182120031-Passport-G2-Teacher Companion Book-EVS-Part1-A

TEACHER COMPANION BOOK Latest Edition Class 2 Part Module A EVS



Contents – Part 1A Section No./Name Sub‐section Sub‐section Name Pg. No. 1 IMAX Textbook Features  2 I – Remembering and Understanding 3 (To be read and understood before the  2 IMAX Workbook Features 4 first teaching day and to be revisited  6 during the PSO1) 3 IMAX Curriculum Framework 10 4 IMAX Teacher Companion Book Features 14 II – Application 5 Transactional Tips  16 (To be planned and worked out before  6 Bloom's Taxonomy in IMAX Class 18 the academic year starts) 7 Annual Plan – Teaching and Assessments 19 8 Annual Planning Tool  21 III – H.O.T.S.: Creating a Rockstar Class  9 Formative/Periodic Assessment Patterns 23 (Together, with IMAX inputs and your  10 Mid‐Year/Annual Assessment Patterns unique approach and implementation  11 Teaching Aids List (For Planning) 26 style, let us create a rockstar classroom) 12a Day‐wise Lesson Plan – Learning Outcomes Page 12b Day‐wise Lesson Plan – Content Page In Part 1C IV – Teacher Reference  12c Day‐wise Lesson Plan – Reflection Page (Hints/suggestions for the teacher to  13 End‐of‐Term Reflection  62 refer while answering  textbook/workbook questions) 14a Teacher Reference for Textbook In Part 1B 89 V – Appendices 14b Teacher Reference for Workbook (Additional reading resources) 15 How to be a Rockstar Teacher 16 Blackboard Information Organising Tips (Graphic  Organisers) 

Section I – Remembering and Understanding Usage Tip: To be read and understood before the first teaching day and to be  revisited during the PSO1 Sub‐Sections: 1. IMAX Textbook Features 2. IMAX Workbook Features 3. IMAX Curriculum Framework 4. IMAX Teacher Companion Book Features 5. Transactional Tips 6. Bloom's Taxonomy in IMAX Class Page 1

I Will Learn About I Remember Contains the list of learning Introduces new concepts to build on the objectives to be achieved in the prerequisite knowledge/skills required to lesson understand and apply the objective of the topic I Think Pin-up Note Introduces the concept/subtopic and arouses Contains key retention points from the curiosity among students concept Page 2 Train My Brain I Understand Checks for learning to gauge the Explains the aspects in detail understanding level of students that form the basis of the concept I Apply Includes elements to ensure that Connects the concept to students are engaged real-life situations by enabling throughout students to apply what has been learnt through the practice Be Amazed questions Fascinating facts and trivia related to the concept Connect the Dots I Explore (H.O.T.S.) A multidisciplinary section that Encourages students to extend connects a particular topic to the concept learnt to advanced other subjects in order to enable application scenarios students to relate better to it A Note to Parent Inside the Lab To engage a parent in Provides for hands-on experience out-of-classroom learning of their with creating, designing and child and conduct activities implementing something given in the section to reinforce innovative and useful the learnt concepts

Workbook Features I Remember I Understand Questions aimed at helping Questions aimed at helping students engage with the ‘how’ students to recollect critical and ‘why’ of the concept information regarding the ‘who’, ‘what’, ‘when’ and ‘where’ of I Apply the concept Applying the understanding of the concept to questions related Page 3 to real-life scenarios I Explore (H.O.T.S.) Extending the application of the concept to more advanced and challenging questions that meet the criteria of higher order thinking skills

03. IMAX Curriculum Framework (Page 1 of 2) Themes Class 1 Class 2 Class 3 Class 4 Class 5 Myself Who Am I? Who Do I Look Like? My Hobbies Growing up with My Family Members My Likes and Dislikes Family My Family Family as First School My Body Parts Family Tree My Body Organ Systems Digestive System Muscular System Types of Families Skeletal System Respiratory System Surrounding How Do Families Eat? Excretory System Way around Our Diseases Nervous System Water Games We Play Neighbourhood Light Keeping Our Air Things Around Us Places Around Us Neighbourhood Soil Plants Clean Animals Water for My House Caring for Plants and Forms of Water Water Storage and Floats, Sinks and Food and Day and Night Animals Sources of Light Quality Mixes Nutrition Composition of Air Uses of Water Stems and Leaves Shelter Clothes Light and Shadow Uses of Animals Air Around Us Food Diversity Plants Around Us Uses of Plants Types of Houses Importance of Soil Fruits and Seeds Roots and Flowers Plants and Animals Around Us Insects Environment Birds What Should I Eat? Junk Food Animal Behaviour Food for Animals Cooking My House Animal Shelters Food Storage Food Production Clothes We Wear Building Materials Forests as Shelter Types of Cloth Page 4

03. IMAX Curriculum Framework (Page 2 of 2) Themes Class 1 Class 2 Class 3 Class 4 Class 5 Transportation Story of the Wheel Types of Transportation Travel with Family Fuels Space Travel Ways of Communication Communication Communication Wildfire Without Speaking Cyclones and Floods Force and Work Weather and Seasons of the Forms of Energy Earthquakes and Climate Year Tsunami Force and Simple Machines Energy Page 5

04. IMAX Teacher Companion Book Features Indicates the days allocated  to cover the lesson For the teacher to indicate  the number of days needed  to speed up or slow down  the plan, if required. Knowledge that learners are  expected to have in order to  understand the concept  better. This is acquired from  the previous lessons or  classes. Bloom’s learning objectives  covered under different  sections of the concept. List of teaching resources that  the teacher needs to  procure/arrange for before  the class. Sections covered  Space for the teacher to  List of teaching  on each day. write notes on lesson  resources   preparation. provided by IMAX. Page 6

Indicates the current day  This icon is used to indicate the progress of the  out of the total days  particular day/period. More details about this  allotted for the lesson.  icon (or set of icons) are given on a later page. Page from the  The class level outcomes or  textbook enabling objectives for the  day are outlined here. Any  new words covered in the  day are also listed. Transactional tips for  teaching the content  provided on the given  page. Detailed explanation  and examples of the  various transactional tips  are provided in sub‐section  05 of this book. Quick questions to be asked  during the class to check for  learners’ understanding as  the lesson proceeds. Details of the  suggested CW/HW  for the day. Page 7

Examples for Reading and Practising the IMAX Calendar The given lesson plan should be covered in the first  half of the allocated teaching period (i.e. the 5th Period of the 5 periods allocated for the lesson). The given lesson plan should be covered in the  second half of this same teaching period (referred to  as Teaching Day going forward). The given lesson plan takes up the full teaching day,  the first one out of the 8 allocated for the lesson  (Concept in Social/Maths).  Annual Day indicates which day/period you are currently at against the overall days allocated for this semester.  Actual Date blank is for you to fill the date of the day you teach this particular page. LIST OF ABBREVIATIONS USED 6. H/H.O.T.S.: Higher Order Thinking Skills 12. FA: Formative Assessment 1. TB: Textbook 7. CTD: Connect the Dots 13. PA: Periodic Assessment 2. WB: Workbook 8. ANTP: A Note to Parent 14. MYA: Mid‐Year Assessment 3. R: I Remember 9. CW/HW: Classwork/Homework 15. AA: Annual Assessment 4. U: I Understand 10. PSO: Product Service Orientation 5. A: I Apply 11. PTM: Parent Teacher Meeting Page 8

Space for the teacher to share  Progress Passbook for the teacher.  her thoughts on the teaching  This helps in tracking and planning  methodology used for the lesson. the remaining syllabus. Number of planned days. Names of learners who  Names of learners who  Actual number of days  need handholding for  need additional  used by the teacher to  this lesson. challenges for this lesson. complete the lesson. Page 9 This is for the teacher to  enter the number of  days by which she/he  needs to slow down or  speed up for the next  lesson. This is to match  the annual academic  plan. This icon is used to  indicate the pages of the  book where you can  spend more time than  suggested when needed. This icon is used to indicate the  pages of the book that you can speed  up  when needed.

05. Transactional Tips (Page 1 of 4) 1) Interactive Discussion Description • Discuss the concept/related example/scenario with the class. Benefit • Interactive discussion helps learners speak up in class, express their ideas, ask questions, and obtain information to improve How to Use It their own understanding of a topic. Example • Begin by asking questions/sharing an example/describing a scenario. Preferred Section • Encourage learners to ask questions about the concept. • Ask questions to check previous knowledge. This will be helpful in deciding the points of focus for teaching. • Interactive Discussion:  Ask learners to name the festivals they have celebrated. List them on the blackboard.  Ask them how they celebrate, who they celebrate with, what kind of clothes they wear, specific food items related to those festivals, the stories about those festivals, etc.  Capture learners’ responses on the blackboard in a table format. Elaborate on festivals and their importance in our lives. • R, U 2) Real‐life Connect Description • Ask questions/share examples which relate to learners’ lives and experiences. Benefit How to Use It • Real‐life connect helps learners connect new information with something they already know. • Choose examples from learners’ lives, which can be used to drive home the concept, or aspects of it. Example • Ask learners to share examples from their lives, experiences or observations relating to the concept to introduce or elaborate Preferred Section on it. • Real‐life Connect:  Ask learners what kinds of birds they have seen in their neighbourhood. Ask them whether they know what kind of food those birds eat, where they live, what they look like, etc.  Capture learners’ responses on the blackboard in a table format.  Elaborate on some common birds, their features, eating habits and habitats. • R, U Page 10

05. Transactional Tips (Page 2 of 4) 3) Peer Learning – Pair/Group Description • Learners discuss a concept with each other to better engage with the concept. Benefit How to Use It • Peer learning supports the idea of self‐help as well as learning from their peers. Example • Pair learners or form groups of 4‐5 learners. Each group/pair can be given a different point/question to work on which they will share with the whole class. (Think‐Pair‐Share). Preferred Section • Peer Learning – Group:  Group learners and distribute samples of different types of fabrics and chart sheets.  Let them examine the samples, discuss within their groups and write on the chart sheet in a table format a specific feature list for each fabric sample. Let one learner from each group share their findings with the other groups.  Correct, add missing information or elaborate further, as and when each group shares the list. • R, U, A, H 4) Outdoor Study Description • Field trips or an outdoor walk to observe real‐life examples related to the concept. Benefit How to Use It • Outdoor study bridges the gap between concepts taught in the classroom and their real‐world application. Example • Take learners to the place suggested (if available within the school or feasible to visit) and give instructions for Preferred Section observing/carrying out the activity. • Ask leading questions encouraging learners to observe and report. • Ask learners to make notes or answer pre‐set questions. • Outdoor Study:  Take learners to a nearby construction site.  Ask them to interact with the workers or engineers on what goes into building a house with proper safety measures.  Let learners discuss their observations and findings and make an outdoor study report. • R, U Page 11

05. Transactional Tips (Page 3 of 4) 5) Reinforcement Description • Re‐emphasise a concept or an aspect of the concept. Benefit How to Use It • Reinforcement helps to improve speed, increases confidence, and strengthens the connections in the brain that help children learn. Example Preferred Section • Ask misconception‐based questions (e.g. True/False, Correct the Statement and so on) to check if the concept has been understood. Ask questions to help learners revise the concept/aspects of the concept. • Reinforcement:  Draw a diagram of the hibiscus flower on the blackboard. Label the parts incorrectly.  Ask learners to check and verify the labels.  Correct the labels capturing learners’ responses. • U, A 6) Summarising Description • Learners express the concept or aspects of the concept through visual or verbal means. Benefit How to Use It • Summarising helps learners to focus on essential ideas and put together important details. Example • Learners can be asked to find the main idea or the important facts and supporting details or the sequence, or draw Preferred Section conclusions. They can be asked to compare and contrast or distinguish between fact and opinion. Learners can use graphic organisers or present verbally. • Summarising:  Group learners and distribute chart sheets and drawing materials. Let each group create a mind map to summarise the causes and effects of air pollution.  Let the groups exchange their summaries and read aloud the points.  Correct, add missing points or elaborate wherever necessary. • R, U Page 12

05. Transactional Tips (Page 4 of 4) 7) Flipped Classroom  Description • Learners prepare a presentation on a concept and teach it to the class. Benefit • Flipped Classroom encourages learners to come to the classroom prepared with ideas and questions. How to Use It • Have learners in pairs or groups prepare on a relatively easy concept to teach the rest of the class. Example • Flipped Classroom: Preferred Section  Group learners and assign one part of a plant to each group. Let them prepare a chart to illustrate that part and describe its  functions. Citing examples, let them list the uses of that part.   Let the groups conduct sessions for the remaining groups using the charts they have prepared.  •U 8) Quiz Description • Learners answer questions. Benefit How to Use It • Quiz motivates every student to participate, work together and cheer for each other. Example • Quiz learners on the entire lesson or a particular concept. This can be done by dividing the learners into teams, or at an  individual level. Preferred Section • Quiz:  Group learners into two teams.   Conduct a quiz on simple machines.   Record the scores of both the teams and award the winning team with a simple machine model.  • R, U Page 13

06. Bloom’s Taxonomy in IMAX Class learners learners learners Can the learners Can the learners Can the learners Page 14

Section II – Application Usage Tip: To be planned and worked out before the academic year starts Sub‐Sections: 7. Annual Plan – Teaching and Assessments 8. Annual Planning Tool 9. Formative/Periodic Assessment Patterns 10. Mid‐Year/Annual Assessment Patterns 11. Teaching Aids List (For Planning) Page 15

07. Annual Plan – Teaching and Assessments – (Page 1 of 2) Page 16

07. Annual Plan – Teaching and Assessments – (Page 2 of 2) Page 17

08. Annual Planning Tool for Teachers (to be filled in during/before PSO1) No. of ‘Teaching  Other Non‐ No. of  Periods’ based on  Lesson/Concept  IMAX  Days  Teaching  the Subject Time‐ List to be  Teaching  Allocated  Month No. of Working Assessments  Teaching  Days in  Table (referred to as  Covered Days Total for IMAX  Buffer  School ‘Teaching Days’  Days Days in School (if any) Events IWS (if any) going forward) Sample  20 None Opening PTM 19 23 1, 2, 3 16 0 7 Month (1 day) Apr‐18 May‐18 Jun‐18 Jul‐18 Aug‐18 Sep‐18 Oct‐18 Nov‐18 Dec‐18 Jan‐19 Feb‐19 Mar‐19 Page 18

09. Formative/Periodic Assessment Patterns Two-Semester Formative Assessment – 20 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified A Multiple Choice Circle the correct answer. Remembering 1M 2 2M 1 1 Questions Application 1M 3 3M 3 0 B Fill in the Blanks - Remembering 1M 2 2M 11 Remembering 1M 4 4M 31 1 1M Very Short Answer each of the following C Answer questions in a word or a short Understanding 1M 01 Questions sentence. Short Answer Answer each of the following Remembering 2M 1 2M 1 0 Questions 2M D questions in one or two Understanding 2M 2 4M 2 0 sentences. Application 1 2M 1 0 E Surprise Try and answer this for fun. H.O.T.S. 5M This question is provided to instil creativity and other Question This is not counted in the 1 H.O.T.S. skills in the student and will not be counted total marks. towards assessment totals. Total Marks 17 20M 12 4 Page 19

Periodic Assessment – 40 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified A Multiple Choice Circle the correct answer. Remembering 1M 6 6M 4 2 Questions Application 1M 5 5M 5 0 1M 5 5M 3 2 B Fill in the Blanks - Remembering 1M 4 4M 2 2 Remembering 1M 4 4M Very Short Answer each of the following C Answer questions in a word or a short Understanding 22 Questions sentence. Short Answer Answer each of the following Remembering 2M 2 4M 2 0 Questions 2M D questions in one or two Understanding 2M 3 6M 3 0 sentences. Application 3 6M 3 0 E Surprise Try and answer this for fun. H.O.T.S. 5M This question is provided to instil creativity and other Question This is not counted in the 1 H.O.T.S. skills in the student and will not be counted total marks. towards assessment totals. Total Marks 33 40M 24 8 Page 20

10. Mid-Year/Annual Assessment Patterns Two-Semester 50 Marks – Beginner/Proficient Source of the Questions if Source of the Questions if Section Question Type Additional Skill Marks Per Number of Total BEGINNER Paper is chosen PROFICIENT Paper is chosen Instruction Question Questions Marks Direct Modified Twisted Direct Modified Twisted A Multiple Choice Circle the correct Remembering 1M 2 2M 2 0 020 0 Questions 1M 3 3M 3 0 020 1 answer. Application 8 8M 8 0 070 1 2 2M 0 2 001 1 B Fill in the Blanks Remembering 1M 2 10M 0 2 002 0 - Understanding 1M 3 3M 3 0 020 1 C Match the Following - Remembering 5M 2 2M 2 0 010 1 Very Short Answer Answer each of the Remembering 1M 4 8M 4 0 030 1 Questions (Including following questions 1M D True/False or Yes/No in a word or a short Understanding 2M 3 6M 3 0 020 1 2M Questions) sentence. Answer each of the Understanding E Short Answer following questions Questions in one or two Application sentences. F Diagram Based - Understanding 3M 2 6M 1 1 011 0 Question Try and answer this This question is provided to instil creativity and other H.O.T.S. 1 skills in the student and will not be counted towards assessment G Surprise Question for fun. This is not H.O.T.S. 5M counted in the total totals. marks. Total Marks 32 50M 26 5 0 20 4 7 Page 21

80 Marks – Beginner/Proficient Marks Per Source of the Questions if Source of the Questions if PROFICIENT Question Number of Total BEGINNER Paper is chosen Section Question Type Additional Instruction Skill Questions Marks Paper is chosen 6 Direct Modified Twisted Direct Modified Twisted 5 Multiple Remembering 1M 5 6M 6 0 041 1 1M 5 A Choice Circle the correct answer. Application 1M 3 5M 5 0 05 0 0 1M 4 Questions 5M 2M 2 B Fill in the Remembering 3 5M 5 0 03 0 2 Blanks - 2M 3 5M 2 3 03 2 0 3M 2 Understanding 3M 3M 2 C Match the - Remembering 15M 0 3 00 3 0 following 4M 1 Very Short Answer each of the Remembering 5M 41 8M 4 0 04 0 0 Answer following questions in a Understanding D Questions word or a short sentence. 4M 2 0 01 0 1 E Short Answer Answer each of the Remembering 9M 3 0 02 0 1 Questions following questions in Understanding 9M 3 0 02 0 1 one or two sentences. 6M 2 0 02 0 0 Application Diagram Understanding 8M 0 2 01 1 0 F Based Question G Surprise Try and answer this for H.O.T.S. This question is provided to instil creativity and other H.O.T.S. Question fun. This is not counted skills in the student and will not be counted towards assessment in the total marks. totals. Total Marks 80M 32 8 0 27 7 6 Page 22

11. Teaching Aids List (For Planning) Page 1 of 2   Types of Teaching Aids Names of the Teaching Aids Lessons Used in Learners to bring Photographs of family members of the learners  1) Who Do I Look Like? Teacher to arrange 4) Types of Families  Drawing materials and crayons  6) Games We Play 8) Caring for Plants and Animals Pictures of games mentioned in the activity Activity – A1 Activity – A1 Drawing sheets, pencils, crayons 1) Who Do I Look Like? 1) Who Do I Look Like? Photographs of family members of the learners  2) My Likes and Dislikes Scrapbook 4) Types of Families  Paper glue  4) Types of Families  Visuals of twins  4) Types of Families  Samples of different types of food items/flowers with distinct aromas  5) How Do Families Eat? and colours  5) How Do Families Eat? Three sets of family puzzles (nuclear family, joint family and extended  family) 5) How Do Families Eat? Images or videos of extended family members living together and  sharing different responsibilities  5) How Do Families Eat? Pieces of chart paper  Images of breakfast, lunch and dinner  Images/videos/flashcards on table manners  Role play script: a family following some table manners during  mealtime  Pictures of family meals showing different eating habits Page 23

11. Teaching Aids List (For Planning) Page 2 of 2   Types of Teaching Aids Names of the Teaching Aids Lessons Used in Teacher to arrange Chits or cards of the ‘Maths Fun’ activities  5) How Do Families Eat? Visuals of tennis, badminton, football, and cricket matches 6) Games We Play Images/videos of different types of games  6) Games We Play Visuals of male and female players of different games  6) Games We Play Visuals of differently‐abled players  6) Games We Play Pictures of teams playing hockey, kabaddi and kho‐kho 6) Games We Play Chart/pictures of public places  7) Places Around Us Chart paper 7) Places Around Us Images/videos of well‐maintained public places and dirty public places  7) Places Around Us Pictures or videos of a fair  7) Places Around Us Visuals (flashcards/images/videos) of different types of animals 8) Caring for Plants and Animals Visuals of tree planting, protection of baby plants, watering plants 8) Caring for Plants and Animals Images of bird feeders  8) Caring for Plants and Animals A small pot, some soil, water, a small plant sapling for planting  8) Caring for Plants and Animals Activity – A1 one brown paper, one green paper, few different coloured papers and  Activity – A2 few tools like a pencil, eraser, scissors, ruler and glue An empty plastic bottle with a cap, knife, strings, strong glue, wooden   spoons, birdseed Page 24

Section III – H.O.T.S.* ‐ Creating a Rockstar Class Usage Tip: Together, with IMAX inputs and your unique approach and  implementation style, let us create a rockstar classroom Sub‐Sections: 12. Day‐wise Lesson Plan a. Day‐wise Lesson Plan – Learning Outcomes Page b. Day‐wise Lesson Plan – Content Page c. Day‐wise Lesson Plan – Reflection Page 13. End‐of‐Term Reflection (In Part 1C) *Building Higher Order Teaching Skills to drive Higher Order Thinking Skills in the learners!! Page 25

Lesson 1: Who Do I Look Like? Allocated Teaching Days 4 Speed up/Slow down Plan Day No. Planned  Summary of Day’s Plan Prior knowledge needed (for the learners): Date Day 1 TB: I Think, I Remember  names of different family members  Day 2 WB: R  Terms – eyes, ears, hair, nose, smile Day 3 Day 4 TB: I Understand, Train My Brain  Desired Learning Outcomes for the Lesson WB: U R U TB: I Apply, Be Amazed  WB: A • Define feature • Describe the similarities  TB: I Explore, Connect the Dots, A Note to  Parent • State that features of  between children and their  WB: H parents and their children  may look similar extended family members • State that siblings may  have similar features A H • Identify similarities and  • Identify twins and explore prepare a chart of family  the similarities and  members who look like the  differences in their  learner features  • Discover the uniqueness of  fingerprints Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Paper glue (Day 3) 2) IMAX Workbook 2) Photographs of family  members of the learners  (Day 3) 3) Visuals of twins (Day 4) Page 26

Day 1 / 4 Day  Annual Day:  1    /  6  0 Actual Date: Progress Class Outcome(s) Duration: 2 min  Define feature  State that features of parents and their children may look  similar  State that siblings may have similar features New Words: New Words: feature Transactional Tip(s)       Duration: 18 min Real‐life Connect:  • Ask the learners, “In your family, whom do you look like?  What are the similarities between you and your parents?” • Show the image of parents and their children given on pg.  2 and 3 of the textbook. • Explain about the similarities in features between parents  and children or siblings. Explain the term ‘feature’. Class Pulse Check                      Duration:  5   m   i n     1) What is a feature? 2) What are the similarities between you and your  brother or sister? Duration: 5 min CW 1) WB: R  Pgs. 1, 2,  HW 1) WB: R  Pg. 1, Q. 1–4 Q. 5–7 Page 27

Day 2 / 4 Day  Annual Day:  2    /  6  0 Actual Date: Progress Class Outcome(s) Duration: 2 min  Describe the similarities between children and their  extended family members New Words: – Transactional Tip(s)       Duration: 20 min Real‐life Connect: • Ask the learners, “Do children look like family members  other than their parents and siblings? Do you and your  aunt look similar? Do you have any cousins? Do any of  your cousins look like you?” • Show pictures given on pg. 2 of the textbook. • Discuss the similarities in features that children may have  with their aunts, uncles or cousins.  • Explain the reasons for such similarities with extended  family members. Class Pulse Check                      Duration:  3   m   i n     1) Who do you look like in your family? (TMB, Pg. 3) 2) Which family member has a smile like yours? (TMB, Pg. 3) Duration: 5 min CW 1) WB: U  Pgs. 2, 3, Q. 12, HW 1) WB: U  Pg. 2, Q. 8–11 13 2) Ask learners to bring the  pictures of all their  family members for the  next class. Page 28

Day 3 / 4 Day  Annual Day:  3    /  6  0 Actual Date: Progress Class Outcome(s) Duration: 3 min  Identify similarities and prepare a chart of family  members who look like the learner  Discover the uniqueness of fingerprints New Words: fingerprints Transactional Tip(s)       Duration: 20 min Reinforcement (15 min): • Ask the learners, “Did you bring the photographs of your  family members?” • Read and explain the ‘I Apply’ section to the learners.  Help them complete the activity as instructed on pg. 3 of  the textbook. • Ask them, “Have you seen any childhood photos of your  parents? Did your parents tell you stories about their  childhood?” Interactive Discussion (5 min): • Explain the uniqueness of fingerprints as given in the ‘Be  Amazed’ section. Class Pulse Check                      Duration:  2   m   i n     1) Tell one similarity between your parents and  grandparents. Duration: 5 min CW 1) WB: A  Pg. 4,  HW Q. 16, 17 1) WB: A  Pg. 3, Q. 14, 15 Page 29

Day 4 / 4 Day  Annual Day:  4    /  6  0 Actual Date: Progress Class Outcome(s) Duration: 2 min  Identify twins and explore the similarities and differences in their features  Reinforce the concept of similarities in family members through the ‘English Fun’ and ‘Maths Fun’ activities New Words: twins New Words: twins Transactional Tip(s)       Duration: 26 min Real‐life Connect (15 min): • Ask the learners, “Have you seen children who look exactly like each other?” • Show pictures of twins. Discuss and explain about twins. Mention that some twins look exactly like each other, while some other twins have a few things in common. • Ask them, “Are there any twins in your family? Do they look the same or different?” Reinforcement (11 min): • Read aloud and enact the poem given in ‘English Fun’. Let learners repeat the lines and actions. • Convert the word problem of the ‘Maths Fun’ section into numbers and write it on the blackboard to help the learners solve it. Class Pulse Check                      Duration:  2    m   i n     1) Who are twins? Duration: – CW 1) WB: H  Pg. 4, HW – Q. 18 Page 30 2) TB: Pg. 5, ANTP

Day – / – Day  Annual Day:  –         Actual Date: Progress Duration: – Class Outcome(s) – New Words: – Transactional Tip(s)       Duration: – – Class Pulse Check                      Duration:  –            – Duration: – CW – HW – Page 31

My Reflections Progress Passbook 4 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by  ___ days OR Slow down by  ___ days   Academic Coordinator’s Signature: Page 32

Lesson 2: My Likes and Dislikes Allocated Teaching Days 6 Speed up/Slow down Plan Day No. Planned  Summary of Day’s Plan Prior knowledge needed (for the learners): Date  Terms – rajma, lunch, game, bitter gourd, spicy, garlic,  sweet, sour Day 1 TB: I Think, I Remember Desired Learning Outcomes for the Lesson Day 2 TB: I Remember, Train My Brain  R U Day 3 WB: R Day 4 • Recall and list one’s likes  • Explain the reasons  Day 5 TB: I Understand WB: U and dislikes behind personal  TB: I Apply, Be Amazed WB: A differences in likes and  TB: I Explore dislikes WB: H A H • Differentiate between  • Explore and compare the  healthy and unhealthy likes likes and dislikes of one’s  classmates Day 6 TB: Connect the Dots, A Note to Parent Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Samples of different types  2) IMAX Workbook of food items/flowers with  distinct aromas and colours  (Day 3) Page 33

Day 1 / 6 Day  Annual Day:  5    /  6  0 Actual Date: Progress Class Outcome(s) Duration: 3 min  Explain the terms – likes and dislikes New Words: likes, dislikes Transactional Tip(s)       Duration: 25 min Real‐life Connect: • Ask the learners, “Which food item will you be happy to  find in your lunch box? How many of you feel happy to  have rajma in your lunch box? What about chocolates  and ice creams?” • Explain the terms – likes and dislikes. Mention that we  may like or dislike things or places. Also, describe how  people like or dislike food, smells, books, movies or  sports.  Class Pulse Check                      Duration:  2   m   i n     1) Name a thing you dislike. 2) Name one game you like to play. Duration: – CW – HW – Page 34

Day 2 / 6 Day  Annual Day:  6    /  6  0 Actual Date: Progress Class Outcome(s) Duration: 2 min  Recall and list one’s likes and dislikes New Words: sight, spicy Transactional Tip(s)       Duration: 20 min Real‐life Connect: • Read aloud and explain each item mentioned in the table  on pg. 7 of the textbook. Let learners mark items with a  tick or a cross according to their likes and dislikes. Class Pulse Check                      Duration:  3   m   i n     1) Name any one movie that you like. (TMB, Pg. 7) 2) Name any one food that you dislike. (TMB, Pg. 7) Duration: 5 min CW 1) WB: R  Pg. 6,  HW Q. 57 1) WB: R  Pg. 5, Q. 14 Page 35

Day 3 / 6 Day  Annual Day:  7    /  6  0 Actual Date: Progress Class Outcome(s) Duration: 2 min  Explain the reasons behind personal differences in likes  and dislikes New Words: – Transactional Tip(s)       Duration: 20 min Real‐life Connect: • Place 4–5 samples of different food items in small  containers on a table. Flowers with different types of  smell and colour may also be used.  • Let learners smell or see them and say which one they  like and why. • Capture learners’ responses on the blackboard to show  the number of learners who like each item on display.  • Explain the reasons behind differences in likes and  dislikes. Class Pulse Check                      Duration:  3   m   i n     1) Why do some people not include garlic in their food? Duration: 5 min CW 1) WB: U  Pg. 7,   HW Q. 12, 13 1) WB: U  Pg. 6, Q. 811 Page 36

Day 4 / 6 Day  Annual Day:  8    /  6  0 Actual Date: Progress Class Outcome(s) Duration: 2 min Page 37  Differentiate between healthy and unhealthy likes New Words: healthy, tongue, sour Transactional Tip(s)       Duration: 22 min Summarising: • Read aloud some activities/names of food items that  children may like but are not good for them. Let learners  say whether they like them and whether their parents let  them do/have it.  • List the activities/food items on the blackboard. Capture  learners’ responses against them in two different  columns.  • Explain that not all our likes are good for us. Some of  them can be bad for us or the people around us.  • Ask the learners, “How do we understand different  tastes?” Discuss the ‘Be Amazed’ section with the  learners. Class Pulse Check                      Duration:  3   m   i n     1) Name a not‐so‐healthy food item. 2) Tell one activity you like to do, but your parents do not  allow. Duration: 3 min CW 1) WB: A  Pg. 8,  HW Q. 16, 17 1) WB: A  Pgs. 7, 8,  Q. 14, 15

Day 5 / 6 Day  Annual Day:  9    /  6  0 Actual Date: Progress Class Outcome(s) Duration: 2 min  Explore and compare the likes and dislikes of one’s  classmates New Words: cough syrup Transactional Tip(s)       Duration: 28 min Peer Learning – Group: • Divide the learners into groups of five. One learner in a  group will ask questions given on pgs. 8 and 9 of the  textbook to their group members.  • Help learners perform the activity.  • Let the groups share the findings with each other and  identify common likes and dislikes among them. Class Pulse Check                      Duration:  –             Duration: – CW 1) WB: H  Pg. 9, Q. 18 HW  Page 38

Day 6 / 6 Day  Annual Day:  1  0    /  60 Actual Date: Progress Class Outcome(s) Duration: 2 min  Reinforce the concept of ‘my likes and dislikes’ through  the English and Maths Fun sections New Words:  Transactional Tip(s)       Duration: 28 min Reinforcement: • Help the learners to recall what a noun is.  • Read the poem given in the ‘English Fun’ section on pg. 9  of the textbook. Help the learners identify the nouns in  the poem. • Read the ‘Maths Fun’ problem to the learners. Convert  the word problem into a number formula on the  blackboard for the learners to solve it easily. Discuss the  correct answer. Class Pulse Check                      Duration:  –             Duration: – CW 1) TB: Pg. 9, ANTP HW – Page 39

My Reflections Progress Passbook 6 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by  ___ days OR Slow down by  ___ days   Academic Coordinator’s Signature: Page 40

Lesson 3: Family Tree Allocated Teaching Days 6 Speed up/Slow down Plan Prior knowledge needed (for the learners):  family, different family members, tree, branches Day No. Planned  Summary of Day’s Plan Date Day 1 TB: I Think, I Remember Desired Learning Outcomes for the Lesson Day 2 TB: I Remember, Train My Brain  R U Day 3 WB: R Day 4 • Define family tree, great‐ • Describe different levels of  Day 5 TB: I Understand  WB: U grandparents and  a family tree TB: I Apply, Be Amazed  WB: A ancestors TB: I Explore  WB: H A H • Identify the relevance of a  • Discuss the factors that  family tree lead to changes in a family  tree Day 6 TB: Connect the Dots, A Note to Parent Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook – 2) IMAX Workbook Page 41

Day 1 / 6 Day  Annual Day:  1  1    /  60 Actual Date: Progress Class Outcome(s) Duration: 2 min  Define family tree through real‐life examples New Words: family tree Transactional Tip(s)       Duration: 27 min Real‐life Connect:  • Ask learners, “Do you have any old photographs of your  family? Can you identify all the people in those  photographs? If we draw charts of our families, what will  they look like?”  • Draw a chart representing three generations of a family.  • Elaborate how a detailed chart of a family looks like a  tree. Define a family tree. Class Pulse Check                      Duration:  1   m   i n     1) What does a detailed chart of a family look like? Duration: – CW  HW  Page 42

Day 2 / 6 Day  Annual Day:  1  2    /  60 Actual Date: Progress Class Outcome(s) Duration: 2 min  Define great‐grandparents and ancestors New Words: great‐grandparents, ancestors Transactional Tip(s)       Duration: 20 min Interactive Discussion: • Show the chart of family members given on pg. 11 of the  textbook.  • Ask, “Which family members are given in the chart? Can  there be any other members of a family? Where can we  add the parents of grandparents? What do we call them?  Were there any family members who lived before the  great‐grandparents? What do we call them?” • Explain the terms great‐grandparents and ancestors. Class Pulse Check                      Duration:  3   m   i n     1) What do we call detailed charts of our families? (TMB, Pg. 12) 2) What do we call the parents of our grandparents? (TMB, Pg. 12) Duration: 5 min CW 1) WB: R  Pg. 11,   HW 1) WB: R  Pgs. 10, 11,  Q. 5–7 Q. 1–4 Page 43

Day 3 / 6 Day  Annual Day:  1  3    /  60 Actual Date: * Progress Class Outcome(s) Duration: 2 min  Describe different levels of a family tree New Words:  Transactional Tip(s)       Duration: 20 min Interactive Discussion: • Show the image – ‘Dipti’s family tree’ given on pg. 12 of  textbook. • Ask the learners, “What does it show? Which family  members are given on top of the family tree? Where can  we find Dipti in the family tree? What will happen to this  family tree with time?” • Explain the relative positions of older and younger  generations on a family tree.  *Note: Please correct ‘give’ to ‘gave’. Class Pulse Check                      Duration:  3   m   i n     1) In the given family tree, who are at level 3? Duration: 5 min CW 1) WB: U  Pgs. 12, 13, HW 1) WB: U  Pg. 11, Q. 8–11 Q. 12, 13 Page 44

Day 4 / 6 Day  Annual Day:  1  4    /  60 Actual Date: Progress Class Outcome(s) Duration: 2 min  Identify the relevance of a family tree New Words:  Transactional Tip(s)       Duration: 23 min Summarising: • Ask the learners, “Suppose you find a family tree made  by your grandfather when he was of your age; what can  you learn from it?” • Draw a family tree (that might have been made by your  grandfather) on the blackboard.  • Explain how a family tree can give us information about  the people who lived long ago. • Help learners fill the blanks based on the family tree  given on the pg. 13 of the textbook. • Talk about the size of family trees.  • Elaborate on the family tree of Confucius given in the ‘Be  amazed’ section. Class Pulse Check                      Duration:  –            – Duration: 5 min CW 1) WB: A  Pg. 14,  HW 1) WB: A  Pg. 13, Q. 14, 15 Q. 16, 17 Page 45

Day 5 / 6 Day  Annual Day:  1  5    /  60 Actual Date: Progress Class Outcome(s) Duration: 2 min  Discuss the factors that lead to changes in a family tree New Words:  Transactional Tip(s)       Duration: 25 min Interactive Discussion: • Ask the learners, “Does a family tree grow like a real  tree? How does it grow? Are all the members of a family  tree related to each other by birth?” • Show the family tree given on pg. 14 of the textbook.  • Explain that some members are not related by birth.  Also, explain how the changes occur in a family tree due  to marriages, the birth of a child and so on.  Class Pulse Check                      Duration:  3   m   i n     1) How do members in the family tree increase? Duration: – CW 1) WB: H  Pg. 15,  HW  Q. 18 Page 46

Day 6 / 6 Day  Annual Day:  1  6    /  60 Actual Date: Progress Class Outcome(s) Duration: 2 min  Reinforce the concept of a family tree through the  ‘Maths Fun’ and ‘English Fun’ exercises New Words: – Transactional Tip(s)       Duration: 28 min Reinforcement: • Help learners guess and write the names of family  members asked in the ‘English Fun’ section on pg. 15 of  the textbook. • Convert the word problem given in the ‘Maths Fun’  section into a mathematical formula and write it on the  blackboard to help learners solve it.  Class Pulse Check                      Duration:  –             Duration: – CW 1) TB: Pg. 15, ANTP HW – Page 47