Central Board of Secondary Educaon
CLASS -II
UNIT-7
Transport & Communication
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 has been
taken 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 Curricular 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, Head (Innovations and Research) 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
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Shri Vineet Joshi, Chairman,
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
CBSE
Dr. Sadhana Parashar, Director (Training),CBSE
Ideators
Ms. Aditi Misra
Ms. Anuradha Sen
Ms. Jaishree Srivastava
Dr. Rajesh Hassija
Ms. Amita Mishra
Ms. Archana Sagar
Dr. Kamla Menon
Ms. Rupa Chakraborty
Ms. Anita Sharma
Ms. Geeta Varshney
Dr. Meena Dhami
Ms. Sarita Manuja
Ms. Anita Makkar
Ms. Guneet Ohri
Ms. Neelima Sharma
Ms. Seema Rawat
Dr. Anju Srivastava
Dr. Indu Khetrapal
Dr. N. K. Sehgal
Dr. Uma Chaudhry
Material Production Group: Classes I-V
Dr. Indu Khetarpal
Ms. Rupa Chakravarty
Ms. Anita Makkar
Ms. Nandita Mathur
Ms. Vandana Kumar
Ms. Anuradha Mathur
Ms. Kalpana Mattoo
Ms. Seema Chowdhary
Ms. Anju Chauhan
Ms. Savinder Kaur Rooprai Ms. Monika Thakur
Ms. Ruba Chakarborty
Ms. Deepti Verma
Ms. Seema Choudhary
Mr. Bijo Thomas
Ms. Mahua Bhattacharya
Ms. Ritu Batra
Ms. Kalyani Voleti
Advisory
English :
Ms. Rachna Pandit
Ms. Neha Sharma
Ms. Sonia Jain
Ms. Dipinder Kaur
Ms. Sarita Ahuja
English :
Material Production Groups: Classes VI-VIII
Science :
Mathematics :
Dr. Meena Dhami
Mr. Saroj Kumar
Ms. Rashmi Ramsinghaney
Ms. Seema kapoor
Ms. Priyanka Sen
Dr. Kavita Khanna
Ms. Keya Gupta
Ms. Seema Rawat
Ms. N. Vidya
Ms. Mamta Goyal
Ms. Chhavi Raheja
Political Science:
Geography:
Ms. Suparna Sharma
Ms. Leela Grewal
History :
Ms. Leeza Dutta
Ms. Kalpana Pant
Ms. Kanu Chopra
Ms. Shilpi Anand
Material Production Groups: Classes IX - X
Mathematics :
Science :
Ms. Renu Anand
Ms. Gayatri Khanna
Ms. P. Rajeshwary
Ms. Neha Sharma
Ms. Sarabjit Kaur
Ms. Ruchika Sachdev
Dr. K.P. Chinda
Mr. J.C. Nijhawan
Ms. Rashmi Kathuria
Ms. Reemu Verma
Ms. Charu Maini
Ms. S. Anjum
Ms. Meenambika Menon
Ms. Novita Chopra
Ms. Neeta Rastogi
Ms. Pooja Sareen
Geography:
Ms. Deepa Kapoor
Ms. Bharti Dave
Ms. Bhagirathi
Ms. Archana Sagar
Ms. Manjari Rattan
Political Science:
Economics:
Ms Sharmila Bakshi
Ms. Archana Soni
Ms. Srilekha
Ms. Mridula Pant
Mr. Pankaj Bhanwani
Ms. Ambica Gulati
History :
Ms. Jayshree Srivastava
Ms. M. Bose
Ms. A. Venkatachalam
Ms. Smita Bhattacharya
Coordinators:
Dr. Sadhana Parashar, Director (Training) Ms. Sugandh Sharma, E O (Com) Dr. Srijata Das, E O (Maths)
Dr. Rashmi Sethi, E O (Science)
Shri R. P. Sharma, Consultant
Shri Al Hilal Ahmed, AEO
Ms. Anjali, AEO
Sh. Naveen Maini, R O (Tech)
Ms. Seema Lakra, S O
Ms.Neelima Sharma, Consultant Ms. Preeti Hans, Proof Reader Ms. Madhu Chandha,
R O (Innovation)
Transport & Communication
Contents
English
1
Verbs in the Present Tense
Acons happening at the moment
Environmental Education
6
Story of Wheel
Means of Transport
Means of Communicaon
Safety on the Road
Mathematics
13
Paerns
Fracons
Performing Arts
17
Song and Drama on Safety Measures
Visual Arts
19
Making Models of Different Vehicles
Physical Education
22
Throwing at Targets
Lesson Plan
English
Verbs (Acons - habit, daily event, universal fact) ...........................................
25
Actions happening at the present moment ......................................................
33
Environmental Educaon
Story of the Wheel ............................................................................................
37
Means of Transport ..........................................................................................
40
Means of Communicaon .................................................................................
45
Safety on the Road ............................................................................................
50
Mathemacs
Paerns ..........................................................................................................
54
Fracons .........................................................................................................
62
Performing Arts
Song and Drama on Safety Measures .............................................................
72
Visual Arts
Making Models of Different Vehicles ..............................................................
74
Physical Educaon
Card - 13 ..........................................................................................................
76
Card - 14 ..........................................................................................................
78
Assessment ...........................................................................................
80
Rubric for English ..........................................................................................
81
Rubric for Environmental Educaon .............................................................
83
Rubric for Mathemacs ................................................................................
85
Teacher Resource Material ..................................................................
87
Worksheets............................................................................................
94
English.....................................................................................................
95 - 116
Environment Educaon..........................................................................
117 - 135
Mathemacs...........................................................................................
136 - 152
TRANSPORT & COMMUNICATION
Syllabus Matrix
English
Verbs in the Present Tense
Acons happening
at the moment
Mathematics
Environmental Education
Story of the Wheel
Means of
Communicaon
Means of
Transport
Safety on the Road
Visual Arts
Paerns
Making Models of Different Vehicles
Fracons
Physical Education
Performing Arts
Song and Drama
on Safety
Measures
Throwing at Targets
English
General Objectives
•
To learn the funcon of verbs in sentences by recognising and classifying them.
•
To invesgate how the tense is formed by using auxillary verbs.
•
To enhance knowledge related to acons occurring daily (habitual acons) and facts
related to the universe.
Specific Objectives
•
To understand the differences between verbs in the first, second and third person.
•
To understand the agreement between nouns and verbs.
•
To use the right form of verbs while speaking and wring.
•
To ensure the use of the correct grammacal agreement between pronouns and verbs.
(a) Verbs in the Present
Tense
Duraon: 8 hours
Skills
Listening
Get familiarised with the use of spoken and visual
language, e.g., the convenonal use, style and
vocabulary as required.
Vocabulary Building
Listen carefully to the words to enhance one’s
vocabulary and know their meaning.
Speaking
Communicate effecvely with people regarding
different situaons.
The Mulberry Bush
Sing together the poem and replace the verbs
used with verbs of your own choice.
One Sentence Poem
Create a one-sentence poem with words that
have rhyming ‘es’ endings.
1
Reading
Remember the rules of the subject-verb
agreement for the acons occurring in the
present tense and make related connecons
while reading passages or arcles in the children’s
magazines.
Read the words wrien on the ‘Mini Charts’
and understand the rules related to verbs in the
present tense.
Wring
Describe various events and write sequels to a
story applying the rules of the acons happening
at the present moment.
Transport Acon Words
Frame sentences using suitable verbs for the
pictures of different modes of transport.
Create Your Verb Book
Draw and depict your favourite acvies and
write words that express it. Extend the acvity by
wring related sentences.
Mulple
Intelligences
Interpersonal / Musical
Learning
Outcomes
The students will be able to:
- Apply skills individually as well as in groups.
- Know and apply the rules to verbs in the
present tense.
- Learn new words, solve word puzzles and
crosswords.
Transdisciplinary Activities
Visual Arts
2
Illustrate the acons which one performs everyday.
Menon the me when you do these acvies.
Critical Thinking
A STORY ABOUT ME
Recall a special experience and share it with the class. Use the story line openers given by
the teacher and say, “What happens next?”
(The students are encouraged to recall any special incident that happened recently, e.g.
vising a place, losing one of their favourite toys, etc.)
Story openers - Choose only one of the following to begin the story.
•
“One day I took my favourite toy car outside in the park.”
•
I was walking along the road and I saw a cute lile puppy.”
•
“It was the day before my birthday, when I came into my brother’s room and he hid
something quickly.”
•
“One morning I woke up and discovered that I was in space.”
Enrichment Acvity
Write a sequel to the story and illustrate it using creavity and imaginaon.
Life Skills/SEWA
Understand the importance of following a regime for a disciplined lifestyle and sharing
habitual acons with others efficiently using the present tense.
Interview people who own cars and encourage them to follow guide lines to save the
environment.
3
(b) Acons happening at the moment
Duraon: 5 hours
Skills
Listening
Traffic Hour
Listen to the traffic updates. Recall a situaon
when one got stuck in a traffic jam.
Speaking
Mime Time
Enact a few acons and engage everyone in the
acvity. Ask them quesons based on the acons
performed.
Reading
Lets Read The Picture
Observe the pictures carefully and describe them
in your own words.
Wring
Give suitable informaon related to the acon
picture cards under the heading ‘What are they
doing’.
Mulple
Intelligences
Musical / Kinesthec / Spaal
Learning
Outcomes
The students will be able to:
- Acquire knowledge related to verbs: daily
events, habits or acons happening at the
moment of speaking.
- Respond confidently to the quesons.
- Enhance one’s listening, speaking, reading
and wring skills.
Material Required
Pencil, paper and drawing supplies index cards with the following words printed on each
card: buses, kisses, messes, glasses, dresses, calves, halves, hooves, elves, thieves, foxes,
fixes, mixes, faxes, boxes, crashes, wishes, brushes, flashes, dishes, peaches, watches,
churches, lunches, munches, buzzes, fizzes, frizzes, razzes, jazzes ; picture cards and a toy
telephone.
4
Transdisciplinary Activities
Visual Arts
Draw a picture of “Two men talking to each other.” Give
points for the picture that matches the descripon and
depicts the sentence in the best manner.
Critical Thinking
Its important to learn that various acons are expressed in different ways.
Life Skills/SEWA
Emphasize on the correct use and applicaon of the language rules while speaking.
5
Environmental Education
General Objectives
•
To develop an understanding based on exploraon, observaon, comparison,
classificaon and illustraon from real experiences.
•
To raise an awareness about road sense and benefits of using public transport.
•
To idenfy how people use different means of transportaon.
•
To engage the students in exploratory and experienal learning to acquire cognive
skills.
Specific Objectives
•
To discuss the advantages of having mulple means of transportaon.
•
To acquire knowledge about the change in means of communicaon and transport
over the years.
•
To draw a comparison between the transport system in ancient mes and modern
mes.
•
To comprehend the significance of the wheel, its uses and applicaons.
•
To acquire knowledge about the means of transport which are drawn by human
power and animals and those which run on machines.
•
To compare and differenate between means of personal and mass communicaon
as well as slow and fast means of communicaon.
•
To raise an awareness about Road Safety measures and pracce them.
(a) Story of Wheel
Duraon: 3 hours 30 minutes
Skills
Conceptual
Learning
PowerPoint Presentaon on ‘The invenon of
the Wheel’.
Observaon
Visit a poer’s store. Observe the poer at work
and the techniques one applies and follows while
working on the poer’s wheel.
Explore Wheels
Perform an experiment demonstrang the
power of the wheel.
6
Learning by
Doing
Theatre acvity
Shape Vehicles - Make different means of transport
using various shapes and paerns.
Design your own cart.
Applicaon
Worksheet – Wheels and Transport
Mulple
Intelligences
Spaal / Kinesthec / Interpersonal /
Linguisc
Learning
Outcomes
The students will be able to:
- Compare the wheels used in ancient mes with
those of the modern mes.
- Express the need and state the reason for the
invenon of the wheel.
- Idenfy the uses and applicaons of a wheel.
7
Duraon: 5 hours
(b) Means of Transport
Skills
Conceptual
Learning
A PowerPoint Presentaon on ‘Ancient Means of
Transport’.
The Story of Invenon of the First Airplane in the
U.S.A.
History of Transportaon
Glimpses of modes of transport over the ages.
Poem
‘Giant Jumbo Jet’
‘The Freight Train’
Observaon
Arrange a joy ride on a public transport.
Learning by
Doing
Cra Acvity
Design and make a sail boat and a plane.
Make a transport mobile. Hang the different
means of transport.
Applicaon
Transportaon Museum
Create a museum showcasing the means of
transport with the help of toy vehicles.
(Worksheet on means of transport.)
8
Mulple
Intelligences
Logical / Spaal / Interpersonal / Linguisc
Learning
Outcomes
The students will be able to:
- Compare the means of the transport system
in the ancient and modern mes.
- Acquire knowledge about the means of
transport drawn by human and animal power
and those run on machines.
- Differenate between the slow and fast
moving means of transport in accordance with
their speed.
- Understand the advantages of the public
transport system.
Duraon: 5 hours
(c) Means of Communicaon
Skills
Conceptual
Learning
A PowerPoint Presentaon to show various means
of communicaon.
Leer Wring
Interpersonal means of communicaon - various
means of sending and receiving spoken or wrien
messages between people and places.
Observaon
A visit to the Post Office
Newspaper Acvity
Design a Class Newspaper.
Learning by
Doing
Make a Class Telephone instrument and a
Directory.
Role Play
Act like a postman, courier boy, etc.
Enact a telephonic conversaon using a toy
telephone.
Telegram wring acvity.
Create an e-mail ID.
Applicaon
Worksheet or Means of Communicaon.
Mulple
Intelligences
Spaal / Kinesthec / Interpersonal / Linguisc
Learning
Outcomes
The students will be able to:
- Compare and classify means of communicaon
used in ancient mes and those in the modern
mes.
- Idenfy and differenate between personal
communicaon and mass communicaon.
- Express and communicate in accordance to
the requirement.
9
(d) Safety on Road
Duraon: 5 hours
Skills
Conceptual
Learning
Poem
‘Traffic First’
Learning by
Doing
Find Out Acvity
‘Long journey mime’
Invite a student to come and mime one of the
means of transport and ask the class to guess.
Next divide the students into small groups. Each
group by turn will mime a means of transport for
the rest of the groups to guess.
Observaon
Interview a Traffic Policeman.
Visit a Traffic Park to understand the various
traffic rules.
Applicaon
Work in pairs and write the rules to be followed
on the road.
A free movement acvity to be performed to
understand the importance of rules and the
need to pracce them.
Write a…
Write a poem or a story involving a journey to
school describing the things you see along the
way, how it feels to be walking and cycling.
Discuss the safety hazards they may encounter
along the way.
Worksheet – ‘Safety on the Road.’
10
Mulple
Intelligences
Logical / Spaal / Intrapersonal
Learning
Outcomes
The students will be able to:
Comprehend the meaning of traffic signals
and signs and apply them.
Raise awareness and pracce traffic rules.
Material Required
A PowerPoint Presentaon showing the means of transport and communicaon used in
ancient mes, a vintage car picture album, origami paper, A4 size sheet, yarn, cutouts of
pictures of means of transport, an old coat hanger, pictures of hot air balloons, sailboats
etc, clay, walnut shell, toothpicks, a postcard, an aerogram, an inland leer, stamps,
newspapers, a handkerchief, (toys) of different means of land transport, a shoe box,
circular eraser, cycle wheel spokes of length approximately 6 cms and ice cream scks,
puppets, placards with traffic signals and signs, pictures of do’s and don’ts of safety
rules.
Transdisciplinary Activities
Visual Arts
A sailboat made out of waste material.
Origami: Make an aeroplane.
Sponge Painng
Cut sponges in the shape the of cars, buses, trains,
airplanes, etc. Dip the sponges into paint and press on a
piece of paper to create a scene.
Physical Educaon
Shapes and Colours
Using coloured paper, cut a red square, a yellow triangle,
a pink circle, a white cross and a blue diamond. Explain
that a red square means “Stop,” a yellow triangle means
“School Crossing,” a pink circle means “Railroad Crossing
Ahead,” a white cross (lted to form an “X”) means
“Railroad Crossing” and a blue diamond means “Crosswalk
Ahead.” Aer the explanaon, divide students into two
groups. See which group can correctly idenfy and recall
most of the signs by their shapes alone.
All Aboard the Colour Train
Cutout several “ckets” from different colours of
construcon paper. Give each student three or four
ckets. Tell the students that they are the passengers of
the Colour Train and can ride the train if they have a cket
that matches the colour you call out. Set up chairs or let
the student line up to march around the room. Announce
“All Aboard The Red Train”. Students will show their cket
and march around the room and sit on the chairs. Aer a
minute, announce a new colour.
Variaons: Use numbers, leers, words beginning with
similar leers or shapes instead of colours.
11
Performing Arts
Train Movement
Divide student equally into three groups. Have each group
form a train. Play music or alternately students can also
sing a song while moving. Instruct them to move around
the class and remain connected (hands on the shoulders
of the person in front of them). Every minute or two
switch engines.
Life Skills/SEWA
Interview people who grew up before the invenon of the internet. Ask them to list five
major changes that the Internet has brought in our daily life.
12
Mathematics
Patterns
General Objectives
•
To observe and extend paerns in a sequence of shapes and numbers.
•
To look for paerns being followed in nature.
•
To analyse and synthesize the significance of paerns and sequences in day-to-day
acvies.
Specific Objectives
•
To comprehend, recognise and extend the paerns with numbers and shapes.
•
To understand and observe paerns around in the surroundings.
•
To relate number paerns with mathemacal operaons.
•
To create paerns of regular shapes with block paerns.
Duraon: 6 hours
(a) Paerns
Skills
Observaon
and
Idenficaon
Observe and extend paerns and sequence in
shapes through the acvity ‘Let’s Create’.
Idenfy the paern and conclude the series in
numbers.
Logical and
Mental
Extend the paerns in
mathemacal operaons.
numbers
using
Growing Paerns
Comprehend that paerns are not only generated
through repeon but they also grow as they
follow some rules.
Applicaon
Form paerns using various materials in the
acvity ‘Creang Paerns’.
In the ‘Number Card’ acvity generate number
paerns using various rules.
Develop competency to look for the paerns and
connue the sequence.
13
Mulple
Intelligences
Spaal / Linguisc / Kinesthec / Naturalisc
Learning
Outcomes
The students will be able to:
- Comprehend and form paerns using numbers,
shapes and different objects.
- Connect and correlate the paerns observed in
the nature.
- Visualize and analyse the sequences and apply
the same to connue and complete them.
Material Required
Flash cards, cutouts of geometrical shapes, ink pads, prinng blocks, strips of paper,
number cards, coloured, sckers, paper strips.
Transdisciplinary Activities
Visual Arts
Making paerns with numbers, shapes and objects with
stamps and blocks.
Physical Educaon
Observe the paerns followed in playing different
games.
Performing Arts
Observe the paern in lyrics and words of songs and
poems.
Life Skills/SEWA
To appreciate the beauty of nature by observing paerns in the environment.
Paerns play an important role in our daily lives for smooth and organized working. For
example -
14
a)
Breakfast in the morning , lunch in the aernoon and dinner at night.
b)
Exercise, bathing , breakfast, work and rest.
Mathematics
Fractions
General Objectives
•
•
To idenfy and comprehend the fact that a fracon is a part of a whole.
To develop the competency to make use of the concept in real life situaons.
Specific Objectives
•
•
•
•
•
To understand a fracon as a part of a whole.
To idenfy fraconal parts of a whole or a group using concrete objects, pictures
and drawing.
To idenfy the fracons out of a whole / shaded figures.
To find ½, ¼ , ¾ and ⅓ in shapes and sets of objects
Idenfy and differenate the numerator and the denominator.
Duraon: 7 hours
(a) Fracons
Skills
Observaon
and
Idenficaon
Observe and idenfy the situaons which involve
the use of fracons.
Paper Pasng
Derive the relaonship between a whole and a
fracon through the acvity.
Observe and compare the difference between
various fracons in terms of bigger, smaller and
equal.
Logical and
Mental
Fun with Paper Folding
Explore different ways in which a whole object/
thing can be divided.
Interpret denominator as the total number of
equal parts in which the whole is divided and
numerator as number of parts considered in
different shapes and collecons.
Sharing Toy Cars
Understand fracon in a collecon or a group.
Applicaon
Develop the ability to understand the relaonship
between a whole and a fracon through real life
situaons, e.g. a glass full of water, half glass of
water, total pages in a story book and pages read
in one day.
15
Sharing with Friends
Develop competency to look for situaons which
involve the use of fracons.
Fun with Shapes
Invesgate symmetry in various shapes.
Mulple
Intelligences
Spaal / Linguisc / Kinesthec / Naturalisc
Learning
Outcomes
The students will be able to:
- Idenfy and comprehend fracon as a part of a
whole
- Read and write fraconal numbers.
- Use shapes or sets of objects to find one half,
one third, one quarter and three quarters of
fracons.
- Define and idenfy the numerator and the
denominator of a fracon.
Material Required
Drawing paper divided into four secons, crayons, three paper squares of the same size
for each child, drawing sheets, pencils, scissors, glue, paper strips, toy cars rectangular
sheets of paper, colours, an apple, a chocolate bar, a knife and 4 paper plates.
Transdisciplinary Activity
Visual Arts
Divide a whole into a different number of equal parts
through the paper folding technique. Colour figures to
show the given fracon.
Life Skills/SEWA
Realise the significance of a fracon and apply it in ones’ day-to-day communicaon. For
e.g. correlate to the concept of the purchase of a half cket and a full cket according to
the age group while travelling.
16
Performing Arts
General Objectives
•
To integrate the components of rhythm, music and movement.
•
To know about the importance of following safety measures in everyday life through
musical elements.
Specific Objectives
•
To enact and dramase these elements to make them an indispensable part of ones’
life.
Song and Drama on Safety
Measures
Duraon: 3 hours
Skills
Aesthec
Understand and derive the meaning while singing
songs and enacng a dramac play on safety
rules.
Express and convey the message effecvely
through songs and role play.
Learning by
Doing
‘On the Bus’
Dramaze or improvise familiar simple stories
from classroom literature using a tableau or a
pantomime.
Applicaon
Fill in the blanks to complete the song on ‘Safety’.
Sing the song.
Mulple
Intelligences
Intrapersonal / Musical / Kinesthec
Learning
Outcomes
The students will be able to present
what they have learnt about safety rules by
singing and dramasing.
17
Material Required
Toys, costume props, signboards.
Transdisciplinary Activities
English
Complete the song on ‘Safety’ by adding rhyming words.
Visual Arts
Draw a road scene and show the appropriate spots for the
pedestrians to either cross or walk on the road, e.g. zebra
lines, footpath, traffic lights indicang the pedestrians’
right to cross the road.
Physical Educaon
So Skills – ‘S’ - Vocabulary - emphasising the beginning
sounds.
Place the following items or pictures of the items in a box
or a bag. Ask each student to take out one item from the
BAG and say what it is.
Sun, sail, seal, seed, saddle, seesaw, soap, sand, Santa,
sail boat, sink, socks, shampoo, salt.
Life Skills/SEWA
Share the importance of safety rules with the underprivileged children in your
neighbourhood.
18
Visual Arts
General Objectives
•
To develop creave and aesthec skills to promote self expression.
•
To inculcate intellectual abilies that make cross curricular connecons using the
medium of art.
Specific Objectives
•
To create repeve designs using shapes.
•
To express themselves using the principles of design: paern, movement, rhythm.
•
To follow instrucons and illustrate or create different means of transport.
Making Models of Different
Vehicles
Duraon: 3 hours
Skills
Observaon
Show visuals of repeated paerns. Encourage
observaons. Go around the school with a view
finder and look for tessellaons, on the floor, on
the walls, etc.
Demonstrate instrucons for paper folding
(Annexure 1).
Point out the use of fracons on the instrucon
sheet.
Learning by
Play online tessellaon games on hp://shodor.
Doing
org/interacvate/acvies/Tessellate/
A tessellaon is created when a shape is repeated
over and over again. All the figures fit onto a flat
surface exactly together without any gaps or
overlaps.
Fold paper accordingly to create a car. Decorate
it as you wish to.
19
Collect boxes, cartons, bole caps, etc. Discuss
how these can be used to make different means
of transportaon.
Extend the town acvity of unit 6 to add vehicles
in the town. Consider making public and private
transport, ambulances, garbage trucks, etc.
Applicaon
Make a few more cars using different coloured
papers. Paste them in your sketch book. Draw and
colour a suitable background for your picture.
Point out the need to make things to scale and in
comparison to the things around. The car cannot
be bigger than the bus or the houses around.
Choose a shape. Tessellate by repeated tracing
of the shape. Watch your shape create a paern.
Choose any two colours to colour your paern.
Trace a circle using a template. Fold 3 mes to
achieve 8 parts of the circle. Cut each fracon.
Mulple
Intelligences
Learning
Outcomes
Linguisc / Cognive / Spaal / Naturalisc
The students will develop the ability to :
-
Follow instrucons and fold paper to make a
car.
-
Understand how tessellaons are formed and
create designs.
-
Connect with earlier learning to reuse and
recylce material and add to the exisng
display.
-
Understand the use of a scale and comparison
of size.
20
Material Required
Origami paper, instrucon sheets - Annexure 1, templates of shades, pastel sheets, the
template of a circle, cartons, boxes, bole caps, reusable containers of any kind, glue,
scissors.
Transdisciplinary Activities
Mathemacs
Use simple geometric shapes to create different means of
transport.
Environmental
Educaon
Make a scrap book of means of transport - ancient and
modern.
Design your own vehicle - Draw from your imaginaon a
kind of vehicle that you think will be useful to people. Also
draw the interior as well as the detailed exterior.
Life Skills/Values
Realise the importance of various means of transport and communicaon in our lives.
Comprehend the need for public and private transport; the need to reduce, reuse and
recycle.
21
Physical Education
General Objectives
•
To understand land, air and water polluon and how it effects our physical health.
•
To develop an awareness of our environment.
Specific Objectives
•
To understand ways to maintain personal health and hygiene.
•
To realize that plascs have a harmful effect on living beings.
Duraon: 3 hours
Throwing at Targets
Skills
Learning by
Doing
Demonstrate all types of personal hygiene, e.g.
brushing our teeth, washing our hands, etc.
Use and abuse of plasc substance.
Throwing at Targets (PEC-13).
Throwing at Targets (PEC-14).
Applicaon
Prepare a list of ways in which we can maintain
cleanliness in our school, e.g. do not throw trash
around.
Clean up acvity
Keep the surroundings clean even while
travelling.
Demonstrate physical exercises to be done to
aain physical fitness.
22
Mulple
Intelligences
Intrapersonal / Spaal / Naturalisc
Learning
Outcomes
The students will be able to:
- Evaluate how plasc is harmful for our health
and environment.
- Apply the knowledge acquired about keeping
the environment free of plasc.
Material Required
Physical Educaon Cards, PEC kit.
Transdisciplinary Activities
Mathemacs
Measure the distance from one’s home to the school with
the help of counng. Divide it by the me taken to travel
the distance.
English
Hit the target and pick up a word card from the box. Add
a line and say it aloud, e.g. a bus - is a means of land
transport.
Life Skills/SEWA
Vising sources of clean drinking water and gathering data.
23
Lesson Plans
24
English
Lesson Plan - a
Topic: Verbs (Acons - habit, daily event, universal fact)
Duraon – 8 hours
Brief Descripon: The lesson plan introduces and draws aenon to the fact that verbs
with singular nouns take ‘s’, ‘es’ with them; verbs with a plural noun do not take ‘s’, ‘es’
with them but ‘i’ is an excepon.
The lesson also focuses on applicaon, skill development and knowledge enhancement of
verbs as acons, daily events and universal facts related to the theme.
Learning Objectives
As a result of this lesson, the students will be able to:
•
Use spoken, wrien and visual language (e.g., convenons, style, vocabulary) to
communicate effecvely with others and for different purposes.
•
State rules related to verbs and apply them to a situaon, object or event that is
being analysed.
•
Describe and demonstrate acons happening in the present.
•
Idenfy acons happening in the present by poinng, picking up, underlining,
marking or other responses.
Material Required
A Pencil, paper and drawing supplies index cards with words printed on each of them;
buses, glasses, dresses, calves, halves, hooves, elves, thieves, foxes, fixes, mixes, faxes,
boxes, crashes, wishes, brushes, flashes, dishes, peaches, watches, churches, lunches,
munches, buzzes, fizzes, frizzes, razzes, jazzes.
25
Teacher Activity
Display the Mini - Chart and point to the words: dog and dogs. Ask, “If we want to write
about more than one dog, what leer do we need to add to the word?” Point to the
words: cat and cats. “If we want to write about more than one cat, what leer do we need
to add to the word cat?” (s)
Explain which words are singular? (dog, cat); what does singular mean? (one of something);
which words are plural? (dogs, cats); what does plural mean? (more than one of something)
what leer do we usually add when changing words from singular to plural? (s). Tell that
there are some words to which we don’t just add the leer ‘s’ to make plurals. Explain
that the leers ‘es’ are added to the words to form plurals.
Elaborate the rule where the leer ‘s’ is added to the verbs in the present, (emphasising
on the fact that the case of verbs is reversed if compared to nouns, e.g. dog-singular, dogsplural /jump-plural, jumps- singular) i.e. when we use an acon word with the words he,
she or it. Point to the Mini - Chart and ask, “What happens to the acon word jump when
we change the sentence from I jump to He jumps?” ; “What happens to the acon word
hop when we change the sentence from I hop to She hops?” (add the leer ‘s’).
Tell the students when to use the ‘es’ ending instead of the ‘s’ ending for plurals and
acon words.
26
Mini-Chart
Elaborate the use of ‘es’ endings for plurals and acon words. Explain that when the word
ends with s, f, x, sh, ch, or z ‘es’ is used.
Pracce saying these leers rapidly.
Look at the examples for each of these word endings.
Point to Mini - Chart
27
Before reading ask the students the following quesons.
•
“What does the word ‘frizzes’ mean in the sentence, ‘Sally’s hair frizzes in the
rain’?” (gets curly and scks out)
•
“What does the word ‘jazzes’ mean in the sentence, ‘I like the way that singer
jazzes up the song’?” (changes something in a fancy or fun way)
To review, ask why do we usually add the leer ‘s’ or ‘es’ to some words? (The expected
response from the students is that the leer ‘s’ or ‘es’ is added to some words to mean
more than one or to change an acon word for a plural noun or pronoun.)
Encourage the students to name all the word endings that need ‘es’ for plurals or acon
words without looking at the mini chart.
Give the students a few chances to recall the words ending with ‘s’ or ‘es’ unl the list is
mastered by the memory. Remind them that if the word ends in the leer ‘f’, it must first
be changed to the leer ‘v’ before adding ‘es’.
Review the rules for adding ‘s’ or ‘es’ to the root words. Recapitulate the word endings
where ‘es’ is used ( if root word ends in s, f, x, sh, ch, or z). “The words leaf, half and calf
are examples of words that change spelling when they change to the plural, by replacing
the f to v before adding ‘es’.
Think of examples of words that end with the leer ‘f’ but do not follow this rule to frame
plurals?” (stuff/stuffs, cuff/cuffs, chief/chiefs)
Mini-Chart
28
Share with the class that in addion to the words he or she, ‘s’ or ‘es’ endings are added to
acon words when used with a singular word subject, like a boy, ball or car or when used
with someone’s name like Johnny. Using each of the words menoned, ask the students
to give examples of sentences with subjects other than the words he or she. Examples:
The car crashes into the wall; The boy wishes he had a new bike; Jenny dishes out ice
cream to the customers.
Use the Mini - Chart templates and help the students substute other root words and
plural sets of rule. Examples : pass/passes, floss/flosses, gas/gases, fuss/fusses, miss/
misses, life/lives, wife/wives, shelf/shelves, scarf/scarves; tax/taxes, axe/axes; splash/
splashes, dash/dashes, push/pushes, bush/bushes, marsh/marshes, porch/porches,
torch/torches, perch/perches, march/marches, arch/arches.
Student Activity
Acvity :
Sing the song on verbs. Understand how the verb changes with each verse.
The Mulberry Bush
Here we go ‘round the mulberry bush,
The mulberry bush, the mulberry bush.
Here we go ‘round the mulberry bush,
So early in the morning.
This is the way we wash our clothes,
Wash our clothes, wash our clothes.
This is the way we wash our clothes,
So early Monday morning.
29
This is the way we iron our clothes,
Iron our clothes, iron our clothes.
This is the way we iron our clothes,
So early Tuesday morning.
This is the way we mend our clothes,
Mend our clothes, mend our clothes.
This is the way we mend our clothes,
So early Wednesday morning.
This is the way we sweep the floor,
Sweep the floor, sweep the floor.
This is the way we sweep the floor,
So early Thursday morning.
This is the way we scrub the floor,
Scrub the floor, scrub the floor.
This is the way we scrub the floor,
So early Friday morning.
This is the way we bake our bread,
Bake our bread, bake our bread.
This is the way we bake our bread,
So early Saturday morning.
Aer learning this song, find the verbs by using the highlighter and think up new verses by
changing the verbs in the song.
Wring Verb Books
Put some verbs to work for you. (The students can write their own Verb books.)
Draw things which are generally liked by students and then label each page with a verb or
a sentence emphasising the verb. Place it in the classroom library for everyone to read.
30
Lights ! Camera ! Acon Verbs!
The game involves students to become actors and guessers.
Perform any habitual acon, enact a daily event or demonstrate a universal fact using
dramac skills.
Use a camera to click pictures of the budding actors and organize the pictures as a
PowerPoint Presentaon for recapitulaon and review of the topic.
Create a One Sentence Poem
Create one-sentence poems with words that have rhyming ‘es’ endings.
Examples
Ten furry foxes jumped over boxes.
He munches on bunches of carrots with crunches.
(The poems wrien by the students are displayed on the so boards of the class.)
Transport Acon Words
Collect pictures of various modes of transport and communicaon from magazines,
newspapers and other sources. Frame sentences to use as examples for the different
kinds of verbs.
Examples are:
A ship sails on the sea.
An aeroplane flies in the sky.
A houseboat sails on the lake.
A train departs from the staon.
A bus arrives at the bus stop.
31
Review
Ask the students to summarize what they have learnt during the lesson. In addion, ask
them higher-order thinking quesons to assess their understanding of verbs.
•
What are the different types of verbs? (knowledge)
•
How can you use what you have learned in this lesson to write beer sentences?
Assessment
Create posters to be put up in the class where it can be read by others.
Example:
Instead of driving, try to walk, bike, take public transport or carpool.
Use public instead of private vehicles because in this way we can reduce air polluon.
Try not to use your car for short trips; instead walk or cycle.
Cycling or walking is healthier for the environment and keeps one fit.
The car should be serviced regularly so that it runs efficiently, saves fuel and does not
pollute the air.
Regularly check your car’s tyre pressure to improve fuel consumpon, maintain a steady
speed while driving below 60mph as emissions rise above 70 mph .
Avoid liering garbage on roads, parks and public places.
Ask the student to idenfy all the verbs used in the sentences.
The students will be observed considering the following points during class discussions,
group work and individual applicaons.
32
•
Acve parcipaon.
•
Use verbs correctly.
•
Idenfy and classify verbs in the sentences.
English
Lesson Plan - b
Topic: Acons happening at the present moment
Duraon – 5 hours
Brief Descripon: Verbs/acon words which state that the acon is taking place now is
expressed through the use of an auxilliary verb( forms of verb ‘be’ is, am, are)and ‘ing’
form of the main verb. The Present Connuous Tense is the name given to acons that
are going on at the present me.
Learning Objectives
As a result of this lesson, the students will be able to:
•
Understand that the present connuous tense is used to express acons which
are happening at the moment.
-
Things which are happening around now.
-
Situaons that are happening but may be temporary.
-
Planned future events.
Material Required
Picture cards, toy telephone etc.
Teacher
T
Activity
Mime Time
Call for student to volunteer and perform certain acons. Ask the others to describe what
they are doing. Write the responses on the board and have the students underline the
words that express the acons.
She is jumping on the spot.
He is kicking the ball.
Explain that the present connuous is used to talk about acons and situaons that are
already going on at the moment of speaking. Show how the present connuous is made
with am/are/is + -ing. Write the form on the board.
33
Traffic Hour
Play a recording of 2-3 minutes of the traffic news on the radio. It should contain several
instances of the present connuous, such as “It’s 7 a.m. and traffic is moving fine on all
roads.” “We’re seeing some slowing around Cambridge Road.” “Your well wisher, Jack,
the RJ, is playing the best hits for your morning commute.””
Elicit responses from the students as to what happens when they go for a fun drive with
their parents and unfortunately get stuck in a traffic jam.
Example:
The people are honking constantly.
They are trying hard to get away from the jam.
Let the students listen to the recording a few more mes. Ask them to try to hear and
idenfy instances of the present connuous. This will give them a sense of what it sounds
like in everyday conversaon. Aerwards, ask them to describe what they heard. Write
the sentences on the board and then explain what they mean.
Lets Read the Pictures
Collect of pictures from magazines that illustrate acvies like reading, running, eang,
etc. Ask your students to describe each acvity in the present connuous tense - “They
are reading,” “He is running,” etc.
Student Activity
Geng Through
Imagine a scene where a telephonic conversaon is going on. The toy telephones are
brought in the class beforehand.
Students are called in pairs in front of the class and each pair tries to give as many different
excuses as possible as to why the person calling can’t speak to the person he/she wants
to, e.g. “She is leaving for the dance performance.” “He is meeng a client.” or “He is
flying to New York in an hour’s me”. (This acvity can be used for the present and/ or
the future uses of the Present Connuous tense.)
Pictures depicng Acons
Observe the pictures showing acons–a person doing something, playing a sport or some
other acvity. Take turns to ask both the queson and give an answer as well.
34
Example
“What is the boy doing?” “He is…………...”
(Acon Picture Cards)
Observe the picture and respond according to the acon being performed in the picture.
(The students’ responses will make the interacon challenging and interesng.)
35
Situaonal Skills
Listen to the teacher carefully. Enact by recalling the correct sequence of the acons
as said by the teacher. (A sample card containing different situaons is given with the
Teacher Resource Material.)
Review
Worksheet
Write what each of the person shown in the picture is doing.
Assessment
The students will be asked to speak sentences to express their habitual acons; acon
they or their friends are doing at the moment of speaking, daily events or any other acon
planned for the near future.
36
Environmental Education
Lesson Plan - a
Topic : Story of a Wheel
Duraon: 2 hours
Brief Descripon: Through this lesson, the students will learn about the invenon of a
wheel and its different uses and applicaons.
Learning Objectives
As a result of this unit, the students will be able to:
•
Compare the transport system in ancient and modern mes.
•
Know and understand the invenon of the wheel.
•
Correlate with the significance of a wheel.
•
Demonstrate with the uses and applicaons of wheels.
Material Required
Powerpoint Presentaon on the invenon of the wheel, toy models of different means
of land transport, a rectangular shoe box, circular eraser, wheel spokes of a bicycle of
approximately 6 cms length and ice cream scks, chairs with ladder blocks, a broom handle,
a string, pail with a handle and masking tape.
Teacher Activity
T
The wheel has several used; for is cars, trains, planes, machines, wagons, in factories and
farm equipment. Imagine how what would we move without wheels?
Display sample toys of various means of land transport and discuss •
How do you think these vehicles move?
Further explain that man realised a long, long me ago that heavy objects could be moved
easily if something round, for example a tree log, was placed under an object to make it
roll smoothly; so they placed logs under an object and pushed and pulled the heavy object
to take it from one place to the other. Hence the most important mechanical invenon of
all me, the ‘Wheel’ was invented.
37
If we look around us, we can find the wheel has been a basic element of nearly every
machine constructed by mankind, e.g. a pulley, a watch, etc.
Discuss and ask open ended quesons.
•
Why do you think wheels are round?
•
Suppose wheels were triangular and square in shape, how will they perform?
•
What would life be without wheels?
The invenon of wheel
Narrate “The Story of the Invenon of Wheels”. Support the story with the Powerpoint
Presentaon. Provide interesng facts like the oldest wheel discovered is believed to be
over fiy-five hundred years old!!
Make the students aware about the fact that the wheels have since their invenon
undergone a tremendous change. Today wheels are of different types and sizes. Explain
the different uses and applicaons of wheel and how man has changed the human and
social need for transportaon from early mes ll date.
Student Activity
Shape Vehicles
Cut papers into basic geometric shapes (triangles, squares, circles, rectangles) out of
construcon paper and arrange them to create vehicles. See how many types of vehicles
can be created.
What if
Consider what would life be like without cars or trucks. What if we used animals for
moving from one place to the other. Students can draw or paint their ideas on paper.
Elicit responses from the students.
Theatre acvity
Stand in a circle and give a variety of instrucons and situaons. Students will move their
body accordingly.
38
•
Suppose the wheels of your school bus were square, how will they move?
•
Roll your head like the wheel of a bicycle.
•
Move your shoulders like the wheel of a truck.
Improvise by ringing the bell and give instrucons that each me you hear the bell, move
the body parts in the other direcon, rolling them slowly or rapidly.
Visit a poer
Visit a poer’s shop and observe how the wheel is used for making pots. Think of other
applicaons of the wheel and write about them.
Review
Worksheets
Arrange the given pictures of the various means of transport in accordance with the
increasing size of their wheels by wring numbers in the space provided.
Answer a few quesons related to the invenon of a wheel.
Observe and write the number of wheels in a bicycle, a car, a scooter, a rickshaw, an auto
rickshaw, a bus, a truck, etc. Also complete the given table by wring the names of the
means of transport that run on 2, 3, 4 and 6 wheels.
Assessment
Ask a few quesons to review the lesson.
•
List three uses of a wheel.
•
Describe the first wheel invented by early humans.
•
Write the names of the means of transport that do not have wheels.
39
Environmental Education
Lesson Plan - b
Topic : Means of Transport
Duraon: 5 hours
Brief Descripon: This lesson deals with the various means of transport used by people in
ancient mes and the transport system of the modern me. Through this lesson students
will learn about the various means of transport driven by manpower, animal and machine
power.
Learning Objectives
As a result of this lesson, the students will be able to:
•
Explore, idenfy and compare various means of transport used in ancient mes
and modern mes.
•
Compare the speed of various modes of transport and classify them into slow
and faster means of transport.
•
Comprehend and understand the significance of public transport system.
•
Appreciate invenons that have taken place over the period of me in the field
of transport.
Material Required
A Poweroint Presentaon showing the various means of transport used in ancient mes,
a picture album on vintage cars, origami paper, an A4 sheet, yarn, cutouts of means of
transport, an old coat hanger, pictures of hot air balloons, sailboats, modeling clay, a
walnut shell, toothpick, and construcon paper.
Teacher Activity
Define and explain “Transportaon”. Transportaon is a way that moves around people
or things. Some means of transportaon are: trains, bicycles, motorcycles, cars, trucks,
boats, airplanes, tractors, hot air balloons, etc. Ask the students to draw a picture showing
various modes of transport.
40
Elicit responses from the students by asking the following quesons.
•
How do you come to school?
•
Which means of transport do you use to go to the market?
•
How will you travel from your city to another city?
•
How will you travel from one country to another?
Ancient Means of Transport
Make the students understand the different means of transport that people used in
ancient mes and show the Poweroint Presentaon. Students will be able to learn that
aer the invenon of the wheel, it was used in carts and carriages pulled by animals and
human but these were very slow. Early humans needed means of transport to go from one
place to another and carry goods. Show them the models and pictures of chariots, carts,
wagons, etc. used in earlier mes that were mainly driven by human and animal power.
To make beer means of transport to travel to far off places quickly and comfortably,
gradually man invented different means of transport that were driven by machine power
such as a steamboats, cable cars and steam trains.
Narrate the story of the invenon of the first airplane. Tell the students that some people
made balloons to fly and some people tried to fly with gliders. The Wright Brothers i.e.
Wilber Wright and Orville Wright invented the first airplane on 17th December 1903 in the
U.S.A. The Wright Brothers made the world’s first flight. This plane was made of scks and
fabric; and was driven by machine power. The plane flew 120 feet high and lasted for 12
seconds. Today an airplane is the fastest means of transportaon.
Ask students to speak with their grandparents or parents about their childhood experiences
of going to school, how long it took them and what were the condions like. Write a
paragraph about what they learned in school and compare how their grandparents and
parents went to school with how they go to school today. Illustrate.
History of Transportaon
A discussion on how people travelled over the ages. Give the students a glimpse of the
many different choices that are available to them today. Find a picture book that shows
different modes of transportaon of the past to explain how have people travelled over
the ages and the changes that have come by.
Take pictures from the book and convert them to overhead slides or create a
Powerpoint Presentaon using images from the Internet. Start with the cavemen walking,
41
horses, chariots, wagons and boats. Show how wagons got more elaborate by turning
them to coaches and stagecoaches; streetcars and railroads; bicycles (invented in the
mid-19th century; show buses and then cars, starng with an old Model and finishing
with a newer car.
Ask the students to name some more modes of travel—skateboards, scooters, motorcycles,
etc.
Have a discussion about the many different ways that help people get around.
Which mode of transport is beer for our health and the health of the environment?
Public Transport System
Arrange a visit to see the public transport system from close quarters. Before the students
are taken for the excursion, share some interesng transit system in other countries.
In Los Angeles, one is used to seeing cars everywhere one goes. But that wouldn’t be true
if we were growing up on the other side of the world. In Venice, there aren’t any cars!
Venice is built on a system of islands and waterways. People ride boats to get around or
walk. A lot of communies/countries encourage people to ride bicycles. In Amsterdam,
people can use special credit cards to check out “white bikes” from a computer controlled
bicycle rack. Using bicycles is a very good opon for the environment!
Mass transit systems transport a large numbers of people simultaneously in a single
vehicle. Examples of mass transit systems include buses, ferries, rapid rail, light rail,
commuter rail and intercity rail systems.
One very popular form of public transit is the bus.
Buses operate with low capacity and can operate on convenonal roads and are relavely
inexpensive for passengers.
A rapid transit railway system, also called the metro, underground or subway operates in
an urban area with a high capacity and high frequency.
Student Activity
Make a sail boat
Use half a walnut shell, fill the nut shell with modeling clay, insert a toothpick into the
middle of the clay, cutout a triangle and aach it to the toothpick. Now leave the boat in
water to float.
42
Aer listening to the story of the invenon of the first airplane, make an origami airplane.
Take a piece of rectangular paper fold it into half and press it. Unfold it again, fold the
corners at one end to meet in the middle, fold them over again, fold the plane in half
and press firmly, open out the wings put a small scky tape to hold them and the plane
is ready.
A transport mobile
Divide the students into two groups. One group will make a mobile of a slow means of
transport and another group will make a mobile of a fast means of transport. To make
transport mobiles students will make cutouts of the means of transport, make a hole in
each cutout and aach strings to it and e them on a coat hanger. The transport Mobile
is ready.
Transportaon Museum
Explain that a museum is a place where people can go to look and learn about different
things. There are different kinds of museums, such as art museums, computer museums,
science museums and history museums. Encourage those children who have visited a
museum to talk about their experience. What did they see? What did they learn? Were
there things for them to touch? What did they like most about the museum?
Explain to the students that they have to create their own transport museum in the
classroom. Brainstorm and help make a list of different vehicles. Encourage students to
think of all modes of transport, including vehicles for land, air, sea and space. Record their
suggesons on a chart paper.
When all the vehicles have been assembled, display them on a large table. Discuss with
the students how they want to organise their museum.
•
Do they want to group all land vehicles together and separate them from all air
vehicles together, all sea vehicles?
•
Do they want to separate trains from cars and trucks?
•
Do they want to group together vehicles that are made to transport people?
Once decided on how to organise the exhibits in their museum, help the students to set
it up.
Invite students from other classes to view it. Have volunteers show the visitors around
the museum and answer their queries.
43
“Giant Jumbo Jet”
Sing and enact the musical poem by standing one beside the other and holding each
others’ hands.
‘Be an ______.’
Pretend to be an airplane, train, car etc.
Travel in a public transport
Begin the classroom interacon emphasizing that transportaon does not only have to
include a motor vehicle, but it can also be walking or riding a bike. Connue the discussion
by explaining the rules of using many different kinds of transportaon; give details of what
is free and which of the transport you must pay to travel on. Discuss in detail different
ways to get from one place to another.
Elaborate the rules to be followed while using different forms of transport, such as the
public bus, how to read the public transportaon schedule and recognize all the possible
ways of transportaon.
Finally teach how to calculate cost and direcons, distance and ming.
Have students recognise all the ways to get from one place to another. For example, taking
the bus (either the school or the public bus) or walking. Finally, link the transportaon
systems to their lives.
Review
Worksheets
Answer a few quesons related to the invenon of the wheel and the first airplane.
Number the different means of transport in order of their speed.
Classify and colour the means of transport driven by machines.
Assessment
Ask a few quesons to review the lesson.
44
•
Write the means of transport that were used aer the invenon of wheel.
•
Who invented the fist airplane and when?
•
Name the suitable means of transport that you will use to go to: the Super market;
Dubai to Sri Lanka; India to Australia; Your Uncle’s place.
•
If you plan to travel in a public transport, what are the things you must keep in
mind?
•
What is the colour of the public transport buses in your city?
Environmental Education
Lesson Plan - c
Topic : Means of Communicaon
Duraon: 3 hours
Brief Descripon: Through this lesson the students will learn about different means of
communicaon and recognize people’s need and desire to communicate and develop an
ability to describe and classify the past and present invenons of communicaon.
Learning Objectives
As a result of this unit, the students will be able to:
•
Acquire knowledge about the dramac change in the means of communicaon
that has been taken place over the years.
•
Recognise the need and desire to communicate.
•
Name and classify both the slow and fast means of communicaon
•
Compare and differenate between means of personal communicaon and mass
communicaon.
Material Required
A Powerpoint Presentaon showing means of communicaon used in ancient mes, a
postcard, an aerogram, an inland leer, stamps, A4 size sheets, cra paper, newspapers
and a handkerchief.
Teacher Activity
T
Explain the word “communicate” (which means to share informaon or send messages).
Ask if communicaon is necessary? Why? (Students might say that people need to
communicate to conduct business, learn or secure things like food, water or shelter.)
‘What if we could not communicate by voice?’
By what means would we communicate? (The responses of the students could be to move
one’s hands to gesture what we need, write notes, etc.)
Relate the above menoned quesons to daily experiences. Further tell them that
sending and receiving messages is called communicaon. Provide the following
situaon to the children: Our School’s Principal has some very excing news to tell. How
will he/she communicate the news to the students? To teachers? To parents? To the
neighbourhood?
45
List all of the students’ ideas about which communicaon methods to use, encouraging
them to consider the best method for each audience.
Communicaon in Early Years
Through a Powerpoint Presentaon show students ‘How people in ancient mes used to
communicate’?
Further explain how a long me back people communicated with the help of fire. If there
was a threat of invasion the defenders would make fires on the top of hills or mountains
and the people on the next hill would see it and light their fire which would be seen on
the next hill and so on unl the leader of the army would find out. This meant a simple
message could be passed a long way in a short period of me.
Carrier pigeons were used to get informaon from one place to another quickly (compared
with people walking or running). When some important informaon needed to be sent a
message was wrien on a very small piece of paper and it was aached to the pigeon’s
leg. The pigeon was then released and then home. The person back at the pigeon’s home
would see the pigeon return, read the message and pass the informaon on to the person
it was meant for.
In the United States there was the Pony Express. This was a series of stables set up along
a line between canters of communicaon. Urgent leers would be sent using this method
before telegraphy or train lines connected the two points. The pony express rider would
ride his pony unl it started to re and at that point the next stable would be in view. The
rider would quickly change horses to get a fresh mount and connue the journey at full
gallop.
Discussion
Start a brainstorming session, “What means of communicaon do we use in order to keep
in touch with our relaves?” Record responses on a piece of chart paper with the heading,
‘Means of Communicaon’. Add that the postal system may appear to be outdated when
compared with the more modern technologies such as the telephone, fax, and internet,
yet it sll has an advantage owing to its ability to send wrien documents as well as other
items to any locaon, no maer how remote and lacking in modern technology the place
might be.
A leer starts its journey in the street posng box. Leers are collected six days a week
and taken to the mail centre in the state’s capital city. The mail is sent to its desnaons
within each state, interstate and overseas. It travels by all modes of transport – rail, road,
sea and air. Mail arrives at delivery centers and is sorted by hand. The postman delivers
the mail to household leerboxes and business addresses.
46
In order to send a leer you are required to write the date, address, name and PIN number
of the city. The PIN number is the Postal Index Number. Each town and city has a specific
number by which they are idenfied in the postal circles. It is specific to a parcular place.
Ask the students to find out the PIN code of their city.
Discussion
Take up the concept of ‘Mass Communicaon” by pung across a situaon such as:
•
Give an adversement to promote a class party.
•
How will you communicate the message to get more students to aend the
party?
Next list the different ideas and discuss topics that the students think that they need to
know in order to aract more students to the class party, and what methods could be
used to distribute that informaon.
Demonstrate how use of language is related to successful communicaon in different
spoken, wrien and visual communicaon contexts, such as public speeches, debates,
and adversing.
Interpersonal means of communicaon
Communicaon is the sending and receiving of spoken or wrien messages between
people and places. Leers are the most common means of communicaon. Other means
are the telegram, telephone, telex, fax, e-mail, radio, television, newspapers, etc.
A telephone is the fastest means of communicaon. Today, we can talk to people in faroff cies or even in different countries through the STD (Subscriber Trunk Dialing) and ISD
(Internaonal Subscriber Dialing).
We can also send messages by electronic-mail (e-mail) and the internet to any part of the
world on the computers. The internet is a worldwide computer network by which a user
can connect his/her computer to another computer in any part of the world. An E-mail is
a very inexpensive means of communicaon.
A Fax or facsimile is an electronic device that enables instant transmission of any maer,
which may be handwrien or printed like leers, diagrams, graphs, sketches, etc. By
using telephone lines this machine sends the exact copy of the document to another fax
machine at the receiving end.
A leer, telephone and e-mail are personal means of communicaon i.e. they are used as
a means of communicaon between individuals.
47
When we have to communicate with a large group of people, or many people at one me,
we have to use means of mass communicaon i.e. the newspaper, radio or television,
etc., which are different means of mass communicaon.
All means of communicaon are useful in their own way. Together, they help us keep in
touch with our friends, relaves and the world.
Student Activity
Visit to a Post Office
Take the students for a trip to a post office. Talk in detail about the process involved in
circulang mails. If possible arrange for a post office personnel to speak to the students.
Distribute samples of an aerogram, inland leers, postcard, stamps etc. On the way out
let the students observe a mail van and a leer box too.
Making a class telephone and directory
Aer coming back to school, help students to write the address, telephone number and
PIN number of their area. Compile and make a class telephone and address directory.
Divide students into groups and ask them to role play to show the journey of a leer.
Each student will take turns to enact as a postman, postmaster, leer box, leer, mail
van etc.
Give a brief overview that before the invenon of the telephone, urgent messages were
sent through a telegram. The cost of sending a telegram depends upon the number of
words one writes. Write a telegram in minimum words for a given situaon e.g. owing to
an illness I will not be able to aend the wedding funcons etc.
Role Play
Enact a telephonic conversaons to show how we communicate under different
circumstances.
Create an e-mail ID
Create your e-mail ID. Felicitate the students in doing the same and ask them to share
their e-mail ID with their friends and then send a an email.
Leer Wring
Write a leer to your friend or a relave menoning the date of wring the leer, name,
address and PIN code of the receiver. Drop the leer in the leerbox and keep a track of
48
the leer ll it reaches its desnaon.
Create a weekly class newspaper
Divide students into groups and help to create a weekly class newspaper. Distribute the
dues for illustraon, eding, making a layout, etc. Demonstrate how to create pages for:
sports achievement, class assembly, fun-filled acvies done in the class, library etc.
Newspaper acvity
Look at 5-6 newspapers carefully. Collect the types of informaon a newspaper gives. For
example: weather report, sports and news etc. Enlist the names of various newspapers
and news channels. Find out the names of four companies that provide mobile services in
your city. Observe the message on any one hoarding and write it.
Review
Worksheets
Observe the pictures carefully and write ‘O’ for means of one to one communicaon, and
‘M’ for means of mass communicaon.
Answer quesons related to important means of communicaon.
Assessment
Ask a few quesons to review the lesson.
•
Name a one-to-one or personal means of communicaon?
•
What is the advantage of mobile phones?
•
Which are the postal items that can be bought from the post office?
•
Which is the cheapest mean of communicaon?
•
What is a PIN code? What is the PIN code of your area?
49
Environmental Education
Lesson Plan - d
Topic : Safety on the Road
Duraon: 3 hours
Brief Descripon: Through this lesson, the students will learn and recognise traffic safety
rules, measures and signs that must be followed on the road and also while using different
modes of transport.
Learning Objectives
As a result of this unit, the students will be able to:
•
Learn about the safety rules that must be followed on the road.
•
Understand and interpret traffic signals and signs.
•
Develop an awareness about safety rules that must be followed on a road.
•
Comprehend and realise the importance of safety rules.
Material Required
Puppets, A4 size sheets, placards with traffic signals and signs, pictures of dos’ and don’ts
of safety rules.
Teacher Activity
T
Interview a Traffic Policeman
Discuss the importance of ‘rules’ as a vital part of road safety. The main road safety rule
is to Stop, Look, Listen and Think before crossing the road.
Invite a traffic policeman in the morning assembly. Explain traffic rules and show samples
of traffic signs, signals, their meaning and use.
Discuss the following ‘Road Safety Rules’ -
50
•
Always cross the road at a crosswalk or traffic light.
•
Stand back several feet from the sidewalk unl you are sure it is safe to cross.
•
Never assume that a driver will abide by the traffic laws and stop at a red light or a stop
sign.
•
Look both ways before crossing.
•
When crossing in front of a truck or bus, walk at least 10 feet in front of the vehicle to
ensure that the driver can see you, Walk briskly but cauously.
Create a situaon like – there is a boy, John, who wants to go to his friend Mary’s
birthday. Debate the factors that are important for him to consider if he is to cycle to his
friend Mary’s birthday party carrying her present. The students are suggested various
factors which are involved in a cycle trip. Have a class to debate as to how these factors
will affect the safety of the trip, e.g.Should John use the busy main road or the cyclist’s path, and what is the safest way to
carry the birthday present on his bicycle?
Each student then writes a few lines about the safest opons available to John for his trip
to the party.
Treasure Hunt
Design a one-page list of items and objects that students can look for on their way to
school. Include all street signs, such as stop, school ahead, bike route signs, etc. Also
include fun items, such as an oak tree, a black dog or a house with a front porch. The
list can also ask quesons such as, “Which is the bus stop closest to your home?” These
are the “treasures” that the students will hunt for. Distribute the list to the students and
designate a compleon date.
Students will use the list as they walk to school. They must idenfy each object and where
they found it on their list.
Have a discussion on what they learned from the treasure hunt.
Traffic First
Enact the poem on ‘Safety Rules’.
Student Activity
Theatre acvity
Divide students in groups of 4. Set the chairs out in the formaon of a car – 2 at the back
and 2 in the front.
The passengers in the back have to try and distract the driver as much as possible (without
touching the driver or any other part of the car). This may involve arguing with each other,
pestering quesons, etc. The front passenger has to read through the route card and the
driver has to memorise as much as s/he can in those 5 minutes.
51
Highlight how difficult it is to concentrate and drive when there are distracons in the
car.
Class Book
A class book helps to apply road safety knowledge into a wrien format. Involve the
students in creang the pictures for the book. Have the kids demonstrate various road
safety situaons. Take photos of the students that will be used to make the book. Then
help students to add text to go along with the pictures describing basic road safety
concepts. Bind the book and keep it in the classroom.
Visit to a Traffic Park
A traffic park provides students with a first hand experience to get acquainted with traffic
signals, signs and their usage. Divide students into two groups. The first group will enact
as pedestrians and learn ‘How and where to cross the road and the second group will
drive toy cars to understand how vehicles should move on a road. Aer coming back from
the traffic park students will be asked to enquire from the school-bus drivers about the
dos and don’ts of safety rules while travelling in the bus and enlist them.
Visit a road crossing
Visit a traffic intersecon along with your teacher and observe:
•
Are people really using the Zebra crossing while crossing the road?
•
Are there any sidewalks? Do pedestrian use them?
Aer returning to the School, illustrate the scene of a road intersecon with sidewalks,
zebra crossing, etc. Also show the direcon or movement of vehicles.
Biking Game
Make a license plate e and aach it to your bicycle yourself with a tape or string. Next,
make road signs on a large piece of paper. Suggested signs should be: Stop, School Crossing
and Speed Limit. Aach the finished signs to poles or dowels and place them in the grass
along the sidewalk. Have children ride/mime, bike down the sidewalk and obey each of
the signs. The teacher can pretend to be a police officer, giving ckets to offenders. The
student with the least number of ckets wins.
Find out
Find out the telephone numbers of the Emergency Services in your city.
52
Review
Worksheets
Look at the pictures and put a cross(X) on those that show someone is breaking the
rules.
Look at the pictures and put a ck or a cross. Also give reasons to support your answer.
Observe the pictures of traffic signs, recognise them and write what they mean.
Answer quesons related to safety on a road. (Quiz).
Read the conversaon between Ravi and his Dad as they go for a football pracce. They
will choose the right words from the list given.
Assessment
Ask a few quesons to review the lesson:
•
Why should we follow traffic rules?
•
Enlist the safety rules that must be followed on road.
•
What are the colours of traffic signals? What do they mean?
•
Draw and colour the traffic sign for ‘No Parking’.
53
Mathematics
Lesson Plan - (a)
Topic : Paerns
Duraon: 6 hours
Brief Descripon: In this lesson, the students idenfies and recognises the paerns
exisng in environment and then create paerns with numbers and shapes. They also
comprehend the paerns through various flash cards and examples and complete the
various paerns of shapes , objects and numbers series.
Learning Objectives
As a result of this lesson, the students will be able to:
•
Comprehend various paerns and sequence numbers, shapes and other objects
•
Create paerns with block paerns.
•
Connect and correlate the various paerns observed in nature.
Material Required
Flash cards, cutouts of geometrical shapes. ink pads, prinng blocks, strips of paper,
number cards and colours.
Teacher Activity
T
As the students have prior knowledge of paerns (class 1), recall paerns as repeated
designs or a sequence. Explain that we see paerns in everyday life. Ask the students
to explore their surroundings and draw some paerns which they have seen and found
around. They observe paerns in plants, flowers, leaves and appreciate the beauty of
nature.
Making Paerns
Show the first flash card to the students and ask what kind of paern these beauful
flowers make?
54
Aer geng a response from the students explain that repeated paerns can be made
using different colours.
Show the second flash card and ask the same queson.
Explain again that repeated paerns can also be made using different sizes. The students
observe the basic unit which is being repeated to generate the paerns.
In the above example, the basic unit which generates paerns is -
Again, show the following flash cards and explain the repeated paerns made using
different shapes.
Show the following flash card where paerns are made by turning shapes.
55
Lastly, show a flash card and ask them to observe the paerns on the buerflies’ wings.
Explain that this is an example of paerns that they observe in daily life.
Take the students to the school garden and ask them to observe paerns in different
shapes, sizes, colours in leaves, flowers, etc. Also show them pictures of some animals like
the zebra, ger, snake and ask them to observe the paerns on their skins.
Through thumb and fingers prinng, the students observe paerns on the print and learn
that every individual has different finger prints.
Provide students with an opportunity to form paerns by performing the acvity ‘Let’s
Create’.
Further explain through the acvity ‘Growing paern’ that in some cases a paern does
not repeat, it just keeps on growing.
Growing paern
Divide the students in groups of two and provide each with triangle sckers, then ask
them to make the paern. The following paern is displayed on the board.
Explain that this is not a repeated paern as this paern keeps on growing following
some parcular rules. Ask the students to observe the rule and connue the paern.
Provide students with more examples where they experience a growing paern.
For example :
Aer the students have mastered the skill of recognising and extending paerns in shape
connue by explaining that its not only shapes that form paerns. Paerns and sequences
are observed in numbers also.
56
Take the following examples and explains different ways in which numbers form paerns
and explain the rules they follow.
•
Arranging numbers in increasing order:
60, 61, 62, 63, 64, __
•
Arranging numbers in decreasing order:
14, 13, 12, 11, 10, __
•
Skipping a number in the sequence or adding one :
1, 3, 5, 7, 9, __
•
Skipping two, three, four… numbers in a sequence:
23, 26, 29, 32, __
109, 119, 129, 139, __
300, 400, 500, 600, __
•
Mulples of any number such as 3, 4, 5
2, 4, 6, 8, 10, 12, ___
4, 8, 12, 16, 20, 24, ___
5, 10, 15, 20, 25, 30, ___
Write different number paerns on the board. Ask the students to extend the paern to
the next three numbers and also, explain the rule that is being followed in extending a
paern. Provide students with ample examples ll they aain perfecon in extending the
number paern by following rules.
To reinforce the concept of extending paerns and sequencing
undertake the acvity ‘Number Card Game’
in numbers,
57
Student Activity
Lets Create
Divide the class into groups of 5-6 depending upon the class size. Provide each group
with colourful cutouts of different shapes such as stars, squares, circles, rectangles,
semicircles, etc and two long paper strips. Ask the students to make different paerns
using the given cutouts and paste them on paper strips.
Aer the acvity is over, display the paern of each group in the class.
Creang Paerns
Provide each student with a stamping kit which includes an ink pad, a rubber stamp,
theme blocks (transport, flowers, birds, shapes, etc) and strips of paper. Help the students
to fix the theme blocks on the rubber stamp, press it on the stamp pad and stamp the
paern on the paper. Once the students are comfortable, they use their creavity to form
different paerns.
rubber stamp
58
ink pad
strip of paper
stamping paerns on paper
Explain that vegetable prinng is also another fun method to create paerns. Take a few
vegetables such as okra, potato, carrot, etc; engrave a beauful design on the base of
each vegetable. Dip the engraved side of the vegetable in thick paint. On a plain white
strip of paper, stamp the vegetable and form beauful paerns.
For scker art, students sit in pairs. Provide each pair with two white sheets of paper. On
each sheet, a picture of any means of transport is drawn, for example: a truck, train, bus,
car, etc. Also provide each pair with a packet of colourful sckers or stones of different
shapes. Give the students 20 minutes to create a beauful paern on the picture using
59
sckers.
Number Card Game
Prepare different number flash cards depending upon the class size. For example: for a
class of 25 students prepare 25 flash cards from nos. 1-25 so that each student has one
number flash card with him/her. Begin the acvity by calling out a number sequence and
students arrange themselves accordingly. For example:
Numbers 10-15 arrange themselves in ascending order.
The students with numbers 10 - 15, come in front and quickly stand in ascending order.
10
11
12
13
14
15
Arrange numbers 16-25 by skipping three numbers.
16
60
19
22
25
The student with number 16 comes followed by number 19 and 22 and so on... .
Similarly, take more number sequences and make sure that each student gets a chance to
form a paern with his/her number.
Review
Provide students with sufficient pracce that they are able to idenfy and extend paerns
both in numbers and shapes.
Also give them ps to extend number paerns and enhance their mental agility.
For e.g. 2,4,6,8,...
In this paern numbers are increasing, so the paern is extended by using addion or
the mulplicaon operaon. The rule for extending paern is by adding 2 or by counng
in 2’s .
Discuss the significance of paerns and sequence in day-to-day acvies.
Ask the students to explore their surrounding and make note of things where they have
observed paerns either in numbers or shapes.
Assessment
The students are assessed on their knowledge related to the topic, parcipaon in
class acvies and how efficiently they are able to apply the concept learnt outside the
classroom. Ask the following quesons:
•
What is the paern that is being followed in the following flowers.
•
Observe and connue the paern
•
Observe and connue the series: 335, 345, 353, ___________ ( numbers).
•
Skip count in 5s aer 100 .
______ ( shapes and objects)
61
Mathematics
Lesson Plan - (b)
Topic : Fracons
Duraon: 7 hours
Brief Descripon: In this lesson, the students comprehend the concept of the whole and a
part and relate it further with the concept of fracons. They develop clarity in idenfying
the numerator and the denominator and read and write fracons of shapes and objects.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Define fracon as a part of a whole.
•
Interpret the denominator as the total number of parts of a whole and numerator
as the number of parts considered.
•
Realise the significance of the concept in day-to-day life and apply the same in
various situaons.
•
Use diagrams and the paper folding techniques to find one half, one quarter, one
third and three quarter fracons.
•
Read and write the fracon of a given shaded figure.
Material Required
An apple, a knife, drawing paper divided into four secons, crayons, three paper squares
of the same size for each child, drawing sheets, pencils, scissors, glue, paper strips, toy
cars, rectangular sheets of paper, colours, a chocolate bar, 4 paper plates.
Teacher Activity
T
Introduce the topic by taking a few examples from real life experiences. For example Ria
ate only half a chapa or Soumya has le undrunk a quarter of a glass of milk. Explain
that half and quarter are commonly used words which show that they are a part of
something.
Show an apple and explain that as it is not cut into pieces, it represents a whole. A whole
means when the object is one. Discuss a few more examples.
62
This is a whole pizza.
This is a whole sandwich.
Also discuss that a whole can be collecon, for e.g. bread, a packet of coloured pencils.
Now cut an apple into two equal parts. Give each part to two students each and explain
that now the apple is divided into two equal parts. Therefore each part is called a fracon
of the whole (the full thing).
Explain that a fraconal number is wrien in the following manner :
•
Number of parts taken.
•
Total numbers of equal parts.
•
The total number of equal parts an apple is divided = 2.
•
Each student got = 1 part.
•
Fraconal number represenng the share of each student is wrien as ½.
•
½ represents one equal part out of two equal parts and is read as one - half.
1
2
1
2
63
Again take an apple and this me cut it into 4 equal parts and distribute among 4
students.
¼
1/4
¼
1/4
Total number of equal parts an apple was divided = 4
Each student got = 1 part
The fraconal number represenng the share of each student is wrien as ¼
¼ represents one equal part out of four equal parts is read as one-fourth or one quarter .
Further explain that the number on top is the numerator, represenng the part of whole
being considered. The number at the boom is the denominator, represenng the total
number of equal parts in which is whole is divided.
Similarly explain one-third fracon (⅓) and recall the vocabulary related to fracons
Fracon – A part of whole.
Whole - The enre object.
Part - A piece of a whole object.
Equal - Of the same amount or size.
Half - One of the parts that results when a whole is cut into two equal parts.
Quarter - One of the parts that results when a whole is cut into four equal parts.
Also explain that in a fracon a whole is always divided into equal parts and define fracon
as a part of the whole. To make this concept more clear the acvity ‘Fun with pasng’ is
undertaken.
As students are familiar with the concept of one half, one quarter and one third fracon;
provide the students with a hands on experience to reinforce the concept through the
paper folding technique in the acvity ‘Fun with paper folding’.
Provide students with worksheets where they read and write the given fracons.
64
To explain that a fracon also refers to a part of a whole collecon or group, do the
following acvity with the students.
Sharing Toy Cars
Divide the students in groups of 4. Each group gets 20 toy cars.
Ask the students to divide the cars equally among themselves and answer the following
quesons:
a) How many cars are there in a collecon?
b) How many groups are formed?
c) Number of cars in each groups?
d) Fracon of cars each group has.
One collection of 20 toy cars.
65
One collection divided into four
equal parts.
Explain there are 20 cars. Each group gets 5 cars, so the fracon represenng the cars in
each group is
or
.
In case of
, the numerator( 1 ) represents the number of groups and denominator (4 )
represents total number of groups.
Emphasise on each part being one-fourth of the complete collecon. Similarly ask the
students to divide the collecon in two to three equal groups.
‘Sharing With Friends’
Narrate a story.
Jim wants to share a chocolate bar which has 12 pieces, among his friends.
The chocolate has to be shared among three children. So how should Jim share it so that
each one gets an equal number of pieces. Firstly, he breaks the chocolate randomly and
gets three ports of unequal pieces.
Ask the students it they can tell the fracon of each group. Explain that if the ports are
not divided into an equal number of pieces, they cannot write the fracon, as the whole
is not divided into equal parts.
66
Jim takes another chocolate bar and applies the concept of division to share 12 pieces of
chocolate. 12 pieces have to be divided in three children, so ask the students to recall the
concept of division and tell how many pieces of chocolate will each child get.
Aer geng the response from the students, explain that 12 divided by 3 is 4. So, each
child gets 4 pieces of chocolate. Each child didn’t get the whole chocolate. They got only
a part of the chocolate. Write the following statements to demonstrate how a fracon is
represented in figures and words.
Total number of chocolate pieces = 12 (Denominator)
No. of pieces each child got = 4 (Numerator)
Fracon of chocolate bar each child gets =
Or if Denominator = 3 (chocolate is divided in to 3 equal groups)
Numerator = 1 (each child gets one group)
The fracon of the chocolate bar each child gets =
As students are now familiar with the concept of half, explain symmetry when something
is divided into equal parts that both parts are a mirror image of each other. Symmetry in
shapes is explained through the acvity ‘Fun with Shapes’
67
Student activity
Fun with Pasng
Divide the class in groups of 4 and provide each group with 4 paper plates of the same
size. Ask the students to cut the first plate in 2 equal pieces, second plate into 4 equal
pieces and the other two plates are taken as a whole. The students paste two halves
on one plate, then 4 quarters on another plate and observe the pieces as they exactly
overlap the whole plate. Conclude that 2 halves and 4 quarters make a whole.
Fun with Paper Folding
Give each student a white rectangular paper strip. Fold it in such a way that the strip
is divided into two equal parts. Make sure that the student has folded the paper strip
correctly to get two equal halves. Aer all the students have folded accurately, ask them
to colour one part and write the fracon of the coloured part.
Paper strip folded in half and shaded.
Number of equal parts: 2
Number of parts shaded: 1
The fraction shaded : ½
Similarly, take another paper strip and fold it into three equal parts and colour one part
to show the
fracon.
Take a strip of paper. Fold it into four equal parts. Open and shade one part. Each part is
called one-fourth of the whole.
Again give the students a rectangular paper strip and ask them to fold the paper strip to
get 4 equal parts.
68
Number of equal parts = 4 (Denominator)
Number of parts shaded : 1 (Numerator)
The fracon of shaded part =
Further divide the class in groups of three and ask each student to bring a sandwich (a day
earlier) or take them to the school canteen and provide each group with 3 sandwiches.
Then ask them to divide each sandwich into two, three and four equal parts respecvely
and share among their group. On a plain sheet write the responses to the following
quesons.
•
In how many parts did each group divide the sandwiches?
•
How many parts did each child get?
•
What fracon of the sandwich have they eaten?
•
Write the fraconal number represenng the numerator and the denominator.
Recapitulate the concept of the numerator and denominator and explain that when
something is divided into two equal parts, each part is one half of the whole
Also provide students with different shapes, e.g. a circle, triangle and rectangle where
they represent the
,
,
fracons. To make the acvity more fun oriented either
provide students with muffins or chocolates. Ask them to consider the muffin as a circle
and chocolate bar as a rectangle.
Discuss and show how a circle, rectangle and square can be divided into two , three and
four equal parts in different ways.
69
As the students are already familiar with one-fourth fracon explain the concept of threefourths (3/4). Conduct the following paper–folding acvity.
Provide each student with a square or rectangular paper sheet. Ask them to fold it into
four equal parts. Open and shade three parts. When three out of four parts are taken into
consideraon or shaded, it is ¾th of the whole.
One whole paper strip
¾
Number of equal parts = 4 Denominator
Number of parts shaded = 3 Numerator
The fracon shaded = ¾
Fun with Shapes
Takes a square sheet of paper, fold it and tear it along the crease. Show it to the class and
explain that a geometrical shape is divided into two mirror halves.
70
Provide each student with 2-3 geometrical shapes such as a rectangle, circle, diamond
and triangle. Each shape has a doed line which runs along in the centre and divides the
shape into two equal halves. The students fold the shapes along the doed line, tear or
cut them and make two equal halves of the shapes.
Emphasise on symmetry in geometrical shapes through a worksheet. The students observe
around them and list the things in which they find symmetry, e.g. blackboard, alphabets
such as A, H,U, etc.
Review
Apply the concept of fracon as a part of the whole in everyday life .
Provide students with worksheets to write fracons for the shaded part and
vice-versa.
Assessment
The students are assessed on their knowledge related to fracons, their enthusiasm in
class acvies and how they apply the concept to learn in real life situaons. The following
quesons can be asked to determine the level of understanding of the topic that the
students have aained.
•
Shade ½ in the following pictures.
•
Find the odd one out 1/3.
•
If a pizza with 8 pieces is to be
divided equally among 4 children, shade the piece each child would get.
•
Look at the pictures and ck the ones that represent ¾ (three fourth)
71
Performing Arts
Lesson Plan
Topic : Song and Drama on Safety Measures
Duraon: 3 hours
Brief Descripon: This lesson promotes an awareness about safety measures and inspires
the students to enact and present safety rules through dramasaon.
Learning Objectives
As a result of this lesson, the students will be able to:
•
Encourage dramac play by developing imaginaon.
•
Adopt safety measures by developing observaon power.
Material Required
Toys, costume props, signboards.
Teacher
T
Activity
Interacon on safety rules
Plan a walk around the neighbourhood to observe traffic on the streets.
Divide the class in groups as per the number of the students. Arrange for the costume
props and other required material for the dramac play ‘On the Bus’.
Student Activity
On the Bus
Students enact the play as per the alloted roles. Students go to the designated place
and place their signboards (school gate, market place, bus stop etc.) at different places
when they visit a certain place. The designated teacher (one of the group leaders) takes
the school children to the bus stop telling them how to cross the road safely (as the bus
stop is across the road). Some of the students ride their riding toys to represent traffic on
the road while the school children cross the road making sure that they don’t bump into
them. The bus driver (one of the students) stands facing the audience and pretends to
be driving a bus. The other students should line up on one side as if waing to board the
72
bus. The bus driver applies the brakes (Students do this with lots of screeching noise) and
mime opening the bus doors. The first student in line boards the bus. The student-teacher
stands beside the students in a queue. One of the students’ pushes his/her fellow mates
while boarding the bus. The student-teacher intervenes to make the students realize the
importance of safety rules.
Review
Students fill in the missing blanks on their own geng clues through rhyming words.
When you’re sing on the b________,
Please sit sll, don’t make a fuss.
Keep your hands beside your s________,
Feet to the front for the whole ride!
When you’re riding in a c________,
In the back is where you are.
That’s the safest place to b________,
On a booster seat you see!
(Reference: Grade II acvity book by Alberta Office of Traffic Safety)
Assessment
Assess the students based on their responses to the class acvity and classroom interacon
on ‘Safety on Road’.
73
Visual Arts
Lesson Plan
Topic : Making Models of Different Vehicles
Duraon: 3 hours
Brief Descripon : Creang paerns using repeve shapes which can be used to create
borders, designs, etc.
Learning Objectives
As a result of this lesson, the students will be able to :
•
Understand how tessellaons are formed.
•
Create designs using tessellaons.
Material Required
Templates of shapes, view finders, visuals of tessellaons, sketch books and colours.
Teacher Activity
Show visuals of repeve paerns. Encourage observaons. Go around the school with
a view finder. Start by looking for paerns in man-made materials, artwork, architecture,
and the like and look for repeve paerns on the floor, on the walls, etc. Introduce the
word tessellaons. Ask them to think of tessellated shapes in everyday life. Their task is
to find tessellaons in their surroundings, on their way home, etc.
Can you find some tessellaons in nature? There are some, for example: honeycomb.
Give the students templates of simple squares or triangles and instruct them to repeat
the shape as a paern to form a design.
Student Activity
Students trace a template of the given shape repeatedly to create a design. They can
choose two colours to fill the design. Their designs can be used as borders for the class
display boards.
74
a tessellaon of triangles
a tessellaon of squares
a tessellaon of hexagons
They learn that a tessellaon is created when a shape is repeated over and over again. All
the figures fit onto a flat surface exactly together without any gaps or overlaps.
Review
Students idenfy the shapes used in the displayed work. They also present the findings of
their task, i.e. tessellaons in their everyday surroundings, in front of their classmates.
75
Physical Education
Card 13
Throwing at targets
Use these activities to:
•
Improve the accuracy of throwing;
•
Throw underarm and overarm;
•
Use different equipment effecvely;
•
Roll and throw objects accurately.
Activities
In groups
76
•
Throw bean bags, balls and other object to land on or in targets.
•
Throw a ball to land in, or on different targets.
•
Roll the ball to try and knock down blocks or markers.
•
Play games of Hopscotch.
Variations
•
Increase the distance from the target.
•
Decrease the size of the target.
Equipment
•
Variety of objects that can be thrown.
•
Lime powder or markers, cones, boxes, buckets or ropes to make targets.
Safety Measures
•
Throw in one direcon or away from each other.
Links to other subjects
English: comprehension of spoken and written words
•
Each me a target is hit, the child picks up a word and says its opposite e.g. ‘short’,
‘long’.
Mathematics: measurement
•
Ask the children to measure the distance between the starng line and the targets
using non standard units of measurement. Do not use standard measurements to
place targets at specific distances from the start line.
Curriculum Links
•
Linked to the learning objecve no. 6 in the CBSE School Health Manual and the
Theme on Movement Awareness in the NCERT Syllabus: What are the other forms of
movement?
Self Assessment
•
Which acvity was I most successful at??
77
Card 14
Throwing at targets
Use these activities to:
•
Improve the accuracy of throwing
•
Throw underarm and overarm
•
Use different equipment effecvely
•
Roll and throw objects accurately.
Activities
In groups
78
•
Throw bean bags, balls and other object to land on or in targets.
•
Throw a ball to land in, or on different targets.
•
Throw a bean bag in a marker.
•
Play the game of Hopscotch.
Variations
•
Increase the distance from the target.
•
Decrease the size of the target.
Equipment
•
Various objects that can be thrown.
•
Lime powder or markers, cones, boxes, buckets or ropes to make targets.
Safety Measures
•
Throw in one direcon or away from each other.
Links to other subjects
English: comprehension of spoken and written words
•
Each me a target is hit, the child picks up a word and says its opposite e.g. ‘short’,
‘long’.
Mathematics: measurement
•
Ask the children to measure the distance between the start line and the targets using
non standard units of measurement. Use no standard measurements to place targets
at specific distances from the start line.
Curriculum Links
•
Linked to the learning objecve no. 6 in the CBSE School Health Manual and the
Theme on Movement Awareness in the NCERT Syllabus: What are the other forms of
movement?
Self Assessment
•
Was I beer at rolling or throwing? Was I more successful when throwing a bean bag
or a ball?
79
Assessment
80
Assessment
English
By the end of this unit, the students will be able to :
•
•
•
•
•
Develop an awareness about the fact that verbs with singular nouns have ‘s, ‘es’
aached to them.
Know that verbs with a plural noun do not take ‘s’, ‘es’ with them and ‘i’ is an
excepon.
Enhance knowledge related to acons occurring daily (habitual acons) and facts
about the universe.
Learn the spelling rule for adding the leers ‘es’ to plural nouns.
Use auxiliary verbs - is, am, are + ing form of the verb for the acons happening
now and at the moment.
Rubric for the unit
Expected
Learning Outcomes
Appropriate use of
verbs
Respond to verbs
as acons, events
and universal facts
Indicators of student’s performance
Beginning
Developing
Achieved
The student is able
to :
The student is
able to :
The student is able
to :
Rarely idenfy
the words which
describe an acon.
Idenfy the parts
in a sentence
which describe
the acon being
done but needs
assistance to use
appropriate verbs
in a sentence.
Confidently use the
appropriate verbs to
complete a sentence
and easily idenfy
the acon words
given in a sentence.
Move through a
logical sequence
of events to
idenfy words
that describe
acons happening
at present in a
given passage,
story or
conversaon.
Restate facts and
details in the text to
clarify and organise
ideas in self wrien
Express acons
happening in the
present clearly,
without inhibions.
Use verbs with
increasing accuracy
and confidence.
arcles and stories.
81
Expected
Learning Outcomes
Expression of acons
happening at the
moment of speaking
82
Indicators of a student’s performance
Beginning
Developing
Achieved
Organise their ideas
and observaons.
Describe the acons
demonstrated and
ask quesons each
other about acons
happening in the
classroom.
Describe brief
narraves based on
their experiences;
use the present tense
verbs confidently
without inhibions.
Combine the acons
happening now with
the habitual acons.
Apply the rule
correctly for the
acons happening
now but cannot
idenfy the acons
happening around
at the moment or
planned acons
pertaining to the
near future.
Use forms of the verb
‘be’ with the ‘ing’
form of the main
verb, confidently and
correctly.
Environmental Education
As a result of this unit, the students will be able to:
•
Acquire knowledge about the means of transport and communicaon used in
ancient and modern mes.
•
Idenfy and classify:
-
Means of transport driven by human, animal and machine power.
-
Slow and fast means of transport and communicaon.
-
One-to-one communicaon and mass communicaon.
-
Safety rules to be followed on the road and while travelling in a bus.
Rubric for the unit
Expected
Learning Outcomes
Story of Wheel
Indicators of student’s performance
Beginning
Developing
Achieved
The student is able
to :
The student is able
to :
The student is able
to :
Share limited
informaon about
wheels.
Idenfy the uses
and benefits of the
wheel.
Understand the
concept and explain
it.
Relate the use of
wheels in one’s life.
Means of Transport
Project an
understanding
of slow and fast
means of transport
to some extent but
needs constant
guidance from the
teacher.
Understand the
concept clearly and
remains eager to
know more about
the concept.
Well informed
and can enplain all
the terms related
to the concept
independently.
Means of
Communicaon
Understand the
common means of
communicaon but
needs to enhance
ones’ observaon
and classificaon
skills.
Perform the
acvies
independently
though needs
exposure to
enhance cognive
skills.
Classify different
means of
communicaons,
one-to-one
communicaon
and mass
communicaon.
83
Safety on the Road
84
Tell the basic traffic
rules but needs to
be acquainted with
the importance and
meanings of various
traffic signals and
signs.
Observe and grasp
the concepts
promptly under the
constant guidance
and supervision of
the teacher
Elaborate upon
various traffic rules,
signs and signals
and pracce them.
Mathematics
By the end of this unit, the students will able to :
•
Comprehend and generate paerns and sequences with numbers and shapes.
•
Use mathemacal operaons to extend number paerns.
•
Idenfy and categorise paerns according to their shape, colours, size or
rotaon.
•
Understand fracons as a part of the whole.
•
Interpret the numerator and denominator of a fracon.
•
Represent part of a whole or collecon in the form of fraconal numbers.
Rubric for the unit
Expected
Learning Outcomes
Indicators of student’s performance
Beginning
Developing
Achieved
The student is able
to :
The student is able
to :
The student is able
to :
Idenfy and infer the
sequences and the
paerns formed by
numbers and shapes
Idenfy the paerns
formed with shapes
and not with
numbers.
Idenfy the
paerns formed
both with numbers
and the shapes.
Idenfy the
paerns formed
both with numbers
and the shapes and
explain it.
Comprehend and
form new paerns
Form simple
paerns only.
Form some
simple and a
few complicated
paerns.
Form both simple
and complex
paerns with
precise explanaon.
Idenfy the
situaons and
acvies involving
fracons.
Idenfy situaons
and acvies
involving fracons
with verbal
prompts.
Idenfy and
comprehend
situaons
involving fracons
somemes. Apply
the knowledge of
fracons in case of
shapes only.
Idenfy and
comprehend
situaons
and acvies
involving fracons
independently.
Apply the
knowledge of
fracons in shape as
well as in a group.
85
Applicaon
86
Idenfy and
comprehend only
half (fracon) of a
whole and finds it
difficult to recall
the numerator and
denominator.
Comprehend and
compare various
fracons with
support. Know how
to write fracons
but finds difficulty
in defining the
numerator and
denominator.
Comprehend
and compare
fracons of a whole
independently.
Define numerator
and denominator
accurately with
suitable examples.
Fold paper to show
the various parts
of a whole but fails
to understand the
need of geng
equal parts.
Fold paper exactly
in equal parts
to show various
fracons and think
only one way of
geng equal parts.
Fold paper
exactly into equal
parts to get
various fracons
independently. Use
different ways to
divide a whole.
Considers only
those paerns
which are done in
the class and finds
it hard to explore
them outside the
classroom.
Observe with
guidance paerns
in shapes exisng in
the environment.
Observe paerns
in the environment
independently and
discuss them in the
class.
Idenfy the paerns
formed with shapes
and numbers but
finds difficulty in
applying them.
Extends paerns in
shapes efficiently
but finds difficulty
in extending
paerns using
mathemacal
operaons in
numbers.
Apply the
knowledge of
fracon only in the
theorecal sense
with the support of
the teacher.
Look for examples
outside the
classroom
environment
showing fracons
only in shapes.
Extend paerns in
shapes and numbers
using mathemacal
operaons efficiently
with an appropriate
explanaon.
Invesgate and
give appropriate
explanaons for
ones’ findings related
to fracons outside
the classroom
environment not only
in shapes but also in
groups.
Teacher Resource
Material
87
Teacher Resource Material
English
Material Required
A Pencil, paper, index cards with the given words printed on each card: buses,
messes, glasses, dresses, calves, halves, hooves, elves, thieves, foxes, fixes, mixes,
faxes, boxes, crashes, wishes, brushes, flashes, dishes, peaches, watches, churches,
lunches, munches, buzzes, fizzes, frizzes, razzes and jazzes; picture cards, a toy
telephone
Books:
The Grammar Plan – Ebooks, No Boring Pracce, Please! Funny Fairy Tale Grammar:
Highly Movang Pracce Pages-Based on Favorite Folk and Fairy Tales-that Reinforce
Parts of Speech, ... and More by Jusn Mccory Marn
Audio- Visual :
Daily acvies ‘The Simple Present Tense’ on You Tube
Present Connuous ‘The Simpsons’ on You Tube.
Websites for Reference
wwww.esl-learners.com
www.sckyball.net/grammar.html
www.oupchina.com.hk/elt/progress/
www.englishforeveryone.org
www.ecleccenglish.com
Flash Cards
A: Washing
1.
You are washing clothes.
1.
You are standing at the gas range.
2.
The telephone rings.
2.
You have a frying pan.
3.
Dry your hands.
3.
Break an egg on the rim of the pan.
4.
Answer the phone.
4.
Pour the egg into the pan.
5.
Write down the message.
5.
Toss the egg and turn it over.
C: Making Toast
88
B: Cooking
D: Drinking Milk
1.
You have a loaf of bread.
1.
You are pouring milk into a glass.
2.
Cut two slices.
2.
Some milk spills on the floor.
3.
Put them in the toaster.
3.
Get a cloth.
4.
Take the toast out of the toaster.
4.
Clean up the milk.
5.
Eat the toast.
5.
Drink the milk from the glass.
E: On the Bus
F: Shopping
1.
Get onto a bus.
1.
You are shopping.
2.
There are no empty seats.
2.
You see a nice coat.
3.
Hold onto the hand rail.
3.
Try it on.
4.
The bus stops suddenly.
4.
Look in the mirror.
5.
Someone gets off.
5.
Pay for the coat.
6.
Sit down.
6.
Take it out of the shop.
G: Cleaning
H: Watching Tennis
1.
You are cleaning the table.
1.
You are watching a tennis match.
2.
You knock over a vase.
2.
Watch the ball going to and fro.
3.
It lands on your foot.
3.
Cheer for the winner.
4.
The vase breaks.
4.
It starts raining.
5.
Clean it up.
5.
Put up your umbrella.
I: On the Train
J: At the Denst’s
1.
Get onto a train.
1.
Arrive at the denst’s clinic.
2.
Walk down the aisle.
2.
Sit down and read a magazine.
3.
Look at the seat numbers.
3.
Go to the denst’s chair.
4.
Find your seat.
4.
Sit down and open your mouth.
5.
Put your luggage on the rack.
5.
Oh dear! That hurts!
6.
Sit down and read a book.
6.
Hold your mouth.
89
Environmental Education
Material Required
OHP, LCD, Screen, construcon paper, a Powerpoint Presentaon showing means of
transport and communicaon used in ancient mes, a vintage car picture album, origami
paper, A4 size sheet, Yarn, cutouts of pictures of means of transport, an old coat hanger,
pictures of hot air balloons, sailboats etc, clay, a walnut shell, toothpicks, a postcard, a
aerogram, inland leer, stamps, newspapers, handkerchief, (toys) of different means of
land transport, a shoe box, a circular eraser, cycle wheel spokes of length approximately
6 cms each and ice cream scks, puppets, placards with traffic signals and signs, pictures
of do’s and don’ts of safety rules.
Books :
“Sky Sailors True Stories of the Balloon Era” by David L. Bristow “Cars and Trucks and
things that go” by Richard Scarry
Audio-video:
PowerPoint presentaon The invenon of wheel, Ancient means of transport,
Communicaon in Early Years.
Websites for Reference
www.yellins.com/transporthistory/books.htm
Poems
Giant Jumbo Jet
One giant jumbo jet,
Start down the runway
Ready for the flight.
Following a line.
One giant jumbo jet,
The wings are all a-silver,
Doors closed ght.
The jets are all a-glow.
The engines start a-roaring,
Pull back the joysck
Everything is fine;
And up we go.
by Brian Thompson
90
Traffic First
Up the street I look to see
If I run out I may be hit
If any traffic is near me,
But now the road is nice and clear
Down the street look as well
No car or motor, bus near me
And listen for a horn or bell
I’ll run across the road so wide
There is something coming – wait a bit
And so get safely to the other side
by Enid Blyton
The Freight Train
Clickity, clackity, clickity clack!
The train speeds over the railroad track.
It rolls and rales and screeches its song
And pulls and jiggles its freight cars along.
Clickity, clackity, clickity, clack!
The engine in front is big and black.
The cars are filled with lots of things
Like milk, or oil, or maress spings.
Clickity, clackity, clickity, clack!
The engineer waves, and I wave back.
I count the cars as the freight train goes
and the whistle blows and blows....and blows!
91
Mathematics
Material Required
Flash Cards, cutouts of geometrical shapes, ink pads, prinng blocks, strips of
paper, number cards, coloured, sckers, paper strips, drawing paper divided into
four secons, crayons, three paper squares of the same size for each child, drawing
sheets, pencils, scissors, glue, paper strips , black board, chalk, toy cars rectangular
sheets of paper, colours , apple , chocolate bar, knife, 4 paper plates.
Books :
Maths and Language Arts , Grade 1,2 and 3 / Learning Horizons ,U.S.A
Maths Art Projects and acvies/ scholasc
Child’s First Maths –Fracons/ Early Bird Books Federal Pub. (S) ptc. Ltd
Child’s First Maths –Acvity Book/ Early Bird Books Federal Pub. (S) ptc. Ltd
Test Your Maths 1 / Macmillan Children’s book
Maths and Language Arts , Grade 1,2 and 3 / Learning Horizons ,U.S.A
Maths Art Projects & Acvies/ Scholasc
Child’s First Maths –Fracons/ Early Bird Books Federal Pub. (S) ptc. Ltd
Child’s First Maths –Acvity Book/ Early Bird Books Federal Pub. (S) ptc. Ltd
Test Your Maths ,1 / Macmillan Children’s book
The Hershey’s Fracon Apple fracon Book by Jerry Palloa.
Apple fracon Book by Jerry Palloa.
Audio-video:
Fracons and paerns.
Websites for Reference
www.youtube.com - Fracons and paerns
www.googleimage.com
www.ehow.com/video-4403022-food-fracons-first grade-math-html
Performing Arts
Material Required
Safety and Traffic Rules chart, musical instruments
Books : Series of Educaonal acvity books by Alberta Office of Traffic Safety.
Complete Book of Rhymes, Songs, Poems, Fingerplays and Chants by Jackie Silberg and
Pam Schiller.
Website for Reference
www.saferoads.com/streetsafe
92
Visual Arts
Material Required
Templates of shapes, view finders, visuals of tessellaons, sketch books, colours, cartons,
boxes, bole caps, reusable containers of any kind, glue, scissors, pastel sheets, template
of a circle, origami paper, instrucon sheets (Annexure 1, unit 7)
Books : Refer to books in the library on means of transport, paerns and designs.
Audio-video: Sesame street- Box city recycling rap.meta (video downloaded from
youtube)
Websites for Reference
hp://shodor.org/interacvate/acvies/Tessellate/
hp://www.solidwastedistrict.com/fun/motorcar.html
Annexure 1 (unit 7)
Origami - car
Physical Education
Material Required
Physical Educaon Cards (PEC) and PEC Kit.
93
Worksheets
94
English
(a) Verbs
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Read the poem below and look for action verbs. Write the
action verbs in the box given alongside.
Play!
by Lill Pluta
...................................................................
..................................................................
..................................................................
..................................................................
..................................................................
I jump. I shake.I dance. I hop.
I like to move.
..................................................................
I cannot stop.
..................................................................
I scoot and roll
..................................................................
across the floor.
I spin in circles
..................................................................
out the door.
..................................................................
I run outside.
..................................................................
I leap. I skip.
...................................................................
I bounce. I slide.
I swing. I flip.
But I‛m still careful!
..................................................................
...................................................................
I don‛t trip!
How many action verbs did you find in this poem?
95
Verbs
Name: ___________
Class
:___________
Date : ___________
Subject :___________
My Action Verb Poem
I. Write your own action verb poem in the style of the poem
“Play!”
Start each sentence with the word ‘I‛ followed by an action
verb. Underline the action verbs.
(title)
Written by _________________________________
(Student‛s name)
96
Verbs
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Action words or verbs are words that describe an action.
I. Select the correct action word in each group and encircle it.
none
none
shirt
thing
can
tree
yell
threw
skip
loud
pen
city
man
crash
printer
fast
car
animal
cannon
none
think
jump
fast
computer
II. Find the action verb in the given sentences and encircle
them.
1)
John is jumping over the old log.
2)
Betty is running as fast as she can to the store.
3)
Bill and Jim are carrying the heaviest load of bricks.
4)
Children are reading books in the library.
5)
The earth is revolving around the sun.
6)
I am walking towards the store to get milk.
97
7)
Look at those fireworks!
8)
The newborn baby is crying.
9)
I am running towards the gate.
10)
Roger is standing up to recite the poem.
III. Tick the appropriate verbs in the following sentences.
1.
There (is, are) usually many claims that can be made about a
product if one knows the facts.
2. As a writer, you must write about the facts that (gives, give)
your product an edge over other products.
3. Most letters (follows, follow) a set formula.
4. Sentences and paragraphs in a letter (is, are) short; the
vocabulary is simple.
5. Flowers (blossom, blossoms) in the spring season.
98
Verbs
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Choose the correct form of the verb in the
following sentences. Rewrite the sentences.
1.
Details (convinces, convince) our minds to buy
what our hearts desire.
______________________________________________
______________________________________________
2. Everyone (tries, try) to fulfil his or her desires.
______________________________________________
______________________________________________
3. The details presented in the letter (provides, provide) the
necessary information.
______________________________________________
______________________________________________
4. If a person (wants, want) to buy a new car, he or she must
research the available options.
______________________________________________
______________________________________________
99
5. The functions of the car (gives, give) the proof that a particular
car is needed.
______________________________________________
______________________________________________
6. Land transport does not (includes, include) ships, submarines
and boats.
______________________________________________
______________________________________________
7. Another reason for the choice of a particular car (is, are) the
feedback of a satisfied customer.
______________________________________________
______________________________________________
8. In a test drive, the driver (learns, learn) the features of the
car in action.
______________________________________________
______________________________________________
9. Most successful advertisements (appeals, appeal) to both our
minds and our emotions.
______________________________________________
______________________________________________
10. Today, of course, one must be sure that the claims (one makes,
they make) are true.
______________________________________________
______________________________________________
100
Verbs
Name: ___________
Class
Date : ___________
Subject :___________
Negative
Affirmative
Full form
Short form
:___________
Full form
Short form
I
am
not
I‛m
not
You
are
not
You
aren‛t
He‛s
He
is
not
He
isn‛t
is
She‛s
She
is
not
She
isn‛t
is
It‛s
It
is
not
It
isnt
We
are
We‛re
We
are
not
We
aren‛t
You
are
You‛re
You
are
not
You
aren‛t
They
are
They‛re
They
are
not
They
aren‛t
I
am
I‛m
You
are
You‛re
He
is
She
It
I. Write am, is or are.
1. You ________ nice.
5.
They ________ my friends.
2. It ________ a bird.
6.
She ________ young.
3. He ________ a boy.
7.
We ________ happy.
4. I ________ a funny girl.
II. Now write these sentences in short forms.
1. (It is) _______ a flower. (It is not) ________ a tree.
2. (We are) ______ students. (We are not) _____ teachers.
3. (I am) ________ happy. (I am not) _______ sad.
4. (She is) ______ short. (She is not) _____ tall.
5. (They are) _____ at home. (They are not) ____ at school.
6. (He is) _____ my brother. (He is not) ____ my friend.
7. (You are) _______ pretty. (You are not) ______ ugly.
101
Short answers
Interrogative
Affirmative
Negative
Am
I ...?
Yes,
I
am
No,
I‛m
not
Are
you ...?
Yes,
you
are
No,
you
aren‛t
Is
he ...?
Yes,
he
is
No,
he
isn‛t
Is
she ...?
Yes,
she
is
No,
she
isn‛t
Is
it ...?
Yes,
it
is
No,
it
isn‛t
Are
we ...?
Yes,
we
are
No,
we
aren‛t
Are
you ...?
Yes,
you
are
No,
you
aren‛t
Are
they ...?
Yes,
they
are
No,
they
aren‛t
III. Now build questions and answer them. The first one is done for
you as an example.
1. I / a dancer ?
Am I a dancer?
Yes, you are.
2. you / a dog ?
_____________ No, ____________
3. John / a good singer? _____________ Yes, ____________
102
4. Sue / tall ?
_____________ No, ____________
5. the CD / new ?
_____________ Yes, ____________
6. I / ugly ?
_____________ No, ____________
7. the school / big ?
_____________ Yes, ____________
8. Dave / short ?
_____________ No, ____________
9. we / friends ?
_____________ Yes, ____________
10. she / a teacher ?
_____________ Yes, ____________
IV. Look at the pictures and fill in the blanks with is, is not, are
or are not.
1. John _____ a policeman. He ________ a ghost.
2. Peter and Alan ______ vampires. They ______ superheroes.
3. Sally ________ a witch. She __________ an angel.
4. Fred _______ a ghost and Mike _______ a cowboy.
5. Pat ______ a fairy. She _________ an angel.
6. They ________ using normal clothes. They _______ all using
costumes.
7. It ________________ Halloween.
103
Verbs
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Read the sentences.
I walk on the left side of the road.
He drinks milk everyday.
The above sentences are in the simple present tense. They tell us
about the action that takes place now.
I. Complete the following sentences using the simple present
tense of the action words given in the brackets.
104
1.
The sun ________________ in the east. (rise)
2.
The earth _________________ around the sun. (revolve)
3.
I always __________________ my mother. (help)
4.
He _________________ to the temple everyday. ( goes)
5.
You must _______________ with the other children. (play)
6.
They __________________ us every morning. (call)
7.
We always ______________ books. (read)
8.
I ________________ beside my mother. (sleep)
9.
He ______________ an apple everyday. (eat)
10. You ______________ very fast.
11. The washing machine _______________ our clothes. (wash)
12. The vacuum cleaner helps us to _________ the house. (clean)
13. I like to _____________ in French. (speak)
14. Maggie ______________ very well. (dance)
15. My grandparents _____________ interesting stories. (tell)
105
Verbs
Name: ___________
Class
:___________
Date : ___________
Subject :___________
The Link/ Linking (be) word shows what the noun is.
The Have/having word shows what the noun has.
The Do/doing word shows what the noun does.
FLY
STUDY
SWIM
COOK
PLAY
TEACH
I. Fill in the blanks using the above verbs.
106
1. Birds _______________
4. Chefs
_______________
2. Teacher _____________
5. Children ______________
3. Fish ________________
6. Friends _______________
Verbs
Name: ___________
Class
:___________
Date : ___________
Subject :___________
With singular nouns, we use singular verbs by adding s/es.
I. Add s/es at the appropriate places.
a. play __, work ___, read ___, fight ___, like ___, stand___
b. push___,catch ___,cross ____,mix ____,wash ___,teach ___
c. go__, do___,
d. carr(y) ___, fl(y) ___, dr(y)___, tr(y)___, cr(y) ___
II. Fill in the blanks with singular or plural verbs given in the
box below.
1. Many teachers __________________ us.
2. Mr. / Mrs. (Name of the teacher)_______________________
us English.
3. To remain fit and healthy we must ____ for a walk.
4. My grandfather ______ for a walk every morning.
5. I like to __________ to school.
6. My younger sister ______ to school.
7. The soldier _________ smartly.
8. Soldiers __________ forward.
9. Children ________ kites.
10. The pilot _________ aeroplane.
teach
teaches
go
goes
march
marches
fly
flies
107
Verbs
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Fill in the blanks with the correct form of the verb. Use
words from the help box given below.
1. We always __________ home from school.
2. She never __________ diet sodas.
3. I __________ tennis every Saturday.
4. He doesn‛t __________ very well.
5. My neighbour __________ at the hospital.
6. When do you __________ dinner?
7. The students always _________ for their tests.
8. She __________ the story by heart.
9. He _________ his mother every Sunday.
10. Do you __________ to your brother every day?
11. When does she __________ for work?
12. My friend __________ five languages.
108
13. I __________ dinner every night.
14. He __________ vitamins every day.
15. They __________ to the park often.
walk
drink
play
dance
work
eat
know
call
talk
leave
study
speaks
cook
take
go
109
(b) Actions happening at the moment
(Present Continuous)
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Select the most suitable option for the statements given in
the bracket.
1.
Right now, the children __________ (play) quietly with their
new legos. (play, are playing, is playing)
2. Excuse me, but you seem lost. __________ you __________
(look) for a particular street? (do you look, you looking, are you
looking)
3. I __________ (go) to the supermarket to pick up a few things.
Do you need anything? (am going, go, goes)
4. Where is Brian? He __________ (study) at the library.
(is study, is studing, is studying)
5. It __________ (rain) heavily. You should take an umbrella or
you will get soaked. (rains, is raining, are raining)
6. We are celebrating Rohan‛s birthday. We all __________
(have) so much fun! (are having, have, are haveing
110
II. Write the ‘ing‛ forms of the following verbs.
hold
_____________________
come
_____________________
watch
_____________________
skate
_____________________
smile
_____________________
chat
_____________________
speak
_____________________
run
_____________________
meet
_____________________
talk
_____________________
have
_____________________
take
_____________________
live
_____________________
sit
_____________________
go
_____________________
listen
_____________________
eat
_____________________
chew
_____________________
ski
_____________________
drive
_____________________
111
Actions happening at the moment
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Rewrite the following sentences correctly:
1. John reading a story book right now.
______________________________________________
2. The tea is boil. Turn off the burner please.
______________________________________________
3. I watching a movie right now, so please be quiet!
______________________________________________
4. My mother cooking food as I feeling hungry.
______________________________________________
5. Jackie walking to the park right now with his dog.
______________________________________________
112
II. Rearrange the jumbled up words to frame meaningful
sentences.
1. a very flat living in we‛re nice
______________________________________________
2. it is image working hard the to improve company
______________________________________________
3. china book interesting i‛m about reading very a
______________________________________________
4. the are having barrons a saturday on party
______________________________________________
5. today playing are our team badly
______________________________________________
6. is with playing son new my his set train
______________________________________________
7. her sheila‛s someone on mobile to talking
______________________________________________
113
8. morning at i‛m tomorrow 12 bob meeting
______________________________________________
9. week. flying margot rome is next to
______________________________________________
10. in the I going on a holiday am skiing mountains the
______________________________________________
11. wearing a anne pair is sandals new of
______________________________________________
114
Actions happening at the moment
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Choose the correct option and rewrite the sentences given
below:
1. The sun (always shines /is always shining) in Morocco.
______________________________________________
2. She generally (speaks/is speaking) Arabic, but today she (speaks/
is speaking) French.
______________________________________________
3. What (are you doing/do you do) now?
______________________________________________
4. I (watch/am watching) the television for an hour everyday.
______________________________________________
5. What (does your father do/ is your father doing)?
______________________________________________
6. How often (do you read/are you reading) the newspaper?
______________________________________________
7. Look! It (rains/is raining).
______________________________________________
8. She (practises/ is practising) aerobics in her free time.
______________________________________________
115
II. Change the form of the verbs in the brackets and complete
the sentences.
1. John ___________________(read) a book now.
2. What ________________ (you do) tonight?
3. Jack and Peter __________________ (work) late today.
4. Silvia ____________________ (not listen) to music.
5. Maria ________________ (sit) next to Paul.
6. How many students _____________ (you study) with you?
7. The phone ____________________ (not ring).
116
Environmental Education
(a) Story of Wheel
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Look at the following pictures. Write the names of the
transport and number them according to the size of their
wheels.
117
II.
Write three ways in which a wheel is used.
____________________________________________
____________________________________________
____________________________________________
III. Draw and describe the first wheel used by early man.
IV. Name the means of transport that does not have wheels.
Ans) ____________________________________________
118
Story of Wheel
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Complete the following table by writing the names of the
different means of transport.
No. of wheels
Means of transport
Two wheels
Three wheels
Four wheel
Six wheels
119
(b) Means of Transport
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Answer the following questions.
a) Write the ways how man used to travel before the invention
of wheel.
______________________
______________________
______________________
______________________
b)
When was the first air plane invented?
_____________________________________________
_____________________________________________
c)
Who invented the first airplane?
_____________________________________________
_____________________________________________
d)
Name the material that was used to make it.
_____________________________________________
_____________________________________________
120
Means of Transport
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I.
Name the means of transport used to travel in the following
situations.
a.
To go to school : ________________________________
b.
To go from one city to another : _____________________
c.
To go from one country to another : __________________
II.
Name the following.
a.
Animals that are used as a means of transport __________
b.
A two wheeler __________________________________
c.
A means of transport that moves on tracks _____________
_____________________________________________
d.
The fastest means of transport ____________________
e.
A train that takes people from one place to another ______
_____________________________________________
f.
A train that carries goods _________________________
g.
A means of transport that is used to plough fields ________
_____________________________________________
h.
A means of water transport that can operate under water as
well as on the surface ____________________________
121
Means of Transport
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Write the names of the following means of transport and
number them in the order of their speed:
122
Means of Transport
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Colour the means of transport that was used before the
invention of machine. Write how it works.
II. Complete the following table by writing the names of the
means of transport.
Operated by humans Drawn by animals
Vehicles that
run on machine
123
(c) Means of Communication
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Look at the pictures given below carefully. Write ‘O‛ for the
means of communication used for one-to-one communication
and ‘M‛ for mass communication.
Write the names of the means of communication and its use.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
124
II.
Word Search: Read the clues given below and find answers
in the grid.
T
E
L
E
V
I
S
I
O
N
U
O
E
J
P
I
G
E
O
N
N
K
T
H
O
O
U
G
Q
H
R
U
T
O
S
I
E
I
O
B
R
H
E
M
T
D
F
R
H
U
F
O
R
P
C
Y
G
E
B
M
J
Y
B
Y
A
R
C
H
E
T
F
H
O
O
R
E
X
W
Y
O
P
T
X
H
D
W W
Q
O
P
F
A
X
M
A
C
H
I
N
E
T
E
L
E
P
H
O
N
E
I
The cheapest means of communication.
The fastest means of communication.
We see live telecast of events on it.
A letter is posted in this.
We send a written document instantly through this.
In ancient times people used to train this bird to deliver letters.
125
Means of Communication
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Some people want to know which means of communication
should they use to get or send information. Help each one
of the them to identify the same.
a.
Sam wants to know about the weather in England.
_____________________________________________
b.
Peter wants to send a message to her friend who didn‛t come
to school today that there is a test tomorrow.
_____________________________________________
c.
Dolly wants to send Christmas wishes to her uncle.
_____________________________________________
d.
Michael wants to call for the Fire- brigade to extinguish fire.
_____________________________________________
e.
Rachael wants to see a live telecast of baseball.
_____________________________________________
f.
Victor wants to update himself with detailed news of all the
sports events taking place in Australia.
_____________________________________________
g.
126
John‛s grandmother is ill. He wants to inform his uncle.
_____________________________________________
Means of Communication
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Answer the following questions.
a.
What is ‘communication‛? Write in your words.
_____________________________________________
_____________________________________________
_____________________________________________
b.
What is the advantage of a mobile phone?
_____________________________________________
_____________________________________________
_____________________________________________
II. Give two examples for each for the following.
a.
Modern means of communication
___________________, ___________________
b.
Means of personal communication
___________________, ___________________
c.
Means of mass communication
127
(d) Safety on Road
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Who is breaking the rules?
Look at the pictures and put a cross (X) on the ones that show
the person / persons breaking the rules.
128
Safety on Road
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Look at the following pictures and put a tick or a cross
accordingly. Also give reasons to support your answer.
II. Draw the scene of a zebra crossing and colour it.
129
III. Look at the pictures of traffic signs. Recognise them and
describe what they mean.
130
Safety on Road
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I.
Test your knowledge. Tick the correct option.
1.
We should see and listen carefully when crossing the
road...
2.
3.
a)
in case somebody calls you.
b)
because sometimes we can hear the traffic before we
can see it.
c)
to hear people talking.
The best way to cross the road is...
a)
to walk straight across
b)
to run straight across
c)
to walk diagonally
If you see a road crash...
a)
continue on your way and tell your parents when you go
home.
b)
stop and help.
c)
ignore the situation totally.
131
4.
5.
6.
7.
132
If you need to walk outdoors after dark but have nothing
reflective to wear, you should...
a)
wear something in fluorescent colours.
b)
wear or carry something white.
c)
hide in the shadows.
If you have to cross between parked cars, you should
stand...
a)
at the edge of the pavement.
b)
on the road, in front of the parked cars.
c)
on the road, just behind the outer edge of the cars on
the road side.
There are railings on some pavements...
a)
to help older people walk safely by holding on to them.
b)
to make pavements look prettier.
c)
to stop pedestrians crossing the road where it might be
dangerous.
Before crossing the road at a pedestrian crossing...
a)
run straight across to the other side of the road
b)
make sure all traffic has stopped, then walk straight
across to the other side
c)
use it as a safe place to play or meet friends.
8.
9.
Hazard means...
a)
other road users
b)
roadworks
c)
anything that can be dangerous or cause damage.
All cyclists should protect their head with...
a)
a hard hat.
b)
a hooda
c)
a cycle helmet.
10. Passengers should avoid distracting the driver...
a)
because the driver may take the wrong direction.
b)
because the driver may get annoyed.
c)
because the driver needs to concentrate on driving and
keep everybody safe.
133
Safety on Road
I.
Name: ___________
Class
:___________
Date : ___________
Subject :___________
Read the conversation between Ravi and his Dad as they
go for a football practice.
Choose the right words from the list below to complete the
sentences.
dark
car lights
road safety
angry
seat belt
ran across
corner
Dad: Come on Ravi, we‛re going to be late.
Ravi: OK Dad, here I am. Let‛s go.
Dad: Have you got your ……………………. (1) on?
Ravi: Oops, no. Have you got the ……………(2) on, Dad?
Dad: No, be quiet.
Ravi: Put the lights on Dad, its dangerous in the………………..(3)
Dad: Oh, OK. WHAT? Stupid driver. MOVE! I hate traffic.
Ravi: Dad, don‛t get ………………(4) when you are driving.
Dad: OK,OK. Oh! no, what a bad child!
Ravi: What happened?
134
Dad: A boy ……………(5) the road. I couldn‛t see him. Now, let me park
here.
Ravi: Don‛t park on the …………………. (6) Dad!
Dad: You have lots of orders today! Have you had lessons
about………………. ………………..(7) at school today?
Ravi smiles
Now practice the dialogue.
II. Write how different forms of transport effect the way we
live.
Form
Plus
(positive points)
Minus
(negative points)
Taking the bus to
school
Getting a ride to
school
Trains
Automobiles/
Trucks
Buses and subways
Rocket/ Space
Shuttle
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Mathematics
(a) Patterns
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Look at the patterns in each row. Circle the picture that will
come next in the pattern.
II. Draw any two modes of transport to make your own
pattern.
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II. Complete the following shape sequences. Add a few more
shape sequence in the space below.
1.
____________________
2.
____________________
3.
____________________
4.
____________________
5.
____________________
6.
_________
_________
_________
_________
7.
_________
_________
_________
_________
8.
_________
_________
_________
_________
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Patterns
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Look for the pattern and complete the number sequence.
20
18
21
138
22
28
24
35
78
83
88
865
765
665
72
66
60
42
II. Write number patterns of your own choice in the boxes given
below.
For example: 10, 15, 20, ...)
139
(b) Fractions
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Look at the pictures and encircle the shapes which represent
one-half fraction.
140
II.
Shade one half of each collection.
a)
b)
c)
d)
e)
f)
141
Fractions
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Find the figures that show three equal parts and shade
of each.
142
rd
II. Look at the figures and shade ¼th of each. The first one
has been done for you as an example:
II. Encircle one fourth of each collection.
a)
b)
143
Fractions
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Look at the figures and shade three-fourths ( 3 ) of each.
4
II. Colour as follows.
The shade that have two equal parts - Red
The shade that have three equal parts - Green
The shade that have four equal parts - Yellow
144
Fractions
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Name the following modes of transportation.
II. Answer the
pictures.
a)
following
questions
based
on
the
above
How many modes of transports are there in the above
picture?
____________________________________________
b)
What is the fraction of land transpart ?
____________________________________________
c)
What is the fraction of water transport ?
____________________________________________
d)
What is the fraction of air transport ?
____________________________________________
145
Fractions
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Complete the table for the following shaded figures.
a)
Numerator
Numerator
Denominator
Denominator
Fraction
Fraction
Fraction in
words
Fraction in
words
c)
146
b)
d)
Numerator
Numerator
Denominator
Denominator
Fraction
Fraction
Fraction in
words
Fraction in
words
II.
Write the fraction for the following shaded figures.
III.
Shade the image to represent the given fraction.
147
Fraction
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Write the fraction for the following shaded figures.
148
a)
b)
c)
d)
e)
f)
II.
Fill in the blanks.
a)
¼ of the figure is shaded.
_______ out of ____ equal parts is shaded
b)
½ of the figure is shaded.
___ out of ________ equal parts is shaded
c)
_______ of the figure is shaded.
___ out of ________ equal parts is shaded.
d)
_______ of the figure is shaded.
___ out of ________ equal parts is shaded.
149
Fractions (Symmetry)
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Look at the pictures given below. Colour the pictures which
can be divided into two equal halves such that both the parts
are mirror images of each other:
150
Fraction and Patterns
Name: ___________
Class
:___________
Date : ___________
Subject :___________
I. Circle the odd one out.
One half
¾
¼
½
1/3
II. a) Shade the correct fractions in the following shapes.
Write it in words.
¼
½
¾
151
b) Complete the following patterns by drawing or pasting similar
pictures.
III. Identify and complete the number patterns:
• 65, 55, 45, 35, ___, ___, ___.
• 10, 20, 30, 40, ___, ___, ___.
• 91, 93, 95, 99, ___, ___, ___.
• 4, 8, 12, 16,___,____,____.
• 9, 12, 15, _______, ______, _____.
• 7, 9 , 11, _____,________ ,______.
• 22, 20, 18,16 _______,_____,_____.
152