for
making compost pit.
•
Photo story on seed germina on.
•
A video showing the process of photosynthesis.
•
A video showing shedding of leaves.
•
Power Point presenta on showing uses of leaves.
•
Studying different type of plants found in their surrounding
and other habitats.
•
Knowing the four different types of seasons.
31
Plants...
Critical Thinking
Students will be asked the following ques ons to develop their cri cal thinking:
•
Why some seeds do not germinate even though they are provided with favourable
condi ons as mango or coconut?
•
Why only the green colour leaves perform the photosynthesis process?
•
There are some plants with red coloured leaves. Do the red coloured leaves perform
photosynthesis?
Life Skills/SEWA
The students will be sensi sed of their responsibility towards taking care of their
surrounding environment as they perform various ac vi es like -
32
•
Learning about the benefits of plants.
•
Plan ng at least one plant in their surroundings and taking care of it.
Plants...
Social Science
Introduction
In Class II, students have already been introduced to the different parts of the plants,
things required for the growth of plants, uses of plants and plants grown in different
landforms. Hence dealing with the topic on plants that need different clima c condi ons
in Class III is not a difficult task. In Class III, conceptual knowledge, comprehending ability
and observa on skills are further enhanced by introducing them to different clima c
condi ons which are necessary for the growth of different types of plants. A detailed
explana on on interdependence of human, animal world and plant life is further explained.
The Unit 4 (Plants) is developed to give the students an understanding of the plant world
in a holis c manner.
Teachers’ Notes
The Social Science curriculum is a wonderful amalgama on of science with the social world.
Keeping this in sync the Unit 4 of Class III has been developed. One must not negate that
primary students are endowed with boldness, sense of adventurism, agility and the ability
to dream. Their minds have an innate desire to achieve goals which may be unrealis c
to an adult mind. We salute their frankness and empathise with them when they stand
confounded looking at the conflicts between what they know and what they see. This
Unit begins with bringing out the significance of ecological balance which is necessary
for the very sustenance of humans, animals and plants. The Unit further dis nguishes
between the two terminologies ‘Weather’ and ‘ Climate’. Students are made to realise the
significance and correla on between the plant world with the specific clima c condi ons
required for their growth. Students are further encouraged to sensi se the dependence
of humans and animals on plants.
This Unit has been developed keeping in mind that children differ from one another and
they do not develop their knowledge like a recipe, which needs an equal amount of certain
ingredients. We have to cater to each child’s eager, growing, exploring, budding intelligence
to give him the wings of imagina on so that his crea ve needs are taken care of along
with his growth in conceptual knowledge. The ac vi es have been deliberated keeping
the varied intelligences like Logical/ Spa al/ Kinesthe c /Interpersonal/ Intrapersonal/
33
Plants...
Linguis c/Musical …….into considera on. Audio Visual aids which are an essen al part of
every Unit make each lesson worth learning. The rubric is a highlighter for the facilitator
to be judgmental about dealing with the lesson.
General Objectives

To iden fy the names of plants.

To differen ate between weather and climate.

To iden fy plants which provides us different kinds of products.

To realise the significance of plants for the environment.

To appreciate the importance of plants in human life.
Specific Objectives
34

To correlate the clima c condi ons with the types of plants.

To realise that each plant requires a par cular kind of climate for its growth.

To develop a connec vity between the product and the source plant.

To dis nguish between plant products and other sources.

To epitomise the dependence of human life on the plant kingdom.

To appreciate the significance of conserva on of plants to maintain the ecological
balance.
Plants...
(a) Different Plants and
Vegetables Grown in
Different Climatic Conditions.
Skills
Duration: 5 Hours
Activity
Together We Enjoy
Conceptual /
Logical
Bulle n Board
Aim of these ac vi es is to enable
the students to appreciate what
comprises the weather and climate
and what are the factors that iden fy
the environment in a habitat.
Holiday Trip
What does water do?
Observa on
A Weather Calendar
Multiple Intelligences
Incorporated
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Aim of this ac vity is to develop
an ins nct of observa on and to
recollect the habitat around us and
make a mental comparison between
two dis nct habitats and vegeta on
found in them.
Plant a Desert
Rain Forest
Applica on
These ac vi es aim to give the
clarity in the concept of correla on
between habitats and vegeta on and
to develop an understanding what a
par cular habitat comprise without
physically going there.
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
35
Plants...
Together We Do
Nature Album; Let us Enjoy.
Applica on
Lets Do it again
Collage
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Aim is to reinstate the understanding
of climates found in different habitats
and the adapta on by vegeta on in
that habitat to enable them to survive
and thrive.
The students will develop the ability to:
Learning
Outcomes
36
•
correlate the clima c condi ons with par cular plants;
•
every plant cannot grow in same clima c condi on.
Plants...
(b) Dependency of Human
Beings on Plants For Their Daily
Life.
Skills
Duration: 8 Hours
Activity
Multiple Intelligences
Incorporated
Foodie Plants
Conceptual /
Logical
Aim is to give clarity and to correlate
food items and plants
“ Rhyme Time”
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
To make them understand the
rela onship between the products
and the plants in a rhythmic
manner.
“Find me if you can”
Observa on
Aim of this ac vity is to make them
understand the plants in totality.
Rubb… to get crea ve
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
To give be er understanding of the
different parts of plants.
“Plant Essence”
Learning by
Doing
This collage
understand:
will
help
them
Different ways in which plants are
important to other living things,
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Ways in which humans use plants for
food, shelter, and clothing (e.g., trees
are used for building houses; cloth is
made from co on).
37
Plants...
Ways in which humans can protect
natural areas to maintain na ve
plant species (e.g., establishing
conserva on areas, wildlife reserves,
sanctuaries).
Students gain an apprecia on of the
importance of plants to humans by
crea ng a collage that depicts the
different ways they, as individuals,
use plants.
Garden scene with leaf prints
Applica on
Aim is to develop an understanding
about the significance of plants for all
living beings.
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
The students will develop the ability to:
Learning
Outcomes
•
understand the correla on between product and the
source plant;
•
dis nguish between plant products and other kinds of
sources;
•
appreciate the dependence of human life on the plant
kingdom and significance of conserva on of plants.
Material Required
A4 sheets, glue s cks, cellophane tape, thread, wool, scissors, cardboard pieces, poster
colours, pain ng brush, old newspapers, magazines. Calendar of a year, construc on
paper, scissors, pencil, coloured marking pens, sponges, container of water, terrarium,
several small Cac , po ng soil, fine gravel, sand, measuring cup, spoon, folded newspaper
for handling cac . A large wide mouthed bo le or a glass terrarium, peat moss, small pan
of water, small plants like moses, ferns, begonias, house plants etc, drawing paper, paper
for cover. To outline pictures of summer and winter season, different kinds of leafs.
38
Plants...
Different materials that come from plants (dried flowers, twigs and leaves, co on, paper,
toilet paper, spices, medicines, glue, cereal, etc) newspaper, white paper, tempera paint,
leaves, blindfolds, aloevera, Rose, Mint, Neem, Basil, Jasmine, Lemon, Cactus. Crayon
without the covering wax paper, paper items from nature: leaves, flower petals, bark,
twigs man-made items: comb, coins, cut-out paper pa erns.
Transdisciplinary Activities
Visual Arts
A Weather Calendar
Folder Making
Collage Making
Physical Educa on
Where does water go?
Visit to a Coastal Area.
Let’s do it again.
Nature Album; Let us Enjoy
Performing Arts
Together we Enjoy: Role Play
Plant a Desert: Make a Terrarium
Rainforest: Make a Terrarium
39
Plants...
Critical Thinking
Q. If you have to grow strawberry / sugarcane / co on / jute in your area what are the:
Clima c condi ons required
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Soil:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Precipita on:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Life Skills / SEWA
•
To realise that each plant has its appreciate own needs and requirements.
•
To develop an ap tude to appreciate conserva on of plants and trees and realise the
significance of plants in human life, for the environment and animal world.
•
To appreciate that the plant products are be er for healthy living in contrast to synthe c
food.
40
Plants...
Performing Arts
Introduction
Children are born ar sts, dancers and storytellers! They are naturally crea ve and enjoy
all kinds of ar s c expression: story-telling, music, drama cs, dance and visual arts. Even
babies and toddlers are capable of apprecia ng aesthe c experiences at a very young
age.
General Objectives

To appreciate music and dance.

To use music and dance as a means of personal expression.

To iden fy the rhythm of a simple song and sing accordingly.
Specific Objectives

To iden fy simple rhythmic pa ern in a song.

To respond with movements to a variety of musical moods.

To integrate the components of rhythm music and movement.
(a) Notes and its values
Skills
Activity
• Understanding do ed
note. (worksheet)
Aesthe c
Duration: 3 Hours
Multiple Intelligences
Incorporated
quarter
• Learning rest signs.
• Learn how to sing or play music in
do ed notes.
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
• Comprehend ar cula on (legato
and staccato) to sing or play music
with different feeling.
• Observing repeat sign
41
Plants...
• To Understand:Categories
instruments.
of
different
Knowledge about wind instrument
(harmonium).
• Understanding of dadra taal.
• Learn environment song in dadra
taal.
Learning by
Doing
• Play the rhythm game with do ed
minim and do ed crotchet note
(clapping notes according to
its correct- me) in groups on a
simple me.
• Play and sing songs with do ed
notes (do ed minim and do ed
crotchet).
• Read notes of a song and
understand different register of
sounds.
• Recognise Instruments belonging
to different categories.
• Learn parts of harmonium and
play shudh and vikrit swaras on it.
• Demonstrate dadra taal with bols
and matras by hand in slow tempo
and in fast tempo. (ekgun and
dugun)
• Learn and sing environment song
in dadra taal.
42
Intrapersonal /
Kinesthe c /
Interpersonal
Plants...
• Make notes with do ed notes and
rest and clap them in strict me.
Applica on
• Read the le er names of song
wri en on the staff.
• Revise notes on the staff and
recollect the names of different
notes and rest.
• Listening to different songs and
observe do ed notes and rest
used in music.
• Make notes of different swaras
and understand the difference
between them.
• To explain different four categories
of Indian instruments through
pictures.
• Explain different
harmonium.
parts
of
• Play swaras (shudh and vikrit ) on
harmonium.
• Play dadra taal by hand and on
tabla with slow and fast tempo
(ekgun and dugun)
• Explain the lyrics of environment
song and sing them together in
dadra taal.
43
Plants...
The students will be able to learn:
Learning
Outcomes
•
do ed notes, rest sign and their values;
•
understand how do ed notes are used to create
rhythm;
•
perform music in do ed notes and rest with
ar cula ons;
•
recognise the sounds of different instruments;
•
recognise different taal:- Kehrva, dadra, and rupak;
•
understand both devo onal songs (bhajan )and Geet;
•
demonstrate dadra taal with bols and matras by hand in
slow and fast tempo (ekgun and dugun layakaries).
Material Required
Musical instruments, music system to record and play back songs.
Transdisciplinary Activities
Visual Arts
Make play cards using different notes, do ed notes and rest
then state their me values.
Physical Educa on
Perform physical exercise with music.
Critical Thinking
The most important use of math in music is for coun ng. Tap out pa erns of two, three
and four beats and have the children count along giving the first beat stronger emphasis.
Later, vary your pa erns by alterna ng them, and by using unusual combina ons.
Life Skills/SEWA
Hum notes of swaras while medita on.
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Visual Arts
Introduction
This unit will help students to apply the elements of art namely line, shape, colour and
texture in their drawing and art ac vi es. They will be mindful of the principles of design
in artwork.
Teachers’ Notes
The ac vi es designed in this unit will predominantly develop visual, spa al and
naturalis c abili es in the students. There will be cross curricular integra on with Social
Studies and General Sciences in the ac vi es. They need to be introduced using examples,
brainstorming, demonstra on, discussion and audio/video aids. The experiences have to
be hands on and interac ve.
General Objectives

To develop crea ve and aesthe c sensibili es that perceive and respond to works of
art, nature and events.

To inculcate intellectual abili es that make cross curricular connec ons using the
medium of art.

To recognise and analyse art from various cultures and styles.

To encourage students to recognise their own ideas, values and beliefs and communicate
them through visual arts.

To explore new techniques and processes using a variety of materials.
Specific Objectives

Applying the elements of art namely line, shape and texture in drawing.

Expressing themselves using the principles of design: pa ern, rhythm and balance.

To inves gate the shape, structure and colour of the parts of a plant.

To appreciate the large diversity of plant life.

To recognise the need to protect flora and fauna.
45
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Duration: 8 Hours
(a) Colour in plants
Skills
45 Minutes
Activity
Multiple Intelligences
Incorporated
Using colour from plants to create a
design.
Logical / Mathema cal /
Natural / Spa al
Tie and Dye
At the end of this lesson, students will develop the ability to:
Learning
Outcomes
•
use the colours in plants in designs;
•
understand colour resist in the e and dye technique;
Material Required
Co on cloth, plant dyes, string, containers, gloves and water.
Transdisciplinary Activities
General Science
1. Go on a nature walk. Collect leaves, flowers and grasses.
Arrange the leaves/flowers aesthe cally on paper to make
coasters, table mats and laminate them.
2. Make cards from pressed leaves and flowers.
Critical Thinking
•
How can we e and dye a spiral design?
•
Which colours do we mix to get an orange colour?
Life Skills/SEWA
Scien fic thinking
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Duration: 1 Hour
(b) Poster Making
Skills
Drawing
30 Minutes
Activity
Poster making: Topics - Grow more
trees; My clean and green city; Plants
are useful to us.
Multiple Intelligences
Incorporated
Linguis c / Natural /
spa al.
At the end of this lesson, students will develop the ability to
express a message using visual language.
Learning
Outcomes
Material Required
Drawing sheets, oil pastels, black markers
Transdisciplinary Activities
General Science
Anima ng a seed: A story illustra on of the journey from a
seed to a plant. Discuss anima on. Brainstorm ideas of how
to personify objects, based on their knowledge of cartoons.
Watch the video - Veggie tales theme song - downloaded from
YouTube, for ideas about anima ng objects. Direct them to
create a comic strip of the story ‘blossoming of a seed’, from
its birth to its growth into a plant. Make a zigzag booklet of 6
parts (figure below) with a drawing sheet.
Draw a story illustra on of the journey from a seed to a
plant, with each stage being illustrated in each part of the
zigzag booklet. Add speech bubbles for dialogues. Colour
appropriately.
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Critical Thinking
Outdoor sketching: Walk around the campus and find a suitable plant/ tree to sketch.
What is the shape and texture of the natural object you have chosen? Draw it as you see
it. Use B lead pencils. Use different kinds of lines to shade in your drawing. Try to achieve
the shape and texture that you see.
Life Skills/SEWA
Scien fic thinking
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Duration: 1 Hour
(c) Flower Making
Skills
30 Minutes
Activity
Flower making with construc on
paper
Multiple Intelligences
Incorporated
Spa al / Natural /
Interpersonal
Cra
At the end of this lesson, students will develop the ability to
make 3D flowers using paper.
Learning
Outcomes
Material Required
Construc on paper, scissors, glue, straws, kite paper, glazed paper
Critical Thinking
Think of other kinds of flowers that you can make using the same technique.
Life Skills/SEWA
Apprecia ng the beauty of nature.
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Physical Education
Introduction
Students will learn Fore Arm and Pump Pass in Volleyball.
Teachers’ Notes
The forearm pass or bump is o en the most important skill because it helps build-up
defence and a ack the Pass-set-hit or sequence. If you make a perfect pass you increase
the chances of good offensive play but if you have not executed the forearm pass
effec vely your team will find it difficult to set and hit.
General Objectives
•
To develop an apprecia on of movement and use of the body as a means of expression
and crea vity.
•
To promote enjoyment and a posi ve a tude towards, physical ac vity and its
contribu on to lifelong health-related fitness.
(a) Forearm/Bump pass.
Skills
Duration: 3 Hours
Activity
Moving the body along with the
rolling of the ball.
Locomotor
Movement,
Manipula ve
movements
50
PEC Card 7: Circle dodge ball.
PEC Card 8: Hi ng and Kicking.
Multiple Intelligences
Incorporated
Spa al / Linguis c
/ Interpersonal /
Intrapersonal
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Applica on
An cipate the situa on and apply the
forearm passing skill while playing
the game.
Student will be able to :
Learning
Outcomes
•
hit the ball from the proper pla orm of the forearm;
•
develop spa al awareness by shuffling the body in line
with the ball;
•
student will demonstrate personal skill of forearm pass in
modified game;
•
receive the ball successfully and pass the ball across the
net within three hits;
•
help in making the Pass-set-hit sequence and understand
the basic offensive and defensive strategies in the game
of volleyball;
•
students will demonstrate knowledge of the rules in the
game of volleyball;
•
develop agility, alertness, balance, and co-ordina on
through movement.
Material Required
Volley balls, net, cone PEC Kit, etc.
Transdisciplinary Activities
Mathema cs
•
Here are six cards from some of the teacher’s favorite
teams from different sports. Study the charts on each of
the card given below.
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Name:Kanav
Game: Soccer
D.O.B: 24.2.1988
Home town: Delhi
Team: Dempo
Goal scored in the Session: 10
Weight: 69 kg
Height: 5.10 feet
Amount earned in One Session: 90 lac
Name: Chirag
Game: basket ball
D.O.B: 22.8.1985
Home town: Punjab
Team: Railway
Goal scored in the Session: 40
Weight: 89 kg
Height: 6.3 feet
Amount earned in the Session: 40 lac
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Name: Vandana
Game: Hockey
D.O.B: 10.7.1984
Home town: Rajasthan
Team: Tigers
Goal scored in the Session: 9
Weight: 79kg
Height: 5.6 feet
Amount earned in One Session: 27 lac
Name: Sanjeev
Game: Handball
D.O.B: 25.2.1982
Home town: Haryana
Team: Night riders
Goal scored in the Session: 10
Weight: 70kg
Height: 5.6 feet
Amount earned in One Session: 20 lac
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*Use the informa on given in charts and answer the ques ons
given below.
Q1. Which sports does Kanav play……………………………..?
Q2. How old is Sanjeev…………………………….?
Q3. Which team has Chirag as a member…………………….?
Q4. How much older is Sanjeev than Vandana…………………?
Q5. The home town of Sanjeev is…………………….?
Q6. Who is the tallest player ……………... Convert the height
into cen meters…………………?
Q7. Who scored the highest score in the session………………?
Q8. Who is the oldest player ……………….. What is the players
age today…………………..?
Q9. How much taller is Chirag than Kanav……………..?
Q10. Which player earned the maximum amount in a
session………………?
Critical Thinking
•
Iden fy the use of the amount of force that propels an object to reach varying
distances.
Life Skills/SEWA
•
To promote an understanding and knowledge of the various aspects of movement
preparing them for an ac ve and purposeful use of leisure me.
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Lesson Plans
55
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English
Lesson Plan-a
Topic: Degrees of Adjec ve
Dura on: 4 hours
Brief Descrip on: The correct use of the compara ve and superla ve forms is a key
ingredient when students are learning how to express their opinions or make compara ve
judgments.
Learning Objectives
As a result of this lesson, the students will be able to:
•
explain the forma on, uses and differences between the posi ve, compara ve
and superla ve degrees;
•
learn the compara ve and superla ve forms of adjec ve
Material Required
Pictures from newspapers or magazines and poster paper.
Teacher Activity
Make the students aware of the compara ve and superla ve forms by comparing any
three objects of their choice.
Explain that we can use three forms to compare adjec ves, i.e. posi ve, compara ve and
superla ve.
Posi ve Degree
Introduce the topic to the class by picking up any real objects. For example, a colorful
book, a pencil box, etc. Ask the students at random to describe the objects, using various
adjec ves. Write the sentences on the board. Underline the adjec ves with coloured
chalk.
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Examples
•
It is a small pencil.
•
This is a thick book.
Next, use flash cards depic ng objects that would be interes ng to students i.e. animals,
dresses, trees, etc. and elicit as many sentences as possible describing each flash card.
Once again, the teacher writes the sentences on the board and underlines the adjec ves
in coloured chalk.
Examples
•
The lion has sharp teeth.
•
That is a beau ful dress.
•
He is tall.
A er the teacher has wri en a couple of sentences on the board, he/she should write the
adjec ves, in a tabular form:
sharp beau ful tall thick small
Focusing on these adjec ves the teacher explains that the posi ve degree only describes
nouns or pronouns. It shows the simple quality of an object without reference to any
other.
Compara ve Adjec ves
To introduce the compara ve degree take a pair of real objects. Be sure that each object
has different characteris cs. For example two pencils of varying length. Before explaining
the compara ve degree, ask the students what adjec ves can be used to compare or
contrast the objects.
The teacher can show overhead transparencies or slides of a pair of animals or common
objects. Let the students compare and contrast the pair.
Examples
•
The elephant is taller than the horse.
•
The shirt is longer than the shorts.
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Superla ve adjec ves: To teach the superla ve degree pick up four or five real objects of
the same kind. For example, four or five pencils of different length. Ask the students how
they would differen ate between the pencils.
Examples
This is a long pencil.
This pencil is longer than that.
This is the longest pencil.
The Picture Game
Make photocopies of a picture containing three different animals or objects, e.g. a picture
showing a cow, a rhinoceros and an elephant. Give each student a copy of this picture
along with a sheet of paper. Ask the students to write their names on the sheet and make
two sentences each for the posi ve, compara ve and superla ve degree by comparing
and contras ng the animals or objects.
E.g. A cow has thinner legs than a rhinoceroses.(compara ve degree)
A cow is a large animal. (posi ve degree)
The elephant is the largest of all these animals. (superla ve degree)
Student Activity
1) Tug of Words
Split the class into small groups of four each. Give each group a sheet of paper. Write
ten sentences on the board which they are required to complete by adding either
the posi ve, compara ve or superla ve degree of adjec ve given at the end of each
sentence. Set a me limit. At the end of me limit the teacher gives the answers. The
group that gives the most correct answers is the winner.
2)
Count the Beads
Give a sheet of paper to each student. Ask them to write their names on the sheet and
to draw three columns for the Posi ve, Compara ve and Superla ve degrees. Next,
let a student read a short text loudly for the class. Ask the students to listen carefully
and write words which have the Posi ve, Compara ve and Superla ve degree in their
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respec ve columns. Let the class listen to the passage a second me if necessary. At
the end, the teacher collects the sheets and redistributes them, randomly, amongst
the students. The teacher then draws three columns on the board and writes the
answers. Let the students mark the answer sheets by giving one point for each correct
answer. The student who scores the highest wins.
Assessment
Read the sentences below and then give the compara ve form for each of the adjec ves
listed.
Tennis is a more difficult sport than Rugby.
I think John is happier now than a year ago.
Could you open the window, please? It’s ge ng ho er by the minute in this room.
interes ng
______________________
weak
______________________
funny
______________________
important
______________________
careful
______________________
big
______________________
small
______________________
polluted
______________________
boring
______________________
angry
______________________
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English
Lesson Plan-b
Topic: Adjec ves
Dura on: 3 hours
Brief Descrip on: An adjec ve is a word that modifies or describes a noun or pronoun. An
adjec ve can indicate what kind of, how many, whose, or which.
Learning Objectives
As a result of this lesson, the students will be able to:
•
define an adjec ve;
•
categorize adjec ves;
•
find adjec ves in a sentence;
•
write sentences with their own adjec ves.
Material Required
2 boxes, index cards, art materials, pictures of a puppy, dog, cat etc. colourful hat, chef’s
hat, stuffed animal like dog, teddy etc.
Teacher Activity
Introduce adjec ves to the students by having them think of three words that describe a
puppy and an elephant. Write them on the board. Most of these will be adjec ves. (Eg.
so , cute, large, grey.)
An adjec ve is a word that describes a noun (person, place, or thing).
Adjec ves can tell how something looks, tastes, feels or sounds.
Adjec ves answer ques ons like: How many? How big? What kind? Which?
Show a stuffed animal and ask the students to give a one word descrip on of the object.
Introduce the word “adjec ve” and ask the class if they know what an adjec ve is. Explain
that adjec ves are words used to describe nouns. They can include words that tell how
the noun looks, feels when you touch it, its’ size, how it tastes, and how it sounds.
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Describing Silly Objects
Try wearing a different, colorful and silly hat into the classroom and as a game, ask your
students to describe it. For example, wear a sombrero with many colorful tassels, a
winter hat with bright pa erns and pompoms, or a tall chef’s hat decorated with bu ons.
Discourage students from using the same words to describe the hat: if they get stuck,
teach them synonyms for their usual words.
Student Activity
Hide-and-Seek with Adjec ves
Students to pair themselves for the adjec ve hide and seek game. Instruct one member
of the pair to write a sentence using as many adjec ves as possible. Instruct the other
member to use a highlighter to mark all of the adjec ves in the sentence. From the
en re class, tell the second member of each pair to share the adjec ves they found, and
correct them if they have iden fied any words that are not adjec ves. Students will learn
adjec ves from each other and also their correct usage in wri ng and speaking.
Review
Read a short passage and circle the adjec ves in it. The students then rewrite the passage
by subs tu ng another adjec ve for the encircled one.
Assessment
Think of ten adjec ves to describe you. Students can use these adjec ves to write ten
sentences about themselves.
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English
Lesson Plan-c
Topic: Palindromes
Dura on: 3 hours
Brief Descrip on: This lesson involves knowledge and understanding of ‘Palindromes’.
Learning Objectives
As a result of this lesson, the students will be able to:
•
cite examples of palindromes from the commonly used words.
•
understand that palindromes are words which add beauty to the language when
used appropriately.
Material Required
‘Mom and Dad are Palindromes’ by Mark Shulman and Adam McCauley, chart paper,
etc.
Teacher Activity
Read ‘Mom and Dad are Palindromes’ by Mark Shulman and Adam McCauley to explain
the term Palindromes to the students. Explain that a palindrome is a word that is spelled
the same backward and forward. For example, mom, pup, and racecar are palindromes.
Encourage students to recall words like aha, bib, civic, dad, deed, did, dud, eke, eve, ewe,
eye, gag, gig, hah, huh, kook, level, ma’am, madam, mom, mum, noon, nun, peep, pep,
pip, pop, pull up, radar, refer, sees, sis, solos, stats, tat, tot, and wow and introduce them
to a few new words, e.g. deified, redder, repaper, rotator, rotor, etc. Ask them to write
these words in their language journals and observe the pa ern of spellings backward and
forward.
Challenge the students to come up with as many palindromes as they can within a med
period. Let them use their dic onaries. Who will come up with the most?
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RACECAR
DEED
LEVEL
PIP
ROTOR
CIVIC
POP
MADAM
EYE
NUN
RADAR
TOOT
Divide the class into groups of 4 to 5 students in each. Give each group a copy of the book
‘Mom and Dad are Palindromes’ by Mark Shulman and Adam McCauley. Help them to
find as many palindromes as possible in the given me. (This ac vity can be spread over
a period of 2- 3 days to make it enjoyable for the students.)
Be Technical!
Ask the students to find informa on from the net about the longest single English word
in common usage which is a palindrome; the palindromes phrases/sentences; word-unit
and mirrored palindromes. Encourage them to present the collected informa on in the
form of charts and display them in the class.
I am the longest
The famous MADAM, I’M ADAM is a
single English word
valid palindrome as there are various
palindrome -REDIVIDER
categories – phrases, statementsthat are considered as palindromes.
When crea ng reversible
sentences (to ensure that a
par cular expression forms a
palindrome), it is usually accepted
that punctua on and word
Word-unit palindrome- palindromes
in which the words form the same
sentence in either direc on, e.g.
WOMEN UNDERSTAND MEN; FEW
MEN UNDERSTAND WOMEN.
spacings are ignored, and so.
Mirrored palindromes- are the palindromes which are graphically reversible.
It is important whether upper or lower case le ers are used: bid is a mirrored
palindrome, but BID is not.
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Words like LIVE and STRAW
(which read EVIL and WARTS
backwards) are not themselves
palindromes but the “phrases”
LIVE EVIL and STRAW WARTS
are. A palindrome is not
necessarily a single word.
Introduce the idea of en re sentences/statements being palindromes through the
informa on brought by the students. Display charts reflec ng palindrome statements/
phrases. (A sample of similar charts has been given with the Teacher Resource Material.)
Invite the students to read the charts aloud forward as well as backwards.
Example,
A Toyota
A nut for a jar of tuna.
Palindrome Maze
Assist the students to create their own palindrome maze. (The pa ern of such a maze is
given below.)
64
S
T
A
R
A
B
U
T
T
U
B
A
R
A
T
S
Plants...
The word wri en in the first four squares (horizontally-forward) are the same as the word
wri en in the last four squares (horizontally- backward). The same pa ern applies to the
second and third rows.
Palindrome Numbers
To build math computa on skills, instruct/tell students to
•
Choose any 3-digit number.
•
Reverse the number.
•
Add together the original number with its reversed number.
•
Take the sum of the two numbers and add it to its palindrome.
•
Take the sum of those two numbers and add it to its palindrome again.
What do they no ce about the third sum? It is a palindrome! Challenge students to test
this idea. Is it always the case? Do you always end up with a palindrome sum at the end
of three computa ons that begin by adding a number and its corresponding reversed
number?
Sample Computa on
•
Start with 362.
•
Reverse the number (362 becomes 263.).
•
Add together the two numbers (362 + 263 = 625).
•
Take the sum of the two numbers and add it to its reversed number (625 + 526 =
1251).
•
Take the sum of those two numbers and add it again to its reversed number (1251
+ 1521 = 2772).
•
The third sum, 2772, which is a palindrome!
Student Activity
Read the words listed on the board followed by the following ac vi es to understand the
topic in a be er manner.
Make a picture dic onary of some of your favorite palindromes.
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Draw a scene (one whole picture) that includes as many palindromes as you can.
Quiz Hour
Listen to the teachers’ clues given for palindromes. Try to figure out the clues in order to
find a palindrome for each one of them.
Example,
I am a thing always being men oned while playing games on the computer or cell phone.
The higher the more difficult I am to achieve. Guess, who am I?
A Fun Search!
Divide students into groups to see which group finds/lists the most palindromes either by
recalling or from the surroundings.
Review
Examine the examples of palindromes. Put on your thinking caps and make a list of all
the palindromes that can be thought of or found in a dic onary. Conclude the ac vity by
crea ng palindrome sentences.
Assessment
The teacher will gauge the understanding of the students about the topic through their
par cipa on and response in the classroom ac vi es.
66
Plants...
English
Lesson Plan-d
Topic: Homonyms/Homophones/Homographs
Dura on: 3 hours
Brief Descrip on: This lesson involves a knowledge and understanding about ‘Homonyms’
as words which can be defined as two or more words that share the same spelling or the
same pronuncia on, or both, but have different meanings. It also enhances knowledge
about the sub categories of ‘Homonyms’.
Learning Objectives
As a result of this lesson, the students will be able to:
•
understand the difference between homonyms, homophones and homographs;
•
write a series of sentences using homonyms, homophones and homographs
correctly;
•
develop appropriate wri ng skills;
•
process and transform the informa on appropriately.
Material Required
Prin ng paper, objects with labels, dice, pictures represen ng homonym pairs, Write
Right Cards (Homophones wri en on Index Cards).
Teacher Activity
Write the term ‘homonyms’, ‘homophones’ and ‘homographs’ on the board. Ask the
students to open their dic onaries and look up for the meaning for these terms.
Elucidate that homonym comes from the Greek word ‘homo’ which means “same” and
onym which means “name”, i.e., the spelling or the pronuncia on or probably both.
Homonyms, therefore, can be defined as two or more words that share the same spelling,
or the same pronuncia on, or both, but have different meanings.
Homophones are words which have the same pronuncia on as each other but different
spellings and meanings.
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My Crea on My Drawing
Elicit as many examples as possible of such words from the students. While students
quote examples, write the appropriate words on the board and encourage them to draw
pictures of such words on paper. Let them choose their respec ve partners to create
drawings.
Example
Vain/Vein, I/Eye, bow/bow, pen/pen
Hang the pictures up on the walls. Mo vate the students to observe the pictures, name
them and in the process, iden fy the homonyms/ homophones/homographs. (Students
will enjoy looking at them as well as discussing them. They will also learn the meanings
and spellings by looking at the pictures in a new way).
Show and Tell
Bring some concrete objects with labels to go with them, e.g. scent (perfume bo le) /cent
(penny), flowers (ar ficial or dry) /flour (sack from the grocery store), pear (fake fruit)/
pair (pair of fuzzy dice), hare (ceramic rabbit)/hair (doll wig hair). Ask the students to label
the objects and write a sentence based on each one of them.
Spot the Similarity
Explain to the players that homophones are two words that sound alike, but have different
meanings, like “eight” and “ate” or “pear” (a fruit) and “pair” (set of two).
Take turns making up sentences that contain pairs of homophones - for example, “I can
see the sea”.
Don’t repeat any homophones.
Play un l no more can be thought about.
Student Activity
Rhyme Time
Stand in two groups ensuring that there are equal number of students in each group with
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the help of the teacher. Record the following rhyme in your own voice. Extend the rhyme
using different pairs of homonyms/homophones and homographs.
Do you know your homophones?
your homophones?
your homophones?
your homophones?
Do you know your homophones?
they all sound alike.
Break it down!!!!!!!
If I say Their you say there. (we point to the words on the wall)
If I say Hi you say High. (Some students wave and some stand on their toes.)
Roll the Dice
Si ng in groups, roll the dice. The group that gets number ‘six’ takes turn to observe the
pictures and match them with their respec ve homonym pair. Also write the word (for
each picture) giving the homonym pair.
Example,
Bank(Where valuables are kept)
Bank (A river bank)
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Pen (A piece of land
Pen (An instrument to write
where farm animals live)
with)
Park (Verb-to park a vehicle)
Park (Noun-a place to stroll,
play etc.)
(Such pairs with same spellings/pronuncia on but different meanings can be framed to
make the concept clearer to the students).
Picture that Speaks
Choose a homophone and draw a picture combining two (or more) words. For example,
draw a picture of a hobo/homeless person pouring coffee for himself: poor + pour. Then
write a sentence using the two words: The poor man had to pour his coffee into a n
can.
I heard the tale of a dog without a tail.
Other examples of such pairs can be Wait/weight, Heal/heel
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Once all the pictures are drawn and sentences wri en, put them together in a book for
the classroom library.
Write Right Cards
Use the WRITE RIGHT cards (Homophones wri en on Index Cards) prepared by the
teacher. Si ng in groups, open the index cards, kept in the ‘Picking Pile’ given to each
group. (Each group is given odd number of cards.) Match the cards with their respec ve
homophones. Segregate the homophone pairs and tell what each word means - either
the meaning or by using it correctly in a sentence. A er clarifying the meanings, set the
pair down in front of you.
Keep the extra card which doesn’t have the matching card in the ‘Discard Pile’.
A er each group has put their extra card in the ‘Discard Pile’, take turns to match the
cards with each other (as homophone pairs) if possible.
A healthy compe
on can be conducted by having a lo ery system where the teacher
takes out the name of one group at a me and that group gets the first chance to go
through the cards in the ‘Discard Pile’ and sort them into pairs. Keep a me limit for each
group.
Review
Write two examples each of Homonyms/Homophones/Homographs and use them into
sentences.
Assessment
The students will be assessed on the basis of their par cipa on in the class ac vi es.
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Plants...
Mathematics
Lesson Plan-a
Topic: Subtrac on With and Without Regrouping
Dura on: 5 hours
Brief Descrip on: The students have already acquired the knack to subtract 3 digit
numbers with and without regrouping. In this lesson, an effort has been made to make
the students efficient in subtrac on of 4 digit numbers with & without regrouping. The
help of abacus is taken to clarify & support the concept.
Learning Objectives
A er the comple on of the lesson, the students will be able to :
•
recall the rela onship between ones, tens, hundreds & thousands;
•
subtract 4 digit numbers by regrouping;
•
subtract 4 digit numbers without regrouping.
Material Required
Abacus,slips with numbers greater than 5000, box.
Teacher Activities
•
Find The Difference
•
Expand And Subtract
•
Borrow
•
Easy Way Out
•
Take Away and Return
Student Activities
72
•
How Many More do We Have
•
A endance Register
•
Target Achieved Successfully
•
Two Minute Paper
•
Sing Along
•
Surprise
Plants...
Teacher Activity 1
Find The Difference:
Material Required An Abacus
Write any 2 four digit numbers on the board (Take care that the digits of the second
number are smaller than the digits of the first number at respec ve places).
For example,
5837 and 2714
(Here at ones place 4<7 ,at tens place 1<3,at hundreds place 7<8 and at thousands place
2<5)
5837 and 2714
Encircle the larger number.
Represent the encircled number on the abacus.
Th
H
T
O
Write the expanded form of the smaller number. 2714 = 2 thousands + 7 hundreds + 1
ten + 4 ones
Show them that for subtrac ng 2714. We Take out 4 beads from the ones place.
Th
H
T
O
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Plants...
1 bead from the tens place
Th
H
T
O
Th
H
T
O
Th
H
T
O
7 beads from the hundreds place
2 beads from the thousands place
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Plants...
Explain the beads le on the abacus represent the difference between the two numbers.
Th
H
T
O
(Worksheet 1 to be covered)
Teacher Activity 2
Expand And Subtract
•
Write any 2 four digit numbers on the board. For example 5412 and 8687.
•
Ask any one student to come and encircle the larger number.
•
Discuss with them – The larger number needs to be placed up for subtrac on.
5412, 8687
8687
5412
•
Call any 2 students to come and write the expanded form of the two numbers.
8687 = 8 thousands +6 hundreds + 8 tens + 7 ones
5412= 5 thousands + 4 hundreds + 1 ten + 2 ones
•
Then, ask a student to come and subtract the two ones.
•
Ask another student to come and subtract the two tens.
•
Ask another student to come and subtract the two hundreds
•
Ask another student to come and subtract the two thousands.
7 ones
- 2 ones
5 ones
8 tens
- 1 ten
7 tens
6 hundreds
- 4 hundreds
2 hundreds
8 thousands
- 5 thousands
3 thousands
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Plants...
Conclude- 8687 -5412 = 3275
Minuend
Subtrahend
Difference
8687
-5412
3275
(Worksheet 2 to be covered)
Teacher Activity 3
Borrow
Instruc ons:
Write any two 4 digit numbers on the board.
Explain to them the steps to find out the difference between the two by regrouping.
For eg:
9275
-7898
Step 1
Look at the ones place we need to subtract 8 from 5. Since 8 cannot be subtracted from
5. Therefore, regroup
7 tens 5 ones = 6 tens + 1 tens + 5 ones
= 6 tens +10 ones+ 5 ones
= 6 tens 15 ones
6 15
9275
-7898
7
76
15 Ones 8 Ones
= 7 Ones
Plants...
Step 2
Subtract the digits at the tens place. As 9 cannot be subtracted from 6. So regroup.
2 hundreds 6 tens =1 hundreds + 1 hundreds + 6 tens
= 1 hundreds + 10 tens+ 6 tens
= 1 hundreds + 16 tens
1 16 15
9275
-7898
77
16 tens 9 tens
= 7 tens
Step 3
Subtract the digits at hundreds place. As 8 cannot be subtracted from 1.
So regroup
9 thousands 1 hundreds = 8 thousands + 1 thousands+1 hundred
= 8 thousand +10 hundred+ 1 hundred
= 8 thousand +11 hundred
11 16 15
9275
-7898
377
11 hundreds 8 hundreds = 3
hundreds
Step 4
Now subtract the digits at thousands place
8 – 7=1
So,
8 11 16 15
9275
-7898
1377
77
Plants...
Answer 9275 - 7898 = 1377
Student Activity 1
How Many More Do We Have
Material Required: Ac vity Sheets
School sent two team of students to clean the play area. They collected the following &
threw in to the garbage bin
Group 1
2014 Dry Leaves
4214 Pebbles
100 wrappers
Group 2
1632 Dry Leaves
5000 Pebbles
180 Wrappers
Who collected the maximum dry leaves and by how much?
Who collected the maximum pebbles and by how much?
Who collected the maximum wrappers and by how much?
How many total things did team A collect?
How many total things did team B collect?
Who collected the maximum total items and by how much?
(Worksheet 4 to be covered)
Student Activity 2
A endance Register
Material Required: Ac vity Sheets
According to the school a endance register Number of students in the school = 6254
78
Number of students absent on Monday = 54
number of students present = ___
Number of students absent on Tuesday = 254
number of students present = ___
Number of students absent on Wednesday = 1254
number of students present = ___
Number of students absent on Thursday = 4
number of students present = ___
Number of students absent on Friday = 754
number of students present = ___
Plants...
Teacher Activity 4
Easy Way Out
Explain to the students that if the Minuend has 0 in its ones, tens and hundreds place then
instead of regrouping thousands into hundreds, hundreds into tens, tens into ones the
easy way is to subtract 1 from the minuend as well as the subtrahend.
For example –
Ask the students to subtract and help them note the me they take to solve-
6000
-4837
First step –
Regroup 6 thousands to 5000 + 10
Second step
Regroup 10 hundreds to 9 hundreds
Third step
Regroup 10 tens to 9 tens + 10 ones
5 10 0 0
-4837
hundreds
5 9 10 0
-4837
+10 tens
5 9 9 10
-4837
Fourth step
Then, Subtract
5 9 9 10
-4837
1163
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Plants...
Note the me taken to solve the problem.
Shortcut to solve the same
6000
-4837
Subtract 1 from the subtrahend as well as the minuend
6000 - 1 = 5999
-4837 - 1 = 4836
Then Subtract
5999
-4836
1163
Note the me taken to solve by this method.
(Worksheet 5 to be covered)
Student Activity 3
Target Achieved Successfully
Material Required: slips with 4 digit numbers greater than 5000.
•
Distribute slips to the students.
•
Write a four digit number (less than 5000 ) on the board.
•
Ask the students to subtract the number wri en on the board from the number
wri en on their slip.
•
Then, tell them to add their answer and the number wri en on the board.
•
Inquire whether the sum is the same 4 digit number given to them or not.
•
Explain if the sum is the same 4 digit number given to them then they have rightly
subtracted the two numbers.
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Plants...
Teacher Activity 5
Take Away and Return
Material Required: Packets of beads with the quan ty (in number) men oned on the
pack.
•
Divide the class into groups.
•
Hand over 8 to 10 packets to each group.
•
Ask them to add up and find the total number of beads with them.
•
Go to each group individually and take away some beads from them and keep it
in a pouch.
•
Let them calculate the number of beads le with them.
•
There a er return the respec ve beads taken from them.
•
Ask them the number of beads they have now.
•
Repeat the taking away and returning process 3 to 4 mes.
•
Make them observe and realise that every me the number of beads would be
the same that they had earlier because what ever was taken away from them has
been returned.
•
Relate it to subtrac on – subtrahend + difference = minuend
Student Activity 4
Two Minute Paper
•
Provide the students with slips having two four digit numbers wri en on it.
•
Ask them to find the difference between the two.
•
Give them two minutes to find out the difference.
•
Ask them to represent the difference on the abacus.
(Worksheet 7 to be covered)
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Student Activity 5
Sing Along
‘ This is the way we subtract ’
Come on
When the number on the top is smaller than below
its me to go with the regrouping flow.
Always begin the subtrac on at number placed at ones
When 4 digits you subtract
This is the way you have got to act
If the ones are the same
Zero is the game
More on top you have got no need to stop
Keep subtrac ng Keep subtrac ng
More on the floor
Go next door and get 10 more
Change the top when you regroup
But you got to leave the bo om alone
Student Activity 6
Surprise
Ask the students to write any 4 digit number in the notebook.
Then, tell them to mix up the digit in any form and write the new 4 digit number.
Ask them to subtract the smaller number from the greater number and then add
the digits of the answer.
And if the answer is a two digit then add these.
Surprise them by telling them that the answer is 9.
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Plants...
For Example
If a student has wri en
=2934
She/he mixes up and form
=9243
Then subtracts
=9243 - 2394 = 6489
Adding digits
=6+8+4+9 = 27
=2+7 = 9
Student Activity 7
Cri cal Thinking
Complete 5000.
Write the maximum number of pairs of numbers whose sum can be added to 4350 to
make 5000.
Review
The students have got sufficient prac ce of subtrac on through hands on ac vi es and
worksheets. The students are able to confidently subtract four digits numbers with
regrouping and without regrouping.
Assessment
Use worksheet 3 for subtrac on without regrouping and use worksheet 6 for subtrac on
with regrouping.
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Plants...
Mathematics
Lesson Plan-b
Topic: Subtrac on of Mul ples of 10, 100
Dura on: 3 hours 30 minutes
Brief Descrip on: The students are already familiar with the addi on of mul ples of 10
and 100 with 3 digit and 4 digit numbers. Different hands on ac vi es are designed to
strengthen the concept of subtrac on of mul ples of 10 and 100. Explana ons and oral
discussions play a vital role in making oral calcula ons easy for the students..
Learning Objectives
A er the comple on of the lesson, the students will be able to:
•
develop mental computa on strategies to subtract mul ples of 10 and 100.
Material Required
Slips with ques ons, ac vity sheet – in and out , ac vity sheet – subtrac on.
Teacher Activity
•
Keep an Eye on Tens Place
•
Regroup
Student Activity
•
Challenge the Other Groups
•
In and Out
•
The Subtrac on Tree
Teacher Activity 1
Keep An Eye On Tens Place
Instruc ons:
Ask the students to observe the chart and observe the pa ern of subtrac on.
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Plants...
3346 - 10 = 3336
5422 - 10 = 5412
1876 - 10 = 1766
4367 - 10 = 4357
Discuss
In all the cases 10 is subtracted from the no.
In the solu on only the tens place has changed.
The tens place has decreased by 1.
5984 - 10 = 5974
3346 - 100 = 3246
5422 - 100 = 5322
Discuss
1876 - 100 = 1776
In all the cases 100 is subtracted from the number.
4367 - 100 = 4267
In the solu on only the hundreds place has changed.
5984 - 100 = 5884
The hundreds place has decreased by 1.
1369 - 100 = 1269
(Worksheet 8 and 9 to be covered)
Teacher Activity-2
Regroup
Instruc ons:
Ask the students to observe the chart and observe the pa ern of subtrac on.
7648 - 20 = 7628
Discuss
7648 - 30 = 7618
In all cases mul ples of 10 are subtracted.
7648 - 40 = 7608
In the solu ons there is no change in the ones place.
7648 - 50 = 7598
Only the numbers at the tens place are subtracted.
7648 - 60 = 7588
If the numeral above is smaller than the numeral below
then regroup the top le numeral and then subtract.
7648 - 70 = 7578
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Plants...
Discuss
7462 - 200 = 7262
7462 - 300 = 7162
7462 - 400 = 7062
7462 - 500 = 6962
7462 - 600 = 6862
In all the cases mul ples of 100 are subtracted.
In the solu on, there is no change in ones and tens
place.
The numbers at the hundreds places are subtracted.
If the numeral at the hundreds place is smaller than the
numeral below then the top le numeral at thousand
place is regrouped and then subtracted.
(Worksheet 10).
Student Activity 1
Challenge the other groups
Divide the class in to two groups (group A and group B)
Prepare slips of papers with different ques ons like
How much is hundred less?
How much is Forty Less?
How much is Sixty Less?
How much is Five hundred less?
How much is Eight hundred less?
Group A gives the number say 2368 to Group B.
The team members of group B come one by one and pick up a slip & write the answer on
the board.
The groups are given points for each correct answers.
The groups take turns for giving each other numbers.
Student Activity 2
In and out.
Complete the pa ern.
86
Plants...
(Worksheet 11 to be covered)
Student Activity 3
The Subtrac on Tree
Fill in the bubbles by wri ng pairs of numbers whose difference matches the given four
digit number
87
Plants...
Student Activity 4
CRITICAL THINKING
Which Are The Two Numbers?
If you add both the numbers you get 2394. The difference between them is also 2394.
Find the two numbers.
Review
Students think logically and learn to regroup mentally. They are able to subtract the
mul ples of 10 and 100 from a given 4 digit numbers. They are also able to regroup tens,
hundreds and thousands without using paper and pen.
Assessment
Worksheet 12 to be used for assessment.
88
Plants...
Mathematics
Lesson Plan-c
Topic: Word Problems and Subtrac on Stories
Dura on: 4 hours 30 minutes
Brief Descrip on: To reinforce the concept of subtrac on and to relate it to real life
situa ons, various subtrac on problems have been planned and related to the plant
theme. The word problems and stories have been designed which include pictures and
verbal descrip ons. The students are given abundant opportuni es to create their own
subtrac on stories and word problems.
Learning Objectives
As a result of this lesson the students will be able to:
•
solve subtrac on problems presented through pictures and verbal descrip on;
•
comprehend word problems;
•
create subtrac on stories.
Material Required
Flash cards with word problems, ac vity sheets, slips with word problems, blank sheets.
Students Activities
•
The Orchard Story
•
Find Solu ons
•
Work in Groups
Framing Problems
Student Activity 1
The Orchard Story
Tell the following story to the students. Advise the students to mentally calculate and
answer the ques ons.
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Plants...
Mr. Robin brought 2 packets of guava seeds. Each packet had 5000 seeds in it. He carefully
sowed all the seeds in his orchard.
A er a Month
He saw 8438 plants had come out. He was very happy and took good care of all the plants.
He hired 120 men and 80 women to help him take care of the plants of the orchard.
A er 1 year he was very happy to see that all the small plants had become trees and were
loaded with guavas. He plucked 20 guavas. To his surprise 12 of them had pink pulp. He
asked the 5 men and 7 women whom he had employed for taking care of plants. to find
out how many trees bear guavas of pink pulp.
In the evening, they told him that 4937 trees bear guavas of pink pulp and with a sad face
they told him that they had forgo en how many trees bear guavas with white pulp.
How many seeds did Robin sow?
How many seeds were wasted?
How many people did he employ for taking care of plants?
How many trees of the orchard bear guavas with white pulp?
(Worksheet 13 to be covered)
Student Activity 2
Find Solu ons
Material Required- Flash cards with word problems.
Show the flash cards.
Peter planted 2345 mango trees. He planted 500 less apple
trees than mango trees. Tell the number of apple trees planted
by Peter.
7000 trees can be planted in an orchard. Jackson has already
planted 4352 trees in the orchard. How many more trees can
be planted ?
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Plants...
In a party 7643 guests came. Out of them 4589 were females.
How many males came for the party?
A library has a collec on of 8354 books. 7634 books are there
in the shelf. Find the number of books issued.
Discuss the word problems.
Ask children to solve with their partners.
(Worksheet 16 to be covered)
Student Activity 3
Work in groups
Material Required –Slips with word problems
•
Divide the class into groups
•
Hand over 1 slip to each group.
•
Give them me to discuss and solve the word problem.
•
Ask them to present the word problem with the solu on in the class.
Student Activity 4
Framing Problems
Form a simple verbal problem for each subtrac on.
For example-
4238 - 569
There are 4238 trees in a forest. A er the forest fire only 569 trees were le . How many
trees were burnt in the forest fire?
5270 - 3129
8000 - 4312
6037 - 4121
7650 - 3877
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Plants...
(Worksheet 14 to be covered)
Student Activity 5
Cri cal Thinking
My Subtrac on Story
Make a subtrac on story and drama se it in the class.
Instruc ons –
Describe at least 4 different types of trees in your story.
Include any one human or animal character.
Use at least five 4 digit numbers
Review
The students are proficient enough to solve word problems presented through verbal
descrip ons and pictures. They are able to choose relevant informa on from stories and
give required answers a er doing the addi on and subtrac on. They confidently make
their own subtrac on stories and word problems related to the theme of plants.
Assessment
Worksheet 15 to be used for assessment.
92
Plants...
General Science
Lesson Plan-a
Topic: Plants and Plant Diversity
Dura on: 4 hours
Brief Descrip on: In this lesson students will be able to observe a variety of plants and
classify them as per their root system and life span. They will be able to iden fy the main
root and the root hair of the tap root. They will also be able to iden fy the bunch of roots
arising near the base of the stem in fibrous root and the absence of main root. Students
will be explained about the various groups of plants as flowering and non flowering plant,
as per their life span.
Learning Objectives
As a result of this lesson, students will be able to:
•
observe the diversity in plants;
•
classify plants as per their root system;
•
group plants according to their life span like herb, shrub and tree;
•
observe the different types of barks of trees and plants by ge ng the shaded
sketch of them and also study their shoot structure.
Material Required
Specimens of tap and fibrous roots, a ground or park for plant hunt, ac vity cards with
pictures of different plants and their corresponding groups.
Teacher Activity
Teacher will review the previous knowledge of students by having a general talk about
the various parts of the plant and its usage. The teacher will then specifically show the
specimen of a plant with tap root system and other with fibrous root system.
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Plants...
1.
Iden fying the root system
To make the students understand the diversity of plants, teacher will make them
observe the different types of roots like tomato and grass and ask them to point out
the dissimilari es among them. They will group these roots into two main categories
as Tap root and Fibrous root by iden fying their main root and the root hair.
2.
Plant Hunt
Teacher will take the class for the plant hunt either to the neighbourhood park or to
the school ground. Teacher will divide the class into two groups, each group will be
accompanied by a group leader. They will carry with them a clipboard, pencil, hand
lens and a list of different plant types. Groups would be sent to different areas and
encouraged to observe or feel the texture of different kinds of bark or the ribs in a leaf.
They will be encouraged to smell flowers and leaves of different kinds. Teacher will
make them prepare a checklist of the variety of plants observed during plant hunt.
3.
Mix and Match
Teacher will distribute 20 cards with names of different plants wri en on them to 20
students randomly. Another 20 students have to classify the plants wri en on each
card as Trees, Herbs, Shrubs, Climbers or Creepers.
A er the distribu on of all the cards the game will begin. Students will form their
correct pairs. Each pair come near the teacher’s table and tell the name of the plant
and its group. The game con nues ll all the students get the chance to share the
details.
For example,
Shrub
Student Activity
1.
Types of roots:
Students will observe the root specimens and draw the two main groups of roots as Tap root
and Fibrous roots. They write the main features as how they are different from each other.
They will be able to point out the main root and the root hair of the tap root and the bunch
of roots arising near the base of the stem in fibrous root and the absence of main root.
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Plants...
2.a)
Plant Hunt
Students would be taken for the plant hunt and there they will be asked to prepare a
checklist. In the checklist they will record their observa ons as per the following table.
We Saw These Plants
Number of plants
Tree(s)
IIII
Grass
IIII II
Vine
IIII III
Bush
II
Flower
IIII IIII
Cactus
II
Small plants
III
b)
How many children can hold a tree
To make the concept of plant diversity more firm and clear children will be asked to feel
them closely.
Put your arms around the tree trunk. Can you reach all the way around? Now try this with
you and a friend both stretching out your arms. How many of you are required to hold
one tree? Find out the tree with the largest trunk in your area?
c)
Feel the bark of different plants
Hold a piece of paper against a bark of a tree. Shade it with a crayon or pencil it. Paste the
paper in your scrap book and if possible write the name of the tree. Also classify whether
it is a shrub, herb, creeper, climber or a tree.
3.
Mix and Match
The students will be given cards randomly. Few cards will have pictures of different
plants and few will have the groups they belong to, students will be asked to find their
corresponding partner. This will help them iden fy the various groups.
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Plants...
Assessment
Teacher can give the following worksheet for assessment or plant specimen can be given
for iden fica on and classifica on.
Assessment worksheet
Iden fy the plant and classify them into herb, shrub, climber, creeper or tree.
Review
Worksheet 1 – Plants—yet different, Comprehension on Flowering and non- flowering
plants will make the students understand the two categories of plants with their
features.
Worksheet 2 – The sensi ve plant- a magic show at finger ps, {comprehension} will
enable students to find out and understand the movement in plants. This was dealt earlier
in the characteris cs of living things.
Worksheet 3 – Classifying the plants into various categories as per their life span i.e. they
grow and live for few months, one year or more than one year.
Worksheet 4 – Choose the correct op on and give one word answers. This is an exercise
for the students to choose the appropriate op ons from the given ones.
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Plants...
General Science
Lesson Plan-b
Topic: Germina on
Dura on: 4 hours
Brief Descrip on: In this lesson students will be able to observe a seed and its parts
and the func on of each part in detail. They will come to know about the favourable
condi ons required for the seed to germinate and also observe the growing seeds.
Learning Objectives
As a result of this lesson, students will be able to:
•
introduce children to the first and the very important stage in plant life, i.e. seed
germina on;
•
establish what seeds require when germina ng and thriving;
•
successfully grow healthy plants;
•
learn the, ‘Scien fic’ method of observa on and nota on.
Material Required
Petridish, co on, different types of seeds for example beans, maize, wheat and pea etc.,
Teacher Activity
To introduce the topic the teacher will narrate the story tled: “A secret life”
1.
Story me: “A secret life”
One day Grand Pa entered Mini’s room with a merry twinkle in his eyes. He held out his
own closed fist “Guess what I have in here!” A caterpillar! Anna shouted. ‘Don’t be silly’,
Mini said, ”the caterpillar would die if he held it so ght. Oh Grand Pa, give us a clue! Well
it is looking like a caterpillar, said Grand Pa….
It is hard and round, but not as stone.
For in the ground, it grows on its own.
Water with a pail and it sprouts a tail!
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Plants...
Then shoots up high, for its alive!
“I know!” shouted Mini and Anna together “ it is a ………………”.
The teacher will show the seeds and start with the discussion as what is it? What is its
significance? How will it help to sustain plants existence on earth?
2.
Exploring the seed (observa on)
A variety of seeds would be given to the students like peas, beans, corn, rice etc soaked
overnight. They would be asked to observe them carefully and answer the ques ons as
Do all seeds have baby plant inside? Do all seeds have same number of cotyledon? Is the
seed coat similar or different in all the cases?
3.
Structure of seed:
Teacher will provide soaked kidney bean seeds to each student and ask them to observe
them and open it up gently to explore as what is inside it? Teacher will facilitate and
support their observa on by explaining the func on of each part of it. This ac vity would
be supported by showing the detailed diagram or sketch of the seed structure.
4.
Seed germina on:
The teacher will divide the class in 4 groups and provide seeds in different controlled
condi ons to observe their growth or any change.
*Group 1 – warm + moist + open dish
*Group 2 – warm + moist + covered dish
*Group 3 – warm + dry + open dish
* Group 4 – cold + moist + open dish
The groups will take separate petridish and label them as 1, 2, 3 & 4. Some bean seeds will
be placed above the co on wool layer or paper towel and provided with the condi ons as
men oned above. Students would observe their samples daily for 8-10 days and record
their observa ons in the table. (10 minutes me would be given every day for recording
the observa ons and for the discussions related to it.)
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Plants...
5.
Photo story on seed germina on:
It will be shown to the students to make the stages of growth and germina on in bean
seed more clear. This will help them understand how the seeds swell up, the seed coat
ruptures, the roots come out, the shoot starts growing and seed leaves ge ng dried up.
Student Activity
1.
Inside the seed:
Each student will be given two kidney bean seeds, one dry seed and one seed soaked
overnight to observe. They will record their observa ons by comparing the two in the
given table.
Observa on
Dry seed
Soaked seed
Which of the seed
is bigger?
Which of the seed
is so er?
In which one can the
seed coat be peeled
off easily?
2.
Seed structure:
Students would be asked to carefully open up the soaked seed by removing its outer
cover. They will separate out the seed leaves or cotyledons and the baby plant. They will
draw the seed parts and label in the scrap book and paste the specimen along with it .
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3.
Germina on of seed:
The students will be divided into 4 groups
*Group 1 – warm + moist + open dish
*Group 2 – warm + moist + covered dish
*Group 3 – warm + dry + open dish
* Group 4 – cold + moist + open dish
The groups will take separate petridish and label them as 1, 2, 3 & 4. Some bean seeds
would be placed above the co on wool layer or paper towel and provided with the
condi ons as men oned above. Students would observe their samples daily for 8-10 days
and record their observa ons in the table. (10 minutes me would be provided every day
for recording the observa ons and for the discussions related to it.)
Observa on Table
Days
Observa ons
Sketch/Diagram
Day 1
Day 2
Day 3
Day 4
Day 5
Review
The rhythmic recita on of the poem will be done by the students to review the whole
process of seed germina on.
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STARTING OUT
A li le seed must have a moist warm layer,
So it will need lots of tender loving care.
If the seed ever gets too cold or too dry,
It will not be able to grow and will die.
However, if the growing condi ons are right,
The seed will sprout out with all its might.
The success of the seeds depends on the weather
Because they are as fragile as a feather.
So, all the farmer’s pray for rain and heat
To start the seeds off on the right beat.
Though, Mother Nature makes up her own mind,
Whether or not she wants to be kind.
Author - C.G. Bibby
Assessment
1.
For germina on seeds should be put on a __________ towel.
2.
The seeds should begin to sprout in _______________ days.
3.
To study the condi on required for germina on we should put 10 _______________
on a dry paper towel.
4.
When _______________ are planted, only some of them grow into a big plant.
5.
If a farmer uses the good quality seeds in his field, he will get good quality _____ in
his field.
6.
The seeds need _____________ to start growing.
7.
In dry weather a farmer may have to wait for ____ to help the li le seeds come up.
8.
If we split open the seed we observe __________.
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9.
Seed is covered by hard covering called ______________
10.
Part of seed which grows into a new plant is called _______________
Review
Worksheet 5 - Stages of seed development. The students will choose the correct stages
of seed growth depicted in the form of a life cycle.
Worksheet 6 - Cross word on the seed structure and its germina on. The students are
provided with the clues and asked to find the appropriate word for it.
Worksheet 7 - Iden fying the diagram showing seed parts and labeling it. This will enable
the students to review the seed structure and iden fy the seed parts and arrange the
stages of seed germina on in a proper sequence.
Worksheet 8 - Match the following and choose the correct op on to make the concept of
seed germina on more firm.
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General Science
Lesson Plan-c
Topic: Leaves : Photosynthesis, Types and Seasonal Shedding
Dura on: 5 hours
Brief Descrip on: Through this lesson children will understand the way by which the
plants can prepare their food. Students will understand and appreciate the phenomenon
of photosynthesis. The students will be able to recognise the different types of leaves.
Students will get familiar with the life cycle of a leaf like growing, taking food and then
dying i.e. seasonal shedding.
Learning Objectives
As a result of this lesson, the students will be able to:
•
understand the necessary condi ons required for the growth of a plant which are
sunlight, air, water and chlorophyll;
•
explain the process of photosynthesis;
•
recognise the various types of leaves;
•
compare and contrast the four seasons;
•
tell the life cycle of a leaf correla ng with the four seasons;
•
explain the seasonal shedding of leaves.
Teacher Activity
It is advised to discuss this topic in autumn season.
1.
Leaf Hunt:
The teacher will divide the students in various teams. Each team will be of five to six
students. To make students aware of different types of leaves.
Teacher will take the students to a garden or ground where different types of trees are
planted. The teacher will announce that during the walk, children should try to gather one
leaf each from different types of trees depending on colour, shape, veins pa ern, size,
and smell. In this way each child has to collect at least five leaves from different types of
tree.
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One team holds up a leaf and shows it to others. The first team to find a matching leaf
from their collec on earns 10 points. All other teams that have similar leaf score five
points. If the team misiden fies it, they lose five points. Rotate teams so that each team
can get a chance to display the leaves. If the group is small, play the game the same way,
only individuals take the role described for teams.
From no cing the characteris cs that make leaves different from one another play
challenging iden fica on games. Children can learn about the different types of leaves
depending on their colour, shape, veins pa ern, size, and smell.
2.
Decora ng Display board:
Teacher will ask the students to decorate the display board using the leaves of different
color, shape, size and smell. The students can create the borders of display board like this
image.
‘OR’ They can decorate a flower vase as shown below.
Borders using dry leaves
Flower vase using dry leaves
3.
Discussion:
Teacher will start the discussion based on children’s previous knowledge on growth of
the plant. The seeds germinate under required condi ons as sunlight, air and water. The
teacher will state that the process of making of food for the plant by its leaves is known
as photosynthesis.
4.
Video: To explain the process of photosynthesis:
Teacher will show a video on photosynthesis to the students. This video explain the
process of photosynthesis with a beau ful song. The students will sing the song with the
movements and understand the process of photosynthesis.
h p://www.youtube.com/watch?v=C1_uez5WX1o
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5.
Ac vity – To understand photosynthesis:
To grasp the phenomenon of photosynthesis teacher will take the students for a nature
walk and perform this ac vity infront of the students. Tell the students to choose any
two leaves of a tree without plucking them off and cover these leaves with two pieces of
papers which are cut in rectangular and triangular (or any other) shape. Then the teacher
will ask the students to observe these leaves for three to four days regularly. The teacher
will tell students to note down the observa ons a er four days.
Leaves to be covered as shown in given picture
A er this ac vity teacher will explain the necessary condi ons required for the process
of photosynthesis.
6.
Brainstorming discussion:
A er performing the ac vity of Leaf Hunt and showing the video on growth of leaf, the
teacher will discuss the characteris cs of living being. According to these characteris cs,
every living thing has to die. Thus the teacher will correlate these characteris cs with the
shedding of leaves. The teacher will tell the students that this shedding is seasonal. These
seasons are Autumn and Spring. The teacher will announce that the students have to
observe the leaves of a tree on a daily basis.
7.
Video:
Teacher will show a video on change of colour, shape and size of a leaf. Seeing this video
the students will be able to understand the shedding of leaf. Then the teacher will explain
about the four seasons.
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Student Activity
1.
Collec on of leaves:
During the ac vity of leaf collec on and hunt each student will collect leaves from
different trees. Each student will collect at least four/five leaves and will focus on the
colour, shape, size and smell of his/her leaf. When the students will play the game of leaf
hunt they can iden fy their leaves only if the student have clearly observed their leaves
and can thus earn the points.
2.
Decora ng display board:
A er playing the game the student will make use of those collected leaves (green and dry)
to make beau ful display. They can either decorate the display board or can decorate a
flower vase. In this way the students will not throw the leaves as waste rather will use
them crea vely.
3.
Ac vity: To understand the phenomenon of photosynthesis:
The students will note down their observa ons on leaves which were collected by them in
the garden. They will put ck on the right op on given in the following table as per their
observa ons.
Days
Colour of leaves
Day -1
Green/yellow/brown
Day-2
Green/yellow/brown
Day-3
Green/yellow/brown
Day-4
Green/yellow/brown
They will be able to observe that the part of the leaf which was covered with the paper
showed colour change and the colour of the leaf changed from green to yellow. Thus they
will understand the role of green pigment in the phenomenon of photosynthesis.
4.
Singing the song with the song given in video:
The students will understand the phenomenon of photosynthesis. They will know the
important condi ons required for the growth of the plant, i.e. sunlight, air and water.
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5.
Watching a video on change of colour of a leaf:
The students will watch a video on change of colour of a leaf. They will observe that as the
month of October passes, the colour of leaf changes from green to yellow. A er turning
yellow the leaf falls. Then the students will learn that there are seasons of shedding of
leaves. These seasons are Autumn and Spring.
Review
1.
For reviewing this topic a song will be sung with movements.
If you want to know
Can do it if it tries
How a plant grows
But we’re not green, so we can’t
It takes water, air, and sunlight
photosynthesize
And makes cellulose
Every plant can do this
Every plant can do this
Fundamental process
Fundamental process
And we can call this
And we can call this
Photosynthesis
Photosynthesis
It’s a miracle
Unlike me and you
How all the chlorophyll
Plants need CO2
Captures sunlight in the leaves
And they make oxygen
Of the plants and the trees
That stops us turning blue
Every plant can do this
Every plant can do this
Fundamental process
Fundamental process
And we can call this
And we can call this
Photosynthesis
Photosynthesis
Every plant can do this
It’s a miracle
Fundamental process
How all the chlorophyll
And we can call this
Captures sunlight in the leaves
Pho-to-syn-the-sis
Of the plants and the trees
Photosynthesis
A plant of any size
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2.
For reviewing this topic some worksheets will be given:
Worksheet 9: Label the parts of leaf:
This worksheet will help in reviewing the structure of leaf and its parts. The students will
label the parts of leaf. This worksheet will enhance their memorisa on.
Worksheet-10: Draw the diagram of a Leaf
This worksheet will enhance the eye – hand co-ordina on and further the drawing skill of
the students. The students have to draw the diagram of a leaf and label it. While labeling
the students will review the parts of a leaf.
Worksheet 11 : Condi ons for photosynthesis:
This worksheet will help the students to recapitulate the important condi ons required
for the process of photosynthesis. This worksheet will also enhance their wri ng skill as
they have to write the defini on of photosynthesis a er wri ng the condi ons.
Assessment
Life cycle of a leaf :
Through this assessment the student have to draw the flow chart on the stages of the life
of a leaf like growing, preparing food for the plant and dying. Thus the students will also
review the four seasons, and the seasons of shedding the leaves.
Stages of a leaf
Observe these stages of leaves and answer the following:
In which stage the leaf is performing the photosynthesis at maximum rate?
In which stage the leaf is ready to shed?
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General Science
Lesson Plan- c & d
Topic: Usefulness of Leaves and Forma on of Compost Pit
Dura on: 5 hours
Brief Descrip on: Through this lesson the children will understand the various uses of
leaves in our day to day life including forma on of compost pit.
Learning Objectives
As a result of this lesson, the students will be able to:
•
know the various uses of leaves;
•
know the forma on of compost pit and apprehend its importance.
Teacher Activity
1.
Showing pictures of leaves with their uses:
Teacher will show various pictures of leaves with their uses. Teacher will show a Power
Point presenta on on uses of leaves. A er showing the PowerPoint presenta on the
teacher will ask the students to get the real leaves from their surroundings and know
their uses.
2.
Celebra ng Green Day:
Teacher will announce that on any one day all the students have to bring any kind of
leaves as food. They have to celebrate a Green Day.
3.
Forma on of Compost Pit:
•
The teacher will explain the forma on of compost pit using dry and dead leaves.
Teacher will explain the procedure to the students:
1. Dig the compost pit in a semi-shaded and non-water logged area.
2. Place dry plant materials as the first layer. This should be about 20-25 cm thick.
Sprinkle enough water to make the compos ng materials moist but not wet.
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3. The next layer will be composed of green materials, either fresh or lifeless grasses
or weeds. Twigs and branches can also be added unless they are chopped into
smaller pieces. This layer should also be 20-25 cm thick.
4. Top this with a mixture of animal manure, soil, and ash. This layer should be
10-15 cm thick.
5. Repeat the steps 1-3 un l the pile reaches a height of 1 m. You make the pile
thicker in the middle (than the sides) to create a dome-shaped pile. This makes
turning of the pile easier.
6. Place the s ck/s ver cally into the pile to allow the air to circulate into various
layers.
7. Cover the pit with broad leaves as banana leaves, taro leaves, etc.
8. Turn the pile every two weeks. The compost is ready a er 3-4 months.
4.
Showing pictures of leaves with their uses:
The teacher will show various pictures of leaves with their uses. The teacher will show a
power point presenta on on uses of leaves. A er showing the PowerPoint presenta on
the teacher will ask the students to get the real leaves from their surroundings and recall
their uses.
5.
Celebra ng Green Day:
The teacher will announce that on any one day all the students have to bring any kind of
leaves or green leafy vegetables as food to celebrate a ‘Green Day’.
6.
Forma on of Compost Pit:
•
The teacher will explain the forma on of compost pit using dry and dead leaves. She
will explain the step by step procedure:
•
Dig the compost pit in a semi-shaded and non-water logged area.
•
Place dry plant materials as the first layer. This should be about 20-25 cm thick. Sprinkle
enough water to make the compos ng materials moist but not wet.
•
The next layer will be composed of green materials, either fresh or lifeless grasses or
weeds. Twigs and branches can also be added unless they are chopped into smaller
pieces. This layer should also be 20-25 cm thick.
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•
Top this with a mixture of animal manure, soil, and ash. This layer should be 10-15 cm
thick.
•
Repeat the steps 1-3 un l the pile reaches a height of 1 m. You make the pile thicker
in the middle (than the sides) to create a dome-shaped pile. This makes turning of the
pile easier.
•
Place the s ck/s ver cally into the pile to allow the air to circulate into the various
layers.
•
Cover the pit with broad leaves like banana leaves, taro leaves, etc.
•
Turn the pile every two weeks. The compost is ready a er 3-4 months.
The teacher will arrange for few pots filled with garden soil, such that each group of two
/three students gets one pot for the ac vity and will ask the students to do the following
things•
Dig the soil in the pot.
•
Place few waste material you find in the class like pencil shavings, fruit peels, lea
over breads, broken erasers, broken pen, candy wrappers, sharpener etc.
•
Cover them with soil.
•
Sprinkle water to make soil wet.
This pot will be explored by the students in unit VI (shelter and communi es). The teacher
will ask the students to take care of their pots, to water them regularly, to keep them
wet.
Student Activities
1.
Wri ng:
The students will note down the names of the leaves shown in the Power Point
presenta on. They will know various uses of the leaves and try to collect these leaves
from their surroundings. By collec ng the leaves students will be able to understand their
use in a le er way.
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2.
Celebra ng Green Day:
Students will bring eatables which will be having one or two ingredients as leaves. Thus
they will celebrate the Green Day.
3.
Forma on of Compost Pit:
The students will follow the instruc ons given by the teacher and will form a real compost
pit.
Review
1.
The students will review the uses of leaves by drawing a G.O. as follows:
Used to add flavor
in dishes.
Used to cure heart
diseases
Used to cure skin
diseases
Uses of
Leaves
Used to make
compost pit
Used to cure cough,
cold and fever
Dry Leaves are used
for decora on
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2.
To review this topic some worksheets will be given to the students.
Worksheet 12: Uses of leaves
Through this worksheet the students will be able to recall the various uses of leaves. One
box will be filled for the students as a clue. They will write the uses of leaves in the given
empty boxes. Then they will write one sentence telling the name of the leaf and its use.
Thus this worksheet will also enhance their wri ng skill.
Worksheet 13: Match the name of the tree with its use
Through this worksheet the students will work out the correct answers. They will enjoy
solving this worksheet.
Worksheet 14: Jumbled sentences
Through this worksheet student will brainstorm and have to un- jumble the given
sentences. By doing so, they will recall the forma on of compost pit and its importance.
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Social Science
Lesson Plan-a
Topic: Plants and Vegetables
Dura on: 5 hours
Brief Descrip on: Through this lesson, students will learn the concept of habitat. They
will be able to recognise habitat as an environment which is specifically suited for certain
living things. They will also learn the difference between Climate and Weather and that
the characteris c feature of each plant depends upon various types of landforms and
clima c condi ons of that region, different kinds of plants and vegetables grown in
different climates and the concept of adapta on in plants. They will understand why it
is important for plants to adapt to the clima c and the condi ons for their survival. By
examining video clips & s ll photographs about plants they will draw their own conclusion
about adapta on and the methods of dispersal of seeds to ensure that more of their kind
thrives in the area.
Learning Objectives
As a result of this lesson, the students will be able to:
•
gain awareness about the characteris cs and structure of the plants and how they
interact with the environment;
•
develop an understanding of the habitats of the world and the life systems they
support;
•
get to know different types of plants around them and how useful they are to us;
•
get to know the different types of land forms and the vegeta on found on them;
•
understand how the plants adapt themselves according to the different climates;
•
understand how the plants help us to breath and how important are the plants for
our existence;
•
take care and preserve the plants;
•
list some informa on about different habitats in their students Log Book.
Material Required
A4 sheets, glue s cks, cellophane tape, thread, wool, scissors, cardboard pieces , poster
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colours, pain ng brush, old newspapers, magazines. Calendar of a year, construc on
Plants...
paper, scissors, pencil, coloured marking pens, tape, sponges, container of water,
terrarium, several small cac , po ng soil, fine gravel, sand, measuring cup, spoon, folded
newspaper for handling cac , a large wide mouthed bo le or a glass terrarium, peat moss,
small pan of water, small plants like Moses , Ferns, Begonias, House plants etc, drawing
paper, paper for cover.
Teacher Activity
Video on ecosystem: Link to the video is:
h p://www.youtube.com/watch?v=q8njvpw_y0k
Discussion
The teacher ini ates the discussion by giving the example of an aquarium and asks the
students to observe the interac on between the living and the non living things. Teacher
explains that in a small pond several aqua c popula ons may co-exist in the same water
at the same me. They will have their own habitat.
For example, a popula on of ants has its own habitat.
Habitats are specific to a popula on. It may also vary in size. There may be many habitats
within each eco system.
Ecosystem can be as small as a puddle or as large as the Earth itself. Any group of living
and nonliving things interac ng with each other can be considered as an ecosystem.
Biomes occur naturally and are ecosystems where several habitats intersect. The
Earth itself is one large biome. Smaller biomes include desert, tundra, grasslands, and
rainforest.
Weather and Climate
Video on weather and climate:
h p://www.youtube.com/watch?v=2BY678u2FC0&feature=related
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Activity 1 (Student Activity)
Together We Do
Material Required: To outline pictures of summer and winter season.
Teacher instructs the students to fill in the appropriate words and complete the informa on.
She endeavors to make them dis nguish the seasons based on certain observa ons.
Colour a summer and a winter season.
1.
I am ............................................................... I study in class...............................
................... at ........................................................School. My school closes for
summer break in months of ............................................. and ................................
............................ I enjoy ...................................... during summer break. It is .......
........................... in summer so I wear ............................. clothes. Since it is warm
we also drink a lot of ..............................
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2.
My friend ........................................................... studies in .............................
School. He / She is in class ............................................ His / Her school closes for
winter break in the month of ......................................................... In winter break,
he / she enjoys ...................................... in the winters. He /She wears a lot of
..................... clothes. Since it is very cold He / She drink .......................... milk/tea
and ......................... in the sun.
Activity 2 (Student Activity)
Holiday Trip
Teacher asks students to recollect and name the places they visited during their holidays
and describe
The climate of that place.
The plants they saw there.
The fruits and vegetables that they ate there.
The teacher concludes that the way a plant grows and reproduces depends on many
things, such as climate, soil and weather condi ons.
Weather
Weather is a condi on of the air at a certain place and me. We describe the weather in
many ways for example:
We may talk about the temperature of the air,
Whether the sky is clear or cloudy,
How hard is the wind blowing,
Whether it is raining or snowing.
The Earth has many kinds of weather condi ons. The kind of weather a place usually has
is called its climate. Scien sts can tell what a region’s climate is by looking at the plants
that grow there as well as the temperature and the precipita on level. Rain and snow are
two kinds of precipita on.
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Weather can change quickly, but changes in climate take many years.
Activity 3 (Teacher Guided Activity)
A Weather Calendar
Material Required: Calendar of a year, construc on paper, scissors, pencil or marker,
tape or glue.
Direc ons
Be a weather expert! Keep a calendar that shows the weather for every day.
Get permission to use the calendar. Turn it into the page for the month.
Cut some weather shapes from construc on paper, such as round yellow suns, blue
raindrops, gray clouds and white snowflakes.
Every day, choose one or more shapes that show what the weather is like. Paste or tape
the shapes on the square for the day.
Get high and low temperature for the day from the newspaper, radio or TV. Write them
in square. Students can even write notes, such as, “lots of snow fell. We couldn’t reach
school”. Share your calendar with your family.
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The teacher concludes on the basis of the ac vity that temperature and atmospheric
condi ons change on daily basis and monthly basis. Short changes like sudden rain, high
or low temperature based on cloud cover are temporary phenomenon and come under
the category of Weather.
She draws a similarity between the effects of temperature and the distance from sun to
make the students understand the cause of seasons.
E.g.
She tells them that they feel warm when si ng close to a bonfire or a room heater,
similarly, when the Earth is closer to the sun it is warm and colder when it is away.
She explains that climate on the other hand refers to all the weather condi ons for a
given loca on over a period of me.
The climate of a place depends on the loca on of that place on Earth.
Activity 4 (Student Activity)
Together We Enjoy
Four children of a class may be named as Mr. Sun, Ms. Wind, Ms. Rain and Mr. Cloud.
They may prepare a small conversa on through which they may enlighten the role of
each element in regula ng weather. In the end, each one may say a line of praise for the
other.
Mr Cloud : Mr Sun is a useful source of energy for us.
Mr Sun : .......................
Ms Wind :.....................
Ms Rain :......................
At the end of exercise the teacher reinforces the difference between the Weather and
the Climate.
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The teacher recapitulates the Biomes, Ecosystem and the Habitat. She engages the students
in a brainstorming session about what all living things need from their environment like
Air to breath,
Water to drink,
Food to eat and
Shelter for protec on.
Adapta on Teacher introduces the concept of Adapta on in plants to manage the changes
due to the climate of their habitat. She cites examples such as
•
Banyan tree with roots hanging from branches.
•
Plants that have leaves to catch insects like Venus Fly Trap.
•
Plants like ‘Amarbel’ are parasites who take prepared food from other plants.
A Habitat It is the place from where a plant gets the things it needs to live naturally.
According to habitats, plants can be placed under two major groups :Land or Terrestrial plants.
Water or Aqua c Plants.
Plants which grow on land are called Land Plants or Terrestrial plants. Approximately one
third of Earth’s surface is land. This land surface is not same everywhere and there are
different land forms like Cold regions, Hills and Mountains, Evergreen forests, Grasslands
and Deserts, Coastal areas, etc. The characteris c features of all plants depend upon the
type of land forms and clima c condi ons of the region.
Activity 5 (Teacher Guided Activity)
Folder Making
Material required: Cardboard, paper and pencil
Teacher divides the class into six groups. She names each group a er a habitat and the
groups are asked to make folders with cover depic ng the habitat allo ed to them.
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MOUNTAIN HABITAT
STORY TIME “Suzanne’s Camp”
Teacher narrates the experiences of li le girl, Suzzane on her visit to the mountains for
summer camp.
Suzzane was excited about the summer camp she was a ending. She had gone to visit
Brundage Mountain Resort, Idaho in USA along with all her classmates. She recalled how
surprised she was to see the changes in the landform and natural vegeta on as the bus
climbed higher and higher. The deep jungles of the foothills slowly disappeared. She could
see tall trees with thin pointed leaves and cone shaped canopies on the mountain slopes.
She learnt that those were coniferous trees. She no ced blooms of bright flower on tall
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trees. These were the rhododendrons. They trekked in the following days in the mountain
and climed to the summit located at 7640 feet. she saw that the land was covered with
short grass and snow in some places.
A er the narra on the teacher puts forward a few ques ons to the studentsWhat changes did Suzzane see in the natural vegeta on as she climbed higher?
Differen ate between the type of vegeta on she saw at the foothills and on the
summit ?
What factors are responsible for such vegeta on in this area ?
Teacher asks the students to write down their views on an A4 sheet about mountains.
(a) The climate in the mountains.
(b) The kind of plants that grow in the mountains
(c) The height of the Summit.
(d) The change in the size, shapes of leaves and trees in the mountains.
The teacher further adds that trees men oned below are some of the trees which grow
on the hills.
Conifers,
Oak,
Chestnut,
Maple,
Mosses,
Ferns
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(Web link for above table is www.wallcoo.net)
Video on plant life – Vegeta on on mountain
h p://www.youtube.com/watch?v=gt7cq1Nu4Tk
h p://www.youtube.com/watch?v=rIr0tFPWaFg
Teacher show the students a video on mountains and explains that,
the temperature on mountains becomes colder with increase in al tude (as we climb
higher) the tree cover reduces and the vegeta on gradually disappears . The peaks are
bare rock and perhaps covered with snow and ice.
These trees are tall with needle like leaves and downward sloping branches so that the
snow can slip off the branches.
The vegeta on on the lower slopes largely depends on which climate zone the mountain
is in. The foothills may be covered with broadleaved forests. These change to needle leaf
trees (coniferous trees) like spruce and pines on the upper slopes (higher al tudes).
Narrow and Needle
shaped leaves
Trees are conical shaped
Tall and Straight trees
Activity 6 (Students Activity)
Nature Album: Let Us Enjoy
Material Required: Album, different kinds of leafs
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Teacher instructs the student to collect different types of leaves.
Do not pluck leaves from the trees, pick only fallen ones.
Press them in a thick book.
When they are dry, take them out and s ck them in a Nature Album.
Draw and colour the tree to which the leaf belongs to.
DESERT HABITAT
Video on desert plant
h p://www.youtube.com/watch?v=nwy1GN73Nv8
Teacher shows a video clip on Deserts . Teacher asks the students to write down their
comments on a A4 sized sheet about deserts based on following key points.
a)
Climate of the Desert.
b)
The kind of soil found in the Deserts.
c)
The kind of plants grown in the Deserts.
d)
The landscape and rainfall of the desert.
Teacher now lists the points on a Chart paper which has photographs of desert pasted on
it.
DESERTS
Deserts are hot.
Deserts don’t have much water.
Deserts have dirt and rocks.
Some deserts have big piles of sand.
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Plants...
The teacher with this ac vity concludes that:
The deserts have li le rainfall.
The deserts are very hot during the day. This means that water evaporates quickly.
The teacher uses the following ac vity to explore this concept, further
with her
students.
Activity 7 (Teacher Guided Activity)
Where Does the Water Go?
Material Required: Sponges, Container of Water Sidewalk
Steps to Follow
Give students wet sponges.
Let them draw water “pictures” on the sidewalk, (some pictures in the sun, some in a
par ally shaded area and some in a completely shaded area.
Ask students to explain what happened to the water?
Desert Vegeta on
The teacher discusses that the quick
evapora on rate in hot areas adds to the
water problem in deserts.
•
The plants of the desert are hardy.
•
They thrive on li le water and can
sustain massive heat generated from
sunlight and sand (condi ons that
would kill most living things).
•
These plants skillfully adapt to hot
clima e condi ons.
•
They can live for months without
water.
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Plants...
Some examples of Desert Vegeta on :Cactus: It is the most common plant we see in the desert
Shrubs: These plants have far-reaching roots that seep deeply into the desert soil.
Ephemerals: They are small, flowering plants that use their roots to absorb the
moisture from the very rare rainfalls.
Grass: It survives in the desert through its ability to live deep inside the desert soil
even if the upper por on has long been dead.
Desert Rose Plant: This plant is a drought tolerant plant which is highly toxic thus
animals too avoid ea ng it.
Activity 8 (Teacher Guided Activity)
Plant a Desert
The teacher assists students in crea ng a desert scene in a Terrarium or crea ng individual
desert gardens in shallow plas c bowls.
Material Required:
Terrarium
Several small Cac
Po ng soil
Fine gravel
Sand
Measuring cup
Spoon
Folded newspaper for handling cac
Steps to Follow
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•
Mix equal parts of plant soil and sand.
•
Put a layer of gravel at the bo om of your dish for good drainage.
•
Spoon in the sand/soil mixture.
•
Make a hole for each cactus.
Plants...
•
Put the cac in the holes and gently press the soil around them to make it firm.
•
You can add pebbles /rocks and other decora ve objects.
GRASSLANDS
Video on Grasslands
h p://www.youtube.com/watch?v=ncJeaGPcPqU
Audio Visual: The teacher now introduces the topic with the help of an audio visual
presenta on about the Grasslands.
Activity 9 (Students Activity)
Let’s Do
Some type of grass grows on almost every surface of the Earth. The teacher asks the
students to list the names of places where they have observed the grass. E.g. Lawns,
Cricket field, between cracks of a side walk etc.
With the help of a world map the teacher explains the loca on of the various grasslands
of the world.
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Plants...
There are two major kinds of grasslands in the world.
GRASSLANDS
Tropical Grasslands
Temperate Grasslands
(Savannas)
Trees and shrubs are completely absent
or rare.
Shrubs and trees are sca ered.
Grass has long thin leaves.
Three most prominent features of
temperate grasslands are their climate,
soil and flora and fauna.
DO YOU KNOW?
Grassland are known by different names in different regions
Tropical Grasslands
Savannas (East Africa) etc.
Temperate Grasslands
Prairies has long grass and exist in North America.
Steppes in Asia have short grass but both are temperate grasslands.
Climate Control factors for Grasslands are
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•
La tude
•
Land
•
Water
•
Distance from Equator
•
Mountains
•
Highlands
•
Geographic posi on
•
Prevailing winds
Plants...
Plants in Grasslands
Plant life in the grasslands of the world
vary with its loca on.
The we er regions produce longer grass
and are called Prairies (the “breadbasket of the world”) in North America, Pampas in
South America and the Veldt in Africa.
The drier regions produce shorter grass and are called Steppes.
Trees and large shrubs are not commonly found in grasslands, as it is difficult for them to
flourish there. However, co onwoods, willows and oaks can be found in river valleys in
the grasslands.
Activity 10 (Student Activity)
Collage Making
Material Required: Different pictures of evergreen forests.
Teacher instructs the students to collect the pictures and photographs of grasslands of
different parts of the world and write a few sentences below each picture describing the
grasslands.
Evergreen Forests
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Plants...
Acitivity 11 (Teacher Guided Activity)
Let’s do it again
Teacher instructs the students to look around their surroundings and pick the ar cles
made of hard wood and so wood.
She now tells them to find out and learn few names of trees in their locality and how they
are different from the trees of evergreen forests.
The teacher concludes that the changes in the type of natural vegeta on occur mainly
because of the changes of climate. There are different kinds of forests depending upon
the amount of rainfall and types of trees.
Discussion What makes a Forest?
The teacher asks the students to tell what they already know about the forest and then to
write their comments in the folder tled ‘Forests’.
FORESTS
Forests have a lot of trees.
Different Kinds of trees grow in forests
There are different kinds of forests.
Li le animals and big animals live in forests
Evergreen forest are of two types : Tropical
Evergreen and Temperate
Evergreen forest
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Plants...
The Forest
The loggers leave a path:
mud strewn, hewn branches, stumps,
scarred trees, boulders askewmarks le as if a tan has been dragged
screaming through the forest.
The formerly peaceful walk
through the worshiping trees is now
a tormented vision as of a ba lefield done,
the leavings of Grendel’s feast
strewn about.
And next year they will be marked
again with circles of paint
like numbers ta ooed on wrists
wai ng for the train.
The conversa on of the trees
is now stunted-a stricken, amazed
silence echoes.
The caretakers count
their 30 pieces of silver.
The loggers count their
board-feet and drink another beer.
h p://barranca.hubpages.com/hub/Poem__The_Forest (Web link for poem)
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Plants...
Tropical Evergreen Forests
These thick forests occur in the regions near
the equator and close to the tropics.
These regions are hot and receive heavy
rainfall throughout the year.
The trees do not shed their leaves altogether.
The thick canopies of the closely spaced trees
do not allow the sunlight to penetrate inside
the forest even during the day me.
Hardwood trees like rosewood, Ebony,
Mahogany, Bamboo and Reeds are common
Evergreen Forests
here.
Forest consist of evergreen
trees
(Which
retain
green
leaves all year round) .
Temperate Evergreen forests
The temperate evergreen forests are located
in the mid-la tudinal coastal region.
They comprise of both broad leaf and
coniferous trees, such as Oak, Pine and
Eucalyptus.
Temperate
evergreen
forests
are
characterised by their hardy trees. Some of
the examples are Fir, Hemlock, Oak.
Temperate forests are less dense.
Activity 12 (Student Activity)
Pines and Pines
The teacher instructs the students to collect cones of pine tree whenever they make a
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visit to a hill sta on.
Plants...
Activity 13 (Teacher Guided Activity)
The teacher assists the students to make a “Rainforest” in the class in a Glass Terrarium.
Rain Forest
Materials Required: A large wide mouthed bo le or a glass terrarium, gravel, sand, peat
moss, small pan of water, small plants : Moses, Ferns, Begonias, House plants etc.
Instruc ons
Mix equal amount of gravel sand and Peat Moss to the soil of the terrarium.
Make sure that the surface of the soil is at a slant.
Bury the pan of water at the end.
Put in small plants
Cover the top with a lid or a piece of glass.
The teacher explains through this ac vity that a rain forest is enclosed much like a covered
terrarium. In the rain forest the canopy layer traps the heat and moisture helps to make
more rain. Here too the water in the small pan will provide enough moisture for the
plants. The terrarium will need sunlight.
COASTAL AREAS
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Plants...
Activity 14 (Teacher Guided Activity)
Visit to a Coastal Area or if it is impossible to visit a coastal area use the web link for visual
visit (Web link is given below for coastal video)
h p://www.youtube.com/watch?v=GnB9IHHSVJs
The teacher plans a trip to a coastal area/water body. On reaching the loca on she divides
the class into small groups to write/draw their observa ons. The students are made to sit
quietly on the coast and observe variety of plants and animals living in and on the coast.
Follow Up-Back in the class the teacher asks the groups to describe the plants and the
animals living in and on the coast.
Climate
Warm summers, and cool (but not cold) winters. For most part of the year precipita on
comes in the form of rain.
Different coastal types
Sandy Beaches
Muddy Coasts They are normally vegetated e.g. mangroves. These plants develop special
roots for breathing as the main underground roots do not get oxygen from the soil. These
por ons of the roots come out of the soil above the water level and take oxygen from air.
These roots are called breathing roots or aerial roots.
Rocky Coasts
Arc c Coasts
Barrier Coasts
Wetland
How do the plants survive in Coastal Areas?
•
The soils in coastal areas are usually deficient in major nutrients but high in salt
spray .
•
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This soil generally lacks water and the environment for plant growth is very harsh.
Plants...
Activity 15 (Teacher Guided Activity)
Bulle n Board
The teacher instructs the students to make a large class mural.
She divides the class into groups.
The students are instructed to use old magazines, newspapers and books to cut pictures
of the plants and animals found in this habitat and write short paragraphs.
REVIEW
Circle the two Water habitats.
Tick (9) on two dry habitats (Desert).
Cross ( X ) on two Mountain/Hilly/ Cold Habitat.
Underline (____) a Plains habitat.
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Assessment
Recapitula on
WORKSHEET
Plants and Their Habitats
Make a list of different types of plants and the places where they live
Plants
Habitats
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Draw and paint your favourite Plant
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Plants...
Social Science
Lesson Plan-b
Topic: Human Dependence on Plants for their Daily Life.
Dura on: 8 hours
Brief Descrip on: Humans and animals both are dependent on plant world. They are
the primary source of energy and the very basis of food chain. This lesson deals with the
interdependence between the animal life and plant world.
Learning Objectives
As a result of this lesson, the students will be able to:
•
iden fy sources of food—plant parts and its products;
•
iden fy plants that provide food for humans;
•
understand that plants provide people with food, clothing, shelter and many other
things.
Video on food we get from plants
h p://www.youtube.com/watch?v=HIAHyCAE3bg
Teacher writes the given saying on the board and asks the students to read it:
“You are what you eat”
Teacher asks the students what exactly do they eat. Elicit responses from students.
Teacher explains that food is the material or substance which we eat. The teacher
further explains the necessity of food for our bodies while comparing it with
different vehicles with/without petrol/diesel. Let us compare our body to a car.
What happens to a car if there is no petrol in its tank? It stops running. Petrol is the
fuel which runs the car. Similarly, food is the fuel which living organisms require to
keep func oning. The teacher than tries to bring out the significance of food for
human bodies.
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Plants...
Why do we need food?
Food contains materials which provide
us energy required for
various ac vi es, to stay alive,
for growth and development,
protec on from diseases
body repair and reproduc on
FOOD VARIETIES: Different types of food and food items
The teacher ini ates a brainstorming session on varie es of food with the help of flash
cards of food items. Teacher categorieses different types of food with the help of flash
cards and magne c board.
Teacher to display the following pictures on the magne c board.
Teacher asks the students Where do we get food from? Elicit responses from the
students.
Teacher then explains that food is obtained from both plants and animals.
SOURCES OF FOOD
Teacher to explain - Plants as Source of Food
You know that green plants can prepare their own food. For this reason, they are known
as producers. They prepare more food than what they need for themselves. This extra
food is stored in different parts of the plant body.
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Plants...
Different plant parts from which food is obtained are the roots, stems, leaves, flowers,
seeds and fruits.
Teacher enquires whether they are aware which part of the plant they eat. Further she
asks if they knew which part of the plant they were ea ng when they ate potato, cabbage,
onion, radish, carrot or mango?
The plant parts which are eaten are called edible parts. For example, the edible part in a
mango is the fruit, in onion and potato, it is the stem while in radish and carrot, it is the
root, and leaf is the edible part in cabbage.
Teacher lists down the following on the smart board:
Food Items Obtained from Plants
(i)
Cereals (wheat, rice, maize)
Edible Parts
(ii) Pulses (pea, bean, soyabean, gram, groundnut)
(iii) Vegetables (carrot, radish, potato, onion, spinach,
Plant parts which are eaten
cabbage, tomato)
Classroom Discussion
(iv) Fruits (banana, apple, mango, grape, orange,
pineapple)
Discuss the names of some
(v) Sugar (sugarcane)
water plants that we eat.
(vi) Oils (mustard, groundnut, coconut, soyabean,
co on seed, sunflower)
(vii) Spices (turmeric, chilli, ginger, saunf or fennel, elaichi or cardamom)
Let us find out which plant parts provide us these food items
•
Food from stems
Potato
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Onion
Ginger
Garlic
Plants...
•
Food from roots
Carrot
•
Radish
Cauliflower
Broccoli
Food from seeds
Green Gram
Kidney Beans
(Moong)
(Rajma)
•
Sweet Potatoes
Food from flowers
Rose
•
Turnip
Corn
Wheat
Food from fruits
Banana
Apple
Mango
Grapes
Orange
Pineapple
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Plants...
Activity 1
Foodie Plants
Collect photographs or pictures and specimens of different plants that give us
food.
Classify them according to the plant part used and paste them in a scrapbook.
You can use pictures or even draw them in the scrapbook.
Make it colourful and a rac ve with decora on material.
A er explaining about the various food items that we get from plants the teacher makes
the students understand that not only the food items but there are many other things
that we get from plants.
Video on things we get from plants
Activity 2:
“Plant Essence” Collage
Material Required: Card board, construc on paper / poster paper/ ivory sheet, pencils,
pens, coloured pencils, markers, crayons, paints, scissors, glue, tape, old magazines,
different materials that come from plants (dried flowers, twigs and leaves, co on, paper,
toilet paper, spices, medicines, glue, cereal, etc)
Teacher instructs the students to do a homework assignment, where they are asked to
list all the uses of plants. The teacher suggests that they can ask their parents for help if
they are stuck.
The next day teacher asks them to share their lists. A er observing the list of all the
student, she asks the students, Can you add anything new to the list you generated
yesterday?
As an introduc on to the ac vity, have the students brainstorm the different ways people
use plants. How many different uses can they think of?
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Plants...
Have the students created a collage showing the different ways they can use plants. The
teacher instructs the students to use “How I Use Plants” as a tle for their collage (it
should be wri en in large le ers somewhere on their artwork).
Note that students may use a variety of materials to create their collage; they may cut
out pictures from magazines, bring in pictures from home, use short descrip ve words,
create their own drawings, use scraps of plant material or any other means they can think
to express their ideas.
A er the ac vity is over, teacher may display the students’ work on the wall or the
blackboard and compliment them on their good work.
Concluding the whole collage ac vity, teacher explains that people use the wood from
trees for many things (this means that the trees must be cut down).
•
Have the class make a list of all the ways people use wood (to build homes and furniture,
to make paper, toilet paper and paper towels, etc.).
•
Using sample collages, explain that people (and animals) also use living trees for many
things (for shade, for homes for animals, for beauty, for clean air, etc.).
•
Ask the students if they can see what the problem is as the use of wood can vary.
Teacher tries to focus on conserva on of plants through this. She explains that we o en
hear people talk about ‘Saving the Forests’ but our lives would have to change drama cally
if we were to stop cu ng trees en rely. Teacher introduces the term ‘sustainability’.
What can we do to ensure that our forests are sustainable?
Teacher makes the students understand that we can take measures to save forests. She
asks the students to brainstorm ways to help ensure sustainable forestry like:
•
use only recycled toilet paper and paper towels,
•
don’t waste paper,
•
reuse the blank side of scrap paper,
•
recycle paper,
•
buy only wood products that are cer fied ‘Old growth forest free’,
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Plants...
•
plant trees in school and at home,
•
par cipate in a naturalisa on project with a school or a community group,
•
use alterna ve building products.
A er the above discussion, teacher asks the students to do a follow up worksheet.
Materials like-wood, fibre, gum, rubber
for making tyres, erasers, toys and
many other things, wood for furniture,
Ecological balance-
construction, making paper and as fuel.
gives us oxygen to
Food colours /dyes
breathe.
Regulating the
Medicines and
Human dependence
cosmetics
water cycle
on Plants
Food as fruits,
Prevent floods
vegetables, cereals,
pulses, sugar, oil,
spices
Habitat
Through the worksheet the teacher recapitulates various important uses of plants. For
this a G.O/chart can be drawn to explain the same.
Teacher makes the students understand that:
Plants are the backbone of all life on Earth and an essen al resource for human wellbeing. Just think about how your everyday life depends on plants.
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Plants...
Teacher to reinforce and explain the above said statement in terms of importance of plants
explaining it in detail. She makes the students aware that plants are s ll intertwined with
the survival of humans and other animals. You could learn about plants as food, plants as
medicine, or plants as decora on.
The teacher recaps the significance of plants for human beings and other living organism.
Teacher probes the students and asks them for what all reasons human beings depend
on plants and is there any alterna ve? To imbibe the stated concepts the teacher further
explains the importance of plants.
We need plants for food
The food we eat consists mainly of cereals, fruits and vegetables. Cereals are grains of
plants like rice, wheat, oats, barley, maize and rye. The sweet and fleshy part of the plant
that contains the seed is called a fruit, e.g., apple, orange and banana.
Parts of the plants that are eaten other than the seeds and fruit, such as leaves, roots and
stem are called vegetables. Potato, tomato, cabbage etc. are vegetables. We can see we
get all the main components of our diet from plants. We also get tea, coffee, sugar and
spices from plants.
Some seeds are used in soups or desserts. The vegetable soup you eat may contain peas
and corn. These are both kinds of seeds. Think about the cookies you eat with nuts in
them. You are ea ng seeds! Have you ever eaten sunflower seeds, pumpkin seeds or
popcorn? These are types of seeds that we enjoy.
People use the leaves from basil, mint and oregano plants to season foods. The teacher
can use the given chart to further explain the importance of plants through its products.
Many plants are used to produce food, clothing or fuel.
apple tree
co on plant
oak tree
apple juice
co on cloth
firewood
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Plants...
Activity 3
Garden Scene with Leaf Prints
Teacher instructs the students to follow the given steps for a project
Material Required: Go outside and collect some leaves. You will need newspaper, white
paper, tempera paint and leaves.
Direc ons/ Steps
Spread out the newspaper on a table or floor.
Pick a leaf from your collec on and find the side where the veins are raised.
Paint the leaf.
Press the painted side of the leaf on the white paper. Spread the leaf flat.
Carefully li the leaf.
Repeat as o en as you want.
With these leaf prints create a garden scene depic ng the importance of plants (examples
nest, cow res ng under the shade etc).
Teacher further makes the students aware of various other uses of plants. She emphasises
on various uses of plants for which human beings are dependent on them and she
con nues the explana on.
We need plants for materials
We get materials like wood, fibre, gum and rubber from plants. We need wood for furniture,
construc on, making paper and as fuel. Co on fibre that we get from the co on plant is
used for making clothes and fabric. We need rubber for making tyres, erasers, toys and
many other things. It is also extracted in a raw form from rubber trees. The gum we get
from acacia trees is used widely as an adhesive.
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Plants...
Do you know ?
•
Some fungi are used in medicine.
•
Fungi like mushrooms are edible.
•
Yeast is also a useful fungus.
•
Some fungi cause diseases also.
Do you know ?
Lichens are excellent indicators of air
polllu on. These are sensi ve primarity
to sulphur dioxide and other air
pollutants and will not grow at places
which are polluted.
We need plants for medicines and cosme cs
Plants are the source of many important medicines used for trea ng diseases that affect
man. Various medicinal teas, pastes, and ointments have been created by boiling and
grinding plants. Many of these ancient remedies are developed into the modern medicines
that we use today. For example, aspirin is a medicine that is commonly used today to
reduce pain, inflamma on, and fever. Early forms of aspirin were actually derived from
myrtle leaves, willow bark, and birch bark, which contain a pain-relieving substance called
salicin.
Quinine, a medicine used to treat malaria, is extracted from the bark of the cinchona
tree.
Plants like tulsi, neem, garlic and mint are used as effec ve home remedies to treat
common ailments like cold, cough, indiges on etc.
Comfrey leaves, coriander, sage and hot peppers are used to relieve pain.
The stems and leaves of banana and aloe plants have been used to treat burns and
blisters.
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Plants...
We need plants to balance the oxygen in the air:
Animals and human beings breathe in oxygen and breathe out carbon dioxide. If there
was no counter process to balance this phenomenon, the oxygen in the air would finish
soon ! But we know that green plants in our environment take in carbon dioxide and give
out oxygen during the process of photosynthesis. Thus plants are very important because
they balance the quan ty of oxygen in the air.
The leaves of green plants contain a special green pigment called chlorophyll. When light
strikes a plant’s leaf, chlorophyll transforms carbon dioxide and water into a sugar called
glucose. The sugar is then transported through tubes in the leaf to the plant’s roots,
stems, and fruits. The extra oxygen produced during this process is released back into
air. This en re process is called photosynthesis. Every living creature on Earth depends
on photosynthesis: Plants take in carbon dioxide and release oxygen in the process of
photosynthesis, and animals inhale oxygen and exhale carbon dioxide in the process
of breathing. Because of this life cycle, plants are some mes called the “lungs of the
Earth.”
We need plants to regulate the water cycle
Plants help distribute and purify the planet’s water. They also help move water from the
soil to the atmosphere through a process called transpira on
We need plants to maintain the habitat
Of course, aside from humans’ myriad uses, plants make up the backbone of all habitats.
Other species of fish and wildlife also depend on plants for food and shelter.
We need plants to prevent floods
They help in preven ng floods because they absorbs the water. They also holds the soil
to avoid landslides.
This will be followed by a worksheet.
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Plants...
Activity 4
Find Me If You Can?
Teacher directs the students to work in pairs, one student is blind-folded while the other
describes a nearby plant. Once the blindfold is removed, the partner tries to find the plant
that was described.
Material Required: Blindfolds, Aloevera, Rose, Mint, Neem, Basil, Jasmine, Lemon,
Cactus.
Direc ons
Have one partner close his eyes or put on a blindfold.
The other partner will pick a plant and describe it in as much detail as possible.
The partner then opens his eyes and tries to find the plant his partner described.
The partner fills in the given performa
Switch roles and repeat
A er the ac vity is over teacher ini ates a follow-up/discussion on what sort of
descrip ons made it easier to find the plant. What sort of descrip ons were not very
helpful?
Par cipants share their experience and have a discussion about plant diversity and the
variety of plants found in their loca on: Is there any product found in their locality related
to the plant they had observed?
Teacher exemplifies the rose plant and its products. Students to fill the given Performa as
directed in worksheet No. 7
Leaf
Size
Colour
Texture
Smell
By- Products
1) Rose
Small
Red
So
Fragrance
Perfume /
Soap / Incense
s ck
2
3
4
5
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Plants...
My favourite leaf is ____________________ because ____________________________
________________________________________________________________________
Draw and colour your favourite leaf in the first box and also draw a product in which it is
used as a key ingredient.
Activity 5
Rubb.................... to get crea ve
The teacher mo vates the students to show their crea vity in a fun colouring page. She
encourages the students by telling that rubbing is easy and fun to make. She guides the
students that they will need the following:
Material Required: Crayons, paper, items from nature: leaves, flower petals, bark,
twigs, man-made items: comb, coins, cut-out paper pa erns.
Direc ons
1.
Place the item on a table covered with newspaper.
2.
Put the paper over the item.
3.
Using the long side of the crayon rub over the item while
holding the paper down.
4.
Con nue un l you get the desired color and design.
5.
Move the item slightly and rub again. Pa erns can
overlap.
Teacher guides the students to add addi onal items to the
same page or do the en re page with one shape that overlaps.
Students enjoy the ac vity and showcase their work on the
bulle n board.
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Plants...
Activity 6
Rhyme Me!!
THESE TREES!!!
If walnuts come from walnut tree,
And almonds come from almond trees,
Then how come acorns come from oaks?
Can anyone explain this, please ?
A redwood tree’s not really red,
And red pine trees are green, (not red),
So, why’s the white birch aptly named?
And why’s the white pine green instead?
Now ash trees don’t grow ashes, Right ?
And beech trees aren’t on beaches. Right ?
And fir trees don’t have furry trunk;
Although, that WOULD be quite a sight!
These trees! These trees! I wish it would
Be less confusing in the wood!
If trees had be er-chosen names,
They might be be er understood.
Review
PPT on human dependence on plants for their daily needs.
Assessment
Recapitula on Worksheet
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Plants...
Performing Arts
Lesson Plan
Topic: Notes and Its Values
Dura on: 3 hours
Brief Descrip on: Notes are used to write music and ar cula ons are used to make it
more beau ful. To sing or play music with ar cula on enhances the beauty of it.
Learning Objectives
As a result of this lesson, the students will be able to:
•
use do ed notes, rest sign and their values;
•
iden fy the difference between do ed half notes and do ed crotchet;
•
understand ar cula ons and its use in music;
•
perform rhythm game while clapping together in sync;
•
sing theme song together in sync;
•
learn basic elements of music;
•
acquire some ability in singing of light music;
•
understand in a general way the structure, forms and tradi on of music;
•
understand categories of different types of Indian instruments;
•
acquire knowledge about harmonium;
•
understand dadra taal.
•
develop love for nature through learning environmental song.
Material Required
Musical instruments, audio player, sound recorder.
Teacher Activity
Enlighten the class by discussing the following facts.
152
Plants...
Do ed quarter note
A crotchet (quarter note) is worth one beat. When a dot is added, the dot is worth half of one
beat. Therefore, a do ed crotchet is worth 1 and a half beats.
Whole note, half not, quarter note, eighth note, sixteenth note and its corresponding rests.
Rests
Rests are simply places where the musician does not play. Rests have equivalent values to
corresponding notes of dura on. Thus, there is a whole rest, half rest, quarter rest, etc.,
just like normal notes. Rests are always located in the same ver cal posi on.
The dura on of musical silence is indicated by different types of rests.
quarter rest
rest
half rest
whole
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Plants...
Ar cula on
What is Staccato?
Staccato (Italian for detached) is a form of musical ar cula on. In modern nota on it
signifies a note of shortened dura on.
Means to play the note very short and detached.
What is legato?
The term LEGATO (pronounced “leh-gaw-toe”) means connected, or joined, notes. That
means there is no perceivable silence between two notes played one a er another.
Remember legato means connected, think your leg is connected to your body.
Repeat
These are the begin and end repeat signs. When you reach the second, go back to the
first and repeat the music. These are o en accompanied by first, second and even third
endings.
Four categories of instruments
Musical instruments have played an important role in the evolu on and development of
Indian music. Indian culture is basically governed by religion and philosophy so its effect
can be felt in every sphere of Indian culture. In India music and musical instruments are
believed to be of divine origin. Classical indian music uses about five hundred instruments,
which are deeply rooted within the country’s philosophy, religion and mythology.
The scien fic classifica on of musical instruments, based on the principle of sound
genera on, includes four groups
1
154
Aero phones (sushir vadya)- the sound is generated by an air Column.
Bamboo, flute, shehnai, harmonium, clarinet,horn etc.
Plants...
2
Idiophones (ghun vadya )- the material itself generate the sound.
Kartal, jaltarang, bells etc.
3
Membrano phones (avnadah vadya)- the sound is generated by a stretched
membrane made of skin or other material.
Pakhavaj, Mridung, Tabla etc.
4
Chordophones (tantra vadya)- the sound is generated by a stretched string.
Vina, sitar, sarangi, tanpura, etc.
Harmonium and it’s Parts
The harmonium is also known as pe or baja. This instrument is not a na ve
Indian instrument. It is a European instrument which was imported in the 19th
century. It is a reed organ with hand pumped bellows. Although it is a rela vely
recent introduc on, it has spread throughout the subcon nent. Today, it is used
in virtually every musical genre except the south Indian classical.
Body - The body is the box that houses the various parts of the harmonium. There are
two basic styles. One style is simply a box with everything in a fixed posi on (see above
illustra on). Another style collapses down into a suitcase style of enclosure. There are
several collapsible styles.
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Bellows - The bellows are the pumps which force the air through the instrument. There
are really two sets of bellows, one internal and one external. The external bellows are
pumped by hand; these are familiar to the average player. The external bellows then
forces the air into the internal bellows. The internal bellows act as a reservoir for the air.
These bellows lay deep inside the instrument and are visible only on disassembling the
instrument. The internal bellows push against a spring; it is this spring which forces the
air over the reeds.
Keys - The keys, known in India as “chabi”, are the small wooden controls that the
performer uses to play the music. There are black keys and white keys. Although
the keyboard is reminiscent of the keyboards found on pianos and other Western
instruments.
Cover - The cover is a small piece of wood, some mes with cloth or glass, which covers
the workings of the harmonium. It serves two func ons. The most important is to protect
the workings against damage. It also changes the sound by mu ng the higher frequencies
while allowing the lower frequencies to pass. Some mes the cover has a sliding panel
which makes this mu ng ac on adjustable.
Stops (main) - The main stops are a series of valves which control the way that air flows
in the instrument. The main stops control the air flowing into the various reed chambers.
There are usually a minimum of one stop per reed chamber; however, it is not unusual
to find more than one per chamber. Although these extra stops may control special
func ons, such as tremolo, it is not unusual to find a redundant stops with no special
func on. This reflects the tendency of Indian musicians to simply open up all the stops,
regardless of the func on.
Stops (drone) - The drone stops are the most dis nguishing feature of Indian harmoniums.
These stops control the flow of air over un-keyed reeds. They simply drone their par cular
pitch. There may be any number of drones set to any pitch; however they tend toward,
A sharp, C sharp, D sharp, F sharp, and G sharp.
Handles - The handles allow for easy transport of the harmonium. In a box type, there are
two handles on the sides. In a suitcase style, there is only a single handle.
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Reeds (not shown) - The reeds a series of brass reeds set into a heavier brass base. Each
base is roughly 1/4 inch by 2 inches. There must be a minimum of one reed per key while
two or three are the most common. These small brass reeds vibrate whenever air passes
over them.
Coupler (not shown) - A coupler is a mechanical arrangement whereby another key is
played along with the one being fingered.
Scale Changer (not shown) - Scale changer is an elaborate mechanical arrangement
whereby the en re keyboard may be shi ed up or down. This allows a musician to
transpose the performance into any key without having to learn new fingerings.
Reed Board (not shown) - The reed board is a flat piece of wood with a series of long
holes cut in them. There are a series of brass reeds covering these holes. Some mes this
board is not flat, but instead has the reeds set into perpendicular baffles. This style is said
to produce a be er sound.
Dadra taal: Dadra taal contains six beats in two bars of three matras each.
Sum point is on the first matra, tali on fourth matra. It is generally played with bhajan,
Geet and folk music.
Bols of theka, taal dadra
Matras
1
2
3
Bols (ekgun)
Dha
Dhin
Bols(dugun)
DhaDhin, NaDha, TinNa
DhaDhin, NaDha, TinNa
Taal chinh
X
0
Na
4
5
6
Dha
Tin
Na
Defini on of geet (Song)- a poem or rhythmic words composed in a specific tune using
a specific taal is called Geet.
157
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Nota on of Environment song in Dadra taal
Matras
1
2
3
4
5
6
Sasa
dha
pa
Ma
ga
sasa
Dhara
ko
s
Swar
s
gba
Re
re
-
Re
sa
ni
Na
na
s
Hei
s
s
Ni
ni
ni
Sa
ga
-
Par
ya
va
ran
ko
s
ga
ga
re
re
sa
sa
Ba
cha
s
na
s
hei
Sasa
dhadha
pa
mama
ga
sasa
Mil
kar
s
kuch
ka
rdi
Re
re
-
re
sa
ni
Kha
na
s
hei
s
s
Ni
ni
ni
sa
ga
-
Par
ya
va
ran
ko
s
Ga
ga
re
re
sa
sa
Ba
cha
s
na
s
hei
dhadha
ma
X
Stanza
158
0
Dhadha
ni
sa
nini
Shudh
ha
wa
chal
Mama
ma
ga
mama
mama
ma
Jis
ke
s
pran
gan
mein
Dha
nini
sasa
nini
dhadha
ma
Shee
tal
jal
beh
tara
he
ra
he
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Mama
ga
ga
mama
ma
ma
Nadi
yon
mein
jhar
no
mein
Mama
ma
ma
gama
gare
sa
Nadi
yon
mein
jhar
no
mein
X
0
2nd Stanza on same swaras
Student Activity
•
Make do ed half and do ed quartertone (do ed minim and do ed crotchet) and label
the correct value of these notes.
•
Draw treble clef and make a rhythm in any me signature.
E.g.;
Rhythm game
Play the rhythm game with do ed minim and do ed crotchet note (clapping notes
according to its correct - me) in groups in a simple me.
A song with staccato and legato
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I had a li le nut tree
I
had
But
king
a
li le
the
Skipped------ o - ver
the
and
Spain’s------ daugh - ter
All ------- for
160
tree
a sil - ver nut - meg
of
all
nut
sake of
my
the
a
came
would
gol - den
to vi - sit
lit - tle
wa - ter, I
birds ----- in
no - thing
nut
danced--- o - ver
air
couldn’t
it
bear
pear.
The
me,
And
tree.
I
sea,
And
catch
me
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I had a little nut tree
I had a li le nut tree nothing would it bear
But a silver nutmeg and a golden pear.
The king of Spain’s daughter came to visit me
And all for the sake of my li le nut tree.
I skipped over water, I danced over sea,
And all for the sake of my li le nut tree
(Same tune as above)
Her dress was made of crimson,
Jet black was her hair,
She asked me for my nut tree
And my golden pear.
I said, “So fair a princess
Never did I see,
I’ll give you all the fruit
From my li le nut tree.
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Plants...
1.
Lyrics of environment song
Dhara ko swarg banana hai
Paryavaran ko bachana hai
Milkar kuch kar dikhana hai, paryavaran ko bachana hai
1.
Shudh hawa chal rahe, jiske prangan mein
Sheetal jal bahata rahe, nadiyon mein jharnon mein
2.
Dhuan dhuan na ho, sadkon pe galiyon mein
Har taraf haryali ho, shehron mein gaon mein
2.
Recognize the taal and complete the bols
Matras
1
Bols
Dha
Taal chinh
X
2
3
4
5
6
na
0
Review
Ask the class the following ques ons
•
What are the values of semibreve, minim and crotchet, do ed minim, do ed crotchet
and eighth note?
162
•
What happens when a dot placed behind a note?
•
What do you mean by staccato?
•
What is legato?
•
In which taal environment song is composed?
•
Define geet briefly & sing sthai and one stanza
•
Which is the most famous instrument of modern mes?
•
When was harmonium invented?
•
Which are the categories of different instruments?
Plants...
Visual Arts
Lesson Plan-a
Topic: Colour in Plants
Dura on: 45 Minutes
Brief Descrip on: Using colours from plants create a design with the
technique.
e and dye
Learning Objectives
As a result of this lesson, the students will be able to:
•
understand that colour can be extracted from plants;
•
use plant dyes in design.
Material Required
Examples of e and dye work, plain white co on handkerchiefs, plant dyes, containers for
dyes, string
Teacher Activity
Using books, internet, etc, inves gate the origin of colour pigments, mainly dyes from
plants.
Tuning in: (Wear a dress with a e and dye pa ern.)
How do we colour our clothes? What is the process of colouring garments called?
Where in the world is the e and dye technique prac sed? What is the local name given to
the technique in India?
Give examples of dyeing with natural dyes-turmeric, brinjal, etc. Demonstrate how the
turmeric root releases yellow colour when soaked in water.
Guess the colour derived from the following vegetables, fruits- spinach, brinjal and beetroot.
Visit h p://www.pioneerthinking.com to learn more about plant dyes.
Watch the video on ‘How to Tie and Dye Shirt Designs: Basic Spiral Pa erns for Tie Dye Shirts’
from Expert village – available on YouTube.
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Tie and Dye Method (Tie-dyeing is accomplished by folding the fabric into a pa ern, and
binding it with a string. The fabric is then dipped in the dye. The es prevent the en re fabric
from being dyed. Designs are formed by binding strings in different sec ons of the fabric and
applying different colours of dyes to different sec ons of the wet fabric. Once complete, the
material is rinsed, and the dye is set.)
Demonstrate a simple e and dye technique. Using the simple two colour e and dye technique
and plant based colours, example- turmeric, dye a handkerchief. Ask students to bring white
handkerchiefs to the class. Pass out a string and demonstrate by tying onto the kerchief. Take
a basin and fill it to about a third with warm water. Add 6-8 spoons of turmeric to it and s r
un l it is mixed well. It becomes a deep yellow dye.
h p://www.lucknawi.com/bandhej-bandhani- e/
Student Activity
Tie strings as demonstrated. Take turns to dip their ed kerchiefs into the yellow turmeric
dye. Allow to soak for 3 minutes and then squeeze and remove from the dye. Now open the
strings and discover a beau ful e dye pa ern on your handkerchief. Rinse and let dry.
Critical Thinking
•
How can we e and dye a spiral design?
•
Which colours do we mix to get an orange colour?
•
Which other country is known for this style of tex le design?
(Ba ka: Czech Republic)
Review
Display your design in the class. Narrate the process you used to create the e/ dye design.
Assessment
Assess whether the student has comprehended the basic resist dyeing process of the e and
dye technique.
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Visual Arts
Lesson Plan-b
Topic: Poster Making
Dura on: 1 Hour 45 Minutes
Brief Descrip on: Expressing a message in the visual language
Learning Objectives
As a result of this lesson, the students will be able to:
•
apply knowledge of the elements of art and principles of design to draw a
poster;
•
express an idea/message in the visual medium.
Material Required
Drawing sheets, oil pastels and black markers
Teacher Activity
Play the NDTV Green Anthem (provided in the audio resources for Unit 4) to tune the students
into the topic of trees and their importance. (The song outlines the need for clean air, greenery
and our responsibility to see that Earth is respected and looked a er.)
Introduce the topics for the posters –
•
Grow more trees;
•
My clean and green city;
•
Plants are useful to us.
Show some examples of posters. Discuss to find out their
knowledge and understanding of the purpose of a poster.
Spell out the need for simple drawing, a reasonably big size
of le ering, a catchy slogan and visual impact. Divide the
class into groups of three. Discuss the topics and the kind of
drawing that can be used to best represent the idea.
Consider selec ng the most impressive posters and sending them to any group/organisa on
that promotes green causes. Students will feel part of the big cause and will truly be empathic
to the cause.
165
Plants...
Student Activity
Get into your groups. Think of a powerful drawing that will convey your message. Select from
the following topics
•
Grow more trees;
•
My clean and green city;
•
Plants are useful to us.
Do not forget to add a slogan. Make sure it can be read from a distance. Outline your drawing
with a black marker. Colour your picture neatly.
Review
Display your posters and talk about the need to grow more trees and to keep the environment
clean and green.
Critical Thinking
•
How will a world without trees be like?
•
Whose responsibility is it to keep the city clean and green?
Assessment
Assess the ability to draw using firm, steady lines. The forms should be easily iden fiable. The
ability to create interes ng impact drawing and slogans should be given due importance in
the assessment.
166
Plants...
Visual Arts
Lesson Plan-c
Topic: Cra - Flower Making
Dura on: 45 Minutes
Brief Descrip on: Using cut-outs of handprints to make flowers
Learning Objectives
As a result of this lesson, the students will be able to:
•
use colour in expression;
•
cut neatly along lines.
Material Required
Construc on paper, scissors, glue, drinking straws, kite and glazed paper
Teacher Activity
Demonstrate how a cut out of a handprint can be turned into a flower- a lily.
Student Activity
Handprint lilies: Trace your hand on construc on paper. Cut the tracing out. Curl each of the
fingers around a pencil. Using the palm of the handprint, form a cone and tape it together.
Staple the flower to a drinking straw. Add leaves by cu ng leaf shapes from green paper.
Make a few more with more colours and create a bouquet. Use your crea vity to add pa erns/
designs to your flowers.
Review
Try to make other flowers using handprints.
Assessment
The student should be able to cut confidently along a drawn line. Neatness in the pa erns
created and the overall presenta on should be assessed.
167
Plants...
Physical Education
Lesson Plan
Topic: Forearm/Bump pass.
Dura on: 3 Hours
Brief Descrip on: The lesson will enable the students with an ability to use the Forearm /
Bump Passing skill in Volleyball.
Learning Objectives
As a result of this lesson, the students will be able to:
•
improve first touch control on the ball;
•
develop and be aware of the basic ready posi on in passing;
•
develop the ability of intercep on of the ball;
•
help in making the Pass-set-hit sequence;
•
demonstrate simple tac cs with teammates in a modified game of volleyball;
•
observe the rules of the volleyball game and safety during the course of prac ce.
Material Required
Volley balls, net, cone, PEC Kit, etc.
Teacher Activity
Key Points
Be in an athle c stance (feet and hands apart and knees bent)
Arms extended and hand together (cup shaped)
Thumps together and parallel.
Elbow locked.
Eyes on the ball.
Pla orm faces the target.
Ball contact forearm as arms straighten.
168
Plants...
Student Activity
Student will prac ce the drill individually, in pairs and later on in groups/teams.
Students to stand in free space with partners.
Drill 1
Without the ball, get into the correct stance, then extend the legs and hip, and rise through
the striking mo on.
The partner tosses the ball high enough so it will rebound from the floor, and the partner
performs a forearm (ver cal) pass off the rebound.
One partner tosses the ball and the other partner passes the ball back to the partner. The
partner catches the ball. Each partner will pass 10 mes.
Partners will do forearm passes con nuously at least 5 mes before the sequence breaks.
Drill 2
One partner is posi oned on the other side of the net, and tosses the ball over the net, and
the other partner will pass the ball over the net by using the forearm. Change the posi on
a er ten passes.
The two teams will be divided. 6 members in each team and then use the forearm pass a er
one bounce over the net in three hits.
Do not overlap your thumps.
Do not swing your arms too high.
Always face with your body towards the target.
Review
What are the three core elements required for the success of the forearm passes?
Show the ready posi on in forearm passing.
Assessment
The student will get five chances to hit the ball, with forearm passes over the net.
For each successful pass the student will score two points.
At the end of the class, the teacher will rank the students according to the points scored in
five a empts by the students.
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Physical Education
Card 7
Circle Dodge Ball
Use these activities to:
•
Improve throwing skills
•
Improve dodging skills
•
Watch the ball and an cipate its path
•
Throw and aim accurately.
How to play
•
170
Divide the class into groups, each comprising 10-15 children. Team A makes a circle.
Team B stand inside the circle made by Team A. Using one so ball the players in Team
A try to hit the players in the middle of the circle below the knee. Play the game for a
specified me (2 minutes). Count the number of mes the players in the middle are
hit. A er the specified me the teams change places. The winning team is the team
that scored the least number of hits.
Plants...
Variations
•
Have fewer players in the middle of the circle.
•
Use two balls instead of one.
•
Use different passes: chest pass.
•
Kick the ball instead of throwing it.
Equipment
•
One large foam or lightweight ball.
Safety Measures
•
Use a so ball.
•
Players must only be hit below the knee.
Links to other subjects
English: Speaking Skills
•
Ask two children to comment on the games being played. Ask them to use correct
sentence structures and focus on the use of specific words, e.g. nouns, pronouns,
adjec ves, adverbs. (Provide cue cards to help in developing the commentary).
Mathematics: Numbers
•
Give each child a number between 1-10. When a player is hit he/she mul plies his/her
number by the number of the player who hit him/her and provides the answer.
Curriculum links
•
Linked to the learning objec ve no.6 in the CBSE School Health Manual and the Theme
on Movement Educa on in the NCERT Syllabus: Can I throw and catch the ball to play
this game effec vely?
Self Assessment
•
Did I watch the ball all the me so I was ready to move out of its path?
•
How long did I manage to stay in the middle of the circle before I got hit?
171
Plants...
Card 8
Hitting and Kicking
Use these activities to:
•
Improve accuracy of kicking and hi ng skills.
•
Improve strength and power.
•
Improve coordina on of hand-eye and feet-eye movements to bring about effec ve
outcomes.
•
Determine the most effec ve way to kick and hit a ball.
How to play
In teams
172
•
From the start line each member of the team takes it in turns to either hit, roll or kick
the ball.
•
The collector stops the ball and returns it to the next player.
•
Change the player who is the collector of the ball.
Plants...
Variations
•
Increase the distance.
•
Play as a compe
•
First team to finish wins.
on: all members of the team have a go.
Equipment
•
Balls for kicking, small balls, hockey s cks, rackets.
•
Lime powder or markers.
Safety Measures
•
Keep alert and watch out for others.
•
Move quickly once you have passed the ball.
Links to other subjects
Environmental Studies: Creepy Crawlies and Flies
•
At the start of each turn the child will pick a slip of paper on which is wri en the name
of an insect. If the insect is a ‘crawler’ (e.g. ant) the child will hit the ball, if a ‘flyer’ (e.g.
fly) the child will kick the ball and if a ‘creeper’ (e.g. earthworm) the child will roll the
ball.
Mathematics: Measurement
•
When a player hits, kicks or rolls the ball from the start line the collector will stand at
the point where the ball will stop moving. The pair will es mate the distance the ball
has covered and measure the distance using standard units of length.
Curriculum links
•
Linked to the learning objec ve nos.4 and 6 in the CBSE School Health Manual and the
Theme on Safety and Security in the NCERT Syllabus: What can I do to keep myself and
others safe when playing games?
Self Assessment
•
What ac ons am I best at and why? Which ones am I not very good at and why?
173
Plants...
Assessment
174
Plants...
Assessment
English
Rubric for the Unit
Expected
Learning Outcomes
Indicators of the student’s performance
Beginning
Developing
Achieved
Exemplary
The student is
The student is
The student is able
The student is able
able to:
able to:
to:
to:
Compara ve
Write the
Write the sentence Write the sentence
Write the sentence
Sentence
compara ve
incorrectly but
correctly and most
correctly under the
sentence, may be under the proper
of the mechanics are
proper heading.
incorrectly.
heading.
correct.
Understanding
Only understand
Explain why
Explain why the
Explain how
Degrees of
par ally why
the degrees are
degrees are effec ve
degrees can be
Adjec ves
the degrees are
effec ve– briefly. – throughout.
used effec vely.
effec ve while
describing a noun.
Understanding
Iden fy few
Iden fy some
Iden fy several
Iden fy all
Adjec ves
adjec ves a er
adjec ves.
adjec ves.
adjec ves.
Iden fy
Take ini a ve to
Create relevant
create palindromes
palindromes with
much effort.
Knowledge about
Iden fy
Palindromes
palindromes with palindromes
assistance.
without any help. on the given pa ern.
Understanding about
Find words with
Iden fy words
Homonyms
similar sounds in with the same
ease.
Comprehend the
Use homonyms,
difference between
homophones
a text but can’t
pronuncia on, the homonyms,
and homographs
differen ate
same spellings, and homophones and
appropriately and
between their
different meanings homographs.
confidently into
meanings.
but finds it difficult
sentences.
to apply them
when required.
175
Plants...
Assessment
Mathematics
Rubric for the Unit
Expected
Learning Outcomes
Indicators of the student’s performance
Beginning
Developing
Achieved
Exemplary
The student is
The student is
The student is able
The student is able
able to:
able to:
to:
to:
Subtract 4 digit
Solve subtrac on Regroup 1
Efficiently solve
Solve subtrac on
numbers with and
sums on abacus
thousand into
subtrac on sums
sums with accuracy
without regrouping.
and columns
10 hundreds, 1
with and without
and also finds
without
hundred into 10 regrouping using
regrouping.
tens and 1 ten
solu ons mentally.
paper and pen.
into 10 ones.
Understands the
Efficiently
Subtract
Subtract mul ples
Mentally subtract
subtrac on of
subtract 10 or
mul ples of 10
of 10 and 100
mul ples of 10
mul ples of 10 and
100 from four
or 100 from four together from a four
and 100 from four
100 mentally.
digit numbers.
digit numbers
digit number with
digit numbers with
without
regrouping.
as well as without
regrouping.
regrouping.
Solve word problems
Solve word
Efficiently solve
Solve word problems
Create word
presented through
problems
word problems
mentally from verbal
problems and
pictures and verbal
presented
presented
descrip on and is
subtrac on stories
descrip on. Make
through pictures. through pictures able to pick out the
subtrac on stories.
and verbal
required informa on
descrip on.
from the extra
informa on given in
a situa on.
176
with the given
concept.
Plants...
Assessment
General Science
Rubric for the Unit
Expected
Learning Outcomes
Indicators of the student’s performance
Developing
Achieved
The student is
able to:
The student is
able to:
The student is able
to:
The student is able
to:
Iden fy and
group the plants
as per their
habitat like
terrestrial or
aqua c ones.
Observe the
diversity of plants
in nature by
grouping them on
the basis of their
root system or
life span.
Classify the plants
as herbs, shrubs,
creepers, climbers,
trees and also find
out the varia ons in
their stem structure
and their strength.
Logically reason out
as why these plants
are categoried as
creepers, climbers,
herbs, shrubs or
trees.
Germina on of seeds
Understand that
new plant arise
from the seed.
Observe
the various
condi ons under
which the seed
grows.
Observe the various
stages of seed
germina on under
favourable condi ons
Cri cally analyze
and evaluate under
which favourable
condi ons
the seeds will
germinate into
a new plant and
why?
Leaves
Observe a variety
of leaves of
different plants
around them in
their habitat
Differen ate
among the leaves
as per their size,
texture and
shape.
Find out and arrange
the leaves as per
their size and the
process of shedding
of leaves when new
leaves replace the old
ones.
Visualise that all
plants do not have
same kind of leaves
even though their
basic func on of
photosynthesis
remains the same.
Uses of leaves and
Compost pit
Point out some
of the uses of
leaves not only
for plants and
animals but
also for human
beings.
Iden fy few
plant’s leaves for
edible purpose,
medicinal use etc.
Correlate the leaves
type with their uses.
Also use of fallen
leaves for making
compost or manure
in a compost pit.
Iden fy the
benefits of compost
pit for ge ng
organic manure
to improve the
fer lity of soil.
Plants and plant
diversity
Beginning
Exemplary
177
Plants...
Assessment
Social Science
Rubric for the Unit
Expected
Learning Outcomes
Indicators of the student’s performance
Developing
Achieved
The student is
able to:
The student is
able to:
The student is able
to:
The student is able
to:
Understand only
the existence
of plant life and
animal world.
Understand that
the animal world
and plant life
are dependent
on each other
for their certain
needs.
Understand that the
interdependence
of the animal world
and the plant life is
necessary for the
maintenance of the
ecological balance.
Understand the
interdependence
well and
comprehend
further that this
interdependence
is significant for
ecological balance.
Understand the
difference between
weather and
climate
Understand
only that there
is difference
between weather
and climate
throughout the
year.
Understand
the difference
between weather
and climate
with constant
assistance.
Comprehend the
difference between
weather and climate
clearly.
Comprehend and is
also able to observe
the present and
predict the future.
Iden fy parts of
plants eaten as food
Iden fy all major
Iden fy few parts Iden fy many
of plant that are parts of plant that parts of plant that are
eaten as food.
are eaten as
eaten as food.
food.
Understand the
importance of plants
as a resource for
human beings
Iden fy few
plants that are
important for
humans with
teachers support.
Comprehend the
concept of ecological
balance
178
Beginning
Iden fy few
plants that are
important for
humans in their
immediate
surroundings.
Iden fy plants
that are important
for humans
independently.
Exemplary
Iden fy all parts
of plant that are
eaten as food. Also
showcases their
significance for
humans.
Iden fy plants and
state their uses
that are important
for humans.
Plants...
Assessment
Performing Arts
Rubric for the Unit
Expected
Learning Outcomes
Indicators of the student’s performance
Developing
Achieved
The student is
able to :
The student is
able to:
The student is able
to:
Understand
do ed crotchet
and rest signs
which are used
to write music.
Clap the notes
Iden fy notes
according to their
including
me values.
semibreve,
minim, crotchet,
quaver, do ed
minim, do ed
crotchet and their
me value.
Read and play
music which
includes semibreve,
minim, do ed
minim, crotchet,
do ed crotchet and
its corresponding
rests.
Knowledge about
Legato and staccato
and repeat sign and
how to play or sing
it.
Iden fy notes
with different
me value and
to observe the
ar cula on.
How ar cula ons Learn to clap rhythm
are used in music in the given me
signature.
Sing and play song
with ar cula on.
Understanding of
different type of
indian instruments
Students have
Recogni on of
different type of learnt the beats
instruments used of dadra taal.
in indian music.
Understanding of
different styles of
singing
Students are able
to understand
the difference
between
devo onal song
(bhajan) and
geet.
Understanding of
notes and rest values
including do ed half
and do ed crotchet
and will be able to
read, play or sing it.
Beginning
Students are able to
sing song in dadra
taal.
To know about
Able to play
harmonium (wind
dadra taal in
ekgun and dugun instrument).
laikaries by using
their hands.
Exemplary
The student is able
to:
Students are
able to recognize
and differen ate
taals(kahrava,
dadra, rupak).
Able to play
harmonium using
shudh and vikrit
swars both.
179
Plants...
Assessment
Visual Arts
Rubric for the Unit
Expected
Learning Outcomes
Indicators of the student’s performance
Developing
Achieved
The student is
able to:
The student is
able to:
The student is able
to:
Grasp very basic
instruc ons
Understand
Display some
understanding of instruc ons well.
instruc ons
Understand
instruc ons well
and help his peer
group.
Can understand
resist dyeing process
of e dye technique
Understand the
process with
guidance.
Understand the
Display some
understanding of process reasonably
well.
the process.
Completely
understand the
process.
Can imagine and
create
imagine and create in
Imagine and
Imagine with
detail.
make a good
some guidance
from the teacher. a empt to create
Imagine and
create interes ng
elements.
Neatness
Display very li le Make an effort to Make an effort to be
neat.
be neat.
neatness.
Submit
excep onally neat
work.
Can draw from
memory
Draw only a few
details from
memory.
Draw lots of details
Draw sufficient
amount of details from memory.
from memory.
Uses lines and
shapes to draw
plants, animals,
people and objects
Use lines to
draw plants,
animals, people,
and objects with
guidance.
A empt to use
lines to draw
plants, animals,
people and
objects. Has some
difficulty with
lines.
Can follow
instruc ons
180
Beginning
Use lines and shapes
effec vely to draw
plants, animals,
people and objects.
Exemplary
The student is able
to:
Display
rudimentary
understanding of
space and distance
in the details
drawn.
Use lines and
shapes effec vely
to draw plants,
animals, people,
and objects.
Can represent
interes ng, original
forms without
guidance
Plants...
Teacher Resource
Material
181
Plants...
Teacher Resource Material
English
Material Required
Pictures from newspapers or magazines , poster paper, 2 boxes, index cards, art materials,
pictures of puppy, dog, cat etc. colourful hat, chef’s hat, stuffed animal like dog, teddy
etc., Mom and Dad are Palindromes by Mark Shulman and Adam McCauley, chart paper,
Prin ng paper, objects with labels, dice, pictures represen ng homonym pairs, WRITE
RIGHT cards (Homophones wri en on Index Cards)
Books
Many Luscious Lollipops (World of Language) [Paperback] By: Ruth Heller
Hairy, Scary, Ordinary: What is an Adjec ve? (Words Are Categorical) [Paperback]
By: Brian P. Cleary (Author), Jenya Prosmitsky (Illustrator)
If You Were an Adjec ve By: Michael Dahl, Sara Gray (Illustrator)
Painless Grammar (Barron’s Painless Series) By: Rebecca Ellio Ph.D.
Scholas c Guide: Checking Your Grammar: Scholas c Guides [Paperback] By: Marvin
Terban
Ana Nab a Banana -A Book of Palindromes by Craig Hansen
Eight Ate: A Feast of Homonym Riddles by Marvin Terban and Giulio Maestro
(Illustrator)
Audio-Video
<www.collabora velearning.org/improvingadjec ves.pdf>
www.readwritethink.org/.../delicious-tasty-yummy-enriching-868.ht...
h p://www.englishclub.net/grammar/adjec ves/index.shtml
h p://www.vocabulary.co.il/vocabulary_by_grade/-Cached,
h p://www.primaryresources.co.uk/maths/powerpoint/palindromes.ppt - Cached
h p://languagearts.pppst.com/mul plemeaning.html-Cached
Website for Reference
Jim Kalb’s Palindrome Connec on
h p://www.brighthub.com/educa on/k-12/ar cles/58607.aspx#ixzz1cBwYIs1n
www.mikids.com/Jigwords/1/Homonyms/
http://wiki.answers.com/Q/Can_you_give_examples_of_10_homonyms_with_the_
same_spelling#ixzz1eY1f4GFm
182
Plants...
englishforeveryone.org
esl.about.com/.../englishlessonplans/English_Lesson_Plans_for_ESL_...
www.grammarmechanics.com/
esl.about.com/.../grammarlessons/Lesson_Plans_for_Grammar_Teach...
Song: Unpack Your Adjectives
Music and Lyrics: George R. Newall
Got home from camping last spring.
Saw people, places and things.
We barely had arrived,
Friends asked us to describe
The people, places and every last thing.
So we unpacked our adjec ves.
I unpacked “frustra ng” first.
Reached in and found the word “worst”.
Then I picked “soggy” and
Next I picked “foggy” and
Then I was ready to tell them my tale.
‘Cause I’d unpacked my adjec ves.
Adjec ves are words you use to really describe things,
Handy words to carry around.
Days are sunny or they’re rainy
Boys are dumb or else they’re brainy
Adjec ves can show you which way.
Adjec ves are o en used to help us compare things,
To say how thin, how fat, how short, how tall.
Girls who are tall can get taller,
Boys who are small can get smaller,
Till one is the tallest
And the other’s the smallest of all.
183
Plants...
We hiked along without care.
Then we ran into a bear.
He was a hairy bear,
He was a scary bear,
We beat a hasty retreat from his lair.
And described him with adjec ves.
Next me you go on a trip,
Remember this li le p:
The minute you get back,
They’ll ask you this and that,
You can describe people, places and things...
Simply unpack your adjec ves.
You can do it with adjec ves.
Tell them ‘bout it with adjec ves.
You can shout it with adjec ves.
Sample of Palindrome Charts
A Toyota
A nut for a
jar of tuna
Mathematics
Material Required
Abacus, slips with numbers greater than 5000, box, slips with ques ons, ac vity sheet –
in and out, ac vity sheet –subtrac on, flash cards with word problems, slips with word
problems, blank sheets.
184
Plants...
Vocabulary to be taught (Related to the Theme):
Subtrahend, Difference, Minuend
Acknowledgements
We are sincerely thankful to the following websites for the images used in the lesson
plan and worksheets.
h p://www.free-clipart-pictures.net/tree_clipart.html
http://www.clker.com/cliparts/8/5/9/7/1215441639398169310Fredoguy_Leaf.svg.
med.png
h p://www.free-clipart-pictures.net/tree_clipart.html
h p://www.liveandfeel.com/medicinalplants/banana.html
h p://old.wallcoo.net/nature/mushroom/html/wallpaper3.html
http://www.tree-pictures.com/http://www.contractorssolutions.com/landscape_
trees.htm
h p://www.contractorssolu ons.com/images/leafB.png
h p://agroindustriindonesia.blogspot.com/2011/07/coconut.html
h p://old.wallcoo.net/nature/mushroom/html/wallpaper3.html
Audio-video
h p://www.youtube.com/watch?v=i-9aJqmdY3o&feature=related
h p://www.youtube.com/watch?v=rpKWFg9PSwI&feature=related
h p://www.youtube.com/watch?v=n1VHRxOU9-s&feature=related
h p://www.youtube.com/watch?v=2UAU2oZ0124&feature=related
h p://www.youtube.com/watch?v=rpKWFg9PSwI&feature=related
h p://www.youtube.com/watch?v=wphuh-M6bMg&NR=1 ( song )
h p://www.youtube.com/watch?v=BvsEbrWV00E&NR=1 ( song )
Websites for Reference
h p://www.numbernut.com/basic/ac vi es/sub_quiz_4borrow.shtml
h p://www.kidzone.ws/math/farm/t_math.asp?mtable-sub4.html
h p://www.kidzone.ws/math/jungle/t_math.asp?sub_blank.asp?au=9999&al=1000&b
u=9999&bl=1000&d=v
185
Plants...
General Science
Material Required
•
Video- Photosynthesis and Shedding of leaves
•
Open ground –to observe a variety of plants in their natural habitat.
•
Power Point presenta on- Uses of leaves
•
A photo story on stages of seed germina on
Vocabulary to be taught (related to the theme)
Plant diversity, shedding, photosynthesis, germina on , favourable condi ons, compost
pit, seedling
Website for Reference
h p://www.youtube.com/watch?v=o3hk9Sz--4&feature=fvw
Social Science
Material Required
A4 sheets, glue s cks, cellophane tape, thread, wool, scissors, cardboard pieces , poster
colours, pain ng brush, old newspapers, magazines . Calendar of a year, construc on
paper, scissors, pencil, coloured marking pens, sponges, container of water, terrarium,
several small Cac , po ng soil, fine gravel, sand, measuring cup, spoon, folded newspaper
for handling cac , a large wide mouthed bo le or a glass terrarium, peat moss, small
pan of water, small plants like moses, ferns, begonias, house plants etc, drawing paper,
paper for cover. To outline pictures of summer and winter season. Album, different
kinds of leafs.
Old magazines different materials that come from plants (dried flowers, twigs and leaves,
co on, paper, toilet paper, spices, medicines, glue, cereal, etc). Newspaper, white paper
tempera paint leaves, blindfolds, aloevera , rose, mint , neem, basil, jasmine, lemon,
cactus, crayons without paper, paper items from nature: leaves, flower petals, bark,
twigs, Man-made items: comb, coins, cut-out paper pa ern.
Vocabulary to be taught ( related to the theme)
186
(a)
Ecosystem, Biomes, Habitat, Terrestrial, Mangroves, Precipita on, Terrarium,
Evergreen etc.
(b)
Edible parts of plants, ecological balance,
interdependence.
chlorophyll, photosynthesis,
Plants...
Books
From Google books encyclopedia.
Encyclopedia
Audio- Video
Videos on different kind of plants and vegeta on grown in different climates.
h p://www.youtube.com/watch?v=pE4pWZANt7Y
h p://www.youtube.com/watch?v=95TtXYjOEv4
h p://www.youtube.com/watch?v=TPf6EkVcV3Q
h p://www.youtube.com/watch?v=nwy1GN73Nv8
h p://www.youtube.com/watch?v=QrMJoiVBsIA
h p://www.youtube.com/watch?v=1w6Ff9Oxodc
h p://www.youtube.com/watch?v=OHVLIRv7ecA
h p://www.youtube.com/watch?v=3nhgZVxIJio
h p://www.youtube.com/watch?v=GVcMvUO-vR8
h p://www.youtube.com/watch?v=igEKivHN7bM
h p://www.youtube.com/watch?v=-AYGY4D-tOU
h p://www.youtube.com/watch?v=HiEewwjZi6o
h p://www.youtube.com/watch?v=gt7cq1Nu4Tk
h p://www.youtube.com/watch?v=rIr0tFPWaFg
h p://www.youtube.com/watch?v=dlYPFFWOWFQ
h p://www.youtube.com/watch?v=v1-Khi9i3UU
h p://www.youtube.com/watch?v=q8njvpw_y0k
h p://www.youtube.com/watch?v=2BY678u2FC0&feature=related
h p://www.youtube.com/watch?v=gt7cq1Nu4Tk
h p://www.youtube.com/watch?v=rIr0tFPWaFg
h p://www.youtube.com/watch?v=nwy1GN73Nv8
h p://www.youtube.com/watch?v=ncJeaGPcPqU
h p://www.youtube.com/watch?v=GnB9IHHSVJs
Videos for: Human dependence on plants for their daily life.
h p://www.youtube.com/watch?v=ZXPYmQk3l18
h p://www.youtube.com/watch?v=Wro6Le9VvJQ
187
Plants...
h p://www.youtube.com/watch?v=eXa2tadW0d4
h p://www.youtube.com/watch?v=HIAHyCAE3bg
h p://www.youtube.com/watch?v=eAv_Vo5qfXs
h p://www.youtube.com/watch?v=oXDrobWn8hs
h p://www.youtube.com/watch?v=091DDL2j3-I
h p://www.youtube.com/watch?v=c4LqY2GTGdA
h p://www.youtube.com/watch?v=KPZGivx8sXo
h p://www.youtube.com/watch?v=2-OoHjjh5fM
h p://www.youtube.com/watch?v=2mtRoDMQJBw
h p://www.youtube.com/watch?v=YPZadiGrDEg
All the above AV aids are taken from www.Youtube.com
Website for Reference
All the big and small pictures used in this unit is taken from
www.googleclipart.com
www.googleimages.com
www.googlewikipeidia
Answer Keys
Answer key File is a ached as a so copy (separetely).
ANSWER KEY TO WORKSHEETS
WORKSHEET NO. 1
DESERT HABITAT
1.
How do you iden fy a desert? Take help from below
Sand and rocks all around.
Very less precipita on.
Very hot days and cold nights.
Vegeta on includes Cactus and thorny plants with small leaves.
188
Plants...
Tick (9) the correct op ons.
Desert is characterized by the following:(a)
Black soil rich in moisture.
(b)
Sand and rocks all around.
(c)
Very less precipita on.
(d)
Heavy rainfall for most part of the year.
(e)
Very hot days and cold nights.
(f)
Vegeta on including Cactus and thorny plants with small leaves.
(g)
Coniferous leaves and dense forests.
2.
Michael is planning to trek in Sahara Desert what do you think he would need to
take with him. Examples of some objects are given below. Suggest him by drawing
a circle around the picture.
3.
If a magician turns you into a plant in a desert, What in your opinion will you
require to survive and thrive. Fill in the blanks below :(a)
I would need ______________ roots. ( Long/Small)
(b)
I would need ______________ leaves. (Big, Broad, Small)
(c)
I would need _____________ stem.(thin, thick )
(d)
I would need ___________ (flowers, fruits , no thorns, thorns) to save me
from predators/animals.
(e)
I would need seeds that can
sustain ____________ (Heat, Water,
humidity).
189
Plants...
WORKSHEET NO. 2
GRASSLANDS
1.
J
R
J
M
O
U
N
T
A
I
N
S
B
X
P
A
A
P
S
H
D
Q
Z
J
H
G
Q
J
C
R
H
T
M
L
A
N
D
B
G
L
O
M
B
H
A
I
T
Q
B
L
Z
J
Q
V
F
A
H
J
B
I
G
L
T
R
O
P
I
C
A
L
X
N
G
M
R
H
K
G
O
C
H
O
B
H
C
S
C
D
J
I
L
J
B
G
V
L
X
A
M
C
V
Q
H
Q
E
A
R
L
M
Y
M
C
E
S
T
E
P
P
E
S
N
T
A
X
H
B
D
L
J
L
L
G
E
G
P
D
Y
T
J
G
U
J
B
Q
O
D
T
B
J
A
S
G
I
Z
T
G
F
F
C
B
T
L
L
Z
M
R
S
T
I
G
O
H
Z
O
W
S
Q
F
M
P
S
D
U
F
J
K
J
M
A
F
N
X
H
B
A
K
A
D
Q
Z
A
B
F
V
Q
J
V
O
Q
S
L
Q
E
G
C
T
E
M
P
E
R
A
T
E
Q
Answer the ques ons given below referring the crossword given above.
(a)
Two major Grasslands of the world are:
Temperate Grasslands
Tropical Grasslands
(b)
Name any three factors of Climate control for Grasslands:
La tude
Land
Water
Distance from Equator
190
Plants...
Mountains
Highlands
Geographic posi on
Prevailing winds
(c)
The we er regions produce longer grasses and are called Prairies.
(d)
Grasslands in South America are called Pampas .
(e)
Grasslands in South Africa are called Veldt.
WORKSHEET NO. 3
MOUNTAIN ECOSYSTEM
1.
What is a Habitat?
A habitat is an ecological or environmental area that is inhabited by a par cular
species of animal, plant or other type of organism.
2.
When it gets too cold for trees to grow, it is called a Timberline. (Timberline /
Foothills)
3.
The uppermost level of mountains is likely to have Bare rock and Snow.
Bare rock and Snow / Thick forests and Trees with broad leaves.
4.
Tick the correct op ons:(a)
As we climb a mountain:(i)
Temperature increases.
(ii)
Temperature decreases.
(iii)
Vegeta on increases.
(iv)
Vegeta on decreases.
(v)
We see more animals.
(vi)
Leaves become broader.
191
Plants...
5.
(vii)
Leave become narrow.
(viii)
We find snow at the mountain tops.
Complete the pictures given below by placing the correct op on at the right place
from the op ons given in the list.
(a)
High Temperature
(b)
Less Temperature
(c)
Narrow Leaves
(d)
Broad Leaves
(e)
Snow Peaks
(f)
Foothills
(g)
Peaks
F
P
WORKSHEET NO. 4
COASTAL AREA HABITAT
1.
Fill in the Blanks:
(a)
Climates near the ocean generally have Warm summers, and Cool winters.
(Cool, Warm).
(b)
In most areas with an oceanic climate, for the majority of the year
precipita on comes in the form of Rain.(Hail, Snow, Rain)
192
Plants...
(c)
The appearance of a natural sandy beach is determined by hydrographic
condi ons and Geology. (Climate, Geology)
(d)
Mangroves develop special roots for breathing as the main underground
roots do not get Oxygen from the soil. (Nitrogen, Oxygen)
(e)
A wetland is an area of land whose soil is saturated with Water either
permanently or seasonally. (Water, Salt, Sand)
(f)
Wetlands are found on every con nent except Antarc ca. (Antarc ca,
Asia, Europe).
2.
Circle the picture depic ng land forms, animals or the vegeta on from coastal
areas.
WORKSHEET NO. 5
EVERGREEN HABITAT
1.
Tick (9) on the correct statements about Temperate Rainforests.
a)
Temperate Forests have cool temperatures most of the year.
(b)
In Temperate Rainforests most of the animals live in the canopy.
(c)
Temperate Forests mostly have conifer trees and only a few broadleaf
trees.
193
Plants...
(d)
Temperate Rainforests have mostly broadleaf evergreens like palms,
bamboo and tree ferns.
2.
(e)
Temperate Rainforests have Warm temperatures most of the year.
(f)
In Temperate Forests most of the animals live on the forest floor.
Tick (9) on the correct statements about Tropical Rainforests.
(a)
Tropical Forests have cool temperatures most of the year.
(b)
Tropical Rainforests have warm temperatures most of the year.
(c)
Tropical Forests mostly have conifer trees and only a few broadleaf trees.
(d)
Tropical Rainforests have mostly broadleaf evergreens like palms, bamboo
and tree ferns.
(e)
In Tropical Forests most of the animals live on the forest floor.
(f)
In Tropical Rainforests most of the animals live in the canopy.
WORKSHEET NO. 6
PEOPLE NEED PLANTS
Q2.
Name the part of plant:
A Green Fruit That, When Mashed, Makes A Topping For Mexican Food And A Dip For
Chips?
I Am An Avocado.
A Green Vegetable Whose Flowering Bud Leaves We Eat And You Look Like A Baby
Cabbage ?
I Am Brussels Sprout.
A Fruit That Can Be Dried To Make Raisins ?
I Am Grapes.
A Seed People Eat Raw Or Roasted That Grows On Trees?
I Am An Almond.
194
Plants...
A Fruit In The Squash Family That Is Grown For Thanksgiving And Halloween?
I Am A Pumpkin.
A Red Fruit Used To Make Lots Of Sauces ?
I Am A Tomato.
A grain (A Seed) That Grows In A Very wet Field ?
I Am Rice.
A Green Leaf Used In Salads That Has A Very “Cold” Name ?
I Am Iceberg Le uce.
Performing Arts
Material Required
Musical instruments, audio video recorder and player.
Books
A hand book of music knowledge, complete key board player.
Audio-Video
Follow you tube link to select songs.
Website for Reference
Music teachers resource site.(www.mtrs.co.in.uk) h p://method-behind-the-music.
com/theory/h p://www.studybass.com/lessons/bass-technique/legato-and-staccato/
Visual Arts
Material Required
Construc on paper, scissors, glue, drinking straws, kite and glazed paper
Books
Cra books from the library
Audio-Video
Audio: NDTV Green Anthem
195
Plants...
Video on ‘How to Tie Dye Shirt Designs: Basic Spiral Pa erns for Tie Dye Shirts’ from
Expert village –from YouTube.
Veggie tales theme song- downloaded from YouTube.
Website for Reference
h p://www.lucknawi.com/bandhej-bandhani- e/
h p://www.pioneerthinking.com
h p://www.enchantedlearning .com
196
Plants...
Worksheets
197
Plants...
English
(a) Degrees of Adjectives
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Choose the correct adjective to complete each sentence.
Write the adjective in the space provided.
1. Martin is _____________________ than Marcia. (old, older,
oldest)
2. That is a very _____________________ car. (small, smaller,
smallest)
3. Mount Everest is the ________________ mountain in the
world. (high, higher, highest)
4. This is the _____________________ blanket in the house.
(warm, warmer, warmest)
5. Maria is _____________________ than john. (happy, happier,
happiest)
6. That was the _____________________ sundae I‛ve ever
eaten. (big, bigger, biggest)
7. Katrina ran even _____________________ than I did. (fast,
faster, fastest)
8. January is the _____________________ month of the year.
(cold, colder, coldest)
9. That is a very _____________________ fishing pole. (long,
longer, longest)
10. Mr. Jones is the _____________________ teacher in the
school. (nice, nicer, nicest)
198
Plants...
Degrees of Adjectives
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Fill in the blanks with the correct form of the word given in
brackets:
My room is ___________________ than yours. (small)
This shade of blue is ___________________ than the one
you used earlier. (dark)
This class is the ___________________ of all the other
classes in school. (quiet)
I think the ___________________ way out is to tell him the
truth. (good)
Mr Rahim is ___________________ than any other bachelor
in town. (wealthy)
I have never been ___________________. (happy)
In the entire class, you have worked the
to reach here.(less)
____________
I‛ll take the maximum time to reach home, as my house is the
________________. (far)
Of all the activities, climbing
___________________ (tough)
the
rope
was
the
King Solomon is known to be the ___________________ of all
Kings (wise)
199
Plants...
Degrees of Adjectives
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Circle the adjectives in each sentence.
1.
The green frog jumped around the pond.
2.
My little sister likes to play with her big ball.
3.
We wear nice and clean clothes to school.
4.
She is in fifth grade.
5.
Many people like to eat juicy apples.
6.
The big bear ate the sweet honey.
7.
Do you want that pretty dress?
8.
Bob washes his dirty car.
9.
The tiger had brown stripes.
10. We saw a black bear eating his lunch.
200
Plants...
(b) Adjectives
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Read the sentence carefully and write the adjective on the
line provided below.
1. We went to the big zoo yesterday.
_____________________________
2. We saw a black bear eating his lunch.
_____________________________
3. The two otters were swimming in the water.
_____________________________
4. We laughed at the tall giraffe.
_____________________________
5. The tiger had brown stripes.
_____________________________
6. The giant elephant was throwing dirt on his back.
_____________________________
7. We watched the three swans swimming in the lake.
_____________________________
8. I bought one shirt at the gift shop.
_____________________________
9. There were six cows at the fair.
_____________________________
201
Plants...
Adjectives
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Re-write each of the sentence given below. Add an adjective
to make the sentence more interesting. Underline your
adjective.
1. Joe cleaned his bedroom.
____________________________
2. Mother baked cookies.
____________________________
3. Do you see any birds?
____________________________
4. Tom went to the store to buy eggs.
____________________________
5. Mrs. James drove her car to church.
____________________________
6. Sara looked for her dog.
____________________________
7. I go to school everyday.
____________________________
8. My little sister likes to play with her round ball.
____________________________
9. Bob goes to work on his bicycle.
202
____________________________
Plants...
Adjectives
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Write as many words as you can to describe the picture
shown below.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
203
Plants...
Adjectives
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Fill in the blanks using adjectives:
1. My ___________ house is down the block.
2. The _________ girl laughed at the _________clown.
3. Sam bought _______________ cards at the store.
4. We saw a _______________ movie at my house.
5. The ___________, ___________ dog was wagging his tail.
6. Her _______________ sister baked us cookies.
7. I like to eat _______________ pizza.
8. The dolphin is ______________.
9. The _______________ birds flew from the nest.
10. Bob has a ________________ bike.
204
Plants...
Adjectives
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Underline the adjective in each sentence:
1. Three turtles swam in the pond.
2. Molly and Jenny tried to solve a difficult puzzle.
3. Their mother made a delicious dinner.
4. Did you see that green car race down the street?
5. George and Jessica cleaned the dry leaves.
6. Clean up this huge mess!
7. The barking dogs were outside.
8. Have you seen my blue pencil?
9. My new shoes are too big for me.
10. The playful chimpanzee swung on the rope.
205
Plants...
Adjectives
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Pick the two best “adjective choices” to complete each sentence.
Make sure each sentence makes sense !
1. Adjective choices: (wet, green, floppy, many)
The dog had a ____________ nose and ____________ ears.
2. Adjective choices: (tall, cold, spicy, yellow)
The sunflowers in my backyard are ___________________ and
___________________.
3. Adjective choices: (five, delicious, shiny, busy)
I found a _________________ quarter lying outside on the
_________________ sidewa ll!
4. Adjective choices: (blue, striped, sharp, frozen)
The ______________ tiger had ______________ teeth.
5. Adjective choices: (dull, sandy, hot, cheesy)
We all ate the _____________ and _____________ pizza.
206
Plants...
6. Adjective choices: (healthy, warm, tasty, many)
The refrigerator was packed with ___________________ and
___________________ food.
7. Adjective choices: (juicy, sour, yellow, red)
Tammy went to the store to buy _________________ and
________________apples.
8. Adjective choices: (smart, clean, blue, uniform)
Sara
looked
for
her
____________________
and
__________________ dress.
9. Adjective choices: (new, tall, sweet, roadside)
Mrs. James drove her ____________ car to ____________
market.
207
Plants...
(c) Palindromes
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Circle the words which are palindromes in the following
sentences.
1.
Give your toys to Bob and Beth.
2.
Mom has ordered pizza for dinner.
3.
“Wow! You have done a great job,” said Papa.
4.
My family went to the Civic Center for the exhibition.
5.
The football field is level.
6.
Eve and Anna presented solos for the school choir.
7.
Ah ha! The day is extremely pleasant.
8.
Madam, please allow me to participate in the parade.
9.
Can there ever be a number that is never odd or even?
10. Dad floated down the river in a kayak.
11. Adam and Eve ate an apple.
12. Mom took the naughty pup to the vet all by herself.
13. Our neighbours arranged a party when they got the deed
for their house.
14. I heard the balloon pop and it caught my eye!
15. The racecar driver will toot the horn in the final lap.
208
Plants...
Palindromes
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Read the following words forward and backward and observe
the pattern.
bib
level
gag
sis
solos
stats
tenet
sees
toot
tot
tut
wow
kayak
madam
mom
peep
pep
pop
bub
civic
dad
did
eve
ewe
eye
noon
radar
redder
refer
redivider
rotator
sagas
209
Plants...
Palindromes
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Write palindromes and frame sentences with them.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
210
Plants...
Palindromes
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Observe the pictures carefully and complete the palindrome
phrases with the clues given.
Nurses ______ ______ ______
My ______ ______ ______
No lemon, no _____ _____ _____ _____ _____
Race ______ ______ ______
Ma has a ______ ______ ______
211
Plants...
(d) Homonyms
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Segregate the words given below into homonyms/homophones/
homographs.
allowed – permitted aloud – out loud
______________________________________________
bear (animal) and bear (carry)
______________________________________________
port (a weak beer) and porter (a man who carries luggage)
______________________________________________
lean (thin) and lean (rest against)
______________________________________________
lap (to drink with tongue) and lap (a circuit)
______________________________________________
plane (a tool) and plane (a tree)
______________________________________________
plain (ordinary looking) and plain (flat country)
______________________________________________
skip (to jump) and skip (to miss out)
______________________________________________
212
Plants...
miss (unmarried woman) and miss (to overlook)
______________________________________________
pluck (to remove feathers) and pluck (bravery)
______________________________________________
type (to write via keyboard) and type (a sort)
______________________________________________
train (a loco and trucks) and train (to teach)
______________________________________________
fluke (a stroke of luck) fluke ( the fins on a whales tail)
______________________________________________
bow (bend forward) bow (front of a ship)
______________________________________________
quail (cower) quail (bird)
______________________________________________
fair (appearance) fair (reasonable)
______________________________________________
lie (horizontal position) lie (falsehood or untruth expressed as
truth)
______________________________________________
lead (metal) lead (start off in front)
______________________________________________
blue (the color) blue (the feeling of sadness)
______________________________________________
213
Plants...
Homonyms
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Homonyms: Words that have the same spelling and same
pronunciation but different meanings.
Directions: Write (a) or (b) in the blank.
Example: I hope you are not lying _(a)_ to me. (a) telling a lie
My project is lying _(b)_ on the shelf. (b) being in a horizontal
position
1.
We are going to watch ___ a movie tonight. (a) small clock
worn around the wrist
It is 5 o‛clock by my watch____. (b) look at
2.
Which page _____ is given as home assignment? (a) one
sheet of paper
Please page _____the doctor for an appointment. (b) to
call someone on an electronic pager
3.
Let‛s play ___ soccer after school. (a) participate in a
sport
play writer has written a wonderful play ___. (b) theatre
piece
4.
Ouch! The mosquito bit ___ me hard! (a) a tiny amount
I like a little bit ___ of sugar in my tea. (b) past tense of
bite
5.
My rabbits are in a pen ___ outside. (a) a writing instrument
which uses ink
Please fill this document with a black pen ___. (b) an
enclosed area
214
Plants...
Homographs
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Homographs: Words that have the same spelling but different
pronunciations and meanings.
Directions: Choose the correct option and fill in the blank.
Example: The wind _(a)_ is blowing hard. (a) moving air (rhymes
with pinned)
I have to wind _(b)_ my clock. (b) turn the stem (rhymes with
find)
1.
The courtier made a low bow ___ to the king. (a) decorative
ribbon (rhymes with so)
There was a red bow ___ on my birthday gift. (b) bend at
the waist (rhymes with how)
2.
All the students are present ___ today. (a) here (rhymes
with pleasant)
The principal will present ___ the award at the inaugural
ceremony. (b) give (rhymes with resent)
3.
Please close ___ the door. (a) near (rhymes with dose)
The teacher sat close ___ to the timid girl. (b) shut (rhymes
with toes)
4.
The rope was wound ___ around his ankles. (a) tied around
(rhymes with pound)
Don‛t be scared of the wound ___. (b) an injury (rhymes
with moon)
5.
The doctor is wondering if the patient will live ___ or die.
(a) to have life (rhymes with give)
Last night I attended the band play live ___ in concert. (b)
in real time performance (rhymes with hive)
215
Plants...
Homophones
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Homophones: Words that have the same pronunciation, but
different spelling and different meanings.
Directions: Highlight the correct word from the options given.
Example: Please try not to (waste, waist) paper.
216
1.
May I attend to the party (to, too, two)?
2.
This (pare, pair, pear) of jeans was gifted by my elder
sister.
3.
I (sent, scent, cent) a letter to my aunt in Vietnam.
4.
The students got (bored, board) during the long
workshop.
5.
Mrs. and Mr. Johnson work in (there, they‛re, their) garden
every morning.
6.
Tom is going to (wear, ware) his work boots today to the
ship.
7.
Do you think it is going to (rein, rain, reign) heavily this
season?
8.
I found a fuel station just off the (rode, road) while
driving.
9.
David‛s brother is in a popular hard rock (band, banned)
which plays Russian music.
Plants...
10. My mother keeps her (tows, toes) warm by putting on
woolen socks.
11. The teacher walked down the (aisle, isle) between the rows
of desks.
12. Heidi has a (pane, pain) in her shoulder.
13. The school (principal, principle) addressed the gathering.
14. The sales executive wants to (sell, cell) as many personal
computers as possible.
15. It is not good to live in the (passed, past).
16. Nobody (knows, nose) what you are thinking.
17. I have (for, four, fore) dollars in my pocket.
18. I need to take a (break, brake) from this routine to make
my life more interesting!
19. Humans have hands. Dogs have (paws, pause).
20. (He‛ll, heel, heal) be here in a few minutes.
217
Plants...
Homophones
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Choose the correct option and fill in the space provided to
complete the following statements.
1. The __________ looked elegant in his armour.
a.
night
b.
knight
2. The lady from the US has blond hair and __________ eyes.
a.
blew
b.
blue
3. I found one __________ lying on the road.
a.
cent
b.
sent
4. He said he __________ where the club was.
a.
knew
b.
new
5. An island is a piece of land surrounded by the __________.
a.
see
b.
sea
6. __________ you like coffee or tea?
a.
Would
b.
Wood
7. My brother __________ his bike after a long gap so his legs
are sore.
a.
rode
b.
road
8. Are you __________ or left-handed?
218
a.
right
b.
write
Plants...
9. My boat has two __________.
a.
sales
b.
sails
10. A __________ has seven days.
a.
week
b.
weak
11. Do you __________ which of these two answers is right?
a.
know
b.
no
12. Where did the dog __________ the bone?
a.
bury
b.
berry
13. I need more __________ for the cake.
a.
flower
b.
flour
14. He always makes so much noise when he __________.
a.
chews
b.
choose
15. He has a squint in his __________.
a.
eye
b.
I
16. I __________ too much for dinner.
a.
eight
b.
ate
17. The American flag is __________, white and blue.
a.
red
b.
read
18. He ate the __________ cake.
a.
whole
b.
hole
19. I have to __________ there till evening.
a.
bee
b.
be
20. Is there any __________ in the dish?
a.
meat
b.
meet
219
Plants...
Mathematics
(a) Subtraction With And Without Regrouping
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. A key is given below for place values: observe the pictures
carefully to get the two numbers. Subtract the two numbers
and write the difference in the given box.
220
Plants...
Subtraction With And Without Regrouping
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Subtract the following
221
Plants...
Subtraction With And Without Regrouping
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Complete the Subtraction grid.
-
8765
4324
4441
2121
3242
1343
5002
222
9999
8864
7596
5944
Plants...
Subtraction With And Without Regrouping
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Subtract The Following
223
Plants...
Subtraction With And Without Regrouping
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
Reach The Centre
What number should be added to the given number (in each petal) to
obtain the number written in the centre of the flower.
224
Plants...
Subtraction With and Without Regrouping
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. The owner of a nursery is making a list of the number of
plants he bought and sold. Help him to complete the table.
Serial No.
Name of
plant
No. of
plants
bought
No. of
plants sold
1.
Water
Maple
5695
3252
2.
Blue Ash
4539
4053
3.
Painted
Daisy
3642
1536
4.
Dahlia
4232
3426
5.
Rose Moss
3952
2659
No. of
plants in
the nursery
225
Plants...
Subtract And Check
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Subtract the following. Write the subtrahend and minuend in the
space provide and find the difference and check your answer-
a) 8526 from 9833
b) 3526 from 5222
c) 2536 from 7356
d) 1569 from 2000
e) 4695 from 6423
226
Plants...
(b) Subtract Multiples of 10 and 100
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Count backward by ten each time to cross the path.
227
Plants...
Subtract Multiples of 10 and 100
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
Around the Bush
I. Colour the numbers that are exactly 100 less than the first
number.
228
Plants...
Subtract Multiples of 10 and 100
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
Complete The following shapes
229
Plants...
Subtract Multiples of 10 and 100
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
Colour The Balls
I. Match the balls which are 40 or 700 less than the numbers
in the square boxes with the colour of the corresponding
square box
230
Plants...
Mental Maths
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Fill in the Blank Spaces
1) 8321 - __________= 0
2) 4324 – 100 = ____________
3) 5863-800 = ____________
4) 4327-0 = _______________
5) 9388-9388 = ______________
6) 7359 – 359 = ____________
7) The difference between 9325 and 9000 is __________
8) The number 38 less than 4040 is _______________
9) 5325 is more than 3325 by __________________
10) 6325 less than 9000 is __________________
231
Plants...
(c) Word Problems
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Frame a simple word problem for each subtraction fact and
solve it.
a) 5695 - 3264
b) 4555 - 3999
c) 7000 – 1645
d) 9876 - 3451
e) 6325 - 2569
232
Plants...
Word Problems
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
1. What should be added to 3926 to get 8424?
2. The difference of two numbers is 3256. If the smaller number
is 5315, find the greater no.
3. The smaller of two numbers is 2759 and their sum is 9352.Find
the greater number.
4. Of the numbers 8252 and 5695, which is greater and by how
much.
5. From the sum of 2562 and 3952 take away the sum of 1569 and
2352.
233
Plants...
Word Problems
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
1. In a garden there are 6925 roses. Out of these 3659 are red
and rest are white. How many white roses are there in the
garden.
2. In an orchard, there are 8569 trees. Out of these 4598 are
apple and the rest are of guava. Find the number of guava trees
in the orchard.
3. Class III students of a school planted 5695 trees and class IV
students planted 5965 trees. Which class planted more trees
and by how much?
4. In a village there are 4500 trees. 2532 trees are cut down to
make a road? How many trees are left?
5. By how much is the sum of 2695 and 1562 more than the
difference of two numbers?
234
Plants...
Word Problems
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
1.
Sam had a coconut grove with 7595 trees. 4695 trees fell in a
cyclone. How many trees remained in the grove?
2.
Neelofer bought 1652 bananas. She gave 969 to her friend. How
many bananas were left with her?
235
Plants...
3.
A wholesaler has 1952 packets of mushrooms in the morning. He
was left with 369 packets in the evening. How many packets of
mushrooms he sold on that day?
4.
In a garden there are 3527 trees. One day some more trees were
planted in the garden. If the number of trees is 4329. How many
trees were planted in the garden on that day?
236
Plants...
General Science
(a) Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Read the following passage carefully and answer the questions
that follow:
PLANTS – Yet different
An apple tree and cactus do
not look much like each other.
But they do have few things in
common. They are both plants.
Like all other plants, they make
their own food, and during the
course of their lives, they can
produce many new plants. To do these things,
they use their roots, stems,
leaves, and flowers.
Some plants do not need soil.
They perch in trees. Some
plants use other plants for
support. A passion flower
can travel long distances
by twining itself around
the trunks and branches of
trees.
Plants grow flowers and the flowers make seeds for new plants.
Pampas grass has long, sharp leaves, and those feathery plumes are
its flowers.
237
Plants...
Not all plants flower. Ferns, mosses, liverworts, and lichens don‛t
flower. Instead of seeds, they produce tiny spores, which become
new plants. The earliest plants to grow on earth- over 300 million
years ago were non flowering.
Worksheet 1
Encircle the correct answer:
1)
What do an apple and a cactus have in common?
•
A cactus is not a plant
•
They are both plants
•
A cactus is more like an animal
2) Can plants grow without soil?
•
Yes
•
No
•
May be
3) Plants make seeds from:
238
•
Roots
•
Stems
•
Flowers
Plants...
4) What do ferns and mosses produce instead of seeds?
•
Flowers
•
Fruits
•
Tiny spores
5) The earliest plants to grow on earth were:
•
Flowering
•
Non-flowering
•
Both Flowering and Non-flowering
6) Complete the following chart: (write 2 each)
Examples of non flowering
plants and flowering plants
239
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
THE SENSITIVE PLANT:A Magic Show at Your Fingertips by
Liana Mahoney
It‛s just the different kind of behaviour
that has earned the sensitive plant its
name. Brush your fingers gently across
the leaves of the sensitive plant, and the
leaves instantly fold up like tiny green
fingers. The stems, called petioles,
droop as if ready to fall off the plant.
About ten minutes later, the leaves reopen, and the petioles rise
again! The unusual behaviour of this houseplant has earned it other
common names, such as the “humble plant” and the “touch-me
not.”
Sensitive plants are easy to grow inside your house. They simply
need to get plenty of water and sunlight. But touching the plant too
often can cause the plant to lose its leaves. A sensitive plant that
loses many of its leaves may become unhealthy.
Having such a unique plant in your house is like having a magic show
at your fingertips. Imagine the fun you can have introducing a friend
to your plant! Have your friend lean close to the plant to tell it a
joke. Then instruct your plant to be the judge of your friend‛s joke.
Give your plant a gentle nudge, and watch your friend‛s reaction as
the plant seems to nod in disapproval. Be sure to tell your friend
the true cause of the plant‛s behaviour later, though. You don‛t
want your friend to become overly sensitive about his joke!
240
Plants...
1. What makes a sensitive plant a very unusual type of plant?
______________________________________________
______________________________________________
2. How long does it take the leaves of a sensitive plant to fold up
after they‛ve been touched?
a. about ten minutes
b. about two minutes
c. about ten seconds
d. they fold instantly
3. If you have a sensitive plant inside your house, why shouldn‛t
you touch it too often?
______________________________________________
______________________________________________
______________________________________________
4. How long does it take a sensitive plant‛s leaves to reopen after
they‛ve folded up?
______________________________________________
______________________________________________
______________________________________________
5. What two other names is the sensitive plant commonly known
by?
______________________________________________
______________________________________________
______________________________________________
241
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Classify the following plants by putting a tick mark in the
correct column. Also write two reasons for the same.
PLANT
PEA
STRAWBERRY
WATERMELON
LADYFINGER
COCONUT
ROSE
MUSTARD
242
TREE
SHRUB
HERB
CREEPER CLIMBER REASON
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Choose the correct statement:
1.
Plant with strong trunk and thick branches:
a. Creepers
b. Shrubs
c. Herbs
d. Trees
THE NAME OF THE CONTINENT IS
2. These plants have
a weak and green stem.
_________________________
a. Creepers
b. Shrubs
c. Herbs
d. Trees
THE NAME OF MY COUNTRY IS
3. A tall tree with long
and narrow leaves give us an oil which
________________
is used in the medicines.
a. Clove
THE
STATE I LIVE INc.
ISNeem
b.
Eucalyptus
d. Mango
_______________
II. Can you identify the names of four herbs from the list
MY CITY IS
given below.
______________
Brinjal, tomato, rose, coriander, ladyfinger, hibiscus.
______________________________________________
MY NAME IS
III. Give one word for the following:
________
1.
They are small plants __________
with woody stems. _____________
2. Plants make their food in them. ____________________
3. The plants which climb on poles or spread out on the ground.
____________________________________________
243
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
Look at the options given below. Which option illustrates a
correct life cycle.
244
Plants...
245
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
Complete the given crossword using the hints given below.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
246
Plants...
Across
1.
A name given to a plant when it is in the very early stages of
growth after it has germinated.
4. Flowering plants that live and die within a single year.
5. These are formed inside of a flower or fruit of a plant.
6. One of the needs for a seed to germinate. This need provides
the seed with carbon dioxide.
8. This protects the young plant inside of a seed before the seed
germinates. (2 words)
9. This is what happens after a seed has met its three needs and
it begins to break open.
Down
1.
This is inside of a seed and used by the plant in its earliest
growth stages.
2. The kitchen of the plant.
3. One of the needs for a seed to germinate. Rain provides plants
with this need.
7. One of the needs for a seed to germinate. The environment and
weather will provide the seed with this need.
247
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. The seed shown below germinates under the right conditions.
Which part will grow first.
P
Q
R
S
a) P
c) Q
b) R
d) S
II. Draw and rearrange
correct way
248
the seed germination process in the
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Match the following:
A
B
Small, round, black seed
Seed coat
It grows into a new plant
Cotyledon
Seed with water in it
Cashewnut
Where food for the growing
plant is stored
Baby plant
Cereals
Papaya
White seed
Coconut
Outer layer of seed
Rice & wheat
II. Tick the correct statement:
1.
The cotyledons:
a.
are two in bean seed
b.
remains stuck to the plant as it grows
c.
store food for the baby plant
249
Plants...
2. When the bean seed starts growing:
a.
new leaves come out first
b.
the small root comes out first
c.
the root stays underground
d.
the food stored in cotyledons is used up.
III. Fill in the blanks using one of the words given in the
brackets:
1.
When the seed germinates,the ____________________
comes out first.
(root, baby plant, leaves)
2. A seed will germinate best in _____________________.
(dry soil, plain water, moist soil)
3. When the plant starts growing, the cotyledons ________.
(become bigger, become smaller, remain the same)
4. When the growing plant get‛s it‛s leaves, the cotyledons
________________________.
(fall off, stay on, become bigger)
5. When the seed comes out of the soil, the cotyledons
_________________________.
(point downwards, turn upwards and open out, fall off)
250
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Colour the leaf and label its parts.
251
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Draw the diagram of a leaf in the space given below and
label its parts.
Diagram of leaf
252
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Write the conditions required for the photosynthesis process
and then write its definition.
1. W _ T _ R
2. S _ _ L I _ _ T
4. A _ R
5. S O I _
Definition: ____________________________________
____________________________________________
____________________________________________
____________________________________________
253
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Write the uses of leaves in the boxes provided.
Food
Food
II. Name the leaves as per the uses mentioned above
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________
4. ____________________________________________
5. ____________________________________________
6. ____________________________________________
254
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Match the Following:
Match the type of leaf given in green box with its use given
in blue box. After matching write one sentence for each, with
name of leaf and its use in the space provided below.
Types of leaves
Uses of leaves
a) Mint
i.
b) Spinach
ii. Curing skin diseases
c) Basil/Tulsi
iii. As a dish
d) Karri Leaf
iv. Adding Flavour
e) Papal
v. Curing Heart problems
f) Neem
vi. Give cooling effect
Curing Fever
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
255
Plants...
Plants and Plant Diversity
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
I. Jumbled up sentences. Read each sentence carefully and
rewrite them in the corrdect order in the space provided.
1. Top this with a mixture of animal manure, soil, and ash. This
layer should be 10-15 cm thick.
2. Dig the compost pit in a semi-shaded and non-water logged
area.
3. Place dry plant materials as the first layer. This should be about
20-25 cm thick. Sprinkle enough water to make the composting
materials moist but not wet.
4. Repeat the steps 1-3 until the pile reaches a height of 1 m. You
make the pile thicker in the middle (than the sides) to create a
dome-shaped pile. This makes turning the pile easier.
5. Cover the pit with broad leaves plants like banana leaves, taro
leaves, etc.
6. The next layer will be composed of green materials, either fresh
or lifeless grasses or weeds. Twigs and branches can also be
added unless they are chopped into smaller pieces. This layer
should also be 20-25 cm thick.
256
Plants...
7. The next layer will be composed of green materials, either
fresh or wilted grasses or weeds. Twigs and branches can also
be added unless they are chopped into smaller pieces. This layer
should also be 20-25 cm thick.
8. Place the stick/s vertically into the pile to allow the air to
circulate into the various layers.
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________
4. ____________________________________________
5. ____________________________________________
6. ____________________________________________
7. ____________________________________________
8. ____________________________________________
257
Plants...
Social Science
(a) Different Plants and Vegetables Grown in
Different Climatic Conditions
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
1. How do you identify a desert? Take help from below.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Tick (9) the correct options.
Desert is characterised by the following:(a)
Black soil rich in moisture.
(b) Sand and rocks all around.
(c)
Very less precipitation.
(d) Heavy rainfall for most part of the year.
258
(e)
Very hot days and cold nights.
(f)
Vegetation including Cactus and thorny plants with small
leaves.
(g)
Coniferous leaves and dense forests.
Plants...
2. Michael is planning a trek in Sahara Desert what do you think he
would need to take with him. Examples of some objects one given
below. Suggest him by drawing a circle around the picture.
3. If a magician turns you into a plant in a desert, What would
you require to survive and thrive. Fill in the blanks with
correct option
(a)
I would need ______________
roots. (Long/Small)
(b) I would need
______________
Leaves. (Big, Broad, Small)
(c)
I would need _____________Stem.
(thin, thick, )
(d) I would need ___________(flowers, fruits , no thorns,
thorns) to save me from predators/animals.
(e)
I would need seeds that can sustain ____________(Heat,
Water, humidity).
259
Plants...
Different Plants and Vegetables Grown in
Different Climatic Conditions.
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
GRASSLANDS
260
J
R
J
M
O
U
N
T
A
I
N
S
B
X
P
A
A
P
S
H
D
Q
Z
J
H
G
Q
J
C
R
H
T
M
G
X
U
G
B
G
L
O
M
B
H
A
I
T
Q
B
L
Z
J
Q
V
F
A
H
J
B
I
G
L
T
R
O
P
I
C
A
L
X
N
G
M
R
H
K
G
O
C
H
O
B
H
C
S
C
D
J
I
L
J
B
G
V
L
X
A
M
C
V
Q
H
Q
E
A
R
L
M
Y
M
C
E
S
T
E
P
P
E
S
N
T
H
X
H
B
D
L
J
L
L
G
E
G
P
D
Y
Z
J
G
U
J
B
Q
O
D
T
B
J
A
S
G
Q
Z
T
G
F
F
C
B
T
L
L
Z
M
R
S
W
I
G
O
H
Z
O
W
S
Q
F
M
P
S
D
T
F
J
K
J
M
A
F
N
X
H
B
A
K
A
O
Q
Z
A
B
F
V
Q
J
V
O
Q
S
L
Q
B
G
C
T
E
M
P
E
R
A
T
E
Q
Plants...
1. Refer to the crossword and answer the questions.
(a)
Two major Grasslands of the world are
_________________________________________
_________________________________________
(b) Name any three factors of climate control for Grasslands
_________________________________________
________________________________________
_________________________________________
(c)
The wetter regions produce longer grasses and are called
____________
(d) Grasslands in South America are called _____________
(e)
Grasslands in South Africa are called _______________
261
Plants...
Different Plants and Vegetables Grown in
Different Climatic Conditions.
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
MOUNTAIN ECOSYSTEM
1. What is a Habitat?
______________________________________________
______________________________________________
2. When it gets too cold for trees to grow, it is called a
____________ (Timberline / Foothills).
3. The uppermost level of mountains is likely to have ________
_______________________. (Bare rock and Snow / Thick
forests and Trees with broad leaves.
4. Tick the correct options
(a)
As we climb a mountain:(i)
Temperature increases.
(ii)
Temperature decreases.
(iii) Vegetation increases.
(iv) Vegetation decreases.
(v)
We see more animals.
(vi) Leaves become broader.
(vii) Leave become narrow.
(viii) We find snow at the mountain tops.
262
Plants...
5. Complete the pictures given below by placing the correct options
at the right place from the options given in the list.
(a)
High Temperature
(b)
Less Temperature
(c)
Narrow Leaves
(d)
Broad Leaves
(e)
Snow Peaks
(f)
Foothills
(g)
Peaks
F
P
263
Plants...
Different Plants and Vegetables Grown in
Different Climatic Conditions.
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
COASTAL AREA HABITAT
1. Fill in the Blanks
(a)
Climates near the ocean generally have _____ summers,
and _______winters. (Warm, Cool).
(b) In most areas with an oceanic climate, for major part of
the year precipitation comes in the form of _______.
(Hail, Snow, Rain)
(c)
The appearance of a natural sandy beach is determined
by hydrographic conditions and ____________. ( Climate,
Geology)
(d) Mangroves develop special roots for breathing as the main
underground roots do not get _____________ from the
soil. (Nitrogen, Oxygen)
(e)
A wetland is an area of land whose soil is saturated
with
____________ either permanently or seasonally. (Water,
Salt, Sand)
(f)
Wetlands
are
found
on
every
continent
______________. (Antarctica, Asia, Europe).
264
except
Plants...
2. Circle the picture depicting land forms, animals or the
vegetation from coastal areas.
265
Plants...
Different Plants and Vegetables Grown in
Different Climatic Conditions.
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
1) In the table given below list any two habitats, describe
their climate and vegetation.
1
HABITAT
CLIMATE
VEGETATION
2
HABITAT
266
CLIMATE
VEGETATION
Plants...
2) The teacher asks the following questions
How do people benefit from plants?
______________________________________________
______________________________________________
______________________________________________
What would happen if Earth did not have plants?
______________________________________________
______________________________________________
______________________________________________
Why do you think plants need to grow?
______________________________________________
______________________________________________
______________________________________________
267
Plants...
Different Plants and Vegetables Grown in
Different Climatic Conditions.
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
PEOPLE NEED PLANTS
Instructions: Look around the room. Think of all the ways we use
plants. Make a list.
1
6
2
7
3
8
4
9
5
10
Q. Name the plant product
A green fruit, when mashed, makes a topping for mexican food and
a dip for chips
A green vegetable whose flowering bud leaves we eat and it looks
like a baby cabbage.
268
Plants...
A fruit that can be dried to make raisin.
A seed people eat raw or roasted that grows on trees.
A fruit in the squash family that is grown for thanks giving and
halloween.
A red fruit used to make lots of sauces.
A grain (a seed) that grows in a very wet field.
A green leaf used in salads that has a very “Cold” Name.
269
Plants...
Dependence of Humans on Plants
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
The Marvelous Food Phantom
I. Read and complete the given story:
Farmers Ben and Betty wishwell lived in California
and grew all kinds of fruits , vegetables and nuts.
They grew watermelon, grapes, valets, almonds,
pumpkins and peaches.
One day as Betty was out in the peach orchid
deciding whether or not peaches were ready to be
picked, she thought she heard a little voice say, “I wish I could
help you.”
Just then one of the peaches rubbed against Betly‛s leg and said, “
I wish that I could help you” Betty Shook her head and looked down
she opened her eyes wide and what betty saw really startled her.
The creature was made entirely of edible parts! The face
of this creature looked just like a peach its arms were
made
of
______________,
its
fingers
and
toes
were
made of ______________. Its eyes looked like a seed of
_________________. This was the most delicious looking creature
Betty had ever seen.
270
Plants...
II. Draw the marvelous food phantom (Use edible food parts).
271
Plants...
Dependence of Humans on Plants
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
Q1. Name the ingredients used in cooking following food
items.
1. Vegetable rice ____________
2. Chapati/Roti _____________
3. Dal ____________________
4. Vegetable curry ___________
Q2. Name the parts that we eat in case of the following
plants:
1.
272
Radish
___________________
2. Cauliflower
___________________
3. Potato
___________________
4. Onion
___________________
5. Pea
___________________
6. Rice
___________________
7. Spinach
___________________
8. Mango
___________________
9. Apple
___________________
Plants...
10. Sugarcane
___________________
Q3. Name any two medicinal plants.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Q4. Name any two edible flowers.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Q5. Name any four items which are plants products with no
substitutes.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
273
Plants...
Dependence of Humans on Plants
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
Q1. Draw and label four food items that come from plants.
Q2. Which is your favourite food? Explain why this is your
favourite food?
____________________________________________
____________________________________________
274
Plants...
Q3. Complete the following chart stating the use of given tree/
plant.
Apple tree
_________
Banyan tree
_________
Pineapple tree
_________
Basil plant
_________
Q4. Name the plants which we use for the following:
275
Plants...
Q5. Name the plants which are edible and categorise as per
the given parts.
Plants eaten as :
276
Roots
__________________
__________________
Leaves
__________________
__________________
Fruit
__________________
__________________
Stem
__________________
__________________
Flower
__________________
__________________
Seeds
__________________
__________________
Plants...
Dependence of Humans on Plants
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
Q1. Write one action that the class will undertake as a whole
to help protect our forests.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Q2. Write 3 ways to conserve forests.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
277
Plants...
Q3. Create your own Class Contract.
My Class Contract
Class ________ Section ________
We the students of this class agree
to the following terms
We will use less paper.
We will reduce the pencil shavings.
We will grow one plant every year.
We will spread the awareness about saving plants
Buddy
time!!!
Gardeners Pledge
I agree to the above said terms. I take a pledge that I will
follow the same.
Students Name ____________________
Signature _________________________
278
Plants...
Dependence of Humans on Plants
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
Teacher exemplifies the rose plant and its products. Students
to fill the given performa as directed.
Leaf
Size
Colour
Texture
Smell
By Products
1) Rose
Small
Red
Soft
Fragrance Perfume /
Soap/
Incense
stick
2
3
4
5
My favorite leaf is _____________________ because ______
_________________________________________________
_________________________________________________
_________________________________________________
279
Plants...
Draw and colour your favorite leaf in the first box and draw
product the in which it is used as a key ingredient.
280
Plants...
Recapitulation Worksheet
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
Q1. What Do Plants Make?
Fill in the chart below with things that are made from
plants and things that are not made from plants.
Things Made From Plants
Things Not Made From Plants
Q2. Plants as Resources
Plants are a natural resource that people and animal‛s use.
Below are some examples. Write down more examples.
1.
Trees provide shelter to birds & animals.
281
Plants...
2.
____________________________________________
3.
____________________________________________
4.
____________________________________________
5.
____________________________________________
Q3. Growing Seeds.
282
Plants...
Q4. Using the descriptive words given below create your amazing
plant.
MY AMAZING PLANT
For e.g.
Green pointy
leaf.
Red round
petal.
__________
__________
__________
__________
__________
__________
__________
283
Plants...
Performing Arts
(a) Notes and its values
Name: ___________
Class : _______________
Date : ___________
Subject: _____________
1. Put the correct counts below the diagram:
2. Put the correct counts below the diagram.
3. Circle the dotted quarter notes in the following lines. You
may add counts if it helps you figure it out.
284
Plants...
In the following lines, please do the following:
a. Write the counts below the exercises
b. Underline counts that apply to notes that are more than one
beat long
Underneath each of these notes draw its correct rest sign
1. Name the parts of harmonium.
285
Plants...
2. Match the following
Chordophones (tantra vadya)
Ideophones (ghun vadya)
Aerophones (sushir vadya)
Membrophones (avnadh vadya)
3. Complete the environment song
Dhara ko ______________________________________
_____________________________________ bachana hei
Aaj ___________________________ dikhana ________
______________________________________________
Shudh ___________________________ jiske _________
_____
286
jal
____________________________________