Unit-2 My Family PDF

Central Board of Secondary Educa on
CLASS - III
UNIT - 2
MY FAMILY
The CBSE-International is grateful for permission to reproduce and/or translate

copyright material used in this publication. The acknowledgements have been
included wherever appropriate and sources from where the material may be
taken are duly mentioned. In case any thing has been missed out, the Board will
be pleased to rectify the error at the earliest possible opportunity.
All Rights of these documents are reserved. No part of this publication may be
reproduced, printed or transmitted in any form without the prior permission of
the CBSE-i. This material is meant for the use of schools who are a part of the
CBSE-International only.
Preface
The Curriculum initiated by Central Board of Secondary Education International (CBSE-i) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signifies the emergence of a fresh thought
process in imparting a curriculum which would restore the independence of the learner to pursue the learning process in harmony with
the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has about
11500 schools affiliated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious of the
varying needs of the learners in countries abroad and has been working towards contextualizing certain elements of the learning
process to the physical, geographical, social and cultural environment in which they are engaged. The International Curriculum being
designed by CBSE-i, has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to nurture the
independence of the learner, given the fact that every learner is unique. The learner has to understand, appreciate, protect and build
on values, beliefs and traditional wisdom, make the necessary modifications, improvisations and additions wherever and whenever
necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge at an astonishing pace. The speed
and methods of assimilating knowledge have put forth many challenges to the educators, forcing them to rethink their approaches
for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those skills which will
enable the young learners to become life long learners. The ability to stay current, to upgrade skills with emerging technologies, to
understand the nuances involved in change management and the relevant life skills have to be a part of the learning domains of the
global learners. The CBSE-i curriculum has taken cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative thinking
skills, effective communication skills, interpersonal and collaborative skills along with information and media skills. There is an inbuilt
flexibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to cater to the different pace
of learners.
The CBSE has introduced the CBSE-i curriculum in schools affiliated to CBSE at the international level in 2010 and is now introducing
it to other affiliated schools who meet the requirements for introducing this curriculum. The focus of CBSE-i is to ensure that the learner
is stress-free and committed to active learning. The learner would be evaluated on a continuous and comprehensive basis consequent
to the mutual interactions between the teacher and the learner. There are some non-evaluative components in the curriculum which
would be commented upon by the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the
learning experiences and to relate tacit knowledge with formal knowledge. This would involve trans-disciplinary linkages that would
form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research
would be the constituents of this Core. The Core skills are the most significant aspects of a learners holistic growth and learning
curve.
The International Curriculum has been designed keeping in view the foundations of the National Curriculum Framework (NCF 2005)
and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of learners, many of
whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an exercise
in providing the much needed Indian leadership for global education at the school level. The International Curriculum would evolve
on its own, building on learning experiences inside the classroom over a period of time. The Board while addressing the issues of
empowerment with the help of the schools administering this system strongly recommends that practicing teachers become skillful
learners on their own and also transfer their learning experiences to their peers through the interactive platforms provided by the
Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Ms. Abha Adams and her team and Dr. Sadhana
Parashar, Director (Training), CBSE along with other Education Officers involved in the development and implementation of this
material.
The CBSE-i website has already started enabling all stakeholders to participate in this initiative through the discussion forums provided
on the portal. Any further suggestions are welcome.
Vineet Joshi
Chairman
Acknowledgements
Advisory
Dr. Sadhana Parashar, Director (Training), CBSE
Shri Vineet Joshi, Chairman, CBSE
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators: Classes I-V
Ms. Anita Makkar
Sh. Akshay Kumar Dixit
Dr. Indu Khetarpal

Dr. Rajesh Hassija
Ms. Rupa Chakravorty

Prof. OmVikas
Material Developers: Classes I-V

English :
Ms. Deepti Verma
Ms. Mahua Bhattacharya
Ms. T Shimrah
Ms. Henna Sehgal
Ms. Kavita Lal
Hindi :
Dr. Usha Sharma
Ms. Veena Sharma
Sh. Akshay Kumar Dixit
Gen Science :
Ms. Charu Maini
Ms. Neeraj Punia
Ms. Deepa Ahuja
Mathematics :
Ms. Geetika Datta
Ms. Geeta Kanwar
Ms. Parul Makkar
Social Studies :
Ms. Ruba Chakraborty
Ms. Ruchira Ahlawadi
Ms. Kanupriya Wahi
Performing and
Visual Arts :
Mr. Reji MK
Ms. Jyoti Chadha
Ms. Kalyani Voleti
ICT :
Mr. Yogesh Kumar
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Babita Mahajan
Ms. Ritu Arora
Ms. Swati Panhani
Ms. Chanchal Chandna
Core-SEWA :
Ms. Vandna
Ms. Nishtha Bharati
Ms. Seema Chopra
Ms. Madhuchhanda
Ms. Reema Arora
Ms. Neha Sharma
Physical
Education :
Mr. Sanjeev Dahiya
Ms.Sugandh Sharma, EO
Ms.S. Radha Mahalakshmi, EO
Sh R.P Sharma Consultant (Sci)
Ms. Anjali Chhabra, AEO
Ms Savinder Kaur
Coordinators:
Dr. Srijata Das, EO
Mr. Navin Maini, RO(Tech)
Shri R. P. Singh, AEO
Ms. Neelima Sharma, Consultant (Eng)
Ms. Kshipra Verma, EO
Dr Rashmi Sethi, EO
Ms. Madhu Chanda, RO (Inn)
Shri Al Hilal Ahmed, AEO
Mr. Sanjay Sachdeva, SO
MY FAMILY
Contents
English
Pronoun
Auxillary Verbs
Elocution
Mathematics
10
Number Names, Numerals and Counting in Dierent Ways

Expanded form with Respect to Place Value
Comparing and Forming 4 Digit Numbers
Even and Odd Numbers
General Science
21
Constructing Family History
Social Science
26
Concept of Family
Family as a Support System (Sharing, Caring and Values)
Ideas about Relationships in Family (Similarities and Hereditary Features)
Sensitivity Towards Old and Physically Challenged People
Performing Arts
37
High Notes and Low notes. Notes on Piano, Octave, Bass clef, Sharp, Flat and
Natural. Fathers old grey whiskers (theme song), Swaras, Saptak, Alankars,
Kehrva Taal, and Family song.
Visual Arts
41
String of Paper Figures

Line, Shape, Colour
Physical Education
Push Pass in Soccer
44
Lesson Plan
English
Pronoun ............................................................................................
49
Auxillary Verbs .................................................................................
52
Elocu on ..........................................................................................
53
Mathemacs
Number Names, Numerals and Coun ng in Dierent Ways ............
55
Expanded Form with Respect to Place Value ..................................
61
Comparing and Forming 4-Digit Numbers ........................................
67
Introduc on of Even and Odd Numbers through Pairing .................. 80

General Science
Construc ng Family History ............................................................. 85
Social Science
Concept of a Family ........................................................................
94
Family as a Support System (Sharing, Caring, Values) ...................... 101

Ideas about Rela onships, Concept of Similari es between
Relaonships, Hereditary Features, etc. ............................................ 107
Sensi vity Towards the Old and Physically Challenged People ........ 115
Performing Arts
Notes and its Values ........................................................................ 125
Visual Arts
String of Paper Figures .................................................................... 136
Line, Shape, Colour .......................................................................... 138

Physical Educon
Push Pass in Soccer .............................................................................. 140
Card 3 .................................................................................................... 142

Card 4 .................................................................................................... 144
Assessment ............................................................................... 146

Rubric for English .........................................................
147
Rubric for Mathematics ................................................
150
Rubric for General Science ...........................................
152
Rubric for Social Science ..............................................
153
Rubric for Performing Arts ...........................................
154
Rubric for Visual Arts ....................................................
155
Teacher Resource Material ...................................................... 157

Worksheets ............................................................................... 176
English ..................................................................................... 177 - 193
Mathema cs ........................................................................... 194 - 214
General Science ....................................................................... 215 - 223
Social Science .......................................................................... 224 - 243
Performing Arts ....................................................................... 244 - 247
MY FAMILY
Syllabus Matrix
English
Pronoun
Auxillary Verbs
Elocu on
General Science
Mathematics
Number Names,
Numerals and
Coun ng in
Dierent Ways
Expanded Form
with Respect to
Place Value
Comparing and
Forming 4 Digit
numbers
Even and Odd

Numbers
Social Science
Concept of
Family
Construc ng
Family History
Ideas about
Rela onships in
Family (Similari es
and Hereditary
Features)
Family as a
Support System
(Sharing Caring
and Values)
Sensi vity towards

Old and Physically
Challenged People
Performing Arts
Visual Arts
String of Paper Figures

High Notes and Low Notes. Notes
on Piano, Octave, Bass clef, Sharp,
Flat and Natural. Fathers old grey
whiskers (theme song), Swaras, Saptak,
Alankars, Kehrva taal, and Family song.
Physical Education
Push Pass in Soccer
Line, Shape, Colour
My Family...
English
Introduction
Iden fica on of pronouns and their usage in place of nouns.
Teachers Notes
The en re focus of developing this lesson plan is to encourage the students to understand
the usage of pronouns and to make them comprehend the importance of pronouns in
subs tu ng nouns. Emphasise on developing wri ng and speaking skills with pronouns as
an integral part of any wri ng and speaking ac vity.
The lesson on Elocu on will help students to improve verbal skills and ins l confidence.
The teacher needs to stress on the importance of speaking clearly and using the correct
pronuncia on. The objec ve is that the students should be able to speak in public,
hence they should be encouraged to speak in front of the class on various topics of their
choice.
General Objectives
To understand the use of personal pronouns.
To enable them to iden fy pronouns in a given paragraph.
To a empt exercises related to the same.
To understand the use of personal pronouns.
Specific Objectives
To enable the learner to read and comprehend simple passages with ease by
understanding pronouns.
To familiarise students with the basic elements of grammar.
To enable the learner to communicate simple ideas clearly both in wri ng and
speech.
To iden fy the rela onship between characters, facts and ideas and the comparison
between facts and ideas.
My Family...
To understand the use of Auxillary verbs.
To iden fy some common helping verbs.
To explain students how to use the correct verb form with a helping verb.
To a empt exercises related to the same.
To learn the nuances of oratorical skills.
To speak in front of an audience with the correct posture and body language.
To make and maintain eye contact.
To improve dic on and pronuncia on while using the English language.
My Family...
Duration: 3 Hours
(a) Pronoun
Skills
Listening
Skills
30 Minutes
Activity
Multiple Intelligences
Incorporated
Students will be given the defini on

of a pronoun which will be wri en
on a flash card in the form of a jigsaw
puzzle. This defini on will be given
a er dividing them into groups. They
will be asked to solve the puzzle by
bringing the pieces of informa on
together.
Interpre ng
instruc ons
organising work.
Linguis c / Kinesthe c
Intelligence
and
Reading
Analysis, applica on, synthesis and

evalua on.
Wri ng
Learning
L
Outcomes
The students will be able to:
develop comprehension skills;
understand the correct and accurate use of a pronoun in place of a noun.
My Family...
Material Required
Record of an interview conducted by them, paper, pencil, eraser and other sta onery items.
Transdisciplinary Activities
To write a paragraph on the essence of the interview taken, by highligh ng the usage of
pronouns in it.
Interview - The interview conducted is of people who live in
joint and nuclear families. Through this interview they will
be able to understand the structure of dierent families
including the patriarchal and matriarchal type of families. How
a par cular family set up influences the lifestyles of people is
also considered. The interdependence of family members on
one another during celebra ons and crisis is highlighted.
To compile the informa on by using the maximum number
of pronouns and highligh ng the same in the form of a
paragraph.
Critical Thinking
Students struggle with the correct usage of pronouns for a number of reasons. Some mes
students select pronouns of the incorrect gender or number and at other mes students
fail to include an antecedent in their pronoun sentences.
Teachers can help correct these common usage errors by engaging their students in
pronoun games, which allow students to prac ce their pronoun skills while having fun.
Life Skills/SEWA
A visit to an old age home, where old people live in isola on as they have nobody to take
care of them and they live without their families.
To spend a day with them in order to make them feel wanted and special.
To talk to them and read books to them.
To help them in their daily chores. [This will develop compassion and care for the
needy people of the community, society and the na on at large.]
My Family...
Duration: 5 Hours
(b) Auxillary verbs
Skills
Listening
Activity
Student will listen to the text being

read out. They would clap on hearing
an auxillary verb.
Incorporated
Kinesthe c / Linguis c
The aim is to be able to iden fy

auxiliary verbs.
Wri ng
Reading
Students to write about birds on their

own. The aim is to use auxillary verbs
correctly while wri ng.
Linguis c
To play the game Name the Helping

Verb.
Interpersonal /
Kinesthe c / Linguis c
Fill in the helping verb in the sentence

given to each group.
The aim is to iden fy and learn about
auxillary verbs.
Learning
L
Outcomes
The students will develop the ability to:
iden fy auxillary verbs in a text;
use auxillary verbs on their own to write them correctly;
read the text to comprehend the meaning.
My Family...
Material Required
Story of birds, PPT on Being Free, Video on Auxillary verbs.
EVS
Iden fy the common features of various birds.
Art
Draw the picture of a bird
Critical Thinking
Should we tame animals? If we do, is it right to tame wild animals?
Life Skills/SEWA
The students will learn about the interpersonal skills of team work.
My Family...
Duration: 5 Hours
(c) Elocution
Skills
Activity
Students will read Worksheet 1 along

with their partners to improve their
pronuncia on and dic on.
Verbal skills
Incorporated
Interpersonal Skills /
Naturalis c Skills /
Lisnguis c Skills
Students will read the newspaper

pretending to be a newsreader and
learn about voice modula on.
Students will speak on the topic:
How birds make their nests?
Wri ng skills
Students will write down a short

paragraph on the topic: How birds
make their nests? They will then
read out their work in class.
Linguis c Skills
They will read the necessary ar cles

used in order to complete their
paragraph.
Linguis c Skills /
Naturalis c Skills
Students will research on the topic:

How birds make a nest. They will
collect and organise the informa on
in order to speak about the topic in
class.
Naturalis c Skills
Reading skills
Research
skills
My Family...
Learning
Outcome
research and analyse;
write a paragraph independently;
speak with confidence on a topic;
improve their knowledge about birds and their homes.
Material Required
Worksheet 1, newspapers, books and ar cles on birds and their homes.
Science
Students will research about birds and their homes.
Critical Thinking
Students will discuss: Why do birds need a home? They will reflect on the importance of
taking care of young ones and family.
Life Skills/SEWA
Students will improve their communica on skills.
My Family...
Mathematics
Introduction
Life without numbers is something hard to imagine. Pages of a book, number of years
in a date (eg. 15 September 2012), number of vehicles in a city, popula on and many
more cannot be thought about without the concept of numbers or to be more precise
Thousands. In Class II the students eciently followed the concept of three digit
numbers.
This unit deals with 4 digit numbers, number names and numerals, place value, expansion
of numbers with respect to place value and coun ng them in dierent ways star ng from
any number. This can be successfully achieved through the eec ve use of an abacus
and many other interes ng ac vi es. This unit also enables the students to compare and
order numbers using the concept of place value. Students learn to arrange the numbers
in ascending and descending orders and also form the greatest and the smallest numbers
with and without repe
on. The students also learn to appreciate the concept of even
and odd numbers and form rules to dis nguish between them.
Teachers Notes
Students and their needs are changing. Students today are not passive consumers of
educa onal resources and they should not be so either. Students need to view learning
as an ac vity without a beginning or an end. It is essen al to show them the path through
which they can acquire and deploy knowledge. Their concepts must be very clear. They
should have a glow of confidence and achievement. At the end of every lesson they must
feel that yes! It was indeed the best lesson! For achieving this goal, the following ac vi es
should be incorporated in the lesson and relate it to the theme My Family.
Playing with Number Cards and Place Value Cards.
Using the Abacus.
Skip Coun ng the Year of Birth in Dierent Ways.
Jumping According to the Place and Place Value of their Number.
Colouring according to Place Value.
My Family...
Forming Rules a er Observa ons.
Arranging Numbers and Objects in Ascending and Descending Order.
Crea ng the Greatest and the Smallest 4 Digit Number.
Logical thinking, spa al, interpersonal and intrapersonal skills have been catered to
through a variety of joyful and interes ng ac vi es which makes this lesson an enriching
experience for the students. Relevant assessment worksheets are there for each sub unit
to help assess the students understanding and his ability to relate the concept to his day
to day life.
General Objectives
To be able to comprehend and relate a digit with the place value of any given 4 digit
numeral.
To develop the ability to group the objects in groups of Ones, Tens, Hundreds and
Thousands.
To be able to appreciate that each number has a number name.
To be able to compare and order 4 digit numbers using symbols for lesser than, greater
than and equal to ( <, >, = ).
To form numbers from the given digits with or without repe
on.
To understand that a number may be either odd or even.

To dis nguish between Even and Odd numbers.
Specific Objectives
To group and ungroup objects.
To count, recognise, represent, name numbers (4 digit) and extend the coun ng
beyond also.
To assimilate the concept of Ones, Tens, Hundreds and Thousands.
To compare two or more set of numbers with the help of place values and iden fy
which set is equal to, more than or less than other numbers .
10
My Family...
To appreciate even and odd numbers.
To form rules to dis nguish between even and odd numbers.
(a) Number Names; Numerals

Counting in Different Ways
Skills
Observa on,
Iden fica on
and
Coordina on
Activity
Mama and The Two Kids: Students

are made to observe the situa ons,
iden fy and colour if the number
names match with the numerals.
This is done to give them a prac ce
of number names and numerals.
Duration: 3 Hours
30 Minutes
Incorporated
Logical Thinking /
Interpersonal
Match the Ten:

Give shued number name cards
and numeral cards to students
to strengthen their percep on of
number names and numerals.
Read, Name and Skip:
Give students a four digit number and
ask them to write its number name
and a numeral a er skipping 3 digits.
This will strengthen number names,
numerals as well as skip coun ng.
Sing a Song:
Conceptual
Learning
Make the students enjoy the song and

therea er sing to reinforce number
names and numerals.
Logical Thinking /
Kinesthe c /
Interpersonal
11
My Family...
10+10+10?
Logical
Thinking
Students are asked to write the year

of birth a er skip coun ng the asked
number of digits.
Logical Thinking /
Kinesthe c /
Interpersonal
This will support skip coun ng.

Straight and Erect:
Learning by
Doing
Give a slip to each child having a

number or a numeral wri en on
Logical Thinking /
Kinesthe c /
Interpersonal /
Intrapersonal
it. Ask them to make a queue in a

sequence according to the slips that
they hold to make them prac ce the
arranging of numbers in a sequence.
Learning
Outcomes
write 4 digit numerals and their number names;
count four digit numbers in dierent ways;
comprehend the pa ern of coun ng in a given series and

con nue further.
12
My Family...
(b) Expanded Form With
Respect to Place Value
Skills
Activity
Count Our Jumps
Observa on,
Iden fica on
and
Coordina on
Tag group of four students as

Thousands, Hundreds, Tens and
Ones. Give a 4 digit number to them
and ask them to jump according to
their place one by one. This helps the
students to enhance their concept of
place value and place.
Changing Values
Conceptual
Learning
Put the same number of beads in

dierent places on an abacus to make
the students realise that the value of
a numeral changes by changing its
place.
Duration: 3 Hours
Incorporated
Logical Thinking /
Interpersonal /
Intrapersonal /
Kinesthe c
Logical Thinking /
Interpersonal / Spa al
/ Linguis c
Tip - To - Tip
Place the place value cards one
over the other to help the students
understand the standard form.
Am I the Right Person
Logical
Thinking
and
Learning by
Doing
Ask the students to reach the correct

place according to the place value
card that they get to reinforce the
concept of place value.
Logical Thinking /
Kinesthe c /
Interpersonal
13
My Family...
Colour Wheel
Ask the students to iden fy the same
digit placed at dierent places and
colour it accordingly to make them
realise that the value of a number
changes by changing its place.
Learning
Outcomes
expand the number with respect to place value;
understand the value of a digit at dierent places in a 4

digit number;
14
write the standard form of a given expanded form.
My Family...
(c) Comparing and Forming
Duration: 1 Hours
4 Digit Numbers
Skills
30 Minutes
Activity
Lets form Rules to Compare:
Observa on
&
Iden fica on
Conceptual
Learning
Learning by
Doing
Make the students observe the rules

with the help of various examples
for comparing 3 digit numbers and
therea er conclude the rules for
comparing 4 digit numbers.
Incorporated
Logical Thinking /
Interpersonal
Spot the Greatest and the Smallest:

Make the students form the greatest
and the smallest 4 digit numbers and
arrange themselves according to the
place value of the digits.
Logical Thinking /
Kinesthe c /
Interpersonal
I Can Form 4 Digit Numbers:
Logical Thinking /
Kinesthe c /
Interpersonal
Ask the students to form pairs and

pick cards to form 4 digit numbers and
compare the two numbers formed.
Find Out My Posi on: Ask the students
to arrange their family members
names/pictures in increasing and
decreasing order of their heights and
then place themselves in the correct
posi on to understand the concept of
ascending and descending order.
15
My Family...
Applica on
Cut and Create: Ask the students

to cut 10 straws in dierent lengths
and apply skills to arrange 5 each in
ascending and descending order to
reinforce the above concept.
Lets Create Numbers: Make the
students form the greatest and the
smallest 4 digit numbers to apply
the knowledge given to them and
dis nguish between them.
Learning
Outcomes
16
compare two 4 digit numbers;
arrange numbers in an ascending and descending order;
form 4 digit numbers from the given digits.
My Family...
(d) Even and Odd Numbers
Skills
Duration: 1 Hours 30 Minutes
Activity
Observe Odd and Even in Nature:
Observa on
and
Iden fica on
Conceptual
Learning
Make the students observe two

leaves and ask them to pluck the
leaflets in pairs to iden fy which leaf
has even or odd number of leaflets.
Incorporated
Logical Thinking /
Interpersonal
My Team of Numbers: Distribute

cards with numbers wri en on each
card to every student along with
equal number of cutouts of dierent
shapes. Make them pair the shapes
to understand the concept of even
and odd numbers.
Logical Thinking /
Kinesthe c /
Interpersonal
Lets Play with Numbers
Logical Thinking /
Kinesthe c /
Interpersonal
Learning by
Doing
Make the students think of two even

and odd numbers and let them form
rules for addi on of even and odd
numbers.
Applica on
How do I Dis nguish: Make the

students observe the last digit of
the even and odd numbers to apply
their thinking skills to form rules to
dis nguish between them.
17
My Family...
Learning
Outcomes
appreciate the knowledge of even and odd numbers

through pairing;
form rules to comprehend the result of adding two even

and two odd numbers;
dis nguish between even and odd numbers by observing

the last digit of a number.
Material Required
Board to draw, picture of a crocodiles face, drawing sheets, colours for all students, straws
(10 X number of students in the class), a pair of scissors for each child, number slips with
digits 1 9 ( 3 each) and slips with the digit 0 (5 in number), flash cards with digits 0-9,
cut-outs of various shapes, (1+ 2+3+4++ number of students in class), number cards
with numbers 1, 2, 3..+, number of students in the class wri en on it. Dierent
types of compound leaves or pictures of compound leaves.
Visual Arts
Mama and the Two Kids: Students are made to observe the
situa ons, iden fy and colour if the number names match
with the numerals. This is done to give them prac ce of
number names and numerals.
Physical Ac vity
Spot the Greatest and the Smallest: Create numbers and ask
students to be seated on the chair corresponding to the place
value of the digit.
Performing Arts
Lets Sing: Make the students sing a song of even and odd
numbers to reinforce the concept.
Critical Thinking
18
In how many ways can I write it? Ask the students to write all possible 4 digits
numbers from the given four numerals.
Can I find out? Ask the students to cri cally think and write the various 4 digits
numbers that have a par cular digit at a par cular place.
My Family...
Following the rules laid to compare 3 digit numbers, the students have to cri cally
think and form rules to compare 4 digit numbers.
While forming the 4 digit numbers if one of the digits is 0, the students need to
comprehend the smallest 4 digit number keeping in mind that 0 cannot be placed in
the thousands place.
In adding 2 even or 2 odd numbers the result is an even number. Similarly, the students
have to decipher the result themselves in case of addi on of 1 odd and 1 even
number.
Life Skills/SEWA
Appreciate, understand and relate 4 digit numbers to day to day life.
Working in groups helps the students to improve interpersonal skills.
In the ac vity My Team of Numbers making team captains enhances leadership

quali es among students.
Comparing numbers and dis nguishing between even and odd numbers a er forming
rules helps the students to learn the advantages of making rules so that things become
more systema c and easier.
19
My Family...
General Science
Introduction
In Class II the learners have understood the meaning of the nuclear and joint family.
The learners explored incidents of sharing and caring within the family, celebra on of
special occasions and the profession of immediate family members. Carrying forth this
understanding the learners in Class III would get involved in construc ng a family tree and
explore the changes that have occurred over the years.
Teachers Notes
Students of Class III besides having an understanding of their immediate surroundings
are ready to explore their past and bring about a correla on between the past and the
present. The learner would gain through ac vi es involving
Photographs collec on, Photo gallery
Use of Pictures, Drawings
Role Play
Interviews
Vocabulary Building
Ac vi es of this unit have been developed to help students inculcate a scien fic ap tude
towards the significance and role of the family in ones life.
General Objectives
To sensi se children towards a social group called family.
To observe and understand the role of parents for their children.
To appreciate responsibili es towards elders in the family.
Specific Objectives
20
To understand the importance of family es.
To understand the making of the family tree and names of some of the rela onships.
To iden fy the similari es and dissimilari es among family members.
To develop a sharing and caring a tude towards the family members.
To follow the customs, values and tradi ons of the family genera on a er
genera on.
To compare developmental changes according to age.
My Family...
(a) Constructing Family History
Skills
Duration: 13 Hours
Activity
A story
Conceptual
Learning
A photo story on an eminent family
Incorporated
Linguis c / Kinesthe c /
Interpersonal
eg. Nehru family.

A video-Learning about people at home
Game : Family group
Interview of grandparent.
Logical / Intrapersonal
/ Kinesthe c /
Interpersonal
Observa ons
Poem : Family
Learning By
Doing
Interview of grandparent.
Family tree
Applica on
Scrap book
Interview
Kinesthe c / Logical /
Spa al / Interpersonal
/ Linguis c
Kinesthe c / Logical /
Spa al / Interpersonal
/ Linguis c /
Intrapersonal
Learning
Outcomes
understand the meaning of the social group called family;
linkage of family members for three genera ons;
role and importance of each member;
customs, values and tradi ons they share;
developmental changes they undergo if any.
21
My Family...
Material Required
Photo-story, scrap file, photographs of family members; Interview schedules,
ques onnaire for Interview and Interviewee.
Visual Arts
Draw a sketch on My Family Picnic
Performing Arts
Photo album.
Making a family tree.
Playing the game Its My family.
English
Wri ng a diary entry/ a poem or interviewing family members.

Making interroga ve
ques onnaire.
sentences
for
the
Mathema cs
Coun ng the number of family members. Arranging family

members in the descending order of their age.
ICT
A photo story, pictures of family member, Video.
Social Science
Observing dresses worn in the family.

Loca ng the places from where they have come.
Customs and family tradi ons.
22
interview
My Family...
Critical Thinking
ACTIVITY 1
Why does your grandmother say that things nowadays are dierent from the
mes of their childhood?
Is it necessary that all
the family members
would have same
colour complexion,
similar hair colour and
similar eye colour?
Is being born in
a family the only
possible way to
become a part of the
family?
Can two family
Can we consider
members be exactly
pets as our family
similar?
members?
ACTIVITY 2
Home
List the things you like most in your home.
.................
.................
.................
.................
.................
23
My Family...
.................
.................
.................
.................
.................
.................
.................
.................
.................
Categorise these things under the living and non living category:
LIVING
NON LIVING
Out of the things men oned above which one will you consider a part of your family and
why?
Life Skills/SEWA
Through interviews and interac ons with the elders the learner will be able to
appreciate the need to respect elders.
The group ac vity on forming a family would bring the quality of team work and
respect for others views.
Collec on of family photographs and arranging them in order would develop the skill
of data collec on and analysis.
Life Skill Ac vity Ask the students to make a daily diary entry for a week while this unit is in progress.
24
Ask them to record the events in which they helped others at any point of me in some
way.
My Family...
Social Science
Introduction
At the entry level of Class III, students are already familiar with the term family and also
realise that it is the basic Unit of society. They have already developed an understanding
of its meaning and existence in society. Unit II Family is planned to further enhance
their conceptual knowledge, comprehending skills, observa onal skills, logical reasoning
and capability of deriving their own inferences. They are made to realise that society
will not func on in a disciplined and organised manner if families do not exist, The law
of the jungle would prevail leading to chao c situa ons. The lesson develops on the
line of concept of family, family as a support system (caring and sharing values),
rela onships in the family (similari es and dierences), sensi vity towards old and
physically challenged people.
Teachers Notes
The key concept in social science is that of The family. The defini on of family in the
Webster dic onary is a household, with ones own spouse, parents and children. The
family is generally regarded as a major social ins tu on and remains the focus of a persons
social ac vi es. It is a social unit created either by blood, adop on or marriage and can
be further described as nuclear or extended. In the present scenario the modern family
has undergone a radical transforma on in its structure. The changing value systems have
been a major factor in contribu ng towards a sharp reduc on of the classical / tradi onal
family structure. Besides the nuclear and extended families there are the childless family,
one parent family, other family configura ons and quasi-family units which have also
simultaneously come into existence.
Even though there have been tremendous changes since the very beginning of civiliza on
the family s ll remains the most func onal social ins tu on. This fact has been emphasised
and re-emphasised in Unit II Family through ac vi es visits, open-ended situa ons,
presenta ons and worksheets.
Laying significance on the fact that students of primary classes are energe c and curious
the Unit- II Family has been developed keeping all the mul ple intelligences in close
25
My Family...
perspec ve. Students are endowed with dierent intelligences like: Logical / Spa al/
Kinesthe c /Interpersonal/ Intrapersonal/ Linguis c/ Musical / . and thus it becomes
essen al for the facilitator to enrich them in each aspect. Audio- visual aids form an
essen al part of the unit which assist in giving clarity in each concept taken up while
dealing with the lesson plan.
At the end it is essen al to highlight that each unit has a rubric which helps the facilitator
to be judgemental about himself and comprehend whether the teaching- learning process
has taken place the way it was desired and to make sure that no child is le behind.
General Objectives
26
To be able to iden fy a family.
To appreciate the concept of sharing and coopera on by living in a family.
To be able to realise the relevance of each family member in a family.
To be sensi ve towards the old and the physically disabled.
My Family...
(a) Concept of a Family
Skills
Duration: 13 Hours
Activity
PowerPoint Presenta on on Family:
Conceptual /
Logical
The aim is to make the students

understand the concept of a family,
and types of family.
Family Members Song:
Observa on
Audio Visual Video on Nuclear and

Extended Family.
(To make them understand the
dierence between the two kinds
of families and the advantages of
each.)
Families on Display:
Learning by
Doing
The aim of the ac vity is to make the

student comprehend each aspect of
his or her family.
Make a Family Album:
Decoupage (DAY koo PAHZH)
Applica on
The students will be able to realise

the relevance of rela ves, cousin
brothers and sisters, grandparents,
aunts, uncles and other members of
the family.
Incorporated
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
27
My Family...
Learning
Outcomes
understand family as a basic unit of society;
appreciate all rela ons in the family;
develop a value system in accordance with the family

tradi ons.
(b) Family as a Support System

(Sharing Caring and Values)
Skills
Activity
Home and the people who live

there.
Conceptual /
Logical
Through this ac vity the student

comes to know his family be er.
Duration: 2 Hours
30 Minutes
Incorporated
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
The names of dierent family

members, their likes and dislikes,
their professions etc.
Occasions of Togetherness.
Observa on
Through this ac vity the student

shares his views with his classmates
about how much he enjoyed being
with all his rela ves.
Having Fun Together.
Daily Chores at Home.
Learning by
doing
Card Making.
The aim of these ac vi es is to
sensi se the students towards their
family members and how they can
show their gra tude towards them.
28
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
My Family...
Role Play
Applica on
The student observes various

ac vi es of their family members in
the morning and tries to copy them. In
the course he learns how his parents
share responsibili es and show care
towards each other.
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Learning
Outcomes
be aware of the ways in which they can care and share at

home;
expand childrens knowledge of how they can care for

others and make others feel good.
29
My Family...
(c) Ideas about Relationships
in Family (Similarities and
Hereditary Features)
Skills
Activity
My Story Time with Grandpa -
Conceptual /
Logical
Observa on
Learning by
Doing
Aims to make the concept about

dierent rela onships (especially
the extended family) clear to the
students.
Duration: 4 Hours
30 Minutes
Incorporated
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Listening Exercise on Pancho- The

aim of this ac vity is to enhance the
listening and observa on skills of the
students.
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Collage Making on the Family Shield The aim of this ac vity is to encourage
the students to brainstorm and
understand their family history. Also
it focuses on the diversity in cultures
of dierent families.
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
My Memory Scrap book - The aim

of this ac vity is to appreciate the
importance of dierent family
members and their importance in
our everyday life.
Applica on
Helping Hands - To make children

understand the importance of their
small li le contribu ons towards
their family members.
Finding Our Roots - (Ancestral Search)
the aim of this ac vity is to enhance
their knowledge about where they
came from, who are their Great
Grandparents and so on
30
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
My Family...
The students will be able to:
Learning
Outcomes
develop an awareness of whom we should care for;
inves gate how and why we should care for others.
(d) Sensitivity Towards Old

and Physically Challenged
People
Skills
Conceptual /
Logical
Observa on
Learning by
Doing
Activity
Duration: 4 Hours
30 Minutes
Incorporated
Situa on Talk The aim of this ac vity

is to develop the understanding
of elders behaviour and its
repercussions and how to deal with
them in adverse situa ons.
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Watch Time The aim of this ac vity

is to appreciate the awareness
people have about the caring aspect
towards the old and the physically
handicapped
people.
Children
understand the role of technology
and community services towards
these physically impaired people.
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Interview with Elders The aim of this

ac vity is to imbibe the importance
of elders in our family.
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Visit to a Nursing Home

Children understand the importance
of care elders need in an old age
home. They learn to appreciate the
significance of caring and sharing.
31
My Family...
Applica on
My Contribu on Time - The aim of

this ac vity is to trigger emo onal
values in children towards the old
people in the family.
Performance Time - The aim of
this ac vity is to enhance their
presenta on skills. Children will learn
the various aspects of role play.
Logical / Spa al /
Kinesthe c /
Interpersonal /
Intrapersonal /
Linguis c
Learning
Outcome
expand his knowledge of how to look a er his/her

surroundings at home and in school.
Material Required
E-board and pre-recorded video clipping, audio visual aid on nuclear and extended family
(prerecorded videos), a photostory on two types of families. A4 sheets, photographs of
family members, glue s cks, cellophane tape, thread, wool, scissors, co on, cardboard
pieces, flash cards, poster colours, pain ng brush, old newspapers, magazines and chart
paper. Wood / card board box / plas c plate, glue, original photographs or paper pictures
of family members, scissors, brush, varnish, etc.
Prepared PPT on family occasions. A4 size paper, pencil. A4 pastel sheet, family
photographs of celebra ons, fes vals and picnic etc. Reusable material, newspaper,
magazine cutouts snacks, games, camera etc.
Scrap book, pencil, large map of the world displayed on a bulle n board, colored s ckers,
big enough for the childs name and name of the selected country, index cards, yarn,
thumbnails (op onal) crayons, colored pencils, or markers, family members chart.
Children develop their understanding of how their families func ons and renew their
apprecia on for various family members.
32
A large piece of paper, not less than 12x16, pictures pasted outline of a shield or any
other cutout and glue (op onal). Conversa onal and video clippings are used to perform
various ac vi es.
My Family...
Visual Arts
My Memories Scrapbook
Collage Making on Family Shield
Helping Hands
Families on Display
Hands On!
Collage Making
Card making
Occasions of Togetherness
Ac vity: Homecare
Ask each child to draw a picture showing care at home.
-
use A4 Ivory sheets.
any medium of colours like crayons/ poster colours etc.

can be used.
33
My Family...
Physical Educa on
Finding our Roots.

Childrens Day Out.
My Daily Chores at Home.
Ac vity
Set up a house area in the classroom for role play as family.
Performing Arts
Performance Time
Role Play
Ac vity
Drama se the ways of caring and sharing at home.
Critical Thinking
1.
Extended families are losing their importance. Jus fy the statement.
2.
Grandparents are the builders of family values. Comment.
3.
Men on two ways in which you can be of help to any physically disabled person.
Life Skills / SEWA
34
The students will epitomise the fact that a family is an essen al part for an individuals
life and also for societys need.
They will realise that each family follows certain customs and tradi ons which helps
them to develop a feeling of belongingness and enriches a cultural background.
They will learn to respect dierent rela onships in the family.
Develops a sensi vity towards elders and physically impaired.
My Family...
Performing Arts
Introduction
Nota on is the wri en expression of music notes and rhythms on paper using symbols.
When music is wri en down, the pitches and rhythm of the music is notated, along with
instruc ons on how to perform the music. The study of how to read nota on involves
music theory, harmony, the study of performance prac ce, and in some cases an
understanding of historical performance methods. Wri en nota on varies with style and
period of music. In Western Art music, the most common types of wri en nota on are
scores, which include all the music parts of an ensemble piece, and parts, which are the
music nota on for the individual performers or singers.
General Objectives
To appreciate vocal and instrumental music.
To use music as a means of personal expression.
To iden fy the rhythm of a simple song and sing accordingly.
Specific Objectives
To iden fy simple rhythmic pa ern in a song.
To respond with movements to a variety of musical moods.
To develop reading and wri ng of music through sta nota on.
To iden fy the rhythm of a simple song and sing accordingly.
35
My Family...
(a) High Notes and Low Notes.
Skills
Activity
Understand high and low notes.

Learn notes on piano. (worksheet)
Aesthe c
Comprehend
octave,
the
notes nearest to one another.
(worksheet)
Learn bass clef to write low notes.
(work sheet)
Understand sharp, flat and natural
to change the pitch of notes.
(worksheet)
Singing and playing the theme
song. (Fathers old grey whiskers)
Understanding Swaras. (Shudh,
Komal, Tivra, Achal & Vikrit )
Understanding Saptak. (octave)
Learn kind of swaras in saptak.
Alankars in shudh swaras.
Learn family song based on kehrva
taal.
36
Duration: 3 Hours
Incorporated
My Family...
Sing and play notes in ascending and
descending order. (worksheet)
Learning by
Doing
Write dierent notes on sta and

name them. (worksheet)
Draw bass clef and write notes on
lines and spaces. (worksheet)
Place sharp and flat signs
before notes and name them.
(worksheet)
Par cipate in singing ac vi es.
Sing alankars in ascending and
descending order.
Understanding notes on alankars.
(worksheet)
Play and sing notes on piano or
keyboard. (worksheet)
Applica on
Make notes of a song and play

them. (worksheet)
Place sharp and flat signs and
understand the dierence while
singing it.
Sing or play notes in tone semitone
pa ern.
Sing the theme song. (Fathers old
gray whiskers)
Make a game of classical music
by playing songs from movies and
cartoons. Divide up into teams
and maintain score to monitor
which team matches the maximum
number of piece.
37
My Family...
The students will be able to understand:
Learning
Outcomes
notes on piano, bass clef, sharp and flats, and how they
work together in a song;
Singing and playing song related to theme;
Know how music undergoes a change on adding a sharp

or flat. (symbols used to change the pitch of sounds);
Learn komal, vra, achal and chal swaras;
Sing alankars in shudh swaras ;
Sing songs in dierent pitches.
Material Required
Musical instruments ,music system to record and play back songs, etc.
Visual Arts
Play notes on piano or other instruments and iden fy the

notes.
Physical Educa on
Perform physical exercise with music.
Critical Thinking
Music requires mul ple disciplines - eye/hand coordina on, breath control and
simultaneous movement of several body parts.
Example-Read song and play it on a piano.
Life Skills / SEWA

Instruc on through musical methods enables children to develop problem-solving skills,
to be disciplined, pa ent, confident and responsible. These character traits are developed
through repe
38
on, as they gradually start focusing and learn in a be er manner.
My Family...
Visual Arts
Introduction
This unit will con nue to focus upon expression using the elements of art, namely line,
shape, colour and principles of design, i.e. pa ern and rhythm. The ac vi es will focus on
the crea ve use of material and memory drawing.
Teachers Notes
The ac vi es designed in this unit will develop visual, spa al, logical and mathema cal
abili es in the students. There will be cross curricular integra on with Maths, English and
General Sciences in both the ac vi es. They need to be introduced using brainstorming,
demonstra on, discussion and audio/video aids. The experiences have to be hands on
and interac ve.
General Objectives
To develop crea ve and aesthe c sensibili es that perceive and respond to works of
art, nature and events.
To inculcate intellectual abili es that make cross curricular connec ons using the
medium of art.
To recognise and analyse art from various cultures and styles.
To encourage students to recognise their own ideas, values and beliefs and communicate
them through visual arts.
To explore new techniques and processes using a variety of materials.
Specific Objectives
Understanding the theore cal and prac cal aspects of the elements of art, namely
line, shape and colour.
Expressing themselves using the principles of design: pa ern and rhythm.
Developing fine and gross motor coordina on and spa al awareness.
To reproduce details from memory.
To use materials crea vely.
39
My Family...
(a) String of Paper Figures
Skills
Duration: 4 Hours
Activity
Learning to cut a string of dolls
Cra
30 Minutes
Incorporated
Intrapersonal / Logical
Mathema cal /
Kinaesthe c / Spa al /
Natural
Learning
Outcomes
cut neatly along lines;
reproduce details from memory;
use materials crea vely.
Material Required
Paper, scissors, pencil, markers, glazed paper, glue, etc.
General Sciences
My Family
Mathema cs
Even numbers, pairing
English
Step by step instruc ons
Critical Thinking
Try cu ng out dierent string designs on the paper. For example, try a bu erfly, or flower,
or star.
Life Skills / SEWA

Cleanliness: Cleaning up a er a cra ac vity; Conserving material- check to see if it can
be reused.
Taking care of materials - pu ng things back in their place.
40
My Family...
(b) Line, Shape, Colour
Skills
Drawing
Duration: 1 Hour
30 Minutes
Activity
Incorporated
Picture composi on using the

elements of art-line, shape and
colour
Linguis c / Spa al /
Logical & Mathema cal
/ Intrapersonal
At the end of this lesson, students will develop the ability to

use line, shape and colour to create a picture composi on.
Learning
Outcomes
Material Required
Construc on paper, cartridge sheets, origami/glazed paper, scissors, glue, oil pastels.
Mathema cs
Shapes
English
Step by step Instruc ons
Critical Thinking
Do the drawings look the same?
How are they similar? How are they dierent? Why?
Life Skills / SEWA

Obedience: Listening to and understanding instruc ons.
Taking care of materials pu ng things back in their place.
41
My Family...
Physical Education
Introduction
Students will learn Push Pass in Soccer.
Teachers Notes
The life line of a football team is to master the art of the good passing of the ball. In a
nutshell, good passing is knowing where and when to hit the ball, with accuracy and
the right weight, there are many types of passes, but the most important is the push
pass. This pass is the most reliable way of shi ing the ball from one player to another.
Such passes are invariably used over short distances and oer a high level of control
and accuracy.
General Objectives
Experience joy and sense of achievement through movements.
To develop posi ve personal quali es of an individual.
Specific Objectives
42
To develop accuracy in passing.
To develop control and ming of the pass.
To be able to execute a skill in isola on and in group.
Develop agility, alertness, balance and co-ordina on through movement.
Develop and understand tac cs and strategies of movement ac vi es.
My Family...
(a) Push and Pass in Soccer
Skills
Manipula ve
Movements
Activity
Duration: 3 Hours
Incorporated
Passing drills from sta onary posi on, Spa al / linguis c /

interchanging the posi on in triangles, interpersonal
against the wall etc..
PEC Card 3: Bean Bag Relay.
PEC Card 4: Circle Chasing.
Applica on
Accurate ming of passing like

through pass in soccer.
Learning
Outcomes
give an accurate pass to team mates by using the wide

pla orm of inside the foot by using either the right or le
foot;
make a wall and through pass during prac ce and in the

game;
read and judge the posi ons as an oender and defender

and make appropriate decision when and whom to pass;
help in acquiring other skills in soccer like keeping the

ball possession;
exhibit dierent components of fitness like agility,

balance, speed and co-ordina on.
43
My Family...
Material Required
Cones, lime powder, dierent size/weight of balls and PEC Kit.
Mathema cs
Convert yards into
the following units
metres, inches and
feet.
Students will be divided into groups of 4 students for each

team.
Students convert the measurements/specifica ons of the

soccer field from yards to metres, inches and feet.
Look at the diagram and answer the ques ons.
Metrics;
1 yard = 0.9144 meter
1 yard = 36 inches
1 yard = 3 Feet
Q1. What is the length of the field in
meters..inchesfeet
Q2. What is the width of the field in
meters..inchesfeet
Q3. What is the diagonal distance of half field in
meters..inchesfeet
44
My Family...
Q4. What is the half radius of central circle in
meters..inchesfeet
Q5. What is the ver cal distance of penalty area
meters..inchesfeet
Critical Thinking
Students will create a plan to implement a programme to improve accuracy.
Life Skills / SEWA

It is an avenue for an expression of anger, aggression and happiness, a means for discovery
of the self as well as a social facilitator.
45
My Family...
Lesson Plans
46
My Family...
English
Lesson Plan-a
Topic: Pronouns
Dura on: 3 Hours 30 Minutes.
Brief Descrip on: This is the story of a birds family. The birds have never seen flowers
and winters. When the birds come to a field which is full of flowers, the birds begin to
sing very melodiously. In a very short me the birds make their nest too. The mother bird
lays five eggs. Both father and mother bird feel happy, constantly, admiring the eggs. One
day one of the eggs peeps and starts moving. Pre y soon another egg moves under her
feathers, and then another and another. Finally, five li le birds hatch! Now the father bird
sings louder than ever. The mother bird, too, wants to sing, but she has no me, and she
turns her song into work. So hungry are the li le birds that it keeps both the parents busy
feeding their fledglings. Away each one flies to get food for them. The moment the li le
birds hear them, their wings start to flu er among the leaves. Five li le yellow mouths
open wide, and nothing can be seen but the five yellow mouths! Soon the li le birds are
big enough to fly. In me the li le birds learn to use their own wings, and they fly away, to
find food, and build their own nests. Things changes as the weather changes too. Mother
and father bird also fly away. Mother and father are happy that their babies have grown
up and are fine to and they will live happily.
Learning Objectives
As a result of this lesson, the students will be able to:
underline places where pronouns can be used;
replace nouns with pronouns.
Material Required
Coloured sheet for the ac vity, pencils/ coloured pencils, handout of the story, etc.
Teacher Activity
Once the students begin to master pronouns, let the students con nue wri ng a paragraph
or essay using appropriate nouns and pronouns.
47
My Family...
Let students discuss when it is appropriate to use pronouns. For example, you would not
use a pronoun to begin a story or paragraph because the reader would not know to whom
the writer is referring.
Pronoun Hunt
Students search the classroom for words, gathering only those that are pronouns. To
prepare for this game, the teacher will write words on index cards. The teacher must
write on each card, including words of all parts of speech and include a wide array of
pronouns. Then she must hide the cards around the room.
Divide the students into four teams. Tell students that they have words hidden around the
room, and they need to hunt for pronouns. Instruct students only to pick up pronouns,
telling them that they will lose a point for any non-pronoun they collect. Allow students to
race about the room searching for pronouns. Give them four to five minutes to complete
their hunt. At the end of the game, count all the pronouns collected by each team,
taking points away for any non-pronoun words gathered in error.
Student Activity
Pronoun Subs tu on
Materials: Various objects (balls, blocks, books, games), pictures of proper nouns (famous
people, places and things), sentence strips, wri ng instruments (pens, pencils, markers,
crayons) and chart paper or a notebook paper.
1.
Place objects and pictures around the room where students can easily see them.
2.
Number each object/picture and have a sentence strip for each object/picture that
either describes or begins a story about the object/picture. For example, with a soccer
ball you might write on the sentence strip, Michael likes to kick the soccer ball.
3.
Let students rewrite the sentence using appropriate pronouns. For example, He likes
to kick it.
4.
A er all the students have wri en several sentences/paragraphs using appropriate

pronouns, allow them to share and iden fy by speaking aloud the pronouns they have
wri en on their papers.
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Pronoun Find
Materials: Photographs and/or pictures cut out from magazines, wri ng paper, pencils,
pens or markers, etc.
Allow students to choose several pictures and/or photographs. Let them write a sentence
describing the photograph/picture using nouns and one sentence describing the same
photograph/picture using pronouns.
Let students pair up and read their sentences aloud to each other. Have them tell each
other the pronouns that can replace the nouns.
Review
To find out whether the ac vi es that are being conducted are able to develop the
desired skills in the learners, i.e., to take them towards the learning outcome.
Frequent evalua ons will be conducted. Learners will be encouraged to present their
learning, individually or collec vely in a group.
Assessment
The teacher will be making anecdotal records showcasing each students level of
understanding of pronouns from me to me through dierent ac vi es. These anecdotal
records can be used for developing mid-term and annual reports also.
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My Family...
English
Lesson Plan-b
Topic: Auxillary Verbs
Dura on: 1 Hour
Brief Descrip on: The lesson involves an introduc on and explana on on the usage of
auxillary verbs.
Learning Objectives
iden fy some common helping verbs;
explain how to use the correct verb form with a helping verb.
Material Required
Video from Youtube as men oned earlier.
Teacher Activity
Play the Video. Students to listen to it and understand auxillary verbs.
Use the PowerPoint Presenta on to further explain the concept.
Read the story Birds-: Coming and Going. Children to clap on every auxillary verb (If
there are more than two ac vi es men on the Worksheet).
Student Activity
Complete Worksheet on Auxillary verbs.
Review
Ask a few students to share their answers from the worksheet with the rest of the class
while others to check whether the answers are correct.
Assessment
Assess students work while moving around the class to see if they are working on the
worksheet independently.
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English
Lesson Plan-c
Topic: Elocu on
Dura on: 2 Hours
Brief Descrip on: Students will research, prac ce their speaking and wri ng skills to
enable them to par cipate in Elocu on.
Learning Objectives
speak fluently;
express with confidence and clarity;
learn the nuances of oratorical skills;
speak in front of an audience with the correct posture and body language;
make and maintain eye contact;
improve dic on and pronuncia on while using the English language.
Material Required
Worksheet 1, newspapers, books and ar cles on birds and their homes.
Teacher Activity
1.
The teacher will greet the students without looking at them. She will speak in a
mumbled voice and with disinterest. Then she will turn to the students and ask them
if they understood what was being said. Thus she will stress the importance of
Ar cula on
Inflec on
Accent and Emphasis
Instruc ons for Reading
The Voice
Gestures
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2.
Teacher will read the news using the correct voice modula on and dic on in order to
be a role model for the students.
(If there are more than two ac vi es, number them and also men on the Worksheets).
Student Activity
The students will work on Worksheet 1 with their partners.
They will take turns to read newspapers keeping in mind the points that the teacher had
asked them to remember.
Students will research on the topic How do birds make their nests? They will then write
a short paragraph on the same and take turns to read out their paragraph in front of their
class keeping the above men oned points in mind.
Review
Students will recall the points necessary to speak with confidence in front of an
audience.
Assessment
The teacher will assess them by observing the students while the students read out their
self wri en paragraphs.
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Mathematics
Lesson Plan-a
Topic: Number Names, Numerals and Coun ng in Dierent Ways
Dura on: 3 Hours
Brief Descrip on: The students are already familiar with three digits numbers. In this
lesson, they will be given enough prac ce of wri ng the number names and numerals of
four digit numbers. They will be made comfortable in coun ng in dierent ways whether
it is skip coun ng or reverse coun ng through various ac vi es and worksheets.
Learning Objectives
A er the comple on of the lesson, the students will be able to:
write four digit numerals and their number names;
count four digit numbers in dierent ways;
comprehend the pa ern of coun ng in a given series and con nue further.
Material Required
Observa on sheet and colours, slips of number names and slips of their corresponding
numerals, 10 cards with random 4 digit numerals wri en on it and 10 cards with their
corresponding number names wri en on it (for each pair), paper, pencil, cards with
random four digit numerals wri en on it, a box, marker and a board, number cards
(0,1,2,3,4,9 ), a box, a sheet of paper for each group etc.
Student Teacher Activity
Mama and The Two Kids.
Match the Ten.
Straight and Erect.
10+10+10..?
Read, Name and Skip.
Sing a Song.
In How Many Way can I Write It ?
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Activity 1
Mama and The Two Kids
Children already know how to read and write 4 digit numbers. Enter the class with the
required material for the ac vity.
Instruc ons:
Observe the given situa ons carefully. Each mom has tried to distribute an equal number
of candies between her two kids. If you find that the moms have done their task perfectly,
then colour the moms dresses pink and draw smiles on the faces of both the kids.
Activity 2
Match the Ten
1.
Take 10 cards with numerals wri en on them and 10 cards with their corresponding
number names wri en on them.
54
2.
Shue the cards and put them in a box.
3.
Hand over the box to each pair.
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4.
Ask them to match the numeral card with their corresponding number name card.
5.
The pair which first forms 10 sets of numerals with their corresponding number
names wins and gets apprecia on.
Activity 3
Straight and Erect
1.
Put all the slips in a box and shue.
2.
Ask each student to pick up a slip and read it carefully.
3.
Ask the children holding the slips of number name to be in one corner and the children
holding the numerals in the other corner.
4.
Label the team holding the number name slips as Team A.
5.
Label the team holding the numerals slips as Team B.
6.
Ask both the teams to make a straight queue according to the sequence of the number
names/ numeral wri en on the slips that they hold.
7.
The team which is able to form the queue first wins.
For ExampleTeam A
TeamB
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Activity 4
10 + 10 +10+................... ?
Write down your year of birth in train 1.
Start skip coun ng by 10.
Write down your grand mothers year of birth in train 2.
Start reverse skip coun ng by 10.
Write down your grand fathers year of birth in train 3.
Start skip coun ng by 7.
The student who is the first one to complete all the trains correctly is the winner.
For example:
Train 1 (your birth year)
Train -2 (Grand mothers birth year)
Train -3 (Grandfathers birth year)
Activity 5
Read, Name and Skip
56
Put all the cards in a box.
Ask students to come one by one and pick up a card.
Ask them to read the numeral wri en on it .
Then ask them to write its number name on the board with a marker.
Therea er skip 3 numerals and then write the new numeral.
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For Example:
If a student picks up a card having 5631 wri en on it, he writes on the board
five thousand six hundred thirty one and 5635.
Activity 6
Sing a Song
Song (count to the thousands) h p://www.youtube.com/watch?v=963IUfaH7b0
Activity 7
How Many Ways Can I Write It ?
Put the 10 number cards in each box.
Ask the group members to pick out any 4 cards.
Instruct them to write the digits of the cards on a sheet of paper.
Tell them to write all the possible 4 digit numbers with their number names.
For example:
If the cards picked up are-
Then, the likely 4 digit numbers would include2758,2578,2875,2785,2857,2587,5278,5287,5728,5782,5827,5872

7258,7285,7528,7582,7825,7852,8257,8275,8572,8527,8725,8752.
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Review
The students will be able to write number names and numerals upto 4 digits. They are
smart and quick in coun ng in dierent ways and are able to orally manipulate skip
coun ng as well as reverse coun ng.
Assessment
Use Worksheet: 3 and 5 for assessing the students.
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Mathematics
Lesson Plan-b
Topic: Expanded Form With Respect to Place Value
Dura on: 3 Hours 30 Mintues
Brief Descrip on: In this lesson, students will be able to expand 4 digit numbers with
respect to place value. They will be given a lot of prac ce to write the standard form
of the given expanded form. Students will enjoy learning the concepts through various
interes ng and a en on grabbing hands on ac vi es.
Learning Objectives
A er the comple on of the lesson, students will be able to:
comprehend the place value of a par cular digit in a provided 4 digit number;
expand the 4 digit numbers with respect to place value;
write numerals according to the given expanded form.
Material Required
Place value cards of 4 dierent sizes, a box, slips of four digit numbers, colours, print outs
of a colour wheel, an abacus, number cards ( 1000, 2000,9000,100,200,900, 10, 20,
30.. 90, 0, 1, 29 ).
Teacher Activity
Tip to Tip
Changing Values
Teacher Activity 1
Tip to Tip
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Pick up one card of each size and place one card over the other in the descending
order of their size. For example, if we take four cards of
9527
Ensure that their ps coincide.
Show it to the students
Invite them to read the number.
Now slowly separate them in front of the students to get four dierent cards.
9527
9000
500
20
Take the opportunity to explain the expanded form as well as the standard form by
giving ample examples.
Changing Values
Write a 4 digit number on the board. Example, 7324
Ask the students to represent this number on their abacus with the help of beads.
Underline one of the digit. For example, 7324
Ask students to leave the beads which represent

the underlined digit and remove the rest of the
beads. i.e
Discussion:-
60
The underlined digit 3 is at hundreds place.
The value of 3 in this 4 digit number is 300.
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Take more examples by taking 3 at dierent places in a 4 digit number.
Example 1
8137
Discussion:Here the underlined digit 3 is at tens place.

The value of 3 in this 4 digit number is 30
Example 2
3246
Discussion:Here the underlined digit 3 is at thousands place.

The place value of 3 in this 4 digit number is 3000.
Example 4
8653
Discussion:Here the underlined digit 3 is at the ones place.

The value of 3 in this 4 digit number is 3
Make the students interpret and compare the digits placed at dierent places.
Student Activity
Am I the Right Person?
Colour Wheel.
Count Our Jumps.
Can I Find Out?
Activity 1
Am I the Right Person?
Hand over one place value card of a four digit numeral to each child.
Write a 4 digit numeral on the board.
Explain to the children that if you have the appropriate place value card of the numeral
wri en on the board then they should immediately come and stand in front of the
board at the correct place and display their card.
Ensure that each child gets a chance to reach the board and display the card.
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For example-
Activity 2
The Colour Wheel
If the number has 6 in its ones place, colour the part of the circle blue.
If the number has 6 in its tens place, colour the part of the circle yellow.
If the number has 6 in its hundreds place, colour the part of the circle red.
If the number has 6 in its thousands place, colour the part of the circle green.
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Activity 3
Count Our Jumps
Divide the class into groups of 4.
Put slips of 4 digit numbers in a box.
Ask each group member to put dierent tags on their dresses.
Member 1
THOUSANDS
Member 2
HUNDREDS
Member 3
TENS
Member 4
ONES
Demonstrate to clarify
The child with thousands tag jumps 5 mes.
The child with hundreds tag jumps once.
The child with tens tag jumps 6 mes.
The child with ones tag jumps 4 mes.
Then the 4 digit number is 5164.
Ask the group leader (the student having the thousands tag) to pick up a slip from the
box and share the number with the other group members.
Ask the other students to count the number of jumps of the group presen ng it and
tell the number.
Activity 4
Can I Find Out?
How many four digit numbers have 7 in the hundreds place?
How many four digit numbers have 2 in the thousands place?
How many four digit numbers have 2 in the thousands place and also 7 in the hundreds
place?
How many four digit numbers have 6 in the tens place?
How many four digit numbers have 2 in the thousands place also 6 in the tens place?
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Review
The students are smart enough to write the expanded form of a four digit number and
also the place and place value of a par cular digit in a four digit number. They get ample
prac ce of wri ng the standard form of a given expanded form. They are able to think
cri cally and calculate mentally.
Assessment
Use Worksheet: 8 and 9 for assessing the students.
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Mathematics
Lesson Plan-c
Topic: Comparing and Forming 4-Digit Numbers
Dura on: 4 Hours
Brief Descrip on: Students already know how to compare and form 3 digit numbers.
In this lesson they will move a step further and learn to compare 4 digit numbers and
arrange them in ascending and descending order. Forming 4 digit numbers from the given
digits is another thing which they will learn in this lesson. The learning objec ves are
successfully achieved through interes ng ac vi es and worksheets where the topic has
been beau fully linked with the theme MY FAMILY.
Learning Objectives
In this lesson the students will be able to:
compare and order numbers by first comparing the number of digits;
compare and order 4 digit numbers by comparing first the digit at the thousands
place then the digit at hundreds place followed by the digit at the tens place and
finally the digit at the ones place;
form 4 digit numbers from given digits;
form the greatest and the smallest numbers from the given 4 digit numbers;
dieren ate between greatest and smallest 4 digit numbers.
Material Required
Board to draw, picture of a crocodiles face and four sets of number cards. Set one has
nine number cards. Each number card has one digit wri en on it from 1-9 and named as
thousands. Rest of the three sets have 10 cards each with digit 0-9 wri en on each card
and named as hundreds, tens and ones respec vely, drawing sheets and colours for all
students, straws (10 X number of students in the class), a pair of scissors for each child
and flash cards with digits 0-9 wri en on them.
Teacher Activity
A Quick Recap
Randomly call out 6 students from the class and ask them to stand in a line/ group. Then
call 9 more and ask them to stand in another line/group.
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Ask others to compare and find out which group is larger.
All would be able to tell that group of 9 is bigger than the group of 6. Ask again if number
12 is bigger than number 16. You may give straws / sweets etc and count to show that the
first group of 12 is lesser than the second group of 16.
Make them observe, analyse and recall that 16 is a bigger number than 12.
Tell them that we can always count and find out which of the digits i.e., one digit or two
digit number is greater or smaller than the other, but for three digit numbers it becomes
dicult and for 4 digit numbers its even more dicult.
Make them recall how to compare two numbers with dierent number of digits. Let them
tell that the one that has more digits is greater number for example 57 is less than 256.
Make them recall the story of the
towards a larger number of fish.
greedy crocodile that opened its wide mouth
Take the opportunity to use the mouth of the crocodile to compare two numbers with
dierent number of digits.
For example:
66
57
256
57
256
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Now ask them to compare 35 and 27. Let them answer that the crocodile will open its
mouth towards which side.
Give them more examples to check their previous knowledge ll you are sure that they
can correctly understand the use of the less than sign ( < ) and greater than sign ( > )
Tell the student again that
57 < 256 is read as 57 is lesser than 256

256 > 57 is read as 256 is greater than 57
256 = 256 is read as 256 is equal to 256
Give them a few more examples on the board to explain the concept.
Tell them about the diculty in comparing the numbers if both the numbers have the
same number of digits.
Write two 3 digit numbers on the board.
579
358
Let them observe that both the numbers have three digits. Help them recall that now we
need to look at the digits at the hundreds place. Between the two numbers the number
having a greater digit at the hundreds place is bigger.
H
5
3
T
7
5
O
9
8
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In the above example 5 and 3 are at the hundreds place. Since 5 is greater than 3 so 579
is greater than 358.
579
>
358
Now, if we have two numbers with the same digits at the hundreds place we need to look
at the digit at the tens place for those numbers. The number having a greater digit at the
tens place is greater.
E.g.
Since 4 is less than 7 (digit at the tens place) therefore
743
<
778
If the digits at the hundreds place as well as at the tens place are the same, we look at the
digit at the ones place/again.
896
892
Both 896 and 892 have the same digits at the hundreds and tens place. Only the digit at
the ones place is dierent. The number with the greater digit at the ones place will be
greater.
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H
When comparing the digit at the ones place we find that 6 is greater than 2. Therefore
896
>
892
Some mes if we find that both the numbers have the same digits at the hundreds, tens,
and ones place, we say that both the numbers are equal.
378
378
All the digits in both the numbers are the same. They are called equal to each other.
Student Activity
1.
Lets Form Rules to Compare.
2.
I Can Form 4 Digit Numbers.
3.
Find Out My Posi on.
4.
Cut n Create.
5.
Lets Create Numbers.
6.
Spot the Greatest and the Smallest.
Activity 1
Lets Form Rules to Compare
Tell them that well follow the same rules with the 4 digit numbers. Help them make a
golden rule for 4 digit numbers. Ask them to fill the blank.
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Every 3 digit number is greater than any ____ digit or ____ digit number. They will recall
that the answer is 1 and 2.
Similarly, for 4 digit number the rule is:
Rule 1: Every 4 digit number is greater than any 1 digit, 2 digit or 3 digit numbers.
E.g.
3246 > 246

3246 > 46
3246 > 6
Ask them to fill in the blanks once again:

If we compare the two 3-digit numbers well compare first the digit at the _____ place.
If both digits are the same we will compare the digit at the ____ place and finally we
will compare the digit at the _______ place if the first two digits are same. Help them
conclude that the blanks are to be filled by hundreds, tens and ones respec vely.
Form Rule 2 now for 4 digit numbers.
Rule 2: To compare two 4 digit numbers compare first the digit at thousands place. If
thats same compare the digit at hundreds place. If thats also same then compare the
digit at tens place and finally if all the first three digits are the same compare the digits at
the ones place.
E.g.
4384 < 8343 as 4< 8

4384 > 4258 as 3>2
4384 > 4367 as 8> 6
4384 < 4389 as 4< 9
Activity 2:
I Can Form 4 Digit Numbers
Ask the students to form pairs. Let the first pair come to the table and the first student
picks 4 cards from each of the set and forms a four digit number. Make the second student
do the same. They disclose their four digit numbers and the one with the greater number
wins. For example: the cards picked out by the first student reads as:
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Th
The cards picked by the second student read as:
In this case second student wins as his card at the thousands place (7) has a greater digit
than the card of the first student at thousands place (5).
The teacher con nues this game ll all the students get a chance.
Worksheet Number 4 and 5 will be done a er this ac vity.
Make the students realise that most of the things in nature have an order. Tell them
that in their family, their grandfather has to be older than their father and the father is
definitely older than them.
Numbers for example
8000 > 7000 > 6000
Take up an ac vity to make the concept of ascending and descending order clear.
Activity 3:
Find Out My Posi on
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Provide each student with a drawing sheet and ask them to write the names of their
family members and their rela onship with them. Once all the students have completed
the task, ask them to draw them to arrange them once in the increasing order and then in
decreasing order of their age.
For example:
Family Members:
Grandfather
Brother
Family members in Increasing order of age:
Family members in Decreasing order of ages:
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Mother
Father
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Explain Increasing order is going up and is also known as Ascending order and Decreasing
order is like going down and is also known as Descending order. Show the picture of a
slide.
Ascending means Going up
Descending means Coming Down
Elaborate that in ascending order numbers are arranged from the smallest to greatest
and in descending order numbers are arranged from the greatest to smallest.
Ascending order
54, 78, 89, 190, 505, 839, 1467, 5682, 7579, 8670, 9740,
9999
Descending order
9871, 8763, 6542, 4327, 2220, 1091, 705, 587, 376, 56, 43,
22, 11, ..0
Tell them a trick to remember D Decreasing Descending Down
Activity 4
Cut n Create
Give each student 10 straws and a pair of scissors. Each student cuts the straws into
dierent sizes. On a horizontal base, paste five straws in an ascending order of their
lengths and remaining five straws in the descending order of their lengths. For example:
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Ascending order
Descending order
Now the students have the knowledge of comparing and ordering of numbers, conduct
an ac vity forming the greatest and smallest numbers from the given digits.
Activity 5
Lets Create Numbers
Make number slips with digits 1 9 ( 3 each). Divide the class into 5/6 groups depending
upon the class size. For example for a class of 25 students, five groups are formed.
Ask each group to randomly select 8 number slips and rearrange the digits to form the
smallest and the greatest four digit number.
Ask the students to arrange the slips in descending order. Wait ll they arrange.
Ask them to separate the first four cards from the le side to get the greatest four digit
number.
Greatest number: 9876
The smallest four digit number can be obtained star ng from the right by taking the last
four cards.
Smallest number: 2245
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Take some more examples so that children are clear with this concept.
Now add 5 cards of digit 0 to the previous collec on of cards. Ask the students to pick up
this me four cards.
Make them form the greatest four digit numbers from these cards. Help them recall that
to do this they need to first arrange the digits of the cards in descending order as given
Therefore, the greatest four digit number is 8520. While forming the smallest number
arrange the digits in ascending order as
Now help them no ce that the above number formed is not a four digit number but
a three digit number. In this case tell them that we need to interchange the first two
digits.
Therefore, the smallest four digit number is 2058.
Activity 6
Spot the Greatest and the Smallest
Divide the class into groups of ten children each. Each group will play turn by turn.
Distribute flash cards of numbers 0-9 to the first group. Place four stools/ chairs/ tables
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in the room labelled as Thousands, Hundreds, Tens and Ones. Call out four digits and ask
the students with the relevant number card to rearrange themselves to form the greatest
four digit number and sit on the respec ve chair to form the number.
For example:
If digits called out are 3, 7, 8 and 5. They form 8753 as the greatest number. Now ask them
to form the smallest four digit number. They rearrange themselves and form 3578 as the
smallest number.
3, 7, 8, 5
TH
3
GREATEST NUMBER
TH
8
SMALLEST NUMBER
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A er the first group is done with making the smallest and greatest three digit numbers,
its the second groups turn to do the same. Students enjoy playing this game and learn
about forming numbers too!
Review
At the end of this lesson the students will be able to compare the 4 digit numbers and
arrange them in an Ascending and Descending order. They will also be able to form the
greatest and smallest 4 digit numbers using the digits given to them. The above concepts
will be reinforced by the worksheets.
Assessment
(Worksheet 14 to be used)
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Mathematics
Lesson Plan-d
Topic: Introduc on of Even and Odd Numbers through pairing
Dura on: 3 Hours
Brief Descrip on: In this lesson, the students are introduced to even and odd numbers
through ac vi es. They are able to dis nguish between even and odd numbers and are
able to separate them from a group.
Learning Objectives
As a result of this lesson the students will be able to:
understand what are even and odd numbers;
form rules for addi on of even and odd numbers;
separate even and odd numbers from the group.
Material Required
Cut outs of various shapes, (1+ 2+3+4++ number of students in class in numbers)
number cards with numbers 1, 2, 3.., corresponding to number of students in the
class, wri en on it, dierent types of compound leaves or pictures of compound leaves.
Student Teacher Activity

Student Activities
1.
My Team of Numbers.
2.
Lets Observe Odd and Even in Nature.
3.
Lets Play with Numbers.
4.
How Do I Dis nguish.
5.
Lets Sing
Activity 1
My Team of Numbers
Make the students ready for the ac vity. Randomly give the number cards with a unique
number wri en on it to each child. (If there are 25 students in the class, you must have
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25 cards with numbers 1, 2, 3 ..25, wri en on each card respec vely). Give cards with
numbers 1 and 2 to two students respec vely who can become the captain of their teams.
Give cutouts of dierent shapes to the students according to the number on their card. (A
child with number 19 will get 19 cutouts) on their seats. Make two teams Team A with the
group captain as the child who has the Number 1 card and Team B with the group captain
as the child with the Number 2 card.
Let the captain of Team A (with the number card 1) start calling out from the number 1
followed by the captain of Team B calling out 2. Let them alternately count in a manner
that team As captain calls out numbers 1, 3, 5, 7.. and Team Bs captain calls out
numbers 2,4, 6, 8The child with the number card 3 goes to Team A and the one with
number card 4 to Team B and so on in such a manner that two teams are formed in the
class.
1, 3, 5, 7, 9...
2, 4, 6, 8, 10...
Make the members of Team A sit and members of Team B stand.

Ask the students of both teams to arrange their cut outs into groups of 2.
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For number 10
Take this opportunity to introduce the word PAIRS. Tell them that a group of 2 is called a
PAIR. We have a pair of eyes, a pair of hands. Let them come up with other examples like
a pair of legs, a pair of feet, a pair of shoes, a pair of socks, a pair of scissors and so on.
A er they have finished, ask the members of Team A if all their shapes are in pairs. They
will all say NO. Ask Team B the same. All the members of Team B will have the shapes
in pairs.
Tell them that: If we are able to pair all objects then the number of objects is EVEN.
If we are not able to pair all the objects and one object is le then the number of objects
is ODD.
So 2, 4, 6, 8, 10, 12 are all EVEN.
And 1, 3, 5, 7, 9, 11 are all ODD.
Activity 2
Lets Observe Odd and Even In Nature
Leaf 1
Leaf 2
Show the students dierent types of compound leaves.

Let them observe that if we pair the leaflets in leaf 1, one leaf is le . So the number of
leaflets is odd. Whereas if we pair the leaflets in leaf 2 no leaf is le so the number of
leaflets is even.
Activity 3
Lets Play With Numbers
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Ask the students of Team A to think of any 2 even numbers and students of Team B to
think of any 2 odd numbers. Ask them to add both their numbers.
Think for a li le while and surprise them by telling that answers of all the members of
Team A and also of Team B is an Even Number.
Activity 4
How Do I Dis nguish?
Ask the students of Team A to stand now and show their cards. Make the students
observe the last digit of the numbers. The last digits are 1, 3, 5 , 7 and 9. Repeat the same
for the members of Team B. Help the children observe that the last digit in the cards of
the members of Team B are 0, 2, 4, 6 and 8. Reinforce this fact by assis ng them to form
rules.
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Activity 5
Lets Sing
Make the students sing this song.
If you are an even number
You always have a pair.
So if you look around.
Your buddy will always be there.
But
If you are an odd number.
Theres always and lonely one.
He looks around to find his buddy.
But hes the only one.
Review
At the end of this lesson the students will be able to understand and appreciate the concept
of pairing and will be able to dis nguish between even and odd numbers. Forming rules
to decipher the answer when they add two even or two odd numbers is also what they
will learn. The concepts taught will be reinforced and assessed through worksheets 15
and 16.
Assessment
Worksheets 15 and 16
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General Science
Lesson Plan-a
Topic: Construc ng Family History
Dura on: 13 Hours
Brief Descrip on: Through this lesson the children will be able to understand the role
of a family in ones life, family linkages and their rela on with other family members.
They will learn about the history of their families by collec ng informa on from their
grandparents.
Learning Objectives
research the history of their family;
interview a person (grandparents);
cri cally evaluate and assess the rela on between members of a family for three
genera ons from their grandparents to themselves;
make a family tree based on the above informa on depic ng the food eaten,
dresses worn and customs of their family;
understand their role toward their elders in the family.
Teacher Activity
Discussion
The teacher will ini ate a discussion about the family by showing photographs of his/her
family members and how they live together and spend me with each other like a family
get together or celebra ng fes vals together. As the elders take care of kids in the family
and give them all comforts of life similarly the kids should respect and have gra tude for
their elders. The teacher will also emphasise on the fact of how the family originates. The
teacher will discuss the family crests and then brainstorm with children to get ideas that
could represent their family histories. Here are just a few of the many possibili es:
Flags that represent the countries their families came from.
Pictures of foods that are common to their ethnicity.
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Pictures that represent first or last names.
Drawings that depict their favourite family events.
Photos that show family celebra ons.
A er the ini al inputs from the students the teacher will involve them in watching the
following videos and would talk to the students in between by pu ng it on pause.
Video on People in a family at home
The teacher will run this video and explain the rela onship that exists among family members.
Game: This is My Family
Aim: To enable students to iden fy family groups.
Methodology: The teacher will write the names of a few members of four dierent families
under the surnames on chits. For exampleGupta family, Khan family, Singh family, Jacob family
SAMPLE OF CHITS:
GUPTA FAMILY
KHAN FAMILY
SINGH FAMILY
Mr. Anil Gupta
Mr. Imran Khan
Ms. Inderpreet Kaur
Grand Father
Father
Sister
Each student will be asked to pick one chit and as per the name wri en on the chits, they
then join that par cular family group. The students will form dierent families with all
members from grandparents to parents and children.
A er the game, students will be able to create a family tree. A photostory created for a
par cular family would set the stage to introduce this.
Photo Story
To reinforce the concept of a family, students will be shown a photo story of some
renowned personali es like for eg. the NEHRU FAMILY star ng from Pt.Jawahar Lal Nehru
and Kamla Nehru then his fourth genera on Rahul Gandhi and Varun Gandhi or (you may
take any local example as per your country).
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Song: What is a family?
Who is a family?
One and another makes two is a family!
Baby and father and mother: a family!
Parents and sister and brother: a family!
All kinds of people can make up a family
All kinds of mixtures can make up a family
What is a family?
Who is a family?
The children that lived in a shoe is a family!
A pair like a kanga and roo is a family!
A calf and a cow that go moo is a family!
All kinds of creatures can make up a family
All kinds of numbers can make up a family
What is a family?
Who is a family?
Either a lot or a few is a family;
But whether theres ten or theres two in your family,
All of your family plus you is a family!
- Mary Ann Hoberman
Student Activity
Interview
An interview of the grand parents or of the eldest member in the family will be conducted
by the students.
Through the interview the students will get informa on about their family history which
will include -
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The countries their families came from.
The foods that are common to their ethnicity.
The occupa on of their family.
The fes vals celebrated by them 20 years ago and now.
Is there any change in the way they were celebrated then and now?
Their favourite family events.
Their most memorable family celebra ons.
What changes have they experienced since they were kids ll their grand childrens
me?
Tell students to find out the changes that the elders have observed since the past in
their
Physical health
Food and diet
Format for the Interview

Name:
Sex:
Age:
Paste picture
here
Ques on 1
Answer:
Ques on 2
Answer:
..
..
As told to :
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Dated:
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Making a Photo Gallery
Students will collect photographs of their family members which would include those of
their grand parents, parents, siblings, uncle-aunt and cousins and prepare a scrapbook.
The photographs will be supported by some informa on about them as follows.
Name:
Rela on:
Age:
Favourite Colour:
Favourite Food:
Place you would like to visit:
Any 3 things you like the most:
Any two dislikes:
Favourite pass me:
Family events you enjoyed the most:
Fes vals you celebrate with your family:
Crea ng their Family Tree
On the basis of the family tree of the Nehru family (or of a local leader) Students will
prepare their own family tree. A sample format for the family tree is given in the Teachers
Resource Material.
Wri ng Ac vity
A er playing the game with the students, teacher may ask the learners to draw a scene
showing a family picnic to recall the good mes spent with their family members. For
example:
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Review
Mind Map: The following mind map may be used by the teacher to recapitulate the unit
and Family tree.
OR
Beau ful family rela on linkages may be shown by the teacher for extended learning with
the help of presenta ons.
Worksheets
1. My Family Member: This worksheet will help learners to understand the meaning of
the family and the pupil will be able to count and arrange family members according
to their age.
2. Family Tree: This worksheet is designed to formulate the concept of the family tree
upto three genera ons.
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3. Memorable Moments: Using this ac vity students will be able to appreciate the
importance and role of family members.
4. The Big Family: To know the origin and give a clue of customs, this worksheet helps
learners to recognise the rela on between their place of birth and the world.
5. Inheritance: Using the woorksheet the learner will be able to do link the members of
the family by rela ng their character cs with their parents.
6. Family Puzzle: The worksheet will help the learners to recall and build words related
with human rela onships.
7. Family Rela ons Crossword: This worksheet is build to make them familiar with the
vocabulary used for human rela onships.
8. Smiths Family: This worksheet will help the learner to cri cally analyse rela onships
and name them according to their customs.
Jacks Family
Assessment
(A) - Family
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The names of the people in the family tree and what they do.
(1) Frank is Jacks grandfather (from his fathers side). He is an ar st.
(2) Rona is Jacks grandmother (from his mothers side). She is a librarian.
(3) Harriet is Jacks aunt. She is a housewife.
(4) Brad is Jacks father. He is an engineer.
(5) Mary is Jacks mother-in-law. She is a teacher.
(6) Sue is Jacks cousin. She is a professional bowler.
(7) Stan is Jacks brother. He is a chef.
(8) Brenda is Jacks wife. She is a lawyer.
(9) Ma is Jacks nephew. He is in pre-school.
(10) Erin is Jacks daughter. She is in kindergarten.
Ask your partner about the following family members.

Brenda, Ma , Erin, Frank, Rona, Harriet, Mary, Sue, Brad, Stan
Who is ____________?
What does he/she do?
(B) - Family
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Here is Jacks family tree. Fill in the names of the people in the family tree and what
they do.
(1) Rose is Jacks grandmother (from his fathers side). She is re red.
(2) George is Jacks grandfather (from his mothers side). He is re red.
(3) Mike is Jacks uncle. He is unemployed.
(4) Sara is Jacks mom. She is a dance instructor.
(5) Dan is Jacks father-in-law. He works at bank.
(6) Vicky is Jacks sister-in-law. She is a model.
(7) Myra is Jacks sister. She is a high school student.
(8) John is Jacks brother-in-law. He is a university student.
(9) Melissa is Jacks baby niece. She is only two years old.
(10) Jeremy is Jacks son. He is in the third grade of elementary school.
Ask your partner about the following family members.

Sara, Dan, Myra, Melissa, George, Rose, Jeremy, John, Mike, Vicky,
Who is ____________?
What does he/she do?
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Social Studies
Lesson Plan-a
Topic: Concept of a Family
Dura on: 1 Hour 30 Minutes
Brief Descrip on: The process of learning about ones environment begins with the self.
The family and home is the immediate environment for a child. Students learn that there
are two types of families which are prevalent in society but excep ons are also there. The
students learn to respect and value each rela onship.
Learning Objectives
make the child aware of his own existence and of the family he is living in;
make the child comprehend that each rela onship is important;
explain rela onships in an extended family such as that with grandparents, uncles,
aunts, cousins etc.
To encourage children to look not only at human beings but also plants and animals as
members of the larger family called the Environment.
Material Required
An e-board and pre-recorded video clipping, audio visual aid on nuclear and extended
family (pre-recorded videos), photostory on two types of families. A4 sheets, photographs
of family members, glue s cks, cellophane tape, thread, wool, scissors, co on, cardboard
pieces, flash cards, poster colours, pain ng brush, old newspapers, magazines chart
paper. Wood / card board box / plas c plate, glue, original photographs or paper pictures
of family members, scissors, brush, varnish etc.
Teacher Activity
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1.
Family Member Song.
2.
All About the Family.
3.
Displaying Videos.
4.
Joy Ride of Two Types of Families.
My Family...
Teacher Ac vity: A Family Members Song
Material Required -E- board and pre-recorded video clipping.
The teacher plays the video clipping Family Member Song. The students will observe the
family members through the song.
She plays the song on the E-board and asks the students to sing along loudly.
A Family Members Song: link of song is given below h p://www.youtube.com/watch?v

=l3ikpDvO9pk&playnext=1&list=PL940374D2FE7537B1
Ac vity 1: All About the Family
Divide the class into 4-5 groups.
Instruct them to enact a morning scene in their homes.
Observe each persons role in the family.
Family is a major social ins tu on.
Family is a pivot point of all social ac vi es.
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Families develop warmth, aec on and a sense of belonging among each others.
It is a social unit created by blood, marriage and adop on.
Teacher aided ac vity for the recapitula on of the above concept - The importance of
family.
Discussion
Ini ate a discussion on what makes a family. Elicit responses from the students such as
ask them to explore, who named them, the meaning of their names. Encourage the
students to talk about their likes and dislikes, what they do in their spare me, their
hobbies etc.
Ac vity 2: Displaying Videos

Material required: Pre-recorded audio visual video on nuclear and extended family.
The teacher now introduces in the class the types of family. The teacher shows them
a short video of Nuclear and Extended family. She explains the characteris cs of Nuclear
and Extended family with their advantages and disadvantages.
Photo Story
Material required: Photo Story prepared on two types of family.
Now the teacher takes the students for a joy ride.
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Joy Ride of Two Types of Families
This will be followed by a students ac vity Pictures of dierent families.
Nuclear Family
Extended Family
(Worksheet No. 1, 2 & 3)
Student Activity
1.
Families on Display.
2.
Lets be Poe c.
3.
Hands- on!
ACTIVITY 1: Families on Display

Material Required Chart paper, pencil, colours, glue.
Each child brings photographs of their family, draws a large outline of a tree on a chart
paper, colours it and draws/pastes as many leaves on the tree as the number of members
in the family. Each child then in turn writes his/her surname on a leaf and puts the chart
paper up on the board. Then each one tells something about his/her family-whether
nuclear or joint, number of people, their professions, their leisure me ac vity etc.
Children also share their feelings about their grandparents.
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Ac vity 2: Lets be Poe c

Material Required: A4 size sheet, pencil, etc.
The teacher asks the students to give their views / write a poem/ draw a sketch on their
most favourite family member.
Super Mom
Mom, youre a wonderful mother,
So gentle, yet so strong.
The many ways you show you care
Always make me feel I belong.
Youre pa ent when Im foolish;
You give guidance when I ask;
It seems you can do most anything;
Youre the master of every task.
Youre a dependable source of comfort;
Youre my cushion when I fall.
You help in mes of trouble;
You support me whenever I call.
I love you more than you know;
You have my total respect.
If I had my choice of mothers,
Youd be the one Id select!
Link of the Poem : h p://www.poemsource.com/mother-poems.html By Joanna Fuchs
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Ac vity 3: Hands On!
Material Required Wood, cardboard box, plas c plate, glue, original photographs or
paper pictures of family members, scissors, brush and varnish.
Decoupage (DAY koo PAHZH)
The students are asked to follow the following steps to work upon the ac vity.
The surface to be made smooth for decora on.
Paste the pictures on the surface.
Colour the edges of the pictures.
Varnish the pictures with a number of coats to give it a smooth look.
Review
a)
Photo Album of a Family

The teacher asks the students to prepare a family album on the type of family they
belong to.
b)
Poem on Grandparents: h p://www.canteach.ca/elementary/songspoems3.html
Assessment
Prepare a G.O (Graphic Organiser) showing the advantages of an extended family.
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Teacher Guided Ac vity
Glue the photographs brought by the students on a chart paper and ask them to dis nguish
between similar sounding rela onships in the family.
Maternal
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Paternal
__________
Grand father
__________
__________
Grand mother
__________
__________
Uncle
__________
__________
Aunt
__________
My Family...
Social Science
Lesson Plan-b
Topic: Family as a Support System (Sharing, Caring, Values)
Dura on: 2 Hours 30 Minutes
Brief Descrip on: Through this lesson, the students will learn about the importance and
significance of a family in a society. They will epitomise the aspect of sharing and caring
in a family and imbibing a value system to build up a cohesive bond among the family
members.
Learning Objectives
iden fy dierent rela ons;
get encouraged to share their feelings and belongings;
will develop a caring a tude towards dierent family members;
realise the significance of being together in mes of needs and celebra ons.
Material Required
PPT on family occasions, A4 sheets, pictures of living things and objects, glue s cks,
cellophane tape, thread, wool, scissors, co on, cardboard pieces, flash cards, poster
colours, pain ng brush, old newspapers, magazines etc.
Teacher Activity
1.
Home and the People Who Live There.
2.
Occasion of Togetherness
3.
List the Tasks
Ac vity 1: Home and the People Who Live There

Interac on: The teacher ini ates a discussion about their village, the other members
whom they meet on dierent occasions, where the children go for their vaca ons and
which family members they meet on these occasions. (such as fes vals, family celebra ons
and picnics etc.)
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(Use Worksheet No. 4)

PowerPoint Presenta on:
Material Required: PPT on family occasions, A4 size paper, pencil, etc.
Occasions of Togetherness
The teacher shows a PowerPoint Presenta on on family (Nuclear and Extended)
celebra ons, picnics etc. and how they feel on occasions of togetherness.

Ac vity 1: List the Tasks
Material Required: A4 size paper, pencil, etc.
Teacher asks the students to speak out the maximum number of tasks that are performed
by their father and mother separately. She lists down the same on the board and reads
them aloud.
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Student Activity
1.
Having Fun Together:

a) Collage Making
b) Sharing Views
2.
Role Play
3.
My Daily Chores at Home
4.
Card Making
5.
Childrens Day Out
Ac vity 2: Having Fun Together

Material Required: A4 pastel sheet, family photographs of celebra ons, fes vals, ou ngs
etc.
Each student to make a collage of photographs on an A4 pastel sheet taken during any
family celebra on/ picnic/ fes val or a visit to any place during the vaca ons.
Each one to share his or her views with his peer group, expressing his/her contentment
about celebra ng together.
Ac vity 3: Role Play

The en re class will be divided into 4-5 groups. A situa on is given by the teacher to
the students based on dierent family members responsibili es and tasks performed at
home in dierent situa ons. Students will enact accordingly and play their role based on
the responsibili es given to them. For example -
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1.
The house has three bedrooms. (1 for the grandparents, 1 for parents and 1 for the
two children)
2.
Unexpectedly guests arrive (parents with two small children) and they have to be
provided a room in the house for four days.
The students will be asked in which manner / ways would they share their belongings,
room / space, me etc.
Each group would suggest dierent ways of making their guests comfortable as well as be
comfortable themselves.
At the end of the role play the teacher would be able to highlight all the possible sugges ons
given by the dierent groups and also make them realise the significance of sharing and
caring with others and also remaining happy at the same me.
Ac vity 4: My Daily Chores at Home

Let each child talk about the dierent ways in which members of her / his family help each
other and what she /he does to help them. E.g what does your mother do for you and
how do you help your mother?
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Ac vity 5: Card Making
Material Required: Reusable material, newspaper, magazine cutouts, etc.
The children will be asked to make cards using reusable material, newspapers, magazines
cutouts etc to show their aec on and love for their grandparents.
Ac vity 6: Teacher Guided Ac vity

Material Required Snacks, games, camera, etc.
Childrens Day Out
Ask the students to get snacks and games from home for a day out from school to a
nearby park and allow them to share the food, work in groups and take care of each
other. Teachers will involve themselves as li le as possible. A camera will constantly be
on watch recording their ac vi es. On returning, the film will shown to the children and
all those who have shared and taken care of fellow students will be appreciated. The
others would be encouraged to follow their friends.
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Review
Prepare a Graphic organiser (G.O) on the values imbibed through the extended family
system.
Assessment
(Use worksheet on Caring at Home.)
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Social Science
Lesson Plan-c
Topic: Ideas about Rela onships, Concept of Similari es between Rela onships,
Hereditary Features, etc.
Dura on: 4 hours 30 minutes
Brief Descrip on: The teacher recapitulates what a family is and emphasises that the
family is the very first social group students learn about. They learn certain truths about
the world, their faith, and each other through the safe and loving confines and filter of a
family. The types of family are also touched upon. Later the discussion focuses on what work
do the family members perform? Encourage students to respond. The teacher explains
and appreciates that just as we all work together to achieve our goals, similarly, family
members also work together to accomplish their household and other tasks. Students
develop their understanding on how their families func on and renew their apprecia on
for various family members. The teacher further focuses on how a healthy community is
built on strong family rela onships and there are a rich variety of interpersonal skills that
contribute to healthy families.
Learning Objectives
iden fy the various rela onships an individual has;
state examples of the dierent rela onships they come across in their lives;
understand the significance of family and family members;
iden fy the dierences and similari es between family members;
understand hereditary features and appreciate them.
Material Required
Scrapbook, pencil, a map of the world displayed on a bulle n board, coloured s ckers,
big enough for a childs name and the name of the selected country, Index cards, yarn,
thumbnails (op onal) crayons, colored pencils, or markers. Family Member Chart.
Children develop their understanding of how their families func on and renew their
apprecia on for various family members. Paper, of size 12x16, pictures, crayons,
markers, an outline of a shield or any other cutout and glue (op onal).
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Teacher Activity
Collage Making on the Family Shield.
Finding Our Roots- Ancestral Search.
Listening Exercise.
As the family goes, so goes the naon and so goes the whole world in which we live.
Pope John Paul II
The teacher asks the students to imagine about their family and find members of the
family they learnt about in the previous week. Elicit response from the students. The
teacher lists the responses and explains about them one by one as follows:
Mother: A female parent

Father: A male parent
Son: A male child of the parent(s)
Daughter: A female child of the parent(s)
Brother: A male child of the same parent(s)
Sister: A female child of the same parent(s)
Grandparents
Grandfather: A parents father
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Grandmother: A parents mother
Grandson: A childs son
Granddaughter: A childs daughter
Cousins: Two people that share the same grandparent(s)
Uncle: fathers brother, mothers brother, fathers sisters husband, mothers sisters
husband
Aunt: fathers sister, mothers sister, fathers brothers wife, mothers brothers wife
Nephew: sisters son, brothers son, wifes brothers son, wifes sisters son, husbands
brothers son, husbands sisters son
Niece: sisters daughter, brothers daughter, wifes brothers daughter, wifes sisters
daughter, husbands brothers daughter, husbands sisters daughter
Also the teacher at this point of me explains about the family name. A family name is part
of a persons name (mostly used as the last name). It is a type of surname indica ng the
family to which the person belongs to. The use of family names is widespread in cultures
around the world. Each culture has its own rules as to how these names are applied and
used. She explains that in many cultures (notably Euro-American, Middle Eastern, South
Asian, and African) the family name is normally the last part of a persons name. In other
cultures, the family name comes first.
The teacher asks the students to observe their family members in real and collect a few
photographs of their family members and a few close rela ons as per convenience. She
explains that they will be surprised to find marked resemblances in physical features such
as the shape of nose, eyes, hands, feet, forehead, colour and texture of hair and many
other observable traits.
Similari es between members of a family are due to heredity. Heredity means passing
down of characteris cs from parents to children. Dierences between members of
the same family are due to dierent combina ons of parental characteris cs. These
dierences are termed varia ons. Heredity and varia on are due to genes and gene
combina ons and study of heredity is termed Gene cs.
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Further the teacher emphasises that similarity can be seen in twins too. There can be
twins who look exactly the same Iden cal twins. And twins who dont look exactly alike
Uniden cal twins. Response from students on the similari es and dierences in the
facial features etc to be enlisted on the board for their reference.
The teacher emphasises that hereditary factors are the ones that make us resemble
with our other members of the family. Elicit responses from the students. The teacher
con nues with the discussion and further explains that a few diseases are also inherited
from our elders. These include - heart diseases, lung diseases, baldness, obesity, graying
of hair etc.
Baldness
greying
of hair
Hereditary
Diseases
Heart
and lung
diseases
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Obesity
My Family...
Ac vity 1: Collage Making on Family Shield
Material Required: A large piece of paper, not less than 12x16, pictures, crayons,
markers, pencil, an outline of a shield or any other cutout and glue (op onal).
Students can begin to think about their family history and their own lives by making a
family shield.
The teacher discusses what a family shield is? Then brainstorm with children to get ideas
that could represent their family histories or lives. A few examples are:
Flags that represent the countries their families came from;
Pictures of foods that are common to their ethnicity;
Pictures that represent first or last names;
Drawings that depict their favourite family events;
Photos that show family celebra ons;
Photos of their grandparents with them.
Any other material they got from their parents, grandparents or other family members.
The teacher takes a large piece of paper, traces the shield or draws an outline of any
shape (such as an oval). Then she divides the shape into three or four equal sec ons. She
instructs the students to draw a picture that represents an idea about their family, in each
sec on. Some children may prefer to cut out pictures from magazines or use a family
photograph. Pictures or a printout from the computer is another op on. Laminate the
finished shields, if possible. Have children share and compare their shields.
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Ac vity 2: Finding Our Roots- Ancestral Search
Material Required: A map of the world displayed on a bulle n board, coloured s ckers
big enough for a childs name and the name of the selected country, index cards, yarn,
thumbnails (op onal).
In prepara on for the ac vity, let students ask their parents and
rela ves to list the countries where their ancestors/ great-greatgreat grandparents were born.
First, choose the name of one country from the list. Then, write the chosen countrys
name and your name on a s cker. Locate the country on the map and place the s cker on
it. If you do not have enough space on the map for all the s ckers, pin one large-headed
thumbnail on the map. Find about the country and write five or more interes ng facts
about the country and/or culture on an index card. Use yarn to connect each thumbnail
to the other. Ask the students to share with the class the informa on they have found.
Ac vity 3: Listening Exercise
h p://www.esl-lab.com/family1/fam1.htm
(Listening exercise on Pancho)
Listen to the conversa on by pressing the Play bu on of the audio tape you want to
hear and answer the ques ons. Press the Final Score bu on to check your quiz.
Student Activity
1.
My Story Time with Grandpa
2.
Helping Hand
3.
My Memory Scrap
Ac vity 1: My Story Time with Grandpa

The teacher to show a youtube Story about a boy and his grandfather Wilfred Gordon
McDonald Partridge by Mem Fox.
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My Family...
h p://youtu.be/usnOEnTXabw
Ac vity 2: Helping Hands
Material Required: Crayons, colored pencils or markers, family member chart. Children
develop their understanding of how their families func on and renew their apprecia on
for various family members. The teacher discusses with children why they think families
are important and what they like about their families. Ask children to think about the
special contribu ons each family member makes to the family? As students respond,
create a chart on the board and record some of their responses. Encourage children to
think about their own role in their family. What do they contribute? How do they help?
Tell children that they can fill out their own family chart. Then distribute copies of the
Family Member Chart and have each child fill it out. A er the students have completed
their charts, have them share them with their friends.
Family Members
Contribu ons
Mother
Grows things in the garden, takes me to school, reads with me,

goes to work.
Father
Repairs things in the house, makes my lunch, goes to work, plays

with me.
Me
I help take care of my li le sister, help clean up the house and help
shop for groceries.
Sister
Plays with me, takes me to the store.
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Brother
Plays with me, helps me ride my bike.
Grandmother
Takes me ska ng, baby-sits.
Grandfather
Cooks dinner, baby-sits.
Uncle
Teaches me to play tennis.
Ac vity 3: My Memory Scrapbook

Material Required: Scrapbook, Pencil.
Together, grandparents and grandkids can complete the 20 pages that comprise their
Memory Scrapbook. Each page spread should have a theme. For example one page says
Look At Us and has kids comparing their appearance with their grandparents; theres
a place for each to put a fingerprint and a lock of hair. Another page says, Our Favourite
Things, compares at a glance the grandparents and grandchildrens favourite TV shows,
colours, sports, seasons, and so on. Other pages invite the pairs to examine their favourite
foods, things they like to do together, what life was like when the grandparent was a child,
and much more! They will have a real sense of accomplishment when the scrapbook is
complete.
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Social Science
Lesson Plan-d
Topic: Sensi vity towards the Old and Physically Challenged People
Dura on: 4 Hours 30 Minutes
Brief Descrip on: Why is there a large awareness on how to take care of elders and
physically challenged people these days? The teacher focusses on the cultural dierences
taking place. She compares tradi onal with the modern era sta ng that tradi onally care
for elders has been the responsibility of family members and was provided from within
the extended family home. Increasingly in modern socie es, elder care is now being
provided by the state or charitable ins tu ons. The reasons for this change include :
decreasing family size
greater expected life span of elderly people
the geographical dispersion of families, and
the increase in the popula on of educated women who work outside the home.
Learning Objectives
realise the basic problems faced by the older members of a family;
appreciate the importance of elder members of the family;
understand the significance of old people and physically impaired people as the
member of society;
sensi se themselves towards the old and physically challenged people.
Although these changes ini ally aected the European and North American countries
first, it is now increasingly aec ng Asian countries also.
A er sta ng the present scenario, the focus, is on how we as children small members
of the family can help our elders- the aged and physically challenged people in our close
vicinity.
The teacher explains that old people need our support, they demand a en on and first
of all need our me. At this age they go through certain chronic disorders. Many elderly
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pa ents have to give up independent living because they become forge ul. They forget
to visit the restroom, to take medicine, to drink, or to see the doctor. She states a few
such situa ons and tell the students how to deal with them. For example-
Teacher Activity
1.
Situa on Talk
2.
Watch Time
3.
My Contribu on Time
4.
Visit to A Nursing Home
Ac vity 1: Situa on Talk

The teacher discusses a few stated examples with the students
and guides them accordingly. Elicit response from the students
on the following:
How Do I Handle My Elderly Loved One Who:
1. Wants all My Time and A en on.
Ge ng your loved one involved in ac vi es will be the best
thing for both of you. Take your parent out for lunch when they are in a good mood. If
they cannot physically a end a Senior Center, hire a companion to come in and visit them
on a regular basis. This person can read to them, watch a movie, take them out for a walk
or a ride, play a game, or talk about the old days, etc.
2. Makes Constant Unreasonable Demands.
Focus on the posi ve things you can do for your parent and dont emphasise on the things
that you cant.
3. Is Inflexible, Cri cal and Nega ve.
Your parent may just need a hug or kiss at that moment and be too embarrassed to ask
for the aec on they crave. Instead of arguing agree with them.
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4. Complains about Real or Imagined Physical Symptoms.
Observe and get the necessary medica on done.
5. Is Experiencing Increasing Levels of Memory Loss.
Display large direc on signs with easy-to-follow instruc ons. Brush Your Teeth... Turn
o the Stove... Keep the Door Locked. Get a large wall calendar so that they can check
o the days. To help insure that medica ons are not forgo en or doubled, make a chart
that they can ck o each me they take their pills. For their telephone, get one that has
a one-bu on dialing with a photo and name of the person next to the number. The use
of lists, tape recorders, crossword puzzles, trivia and computer games can help exercise
memory also.
6. Prefers to Stay in Bed or do Nothing- Wai ng to Die.
This could be an ulterior mo ve to get more a en on, or it may be a sign of depression.
Carefully evaluate whats going on. Drop in unexpectedly a few mes and observe their
level of ac vity. Spend more me with them.
7. Refuses to Allow a Cleaning Person into their Home.
Have some other elderly person say that the home must be cleaned immediately for
health and safety reasons.
8. Gets Furious if Something doesnt Happen at a Specific Time.
Avoid telling them a definite me of when you will do something, or when something will
happen. Give a broad window, be vague, and say that you will try to handle their request
soon. Never commit to a specific me because they may tend to become obsessed over
it. This way, it will be a pleasant experience to tell them that you have accomplished what
they asked for, rather than disappoin ng them that you didnt have the me for them.
Ac vity 2: Watch Time
A er explaining the above stated situa ons ask the students to view two videos on
YouTube- explaining how the new technology is also working towards helping the old
people live longer and live be er.
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My Family...
Nursebot: A Robot to Assist Elderly People
Link for the above video h p://youtu.be/6T8yhouP0l0
Japanese Robots for the Forge ul Elderly (related video is
given below):h p://youtu.be/NtD2vwV61-w
A er viewing the videos the students appreciate the value of care for such people and how
they can also support them in todays mes. They appreciate that the latest technologythe hi-tech robots aim towards assis ng elderly people suering from many disorders in
their everyday life.
Similarly, the physically challenged people need

our support. For example, visually-impaired
people contribute to society and are more
independent. Our societys outlook towards
them has changed and they have become an
integral part of it. They need special tools to
survive. The teacher explains that for educa on,
for instance, they need special schools where
they are taught using the Braille format. They
need special magnifying aids (Low Vision Aids)
if blindness is par al. They may also need special walking s cks with bells called the white
cane to help them walk.
DISaBLeD
Means
DIFFeRenTLY A BLeD
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Above all, they need a sympathe c a tude from society.
If we as students just lend our love and support to them, the challenge for them becomes
easier and achievable.
Fast Facts
Seniors who regularly join in for mentally s mula ng ac vi es enjoy a reduced risk of
demen a.
Depression is a treatable illness.
Note: Demen a refers to memory loss.

Ac vity 3: My Contribu on Time!!!
The teacher ini ates and invites students for an open discussion on how they can
contribute towards their elders.
Teacher to enlist the following responses on the board for reference.
Students consider the following ways in which they
can help their elders(old people) to stay ac ve and
engaged in life:
I can get my grandparents involved in some type of
social interac on
Senior Centers
Card Clubs
Volunteering
Talking with Others
Morning and Evening Walk with Friends
I can encourage my grandparent to exercise
Many senior community programs oer senior

ci zens over 65 several Exercise Programs.
Join your parents for a short walk outside or at

the mall every day.
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Encourage your parents to keep moving for at least 30 minutes a day.
I can teach my grandparent to play video games
Easy to play games, they will improve fine motor movement skills and increase brain
s mula on.
Try chess, solitaire, and other single-player

games.
Encourage them to play easy games on I-pads,

I-phones etc.
I can help them take up a new hobby
For those who enjoy quil ng or sewing,

suggest yarn cra s or those that use larger tools and materials suggest some other
ac vity.
Take up photography or some hobby that oers mental, physical and emo onal
engagement for elderly people.
Music Encourage a senior to play the piano, sing or join a choir.

Art For any skill level, drawing, watercolors and oil pain ng are great for mental
s mula on and fine motor skills.
Storytelling Libraries and Schools are always looking for storytellers for childrens
groups.
I can help my grandparents in household tasks.
A er the discussion, the students will write a small love note for their grandparents.
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The teacher to appreciate and make children understand that si ng idle is no ones cup
of tea so why should our Grand Ma and Pas should sit like that? We need to enrich them
every day
Even be er, look for senior ac vi es that your grandparents can join in as well, which
will help build bonding and understanding and will also prepare you for your own future
needs. The teacher explains that the elderly ac vi es oer a sense of empowerment and
self-suciency for many seniors. Sure, we all have to slow down a li le as we age and
take extra care of our bodies, but that doesnt mean we should stop using our body.
Ac vity 4: Visit to a Nursing Home
Teacher to plan a schedule, a field trip to a local nursing
home. Students are advised to bring their grandparents
or secret pals along with them to cheer.
Grandparents, teachers and students to share about the
Did you know that 60

percent of nursing
home residents never
have a visitor?
hobbies they enjoy or read books and stories together.

As a part of this ac vity, create a bulle n board of photos and stories for your classroom
or school.
Be advised that visi ng a nursing home may not be appropriate for all students.
The teacher emphasises that it is important to remind ourselves that though some seniors
require care, many do not, and they lead produc ve and independent lives.
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My Family...
Student Activity
1.
Performance Time!!!
2.
Interview with Elders
Ac vity 1: Performance Time!!!

Before narra ng the story Introduce the story by asking the children:
What were some of the acts?
Were the performers silly or serious?
Is anyone in your family an entertainer?
Has anybody ever heard of vaudeville?
What do you suppose people did for entertainment

before the television and movies and computers
became a part of our lives?
Have you ever been in a talent show or been part of

the audience for a show?
The teacher reads out a Song and Dance Man, by Karen Ackerman to the class. This is the
story of a grandpa who entertains his grandchildren with an impromptu Vaudeville show
from props stored in an old trunk.
A er the story
Ask the children if they enjoy spending me with their grandparents or older family
members. Have their grandparents shared something about their past that they really
enjoyed doing when they were younger. If so, what were some of the ac vi es or
hobbies?
What is involved in pu ng on a show? Costumes, scenery, choreography, etc.
Why is it fun to be a part of a show? Why is it fun to be part of the audience?
Spread out in the room and ask the kids to try a tap dance on their own.
Teacher explains and talks about the various types of performers -- dancers, comedians,
magicians, and singers and separates out the students into groups to orchestrate their
own short skits. The teacher herself or an especially outgoing student, may serve as the
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master of ceremonies. Hold a dress rehearsal and a er a few days of prac ce, invite
grandparents to a end a commanding performance in the classroom.
Ac vity 2: Interview with Elders
Students need to interview an older family member to experience the history. Students
will recognise older family members as sources of historical informa on a er comple ng
this ac vity.
Invite an older person from the community to speak to the class about her life experiences
to introduce this ac vity. Give the speaker a list of topics to cover. For example, these
may include:
Her favourite subjects in school,
What was school like when she was in Third Grade,
Where did she live,
Some major historical events she lived through and how those events aected her.
Students use this talk to brainstorm a list of interview ques ons for an older person in
their families.
They use these ques ons to learn about family history, develop a rela onship with an
older family member and learn about how historical events that aected individuals.
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Review
Create a bulle n board (for your classroom or school) of photos, stories.
Experiences of dierent old and physically challenged people a er the ac vity.
Visit to a nursing home men oned in the lesson plan.
Assessment
Recapitula on: Worksheet on sensi vity towards physically challenged and old people
has already been given.
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Performing Arts
Lesson PlanTopic: Notes and Its Values
Dura on: 3 Hours
Brief Descrip on: Music is a combina on of dierent sounds, and sounds are in dierent
length .To show the length of a sound, certain symbols are used in music, which are called
notes.
Learning Objectives
As a result of this lesson, the students will able to:
learn high notes and low notes, octave;
know bass clef and its notes;
understand tone and semitone. Sharp and flat;
sing theme song (Fathers old grey whiskers)
Material Required
Musical instruments, audio player, sound recorder and songs.
Teacher Activity
High notes and low notes.
Two clefs are commonly used, one for the high notes-the G or the treble clef and the
other for the low notes-the F or bass clef.
The treble clef, originally resembling a capital G, fixes the second line as the note G just to
the right of the middle of the keyboard.
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The bass clef fixes the fourth line of the note as the note F just to the le of the middle of
the key board.
Bass clef
Notes on bass clef
Semitone
A semitone is the distance between two adjacent notes, whether black or white, but
some white note have black one between them. Thus there are semitone between all the
Es and Fs and between all the Bs and Cs and also between any note and its adjacent
black note.
The sign sharp raises the note that comes immediately a er it one semitone and the sign
flat lowers a note one semitone. The sign natural cancels a sharp or a flat.
Octave
Distance between two same note nearest to one another is called an octave.
Swaras
A Swara is a musical note or tone. Natural or pure Swara is termed Shudh Swara. When
all seven swaras of a scale are natural or pure, they form a major scale.
There are more than seven swaras. Two swaras Sa & Pa are never raised or lowered. They
are never sharp or flat and are always shudh. They are unchanging, and are called achal.
The other swaras of saptak are unsteady. They are thus called chal or changeable,
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Some swaras are komal (So or flat). Pure swaras has been changed by being lowered in
pitch, e.g. Re, Ga, Dha, Ni.
A Swara can also be raised in pitch from its pure tone.Such a swara is Tivra or sharp, e.g.
Ma.
Vikrit
When a note that was shudh is raised or lowered it is then called Vikrit.
Saptak
A group of seven swaras is called saptak. The seven ascending swaras of saptak do indeed
parallel the ascending pitches of the western scale.
Types of saptak
1.
Mandra saptak (low range )
2.
Madhya saptak (middle range )
3.
Taar saptak ( high range )
Saptaks are indicated by dots above or below the notes.

1.
Mandra saptak (low range ) Sa re ga ma pa dha ni
2.
Madhya saptak (middle range ) Sa re ga ma pa dha ni
3.
Taar saptak ( high range ) Sa re ga ma pa dha ni
Aaroh
Ascending order of swaras is called Aaroh.
Sa Re Ga Ma Pa Dha Ni Sa
Avroh
Descending order of swaras is called Avroh.
Sa Ni Dha Pa Ma Ga Re Sa
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Alankars
The systema c arrangement of swaras that help a student to develop the technical ability
is called an alankar.
Song based on Kehrva Taal (rythym pa ern of this song )
1
Dhin
2
Dhin
3
Dhin
Na
Dhin
Dhin
Dhin
Na
Family Song Based on Kehrva Taal
126
Ga
Ma
Ga
Ga
Ma
Ga
Da
da
Da
di
Ga
Ma
Ga
Ga
Ma
Ga
Mum
my
Pa
Pa
Ga
Ma
Ga
Re
sa
ni
sa
se
ba
ta
pa
ri
re
re
re
Va
re
ga
re
re
re
ga
re
bha
be
no
re
ga
re
re
ga
re
be
be
ton
pa
pa
pa
ma
ma
ma
ga
ka
sun
da
san
ga
ga
ga
My Family...
sa
ga
ma
ga
ga
ma
ga
nan
he
mun
he
ga
ma
ga
ga
ma
ga
bach
chon
se
ye
ga
ma
ga
re
sa
ni
sa
ho
ja
ta
gu
re
re
re
za
ar
re
re
ga
re
re
re
ga
re
sa
ge
sam
ban
dhi
re
re
ga
re
re
ga
re
ri
sh
te
na
ate
pa
pa
pa
ma
ma
ma
ga
hai
ke
aa
ga
ga
ga
dha
dha
dha
dha
dha
dha
dha
kro
dh
se
doo
ra
sa
ni
dha
dha
dha
dha
ni
ni
he
hu
ha
da
dha
dha
pa
pa
ma
ma
pa
Ist Stanza
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128
bo
lein
mee
thi
ma
ga
ga
ga
va
ani
dha
dha
dha
dha
dha
dha
gh
ar
ki
phoo
se
sa
ni
dha
dha
dha
dha
ni
ni
ho
ja
pa
ri
dha
dha
pa
pa
ma
ma
pa
va
ar
ki
hu
du
ma
ga
ga
ga
ha
ani
ga
ma
ga
ga
ma
ga
phoo
lon
ki
ma
ga
ma
ga
ga
ma
ga
la
ki
bha
ga
ga
ma
ga
re
sa
ni
sa
sa
da
ra
he
re
re
re
sa
ath
re
re
ga
re
re
ga
re
khu
sh
bu
se
me
re
ga
re
re
re
ga
re
ke
jee
va
ho
My Family...
pa
pa
pa
ma
ma
ma
ga
su
khon
ki
bau
ga
ga
ga
cha
ar
2nd Stanza on Same Swaras

Distance between two same note nearest to one another is called an octave.
Student Activity
Singing songs in a major scale.
Fathers old grey whiskers
Have
dear old
dad - dy for
whom I night - ly
Round the sup - per
ta - ble we
make a hap - py
Fath - er
pray
he
group
un
in.
He
has
-
ll
had
strong back;
set
of
dear father- ers
stepped up - on
his
now
its all
caved
whis - kers
that are
whis - kers
get
whis - kers
-----
and ------
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My Family...
all - ways in the way.
Theyre
al - ways
tan - gled in the

Walked up
way;
the
cow
eats them for
Dad - dys shirt; theyre
al - ways
hay.
in the
They
way
Fathers Old Grey Whiskers

I have a dear old daddy for whom I nightly pray.
He has a set of whiskers that are always in the way
Theyre always in the way; the cows eats them for hay.
They hide the dirt on daddys shirt;
Theyre always in the way.
Around the supper table, we make a happy group
Un l dear fathers whiskers get tangled in the soup
They hide the dirt on daddys shirt; theyre always in the way
Father had a strong back; now its all caved in.
He stepped upon his whiskers and walked up to his chin.
They hide the dirt on daddys shirt; theyre always in the way.
130
in
the
soup.
to his
chin.
hide the
dirt on
way.
My Family...
Singing alankars in Shudh swaras
1.
Aaroh (ascending ) sa re ga ma pa dha ni sa

Avroh (descending ) sa ni dha pa ma ga re sa
2.
Aaroh (ascending ) sa sa , re re, ga ga, ma ma , pa pa, dha dha, ni n, i sa

sa
Avroh (descending ) sa sa, ni ni, dha dha, pa pa, ma ma, ga ga, , re re,
sa sa
3.
Aaroh (ascending ) sa re ga, re ga ma, ga ma pa, ma pa dha, pa dha ni, dha ni

sa,
Avroh (descending ) sa ni dha, ni dha pa, dha pa ma, pa ma ga, ma ga re , ga re
sa,
4.
Aaroh ( ascending )sa re ga ma, re ga ma pa, ga ma pa dha, ma pa dha ni, pa dha

ni sa,
Avroh (descending ) sa ni dha pa , ni dha pa ma , dha pa ma ga, pa ma ga re, ma
ga re sa
5.
Aaroh (ascending) sa re ga ma pa, re ga ma pa dha, ga ma pa dha ni, ma pa dha

ni sa,
Avroh (descending) sa ni dha pa ma, ni dha pa ma ga, dha pa ma ga re, pa ma ga
re sa,.
Lyrics of Family Song

Dada dadi mummy papa se banta parivaar
Bhai behno be beton ka sundar sansaar
Nanhe munhe bachchon se ye ho jata gulzaar
Sage sambandhi rishte naate hein iske aadhaar
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My Family...
Ist Stanza
Krodh se door rahein hum hardum bolein meethi vaani
Ghar ki phoot se ho jaa parivaar ki bhaari haani
Phoolon ki maala ki bhan sada rahe ik saath
Khushboo se mehke jeevan ho sukhon ki bauchaar
2nd Stanza
Ghar ke badon ka hona chahiye aadar aur satkaar
Aur bachchon ko milna chahiye sabka pyar dulaar
Aapas mein kadve shabdon mein kabhi na ho takraar
Ghar parivaar ko swarg banata hai aapas ka pyaar
Review
Which clef is used to write high notes?
Which clef is used to write low notes?
What notes come on lines and space of the bass clef?
Which sign raises the note one semitone?
Which sign lowers the note one semitone?
How do you sing alankars in Shudh swaras?
What is saptak and explain the kind of saptaks?
What is Aaroh and Avroh?
Name the komal and vra swaras used in Indian music?
What are achal swaras?
Assessment
The students will be assessed on their understanding of the concept and the par cipa on
in the class ac vi es.
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My Family...
Visual Arts
Lesson Plan-a
Topic: String of Paper Figures
Brief Descrip on: Learning to cut a con nuous string of figures
Learning Objectives
cut neatly along lines;
reproduce details from memory;
use materials crea vely.
Material Required
Paper, scissors, pencil, markers, glazed paper and glue
Teacher Activity
Watch the Video-Easy Paper Cra and Paper People Chain, downloaded from youtube.
Demonstrate the cra of cu ng a con nuous string of figures. (You can also refer to Unit
1 annexure 2 for a varia on of the paper doll string)
Direct them to draw each member of their family on each of the connected figures.
Encourage them to add features to these people, such as, spectacles, pony tails, skirts,
etc. with coloured papers, markers and other colouring material.
Student Activity
Fold a rectangular piece of paper in half so that the two shorter sides are together.
Fold the resul ng piece of paper again to make a zigzag fold of the paper.
Take your pencil and draw an outline of a person on the first flap of the zigzag paper.
(Refer diagram). It is very important to make sure that your drawing touches both edges
of the paper where the folds are. Otherwise, when you cut out your design, the shapes
will not be con nuous and hence your figures will not be connected.
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Cut out the shape, while the paper is s ll folded. Depending on how many mes you
fold your paper, you should have 4 to 5 layers. Do not cut the places, where the shape
meets the edges of the paper. If you do, your shapes will not be connected and you wont
get a string. Now carefully unfold the paper. You should have a string of figures holding
hands.
Draw members of your family on each of the figures. Add details such as, spectacles, shirt,
pants, skirts, pony tails, cap, etc. with colour papers, markers, etc.
Cut a shape of a house with brown paper and paste the family on it.
(Image courtesy: pamsclipart.com).
Review
Students will present their family in front of their classmates and talk about each one of
them.
Home task: Try cu ng out dierent string designs on the paper. For example try a
bu erfly, a flower or a star.
Assessment
Assess their skills of cu ng along the line, their ability to reproduce details from memory,
their crea ve use of the material provided and the neatness of their presenta on.
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Visual Arts
Lesson Plan-b
Topic: Line, Shape, Colour
Brief Descrip on: Picture composi on using the elements of art-line, shape, colour, etc.
Learning Objectives
use line, shape and colour to create a picture composi on.
Material Required
Visuals for demonstra on, drawing sheets, pencil, oil pastels, paints, colour paper, glue,
etc.
Teacher Activity
Show visuals of the works of Wassily Kandinsky. No ce the play of line, shape and colour
to create a composi on. Introduce the words pa ern and rhythm and show them how
pa erns create rhythm in the picture. (Remind them of the paper doll string which is also
a pa ern created by repe
on.) Now direct the students to draw a similar composi on
while you give instruc ons. Example
Draw 5 straight lines from one edge of your paper to the other.
Draw 3 circles anywhere on your paper.
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Draw 4 triangles anywhere on your paper.
Draw one curved line that starts from the middle of the paper and goes to your le .
Colour two of the circles and two of the triangles with any colour you like. You can also
use colour paper.
Add a background colour.
Images: kinderart.com/arthistory/kandinsky.jpg
Student Activity
Create a composi on by listening carefully to the teachers instruc ons. Use paints, paper
cut shapes and markers of varied thickness to create your composi on. Recollect the
primary and secondary colours. Use them in your composi on.
Critical Thinking
Do the drawings look the same? Dierent?
How are they similar? How are they dierent? Why?
Review
Talk about your composi on, explaining the use of line, shape, colour and material.
Assessment
Assess their ability to follow step by step instruc ons, draw dierent lines and shapes, their
applica on of colour and their ability to create rhythmic pa erns in their composi on.
Hand out such Peer Assessment slips:
1.
2.
136
What did you like about
What can be improved in
the picture?
the picture?
Marks out of 10
My Family...
Physical Education
Lesson Plan
Topic: Push and Pass in Soccer.
Dura on: 3 Hours
Brief Descrip on: The lesson will equip the players to pass the ball accurately while
playing soccer by using the inner of the foot.
Learning Objectives
develop the passing skill;
make use of the dierent pla orms of the boot/foot;
balance, control, coordinate (eye and foot) and agility;
understand the significance of concentra on, decision making and be a good

interpreter of movements;
demonstrate the safe and appropriate use and care of equipments and facili es.
Material Required
Cones, lime powder , dierent size/weight of balls, PEC Kit, etc.
Teacher Activity
Key Points
If you combine the three elements (accuracy-weighing- ming) with vision and percep on,
you can be an asset to any team member.
Keep your ankle locked which will enable you to use a large surface of inside of the
foot.
Back li of kicking foot plays an important role in providing force in the pass.
At the me of execu on you will form an L shape by the feet.
Stand upright and relax as you strike the ball.
Posi on your non kicking foot next to the ball poin ng towards the target.
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Keep your shoulders square towards the target.
Student Activity
Students will prac ce the drill individually, in pairs and later on in groups.
Students will show by touching the contact area of the boot in push pass (inside of the
foot).
Without the ball students will form the L shape, followed by a follow through.
Student will stand against the wall and prac ce push pass.
Student will stand in pairs facing each other minding the distance of 8-10 yards and
prac ce push pass.
A group of 8-10 students will form a circle and pass amongst them, but if the pass is
badly directed or poorly weighed it will fail to make it to its intended target.
Review
What is the role of plan ng a non kicking foot towards the target?
In which of the situa on push pass is ideal to use.
Assessment
Each student will be given five targets to knock-out the cone from a distance of 15-20
yards.
Each child will get five chances to knock the cones.
For knocking out every one target the student will score two points.
In the end students will be ranked according to the score they have made a er five
chances.
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Physical Education
Card 3
Bean Bag Relay
Use these activities to:
Improve speed and agility.
Use the bending and chasing skills involved in Kho Kho.
Bend and move smoothly.
Know which direc on to take and when direc on can be changed.
How to play
Divide the class into 3-4 groups.
Place them in front of the star ng line.
Player 1 runs and places the blue bean bag in the first hoop, runs around the cone and
returns. Player 2 runs and places the red bean bag in the second hoop, runs around
the cone and returns. Player 3 runs and picks up the blue bean bag from the first hoop,
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runs around the cone and returns with it to the star ng line. Player 4 runs and picks
up the red bean bag from the second hoop, runs around the cone and returns with it
to the star ng line. The next set of players has their go.
Variations
Reduce or increase the distance run.
Once players reach the first hoop they hop or jump back to the start line.
Equipment
Lime powder or markers.
Red and blue hoops.
Red and blue bean bags.
Cones.
Safety Measures
Sucient space for each group.
Watch out for others.
Keep in own area.
Links to other subjects

Environmental Studies: Animals
Place the names of animals in the first hoop and the names of their babies in the other
hoop. Children take it in turns to collect the name of an animal and match it to their
babies. They run round the cone and return.
Mathematics: Multiplication
In the first hoop place a number, e.g. 8. In the second hoop place its mul plica on,
e.g. 2 x 4. Children take it in turns to collect a number from the first hoop and find the
correct mul plica on sum in the second hoop. They run round the cone and return.
Curriculum links
Linked to the learning objec ve no.16 in the CBSE School Health Manual and the Theme
on Movement Educa on in the NCERT Syllabus: Can I combine bending and running?
Self Assessment
140
How well did I play this game? How can I complete my lap in a quicker me?
My Family...
Physical Education
Card 4
Circle Chase
Use these activities to:
Warm up for other ac vi es
Improve speed and endurance
Move, dodge and turn quickly
Play in a team.
How to play
Divide the group into three teams of four players. Players sit one behind each other in
their teams inside the circle.
First player from each team runs around the outside of a circle trying to catch one of
the other players while running back to their original posi on. If no runner is caught by
the me the runner returns to the team the next member of the team con nues the
chase.
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The relay con nues un l one runner catches and touches another. One point is then
scored for that team. The relay then restarts.
Variations
Play the game with four teams spaced evenly around the circle.
Equipment
Lime powder or lines to create a defined playing area.
Safety Measures
Keep alert and watch out for others.
Links to other subjects

English: Describe a Person
When the chaser catches a runner the chaser uses an adjec ve provided on a card to
describe the other runner. E.g. Hes a quick runner.
Mathematics: Mental Arithmetic
Decide a simple scoring system for this game. Can you keep the score for your team?
Use the scores to carry out simple number opera ons e.g. add or subtract your team
score from the other teams scores.
Curriculum links
Linked to the Learning Objec ve No.1 in the CBSE School Health Manual and the
Themes on Safety and Security in the NCERT Syllabus: What can I do to keep myself and
others safe when playing games?
Self Assessment
142
Did I have enough energy to keep going for the en re dura on of the game?
My Family...
Assessment
143
My Family...
Assessment
English
Rubric for the Unit
Expected
Learning Outcomes
Indicators of the students performance

Beginning
Developing
Achieved
Exemplary
The student is
The student is
The student is able
The student is
able to:
able to:
to:
able to:
Understanding of
Complete the
Maintain
A end to highly
Learn and
Pronoun Disposi on
work but took
a en on
desired objects and
complete the
through the
topics, but needs
task and use prior
non interest in
assignment for
redirec on to be able
knowledge to
the topic. The
task comple on,
to label pronouns.
state and/or label
student needs
though, needs
more help
visual prompts to
than others to
label pronouns.
me due to
complete the
task.
OK Job.
pronouns.
Good Work!
Keep Trying.
Presenta on
A empt but the
Complete the
Complete the work
Create work that is
work is unclear
work on me,
but wri ng is some
very easy to read,
and incomplete.
neat and dy
what illegible, but it
is 100% correct
One cannot
and the wri ng is is what the student is
and done without
decipher what
clear.
assistance. The
trying to convey.
wri ng is neat and
the purpose of
dy.
the task is.

Func oning
To write but with Write but with
Write but with
Write without
frequent errors
few errors
occasional errors
errors in spellings
in spellings,
in spellings,
in spellings,
of pronouns,
of pronouns,
of pronouns,
of pronouns,
capitalisa on and
capitalisa on and capitaliza on and capitalisa on and

paragraphing
144
paragraphing.
paragraphing.
paragraphing.
My Family...
Assessment
English
Rubric for the Unit
Expected
Learning Outcomes
Use auxiliary verbs

Beginning
Developing
Achieved
Exemplary
The student is
The student is
The student is able
The student is able
able to:
able to:
to:
to:
Iden fy auxiliary Use auxiliary
Use auxiliary verbs in
Iden fy modals and
verbs.
verbs most of
wri ng and speech
use them correctly.
the me, while
consistently.
speaking..
Clarity, Fluency and
Speak clearly
Use voice
Use voice modula on
Use the correct
Confidence
using simple
modula on
and the correct
language, voice
sentences
while speaking
body language while
modula on and
that are
with clarity and
talking about a
eye contact
gramma cally
confidence.
par cular topic with
while talking on a
confidence.
par cular topic,
correct.
using adventurous
and unusual
vocabulary.
145
My Family...
Assessment
Mathematics
Rubric for the Unit
Expected
Learning Outcomes

Beginning
Developing
Achieved
The student is
The student is
The student is able
The student is able
able to:
able to:
to:
to:
Number Names and
Read four digit
Read as well as
Read as well as write
Count in reverse
Numerals of Four
numbers and
write the number the number names
and comprehend
Digit and count in
match the given
names correctly
correctly of a given
the pa ern of
dierent way
four digit number of a given four
four digit number and
coun ng in a given
to its number
sequence them.
series and con nue
digit number.
Exemplary
name.
further.
Expanded Form: a
Write the place
Write the place
four digit numeral
value of a single
value of the given of a digit at dierent
expanded form of a
according to its place
digit.
4 digit numeral.
places in a 4 digit
given numeral into
number.
a standard form.
Compare and order
value and squeeze it
Understand the value Squeeze the
into a standard form

Compare and order 4
Compare only 3
Compare and
Compare and order
digit numbers.
digit numbers
order the 3 as
the 3 as well as 4 digit the 4 digit numbers
well as 4 digit
numbers without
numbers with
assistance.
easily.
li le assistance.
Form the greatest
Form the
Form the greatest Form the greatest
Form the greatest
and the smallest 4
greatest and the
and the smallest
and the smallest 4
and the smallest 4
digit numbers from
smallest 3 digit
4 digit numbers
digit numbers from
digit numbers from
the given digits
numbers from
from the given
the given digits with
the given digits
the given digits.
digits without
or without repe
repe
on if no
digit is 0.
146
on. with or without

repe
on even if 0
is one of the digits.
My Family...
Recognise and
Only pair
To pair the
compare Even and
the objects.
objects and
Odd Numbers.
Has a slight
understands
understanding
the concept
of the concept
of even and
of even and
odd numbers.
odd numbers.
Pair the objects.

Recognises, compares
Can pair the

objects.
and dis nguishes
Recognises,
between even and
compares and
odd numbers.
dis nguishes
between even
and odd numbers.
Forms rules to
add 2 even or 2
odd or 1even and
1 odd number.
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Assessment
General Science
Rubric for the Unit
Expected
Learning Outcomes

Developing
Achieved
The student is
able to:
The student is
able to:
The student is able

to:
The student is able

to:
Understanding the
social group called
family
Illustrate the
role of the family
members in
ones life with
the help of peers.
Illustrate the
role of the family
members in ones
life.
Understand the
role of the family
members in ones
life and illustrate the
responsibili es as a
family member with
the help of peers.
Understand the
role of the family
members and
responsibili es as a
family member.
Construc on of the
family tree up to
three genera ons
Construct a
family tree up
to the second
genera on.
Construct a family Construct a family

tree up to the third
tree up to the
third genera on. genera on and
expand it to the
siblings of the first
genera on.
Iden fy the
similari es and
dissimilari es among
family members
Understand
the concept
of similari es
among family
members with
the help of peers
or the teacher.
Understand
the concept of
inheritance of
characteris cs
with the help of
peers.
Understand
the concept of
inheritance of
characteris cs; needs
help in understanding
the concept of twins.
Understand
the concept of
inheritance of
characteris cs and
the concept of
twins.
Compare the
changes in the
growing stages of an
individual
Understand
the changes of
growing up for
self, needs help
to comprehend
further.
Comprehend the
changes in the
development and
growing up stages
with the help of
peers.
Comprehend changes
in the development
and growing up
stages.
Comprehend
changes in the
development and
growing up stages
and predict future
changes.
148
Beginning
Exemplary
Construct a family
tree up to the third
genera on and
expand it to siblings
of the second
genera on.
My Family...
Assessment
Social Science
Rubric for the Unit
Expected
Learning Outcomes
Understand the
concept of a family
Understands the
bonds between
family members
and realises the
importance of
sharing and caring

Beginning
Developing
Achieved
Exemplary
The student is
able to:
The student is
able to:
The student is able

to:
Be familiar
with the term
family.
Understand a few Understand the

concept of a family
rela on with in
en rely in the nuclear
the family.
and extended form.
Correlate
rela onships in
ones own family
as well as in others
families.
Understand
only immediate
rela ons and his/
her own needs.
Understand
that at mes we
need to share
our personal
belongings with
others in the
family.
Understand the
importance of
sharing and caring
with family members
and realises that this
leads to firm bonding.
Understand the
importance of
sharing and caring
in mar al aspects
and as well as in
emo onal aspects.
The student is able

to:
Can well realise the

significance of a
firm bonding for a
happy family.
Has clarity of
understanding about
rela onships
Iden fy various
rela onships in
nuclear as well
as extended
families.
Iden fy
and realise
importance of
dierent rela ons
in the family.
Observe surroundings
and indent
rela onships beyond
immediate family.
Can immediately
interpret
rela onships
and associated
behaviour in every
situa on
Develop respect
towards elders in
the family
Can some mes

realise the
dicul es of the
elders and shows
respect when he
desires.
Show respect
to elders but
is unable to
understand how
to help them in
bad mes.
Show respect
towards all the elders
and can oer help
according to the
need.
Show immense
respect to elders;
not only of ones
own family
members but also
to others outside
the family and
oer help as when
required.
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Assessment
Performing Arts
Rubric for the Unit
Expected
Learning Outcomes

Developing
Achieved
The student is
able to:
The student is
able to:
The student is able

to:
The student is able

to:
Understanding of,
high and low notes
Sharp, flat and
natural.
Iden fy high
note and low
notes and sharp
flat natural.
Name high notes

and low notes.
sharp, flat and
natural.
Iden fy and name

high notes and low
notes, sharp, flat and
natural.
Sing and play high

and low notes,
sharp, flat and
natural.
Knowledge about
the bass sta and its
notes.
Name the notes

on lines and
spaces of the
bass clef.
Notes on grand
sta.
Name notes on treble Sing and play notes

on a grand sta.
and bass clef.
Understanding of
Saptak.
Sing alankars in
shudh swaras.
Recognize three
kinds of saptaks.
Learn and sing

family song based on
kehrava taal.
Play and sing

alankars with
kehrava beat.
Sing Swaras in
Ascending (Aaroh)
and descending
(Avroh).
Understand
singing Aaroh
and Avroh.
Learn swaras in
ascending order
and descending
order.
Understand dierent
pitches of swaras.
Sing swaras in
dierent pitches.
150
Beginning
Exemplary
My Family...
Assessment
Visual Arts
Rubric for the Unit
Expected
Learning Outcomes

Beginning
Developing
Achieved
The student is
able to:
The student is
able to:
The student is able

to:
Displays awareness
of the principles
of design, namely
pa ern and rhythm.
Display
awareness of
pa ern and
rhythm with
guidance.
Make an eort to Iden fy and use

pa ern and rhythm.
iden fy pa ern
and rhythm.
Can iden fy dierent

types of lines.
Iden fy dierent
types of lines
with help from
the teacher.
Iden fy some
types of lines
but cannot list
a ributes of the
lines.
Can cut neatly along

a line.
Cut along a line

with assistance.
Cut confidently along

Make a good
eort to cut along a line.
a line.
Cut confidently
along a line and
help others cut
along the line.
Can understand
folding instruc ons.
Fold paper with

assistance.
Make an eort to Follow folding

instruc ons well.
fold correctly.
Recollect and fold

with ease.
Can reproduce
details from
memory.
Draw lots of details

Draw few details Draw sucient
amount of details from memory.
from memory.
from memory.
Iden fy types of
lines using the
correct vocabulary;
lists a ributes of the
lines.
Exemplary
The student is able
to:
Intui vely use
pa ern and
rhythm.
Iden fy and
dieren ate types
of lines using the
correct vocabulary;
list most important
a ributes of the
lines.
Display
rudimentary
understanding of
space and distance
in details.
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Can understand
Grasp
Display some
Understand
Understand
instruc ons
very basic
understanding
instruc ons accurately
instruc ons
instruc ons.
of instruc ons.
and independently.
accurately and
help his peer
group.
Can iden fy primary
Iden fy
Display some
Display a correct
Iden fy primary
and secondary
primary and
understanding
understanding of
and secondary
colours
secondary
of primary
primary and secondary
colours; Correctly
colours with
and secondary
colours.
understand
guidance.
colours.
how to make
secondary
colours.
Displays crea ve use
Use material
Display some
Display thought and
Display very
of material
randomly.
purpose in
purpose in the use of
crea ve use of
the use of
material.
the material.
material.
Originality/ Crea vity
Produce
Think of
Think of several ideas,
Think of many
work with
some ideas
recall prior knowledge
ideas, recall prior
assistance
and produce
and produce crea ve
knowledge and
from the
moderately
work.
produce unique,
teacher;
crea ve
very original
ideas not
work without
work.
forthcoming.
assistance.
Neatness in colour
Scribble
Scribble colour
Colour with strokes in
Colour with
applica on
colour inside
inside the
one direc on.
strokes in one
the form;
form; makes
direc on and stay
tends to stray
an eort to
within the form.
outside the
keep the
form.
strokes inside
the form.
152
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Teacher Resource
Material
153
My Family...
Teacher Resource Material
English
Material Required
Research material, use of IT, record sheets and dierent types of sta onery.
Books
Books from the library like TinTin newspapers, magazines and other ar cles, short stories
by Ruskin Bond and Panchantra.
Audio-Video
An Oscar award winning movie Born Free.
Website for Reference

Google.com ; h p://www .bbc.co.uk/skillwise
Coming and Going

Compiled by Elizabeth Heber
There came to our fields a pair of birds that had never built a nest nor seen a winter. How
beau ful was everything! The fields were full of flowers and the grass was growing tall,
and the bees were humming everywhere. Then one of the birds began singing, and the
other bird said, Who told you to sing? And he answered, The flowers told me and the
bees told me and the winds and leaves told me and the blue sky told me and you told me
to sing. Then his mate answered, When did I tell you to sing? And he said, Every me
you brought in tender grass for the nest, and every me your so wings flu ered o again
for hair and feathers to line the nest. Then his mate said, What are you singing about?
And he answered, I am singing about everything and nothing. It is because I am so happy
that I sing!
By and by five li le speckled eggs were in the nest, and his mate said, Is there anything
in all the world as pre y as my eggs? Then they both looked down on some people that
were passing by pi ed them because they were not birds.
In a week or two, one day, when the father bird came home, the mother bird said, Oh, what
do you think has happened? What? One of my eggs has been peeping and moving!
Pre y soon another egg moved under her feathers, and then another and another, ll
five li le birds hatched! Now the father bird sang louder than ever. The mother bird, too,
154
My Family...
wanted to sing, but she had no me, and she turned her song into work. So hungry were
these li le birds that it kept both parents busy feeding them. Away each one flew. The
moment the li le birds heard their wings flu ering among the leaves, five li le yellow
mouths flew open wide, so that nothing could be seen but five yellow mouths!
Can anybody be happier? said the father bird to the mother bird. We will live in this
tree always, for there is no sorrow here. It is a tree that always bears joy.
Soon the li le birds were big enough to fly, and great was their parents joy to see them
leave the nest and sit crumpled up upon the branches. It was a great me, the two old
birds talking and cha ng to make the young ones go alone! In a li le me they had
learned to use their own wings, and they flew away and away, and found their own food
and built their own nests and sang their own songs with joy.
Then the old birds sat silent and looked at each other, un l the mother bird said, Why
dont you sing? And he answered, I cant sing - I can only think and think. What are
you thinking of? I am thinking how everything changes. The leaves are falling o from
this tree, and soon there will be no roof over our heads; the flowers are all going; last
night there was a frost; almost all the birds have flown away. Something calls me, and I
feel as if I would like to fly away.
Let us fly away together!
Then they arose silently, and, li ing themselves far up in the air, they looked to the north.
Far away they saw the snow coming. They looked to the south. There they saw flowers
and green leaves. All day, and all night they flew and flew, ll they found a land where
there was no winter - where flowers always blossom, and birds always sing.
155
My Family...
Mathematics
Material Required
An abacus, a board to draw, picture of a crocodiles face, drawing sheets and colours
for all students, straws (10 X Number of students in the class), a pair of scissors for each
child), number slips with digits 1 9 ( 3 each) and slips with the digit 0 (5 in number),
Flash cards with digits 0-9, Cutouts of various shapes, (1+ 2+3+4++ number of
students in class in numbers) number cards with numbers 1, 2, 3, number of students
in the class and their names wri en on it, dierent types of compound leaves or pictures
of compound leaves.
Acknowledgements
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Uh4TpW9KIaurAe4kYWrCw
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86&page=1&tbnh=124&tbnw
=169&start=0&ndsp=24&ved=1t:429,r:19,s:0&biw=1463&bih=657
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mvns&tbnid
=N3UvaGblTZQybM:&imgrefurl=http://www.jokesadda.com/p/mallu-jokes.
html&docid=lTbu_bzlTeqLxM&w
=200&h=451&ei=PUl4TszmFY3SrQe65YCvCw&zoom=1&iact=hc&vpx=963&vpy=200
&dur=16&hovh=337&hovw
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r:14,s:0&biw=1463&bih=657
156
www.google.co.in/imgres?q=group+of+fishes+clip+art&hl=en&tbm=isch&tbnid=ZGf
wvlr3nBhM:&imgrefurl
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w=150&h=116&ei
My Family...
=yUp4TvG1NYnTrQe4w_yyCw&zoom=1&biw=1463&bih=657&iact=rc&dur=250&pag
e=1&tbnh=92&tbnw
=120&start=0&ndsp=21&ved=1t:429,r:6,s:0&tx=81&ty=29
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nid
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=CZOU5ByoAneCqM&w=340&h=594&ei=SEt4TuSfLcPNrQfg4pigCw&zoom=1&iact=h
c&vpx=1133&vpy
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tbm=isch&prmd
=imvns&tbnid=lDrazjST_lGFNM:&imgrefurl=http://www.tutorvista.com/content/
biology/biology-iii/
angiosperm-morphology/simple-and-compound-leaves.php&docid=NBkl5hhHjQKFu
M&w=455&h=282&ei
=2Ex4TrjDKszjrAeYn-CPCw&zoom=1
www.google.co.in/imgres?q=teacher+clipart+pictures&hl=en&biw=1600&bih=799&t
bm=isch&tbnid
=lYiv7r90LrOqoM:&imgrefurl=h p://www.cartoonclipartworld.com/school/teacher.
html&docid
=-xp6i4YbSmxM5M&w=650&h=500&ei=0KJ6Tq_sHI7srQeNopitDw&zoom=1&iact=h
c&vpx=504&vpy=505&dur
=626&hovh=197&hovw=256&tx=138&ty=149&page=1&tbnh=116&tbnw=151&start
=0&ndsp
=36&ved=1t:429,r:30,s:0
Audio-Video
www.youtube.com/watch?v=v3OvzQv17lA
www.youtube.com/watch?v=XT9aqgpjdyw
www.youtube.com/watch?v=yVbR44yd24g&feature=related
www.youtube.com/watch?v=963IUfaH7b0
www.youtube.com/watch?v=MfXCuWiw6lw
www.youtube.com/watch?v=PaOva1g6FvA&feature=related
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Websites for Reference
www.mathatube.com/place-value-by-4-numbers.html
www.studyzone.org/testprep/math4/e/oddeven3l.cfm
www.mytestbook.com/test_questions.aspx?test_id=190&topics=Even/Odd%20
Number%20Rounding%
20Place%20Value&subject=Math&grade=3
greatmathsgames.com/place-value/item/34-place-value-game.html
www.superteacherworksheets.com/place-value.html
www.primarygames.com/Number%20Game/start.htm
h p://www.icoachmath.com/math_dic onary/mathdic onarymain.html
www.mathatube.com/wri ng-num-expanded-form.html
General Science
Material Required
A Video, a photo story, photographs of the Teachers Family
Audio - Video
www.youtube.com/watch?v=8cK4LpOdE8A
A photo story on Nehru family (or of any leader as per the country of residence).
A video-Learning people at home

www.atozteacherstu.com
ANSWER KEY:
Sample Family Tree for Student Ac vity
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Answer Key to Assessment Sheet (A)
1.
FRANK
6.
SUE
2.
RONA
7.
STAN
3.
HARRIET
8.
BRENDA
4.
BRAD
9.
MATT
5.
MARY
10.
ERIN
Answer key to Assessment Sheet (B)

1.
FRANK
6.
SUE
2.
RONA
7.
STAN
3.
HARRIET
8.
BRENDA
4.
BRAD
9.
MATT
5.
MARY
10.
ERIN
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Family Rela ons Crossword (Answer Key)
Social Science
Material Required
E-board and pre-recorded video clipping, audio visual aid on nuclear and extended family
(prerecorded videos), photostory on two types of families, A4 sheets, photographs of
family members, glue s cks, cellophane tape, thread, wool, scissors, co on, cardboard
pieces, flash cards, poster colours, pain ng brush, old newspapers, magazines chart
paper, wood / card board box / plas c plate, glue, original photographs or paper pictures
of family members, brush, varnish, PPT on family occasions, family photographs of
celebra on, fes vals, picnic, etc.; reusable material, newspapers, magazine cutouts
snacks, games, camera, etc.
Scrap book, pencil large map of the world displayed on a bulle n board coloured
s ckers big enough for a childs name and name of selected country, index cards,
yarn, thumbnails (op onal) crayons, coloured pencils or markers, photograph of
family members in the form of a family tree, paper of size 12x16, pencil ,an outline
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My Family...
of a shield or any other cutout and glue (op onal) oral conversa on and video
clippings is used to perform various ac vi es.
Books
Bernards Bath by Joan Elizabeth Goodman; illustrated by Dominic Catalano
A li le elephant who doesnt want to take a bath is shown how fun it is by his parents
and grandparent.
Families Are Dierent: Big Book & Teaching Guide by Nina Pellegrini
The Piano Man - by Deborah Newton Chocolate
Audio - Video
Family member introduc on song
1.
Family song
2.
Nuclear Family system
3.
Extended Family system
4.
Family at home
5.
People at home
6.
My family song
7.
PPT on small family.
Youtube links of AV Aids on Family

www.youtube.com/watch?v=GiRUF7hvWuM
www.youtube.com/watch?v=RuKSUqT7C98
www.youtube.com/watch?v=FVHzyoYan1Y
www.youtube.com/watch?v=l3ikpDvO9pk&feature=results_main&playnext=1&list=PL
940374D2FE7537B1
www.youtube.com/watch?v=VSG1yrV1F2M
www.youtube.com/watch?v=GRi0iePUS88
www.youtube.com/watch?v=2efG8z53spU
www.youtube.com/watch?v=sEODv4Zy18g
www.youtube.com/watch?v=Y0tGsrr1yN4
www.youtube.com/watch?v=dH5RTW0gh30
All the above AV aids are taken from www.Youtube.com
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All the big and small pictures used in this unit is taken from Google images / Google Clip
Art.
h p://www.youtube.com/watch?v=l3ikpDvO9pk&playnext=1&list=PL940374D2FE753
7B1
Performing Arts
Material Required
Musical instruments, audio video recorder and player.
Audio-Video
Follow you tube link to select movie songs and cartoon songs.

www.mtrs.co.in.uk
www.teachnet.com
h p://musictheoryblog.blogspot.in/2006/12/sta.html
h p://www.essen al-music-theory.com/bass-clef.html
h p://www.musictechteacher.com/musicquizzes.htm
162
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Piano
Piano is a musical instrument played by means of a keyboard. It is one of the most popular
instruments in the world. Widely used in classical and jazz music for solo performances,
ensemble use, chamber music and accompaniment. Piano is also very popular as an aid for
composing and rehearsal. Although not portable and o en expensive, the pianos versa lity
and ubiquity have made it one of the worlds most familiar musical instruments.
Pressing a key on the pianos keyboard causes a felt-covered hammer to strike steel
strings. The hammers rebound, allowing the strings to con nue vibra ng at their resonant
frequency. These vibra ons are transmi ed through a bridge to a sounding board that
more eciently couples the acous c energy to the air. The sound would otherwise be
no louder than that directly produced by the strings. When the key is released, a damper
stops the strings vibra on. Pianos are considered chordophones.
The word piano is a shortened form of pianoforte, the Italian word for the instrument
(which in turn derives from the previous terms gravicembalo col piano e forte and
fortepiano). The musical terms piano and forte mean quiet and loud, and in this
context refers to the varia ons in volume of sound the instrument produces in response
to a pianists touch on the keys: the greater a key presss velocity, the greater the force of
the hammer hi ng the string(s), and the louder the note produced
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Introduc on
The key to learning to play the piano is being able to recognise pa erns.
Lets take a look at our piano.
Do you see a pa ern?

There are 3 black keys, a space, then 2 black keys, a space, then 3 black keys, then a
space, then 2 black keys and so on
Now, in the middle of your piano locate 2 black keys. Place your right thumb on the white
key that is to the le of the first black key.
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Your right thumb now rests on the middle C key.
Octave
Piano keys are arranged in sets of 8, also called octaves, in order from A to G and then it
begins to repeat.
Sharps and flats

The black keys represent a sharp (a) or flat (b) key.
Moving in the right direc on, the black keys become sharp notes.
For example, locate the black key in between the C and D keys.
Star ng at middle C and moving towards the right, this key becomes C.
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Star ng at D and moving towards the le , this key becomes D.
Whether the black key is flat or sharp depends on what scale you are playing in.
Bass clef
The bass clef is also known as the F clef and looks like this:
The Bass Clef has two dots, above and below the second line from the top. The dots tell
us that this line is F.
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The note names in Bass Clef are:
Middle C is the first ledger line above the sta in Bass Clef.
Naming Notes on the Bass Clef

The names of the bass clef lines GBDFA can be remembered by the phrase Good Boys Do
Fine Always.
The four inner spaces ACEG by the phrases All Cows Eat Grass or All Cars Eat Gas.
Note Sharps and Flats

There are 7 base note names can each be called a sharp (#) or a flat (b).
The sharps and flats are shown on the sta lines with these symbols.
Also note that when you iden fy a sharp or flat that with in a measure if you want to go
back to the natural note then you use the symbol (
) here we show an example of this
on the master sta. See where the natural sign was used. It took the B flat note and made
it a B natural.
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Here is also one thing to remember when you are moving from one measure to the
next:
A note that has been changed by a sharp or flat symbol will only last for that measure. It
changes back to a natural note when once again seen in the next measure unless specificly
changed by another symbol.
Key signatures also can make all notes for sharps or flats consistant for the whole song.
The symbols will be at the first of the song and each line there a er. So when you see this
type of nota on you know that all notes will be sharp or flat for those notes.
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Here we take a look at the notes on a keyboard that is commonly known as sharps and
flats.
So how in music theory sharps and flats are defined or created? The simple way to look
at this is to say a note is sharped by adding a half step up the scale, and a note will become
flat when it goes down a half step on the scale. Lets take a closer look.
Sharps
As can be seen on the keyboard we show 5 sharps, the C#, D#, F#, G#, and A#.
You can see that the E and B notes dont have a sharp. There is however, a sharp note
associated with them. The E# is the same as the F note, and B# is the same as the C
note.
Flats
As well, you can see on the same keyboard we show 5 flats, the Db, Eb, Gb, Ab, and Bb.
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You can see that the F and C notes dont have a flat. There is however, a flat note associated
with them. The Fb is the same as the E note, and Cb is the same as the B note.
See where we used both the E# and B# and did not duplicate any note names. If we had
used F and F# the notes would have been correct but the names would not. We would
not have had an E in the scale.
Now be aware there are altered scales that will violate this rule for convinence, but in
general we can apply this concept to the basic theory.
Visual Arts
Material Required
Paper, scissors, pencil, markers, glazed paper, glue, construc on paper, cartridge paper,
Origami/glazed paper, oil pastels.
Books
Books on Abstract art from the library.
Audio/Video
Video: Easy paper cra : Paper people chain, (downloaded from You tube).
Websites for Reference

www.colorma ers.com/colortheory.html
www.kinderart.com/arthistory/kandinsky. shtml
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Worksheets
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English
(a) Pronouns
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
A pronoun is a word that takes the place of a noun.

For example: John is a mail carrier. John carries a blue bag.
To make the second sentence sound better, you can replace the word John
with he.
The new sentence will be: John is a mail carrier. He carries a blue bag.
The word he is a pronoun that takes the place of the word John.
Some common pronouns include:
I, you, he, she, it, we, they, you, him, her, them, it, us
I. Rewrite each of the following sentences by changing the underlined
word to a pronoun.
1.
Sarah made dinner for the entire family.

______________________________________________________
2. Tyler played tag with Miguel and Ramon.

______________________________________________________
3. Mr. Cane went to the movie with his friends.
______________________________________________________
4. The house needs a fresh coat of paint before Mrs. Tylers family moves
in.
______________________________________________________
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5. Mary went to the store with Angela.
______________________________________________________
6. Every Thursday, Kenny goes to Wal-Mart with them.
______________________________________________________
7. At the store, the cashier gave Kelly some change.
______________________________________________________
8. I enjoyed seeing the children on the playground.
______________________________________________________
9. If I eat all these vegetables, my mother will let me watch television.
______________________________________________________
10. I bounced the ball and Jack ran after it.
______________________________________________________
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Pronouns
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Draw or paste pictures of your family members and write three lines
about each one of them. Ensure to use the pronouns.
My Family
174
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Pronouns
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. The following are the starting lines for a paragraph. Extend the
paragraph by adding a few more lines to it. Fill appropriate pronouns
in the blanks below and underline the same. Suggest an appropriate
title for the paragraph.
A bird is a living being with feathers. Feathers protect __________ skin and
help to keep ________ warm. Feathers also help to waterproof the body.
A bird has two legs and a hard beak.________ also has many bones that
are hollow like a straw._______ bones make them lighter and _______ are
able to fly better. Some birds such as the penguin, cannot fly. Every bird
hatches from an egg. The egg is kept warm by the father or mother bird
.______ hatch the eggs. When the young bird hatches, the parents usually
feed __________.
_________________________________________________________
_________________________________________________________
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_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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(b) Auxillary Verbs
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
am is are was were-followed by the present or the past participle.

For example: I am going to the park. (am = verb to be; going = present
participle)
I was defeated by a better player. (was =verb to be; defeated = past
participle)
I. Underline the verb to be and the present participle.
1.
I am reading my book.
2.
You are talking too loudly.
3.
He is eating his lunch.
4.
She is washing her face.
5.
They were going home.
6.
We were playing on the lawn.
7.
Ellie and Zoe were singing out of tune.
8.
Emily and Maddy were singing in the choir.
9.
She was not working hard.
10. They are coming home with us.
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11. Zara is feeling ill.
12. Kate is running in the last race.
13. They were so afraid!
14. Natasha and Olivia were watching them and giggling.
15. Mrs Twit was stretched by those balloons.
Underline the verb to be and the participle AND any doing verbs which
you can spot.
1.
Mugglewump was delighted to get back at the Twits.
2.
Mr and Mrs Twit were glued to the floor.
3.
Paula was smiling sweetly as she gave him the cup.
4.
Smiling sweetly, Paula gave him the cup.
5.
They were pushing their way to the front of the queue.
6.
Pushing their way to the front of the queue, they claimed their prize.
7.
He was amazed when they won the prize.
8.
The witches screamed when they were turned into mice.
9.
Stepping inside, Emily was amazed by the size of the capsule.
10. Seeing the open door, Emily stepped inside.

11. They were cowering under the stairs when the bomb exploded.
12. Cowering under the stairs, they heard the bomb explode.
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My Family...
13. Fish are usually eaten with chips and vinegar.
14. They were running past the gates when they saw the space ship
land on the field.
15. Running past the gates, they saw the space ship land on the field.
16. They saw the space ship land on the field as they were running past
the gates.
17. He was gasping for breath as he reached the top of the stairs.
18. Gasping for breath, he reached the top of the stairs.
19. He was clambering up to the top of the stairs, gasping for breath.
20. All the birds were saved from the bird pie.
Now read these sentences again and make sure you have underlined ALL
the being verbs, the present and past participles and the doing verbs.
Frame sentences with the verb to be and with a past participle in them.
1.
______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
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Auxillary Verbs
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Fill in each blank space with the correct auxillary verb:1.
________________ the teacher explain this properly ?

did
was
had
2. _______________ the professor angry ?

did
was
had
3. ______________ you spoken to him before he called you ?

had
did
were
4. ______________ they seeing each other ?

did
had
were
5. _______________ they continue seeing each other ?

did
had
were
6. ______________ you learn anything ?

hadnt
didnt
werent
7. ______________ he in my American History class ?

didnt
wasnt
hadnt
8. I realised that I ___________ learned anything

didnt
180
wasnt
hadnt
My Family...
9. _____________ your sister living in Paris for a while ?
hadnt
wasnt
didnt
II. Fill in the blanks with appropriate forms of be, have and so.
1.
I will go to Chicago after I __________ finished my work here.

has
have
had
2. She ___________ playing the Piano when I entered her room .

was
is
has
3. The patient __________ died before the doctor came.

has
did
had
4. ______________ you ever been to Kashmir ?

were
have
had
5. That is what he ___________ not seem to understand.

did
does
has
6. They ___________ say that they would pay up.

does
do
did
7. I will call you when dinner ___________ ready.

is
was
has
8. She asked where I ___________ going .

am
was
have
9. ______________ you know where John lives ?

have
do
does
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10. I _________ admit that I was wrong .
do
have
was
11. I always feed the dogs before I ___________ breakfast.

have
has
had
12. Before he _________ community service, he went to University.

did
had
has
13. We ___________ to get a 10 per cent wage rise in May.

was
are
have
14. Why dont you ___________ a good boy and sit down ?
be
182
is
was
My Family...
Auxillary Verbs
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Fill in the blanks with appropriate auxillary verbs to complete the

passage below. You can choose from a wide range of auxillary verbs
such as am, is, are, was, were, can, will, has, have.
Flying in the Air
There ______ about 8500 different kinds of birds. Birds ______similar
to mammals which ________ creatures like you and me. Of course there
______ quite a few differences between birds and regular mammals. A
bird _______ feathers and wings. They use their wings to fly. However,
some birds such as the ostrich or the penguin do not fly because they do
not know how to fly. Under all the feathers and inside the wing the bird
________ muscles. The muscles inside the wing _______ attached to
the breastbone of the birds and _______ known as flight muscles. These
________ like the muscles that you ______ in your arms. Thanks to
these muscles birds _______flap their wings and fly if they know how.
Along with their wings which ________ a replacement of arms or front
legs for other animals, birds also _________ two legs. If you _______
ever seen a bird sitting on a tree branch you _______ see them using
their legs. They _________ able to perch themselves on branches or hop
from limb to limb by using their legs.
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Not all birds ________ the same. There _____ birds that ________ never
be able to fly. Whether they _______ fly or not depends on the type of
bird. Some birds swim and others walk around like mammals with feathers.
All birds ________ a similar structure with thin bones. This allows a bird to
appear very light. This helps many species of birds to fly easily. If you look
at most birds you ______ see their shapes are thinner in the front, around
their heads, and larger in the middle, around their stomachs. If a bird _____
going to fly, the first step for them ____ to jump into the air. This jump gives
them a little push to get them moving in the sky which they need to fly. Once
the bird ______ in the air they start flapping their wings which helps the
bird move up in the air and go in whatever direction they choose. In order to
turn from one direction to another the bird uses its tail like someone might
steer a car. By moving their tail in one way or another helps them to change
their direction. If the bird ______ trying to land it will spread its wings out
because this _____ help it to stop.
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Auxillary Verbs
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
Auxillary verbs are used together with a main verb to give grammatical
information and therefore, add extra meaning to a sentence, which is not
given by the main verb.
Be, do and have are auxillary verbs but they are irregular verbs as they can
be used as main verbs.
Modal verbs are also auxillary verbs, but will be treated separately, these are
can, could, may, might, must, shall, should, and will.
To be: Be is the most common verb in the English language. It can be used as
an auxillary and a main verb. It is used a lot in its other forms.
Present tense form
am/is/are
Past tense form

was/were
Task:- Write a paragraph on The Person I Admire Most or compose a poem

on Family Day. Circle the auxillary verbs in the same.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Mathematics
(a) Number Names, Numerals and counting
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Observe the key given below for place values and write the numerals.
a)
Numeral _____________
Number Name _____________________
Numeral _____________
Number Name _____________________
b)
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c)
Numeral _____________
Number Name _____________________
Numeral _____________
Number Name _____________________
Numeral _____________
Number Name _____________________
d)
e)
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Number Names, Numerals and counting
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Match the numerals given in the boxes with the corresponding number
names. Colour the pair with the same colour.
4692
One thousand
5005
Eight
two hundred
thousand
eighty
eight hundred
eighty eight
Five thousand
3407
Nine thousand
6331
three hundred
five
twenty one
1280
Two thousand
8888
Four thousand
six hundred
sixty five
ninety two
Six thousand
188
9321
Three
three hundred
thousand four
thirty one
hundred seven
2065
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Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Comprehend and complete the chart

2039
Two thousand thirty nine
______
Four thousand eleven
6328
______________________________________
7932
______________________________________
______
One thousand four
9320
______________________________________
______
Five thousand eight hundred fourty four
______
Four thousand eleven
4007
______________________________________
6030
______________________________________
8017
______________________________________
______
Nine thousand ninety
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Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Help Sam reach his grandmothers house, by skip counting the numbers
on the path.
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Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Observe the pattern and complete the number series.
3890
5010
3889
5009
2317
9000
2314
8997
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(b) Expanded Forms
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Observe the bold and underlined digits and write their value in the
rectangular box and draw beads accordingly on the abacus drawn on
the right hand side.
a) 6325
b) 9087
c) 4817
d) 5543
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Expanded Form
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Observe the numerals in the given box and answer the questions given
below.
7364
2394
4836
3265
1049
8167
9324
8796
5329
6809
2527
5839
9650
7829
5768
Write the following.

1. Numbers that have 4 in the ones place.
______________________________________________________
2. Numbers that have 5 in the thousands place.
______________________________________________________
3. Numbers that have 6 in the tens place.
______________________________________________________
4. Numbers that have 8 in the hundreds place.
______________________________________________________
5. Numbers that have 2 in the tens place and have 9 in the ones place.
______________________________________________________
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Expanded Forms
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Encircle the correct answer

a.
Place value of 8 in 5386 is

a) 80
b) 8
c)
8000
d) 800
b. 3000 + 20 + 9 = _______________
a) 329
c.
b) 3029
c)
3209
d) 3290
Number name of the numeral 6941 is _____________

a) Six thousand four hundred ninety one
b) Sixty nine hundred forty one
c) Six thousand nine hundred forty one
d) None of the above
d. If 9 is shifted to hundreds place and 2 is shifted to ones place in 4269

the new numeral is
a) 4962
e.
c)
4269
d) 4296
6005
d) 0605
The numeral of six thousand five

a) 6500
194
b) 2964
b) 6050
c)
My Family...
f.
If 8 is at hundreds place, 6 is at ones place, 1 is at tens place and 3 is at

thousands place the numeral is ______________
a) 6183
g.
b) 8163
c)
1368
d) 3816
hundreds
d) thousands
Place of 9 in the numeral 8396 is

a) Ones
b) tens
c)
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Expanded Form
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Write the numerals for the following expanded forms.

a) 0 X 1000 + 5 X 100 + 0 X 10 + 8 X 1 = _________________________
b) 4 X 1000 + 8 X 100 +5 X 10 + 6 X 1 = __________________________
c) 70 X 1000 + 5 X 10 + 3 =
d) 9 X 1000 + 4 X 100 +
__________________________________
= ___________________________________
e) 6 X 100 + 1 X 1000 + 7 X 1 + 2 X 10 = __________________________

f) 7 X 100 + 8 X 10 + 5 X 1 = __________________________________
g) 3 thousands 4 hundreds 2 tens 7 ones = ________________________
h) 8 thousands 4 ones
196
= _____________________________________
i)
2 thousands 5 hundreds 3 ones = _____________________________
j)
9 X 10 + 6 X 1 + 4 X 1000 = _________________________________
My Family...
Comparing and Farming 4 Digits Numbers
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
First check the thousands,

then hundreds, then tens
and then the ones.
I. Use the symbols >,< or = to complete the following.

5080
8005
5555
5055
3282
8232
3727
3727
6338
6383
3000
3000
2156
5126
8088
8888
1400
1040
7000
8000
197
My Family...
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
An ascending order means

from a smaller number to a
bigger number.
Arrange the following numbers in an ascending order.

3963
3669
9696
6393
1131
1311
3111
1113
7800
7008
8070
8087
198
My Family...
5006
5060
5008
5080
6000
4000
3000
8000
4752
2574
7752
5722
199
My Family...
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
A descending order means

from a bigger number to a
smaller number.
I. Arrange the following numbers in the descending order.

6345
2345
3456
5436
2001
1002
4001
3002
200
2342
4562
6384
1382
My Family...
3412
9832
7156
8490
5682
6285 5862
8256
2185
2851 7285
8521
201
My Family...
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Form all possible 4 digit numbers with the given digits. Use one digit
only once.
4, 2, 1, 5
______________________________________________________
1, 3, 6, 9
______________________________________________________
II. Form the greatest and the smallest four digit numbers with the given
digits. Use the digit only once.
202
My Family...
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Insert <,> or =
6080
7005
4444
4044
II. Arrange the following numbers in an ascending order.
4285
5284
2845
5842
III. Arrange the following numbers in a descending order.
6273
5067 7285
6372
IV. Form the greatest and the smallest 4 digit numbers with these digits.
Use a digit only once.
6, 2, 3, 5
_________________________________________________________
7, 0, 6, 8
_________________________________________________________
203
My Family...
(d) Even and Odd Numbers
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Given below are the pictures of my cousins. Form the pairs to find
whether their number is even or odd.
204
My Family...
II. Observe the last digit of the numbers given and write if the given
number is Odd or Even.
38
______________________
74
______________________
191
______________________
287
______________________
485
______________________
752
______________________
1088
______________________
1490
______________________
6986
______________________
5673
______________________
III. Predict whether the outcome of the following additions will be even or
odd.
64 + 108
_______________________
205
My Family...
206
563 + 975
_______________________
1369 + 3482
_______________________
2586 + 5427
_______________________
6895 + 5427
_______________________
My Family...
General Science
(a) My Family
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
Paste pictures of your family members in each star with their name. Write
your relation with that member in the arrow.
Write the names of the family members in the descending order of their age.
>>>>>
207
My Family...
Memorable Moments
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. My Own Life Timeline

DIRECTIONS - In each box, write about/paste pictures/draw a sketch of
important things or memories you treasure till date.
For Example one box is filled as follows.
208
1 YEAR OLD
3 YEARS OLD
5 YEAR OLD
7 YEAR OLD
My Family...
II. Complete the sentences by writing the name of your city, state and
country.
THE NAME OF THE CONTINENT

I Live in IS
_________________________
THE NAME OF MY COUNTRY IS

________________
THE STATE I LIVE IN IS

_______________
MY CITY IS
______________
MY NAME IS
________
__________
209
My Family...
Inheritance
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Fill in the web below with your family ties.

NAME OF FAMILY MEMBER
_____________________
_____________________
RELATIONSHIP TO ME
RELATIONSHIP TO ME
_____________________
_____________________
ME
_____________________
_____________________
RELATIONSHIP TO ME
RELATIONSHIP TO ME
_____________________
_____________________
I think I get my sense of humour from _________________________.

I share my eye colour with __________________________________.
My hair is of the same texture as _____________________________.
I look most like __________________________________________.
People say I am most like ___________________________________.
210
My Family...
Family Puzzle
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Find the family members in this puzzle. The clues are given below.
Aunt
Father
Daughter Brother
Mother
Husband
Nephew
Niece
Sister
Son
Uncle
Wife
211
My Family...
Family Relations Crossword
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
Across
Down
4. your aunts son
1.
6. your grandmothers son
2. your mothers son
7. your grandfathers daughter
3. a baby boy
8. your mothers daughter
5. your
9. a baby girl
212
your mother or fathers father
mother
mother
or
fathers
My Family...
Smiths Family
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
Peter Smith
Mary Smith
Ruth Burses
John Smith
Susan Smith
Paul Williams
Ruth Smith
John Smith
Susan Williams
Paul Williams
Ben
Linda
Timothy
Sarah
Robert
I. Look at the family tree shown above and build sentences as in the
given example.
1.
Ben/Linda
2. Sarah/Ben
Ben is Lindas brother.

___________________________________________
___________________________________________
213
My Family...
3. Susan/John
___________________________________________
4. Peter/Paul
___________________________________________
5. Ruth/Robert
___________________________________________
6. Peter and Mary/ Timothy
_________________________________
7. John/Robert
___________________________________________
8. Sarah/ Paul
___________________________________________
9. John/ Ruth
___________________________________________
10. Ben and Linda/ Mary ______________________________________

11. Timothy/ Ruth ___________________________________________
214
12. Susan/ Paul
___________________________________________
13. Paul/ Mary
___________________________________________
My Family...
Social Science
(a) Concept of a Family
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Collect old photographs and make an album showing the family

generations. Find and write the names of your great grandparents,
where they lived and what they did.
215
My Family...
Concept of a Family
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Read the clues below and fill in the letters for each of the answers in
the boxes of the crossword puzzle.
Across
Down
2. He is also known as Dad
1. Your fathers mother
6. Your fathers brother
3. She gave birth to you
8. A boy that has the same parents
4. A girl who has the same parents as
as you.
9. Your mothers father
you
5. Your fathers sister
7. Your aunts child
216
My Family...
Concept of a Family
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
217
My Family...
I. Complete the sentences using the correct terms from the help box
which are related to a family.
cousins
sister
my
parent
daughter
son
wife
niece
nephew
grandparent
sister-in-law
Jim
Alke
husband uncle
1.
family
This is the picture of my brother Larry and his ______________.
2. Maria and Larry are _______________ and ________________.

3. Nick is their _________________ and Rachel is their ____________.
4. Maria and Larry are Rachels ______________, and they are _________
parents too.
5. I am Nancy, Larrys __________________.
6. Maria is my _______________________.
7. Nick and Rachel are my ______________ and _______________.
8. My parents are Nick and Rachels _____________________.
9.
My children are _________ and __________. Larrys kids and my kids

are _____________________.
10. My husband Alex is Nicks ___________________.
218
My Family...
(b) Family as a Support System
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Complete your family tree by filling the names of the family

members.
219
My Family...
1
In what ways does your mother help/guide you?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2. What values have you learnt from your parents?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
3. In what ways does your father help/guide you?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
220
My Family...
4. What values have you learnt from your grandparents ?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
5. Where does your Grandfather and Grandmother stay? Who helps them
there?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
221
My Family...
Family as a Support System
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I would like to celebrate my_________________birthday by planning a

surprise party.
Preparations and relatives I would like to call...
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
222
My Family...
Family as a Support System
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I help ___________________
I help ___________________
________________________
________________________
I help ___________________
I help ___________________
________________________
________________________
223
My Family...
(c) Ideas about relationships in the family
1.
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
My daughters daughter is called Helen, She is my_____.

Daughter
Father
Grandchildren
Granddaughter
2. My mothers father is called Bob. He is my _____.

Grandfather
Daughter
Father
Granddaughter
3. Jane is my mothers sister. She is my ______.
Nephew
Niece
Aunt
Uncle
224
My Family...
4. Marry is Toms mother. Tom is Marrys_____.
Mother
Son
Grandson
Husband
5. John is Bobs uncle. Bob is Johns _____.
Nephew
Sister
Son
Husband
6. My son has got two children called Marry and John. They are my___.
Cousin
Daughter
Father
Grandchildren
7.
John and I have same parents. He is my________.

Nephew
Niece
Brother
Husband
225
My Family...
8. I married Caroline 18 years ago. She is my_____.
Mother
Son
Uncle
Wife
9. He is my fathers brother. He is my ______.
Mother
Sister
Son
Uncle
10. My parents are called Jack and Mary. Jack is my ________.
Cousin
Daughter
Father
Children
226
My Family...
Ideas about relationships in the family
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Match the following relations.

1.
Brother in-law, Sister-in-law
a) Your parents brother and sister.
2.
Uncle, Aunt
b) Father and mother of the person

you marry.
3.
Cousins
c) The man you marry, the woman you

marry
4.
Husband, Wife
d) Your uncle and Aunts children.
5.
Nephew, Niece
e) The brother and sister of the

person you marry.
6.
Father-in-law, Mother-in-law
f) Your parents parents.
7.
Grandparents
g) Children of same parents.
8.
Brother, Sister
h) Your brother and sisters children.
227
My Family...
(d) Similarities between Relationships and
Hereditary Features
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Identify the given pictures of twins and write a few similarities and a
few differences between them, if any.
228
My Family...
Recapitulation Worksheet
My Family
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Complete the following chart.

Name of different relationships
Contributions made towards family

tasks
II.
Name any two hereditary diseases.

1. ______________________ 2. ______________________
III. Give two examples to show how children resemble their parents /
grandparents.
______________________________________________________
______________________________________________________
229
My Family...
Sensitivity towards Old and Physically
Challenged People
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
How do we care for our loved ones ?

Sometimes the person
you are caring for looks
good, so outsiders dont
understand the real
needs of a caregivers.
-Womens Summit focus
group participant
Its a bard choice

to put a loved one in
a nursing bome-when
theres no one to help
-Womens Summit focus
group participant
Take a Pledge:
I will take care of my elders by doing the following:
(List any five ways)
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Students Name: ______________________
Grandfathers Name:___________________
Grandmothers Name:___________________
230
My Family...
Sensitivity towards old and physically
challanged people
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Look at the picture given below Write 5 ways to make this old and
handicapped grandmother happy. Also colour the picture.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
231
My Family...
Sensitivity towards Old and Physically
Challenged People
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
I. Look at the picture given below and write any five sentences on the
given situation.
Hints:
Write what all grandparents do for their grand children?
What is the little girl doing?
What did she learn from her granny?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
232
My Family...
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
233
My Family...
Performing Arts
(a) Naming the White Keys
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
1. Circle all of the Cs in the keyboard below.
2. Circle all of the Fs in the keyboard below.
3. Fill in the name of the keys. Write the name of the keys on the
keyboard Below.
Identify notes on the keyboard
234
My Family...
On the keyboard keys to the left sound low and keys to the right sound
high.
Middle C is often used as a reference note.
The first G above middle C (to the right of middle C), and the first F below
middle C (to the left of middle C) are also used as reference notes.
1.
WRITE the letter name for each white key on the keyboard above.
2. WRITE high and low in the correct spaces on either side of the
keyboard.
3. CIRCLE the C which is closest to the middle of the keyboard.
4. CIRCLE the first G above middle C, and the first F below middle C.
235
My Family...
(b) Bass Clef
Name: ___________
Class: _______________
Date: ___________
Subject: _____________
1. What is the phrase or word you can use to remember the notes in the
spaces in the bass clef?
______________________________________________________
2. What is the phrase or word you can use to remember the notes on the
lines in the bass clef?
______________________________________________________
3. Fill in the names of the notes on the lines in bass clef.
(a)
First line is____________________
(b)
Second line is___________________
(c)
Third line is____________________
(d)
Fourth line is ___________________
(e)
Fifth line is ____________________
3. Fill in the names of the notes on the spaces in bass clef.
236
(a)
First space is ___________________
(b)
Second space is ______________
(c)
Third space is _______________
(d)
Fourth space is ______________
My Family...
Draw bass clef on the staff given below.
Complete the following Alankar

Aaroh (Ascending)
Sa Sa
dha
Ma ma
dha
Avroh (Descending)
ni ni
pa pa
re re
Name the three octaves and put the signs accordingly.

Sa re ga ma pa dha ni
Fill the Vikrit swaras in the petals
237

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Central Board of Secondary Educa on

The CBSE-International is grateful for permission to reproduce and/or translate

Shri Vineet Joshi, Chairman, CBSE

Dr. Indu Khetarpal

Ms. Rupa Chakravorty

Material Developers: Classes I-V

Number Names, Numerals and Counting in Dierent Ways

Constructing Family History

String of Paper Figures

Auxillary Verbs .................................................................................

Number Names, Numerals and Coun ng in Dierent Ways ............

Expanded Form with Respect to Place Value ..................................

Comparing and Forming 4-Digit Numbers ........................................

Introduc on of Even and Odd Numbers through Pairing .................. 80

Family as a Support System (Sharing, Caring, Values) ...................... 101

Line, Shape, Colour .......................................................................... 138

Card 3 .................................................................................................... 142

Assessment ............................................................................... 146

Rubric for Mathematics ................................................

Rubric for General Science ...........................................

Rubric for Social Science ..............................................

Rubric for Performing Arts ...........................................

Rubric for Visual Arts ....................................................

Teacher Resource Material ...................................................... 157

Even and Odd

Sensi vity towards

String of Paper Figures

Push Pass in Soccer

Line, Shape, Colour

Students will be given the defini on

Analysis, applica on, synthesis and

To talk to them and read books to them.

(b) Auxillary verbs

Student will listen to the text being

The aim is to be able to iden fy

Students to write about birds on their

To play the game Name the Helping

Fill in the helping verb in the sentence

Iden fy the common features of various birds.

Draw the picture of a bird

Students will read Worksheet 1 along

Students will read the newspaper

Students will write down a short

They will read the necessary ar cles

Students will research on the topic:

research and analyse;

write a paragraph independently;

speak with confidence on a topic;

improve their knowledge about birds and their homes.

Students will research about birds and their homes.

on. The students also learn to appreciate the concept of even

To understand that a number may be either odd or even.

(a) Number Names; Numerals

Mama and The Two Kids: Students

Match the Ten:

Make the students enjoy the song and

Students are asked to write the year

This will support skip coun ng.

Give a slip to each child having a

it. Ask them to make a queue in a

The students will develop the ability to:

write 4 digit numerals and their number names;