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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. 44 Plants... 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 Plants... 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 46 Plants... 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. 47 Plants... 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 48 Plants... 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. 49 Plants... 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 Plants... 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. 51 Plants... 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 52 Plants... 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 53 Plants... *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. 54 Plants... Lesson Plans 55 Plants... 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. 56 Plants... 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. 57 Plants... 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 58 Plants... 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 ______________________ 59 Plants... 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. 60 Plants... 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. 61 Plants... 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? 62 Plants... 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. 63 Plants... 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. 65 Plants... 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. 67 Plants... 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 68 Plants... 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) 69 Plants... 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 70 Plants... 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. 71 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 73 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 74 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 75 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 79 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. 80 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) 81 Plants... 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. 82 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. 83 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. 84 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 85 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. 89 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 ? 90 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 91 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. 93 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. 94 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. 95 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. 96 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! 97 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.) 98 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 . 99 Plants... 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. 100 Plants... 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 __________. 101 Plants... 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. 102 Plants... 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. 103 Plants... 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 104 Plants... 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. 105 Plants... 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. 106 Plants... 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 107 Plants... 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? 108 Plants... 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. 109 Plants... 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. 110 Plants... • 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. 111 Plants... 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 112 Plants... 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. 113 Plants... 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 114 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 115 Plants... 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 .............................. 116 Plants... 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. 117 Plants... 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. 118 Plants... 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. 119 Plants... 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. 120 Plants... 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 121 Plants... 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 122 Plants... (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 123 Plants... 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. 124 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. 125 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 126 • 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. 127 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 128 • 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 129 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 130 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) 131 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 132 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 133 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 . • 134 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. 135 Plants... 136 Plants... 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 137 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. 138 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. 139 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 140 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 141 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? 142 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’, 143 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. 144 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 145 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. 146 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. 147 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. 148 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 5 149 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. 150 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 151 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 153 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. 155 Plants... 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. 156 Plants... 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 Plants... 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 Plants... 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 159 Plants... 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 Plants... 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. 161 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. 163 Plants... 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. 164 Plants... 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. 169 Plants... 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 ____________________________________