TEACHER COMPANION BOOK Latest Edition Class 3 Part Module A Science
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 43 refer while answering textbook/workbook questions) 14a Teacher Reference for Textbook In Part 1B 58 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 3 3M 21 Questions Application 1M 2 2M 11 B Fill in the Blanks - Remembering 1M 2 2M 11 1M 2 2M Very Short Answer each of the following Remembering 20 1M 1 1M C Answer questions in a word or a short Understanding 01 Questions sentence. Short Answer Answer each of the following Remembering 2M 1 2M 10 Questions 2M 1 2M 10 D questions in one or two Understanding 2M 1 2M 10 sentences. Application E Long Answer Answer each of the following 4M 1 4M 10 Question questions in four to five Understanding sentences. F 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 15 20M 10 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 7 7M 43 Questions Application 1M 3 3M 21 B Fill in the Blanks - Remembering 1M 4 4M 22 1M 4 4M Very Short Answer each of the following Remembering 40 1M 2 2M C Answer questions in a word or a short Understanding 02 Questions sentence. Short Answer Answer each of the following Remembering 2M 2 4M 20 Questions 2M 1 2M 20 D questions in one or two Understanding 2M 3 6M 20 sentences. Application E Long Answer Answer each of the following 4M 2 8M 20 Question questions in four to five Understanding sentences. F 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 29 40M 20 8 Page 20
10. Mid-Year/Annual Assessment Patterns Two-Semester 50 Marks – Beginner/Proficient Section Question Type Additional Skill Marks Per Number of Total Source of the Questions if Source of the Questions if Instruction Question Questions Marks BEGINNER Paper is chosen PROFICIENT Paper is chosen Direct Modified Twisted Direct Modified Twisted A Multiple Choice Circle the correct Remembering 1M 5 5M 5 0 040 1 2 2M 2 0 020 0 Questions answer. Application 1M B Fill in the Blanks - Remembering 1M 5 5M 4 1 031 1 C Match the Following - Remembering 4M 1 4M 0 1 001 0 Very Short Answer Answer each of Remembering 1M 6 6M 5 1 050 1 4 4M 1 3 013 0 Questions (Including the following D True/False and Circle questions in a Understanding 1M the correct answer word or a Type Questions) sentence. Answer each of Remembering 2M 2 4M 2 0 011 0 2 4M 1 1 010 1 E Short Answer the following Understanding 2M 2 4M 2 0 010 1 Questions questions in two 2M 1 4M 1 0 010 0 to three Application 1 4M 1 0 010 0 sentences. Answer each of Understanding 4M F Long Answer the following Application 4M Questions* questions in four to five sentences. G Diagram Based - Understanding 4M 1 4M 0 1 001 0 Question Try and answer 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 H Surprise Question this for fun. This H.O.T.S. 5M is not counted in totals. the total marks. Total Marks 33 50M 24 8 0 20 7 5 * Internal Choice is provided for this section (Internal choice means - for every question in this section, the student will be provided with a choice to answer from one of the two questions provided) Page 21
80 Marks – Beginner/Proficient Source of the Questions if Source of the Questions if Marks Per Number of Total BEGINNER Paper is chosen Section Question Type Additional Instruction Skill PROFICIENT Paper is chosen Question Questions Marks Direct Modified Twisted Direct Modified Twisted Multiple Circle the correct Remembering 1M 6 6M 6 0 0 50 1 A Choice answer. Application 1M 0 20 1 3 3M 3 0 Questions B Fill in the - Remembering 1M 5 5M 3 2 0 30 2 Blanks C Match the - Remembering 5M 3 15M 0 3 0 03 0 following 0 30 0 Very Short Answer each of the Remembering 2M 3 6M 3 0 0 20 1 Answer following questions in a 2M D 3 6M 2 1 Questions word or a short Understanding sentence. Short Answer Answer each of the Remembering 3M 3 9M 2 1 0 20 1 Questions following questions in Understanding 3M 0 20 1 E one or two sentences. Application 3M 3 9M 2 1 0 20 1 3 9M 2 1 Long Answer Answer each of the Understanding 4M 1 4M 1 0 0 10 0 Questions* following questions in 4M 0 10 0 F four or five sentences. Application 1 4M 1 0 G Diagram Based - Understanding 4M 1 4M 0 1 0 01 0 Question H Surprise Try and answer this for H.O.T.S. 5M 1 This question is provided to instil creativity and other H.O.T.S. skills Question fun. This is not counted in the student and will not be counted towards assessment totals. in the total marks. Total Marks 36 80M 25 10 0 23 4 8 * Internal Choice is provided for this section (Internal choice means - for every question in this section, the student will be provided with a choice to answer from one of the two questions provided) Page 22
11. Teaching Aids List (For Planning) Page 1 of 2 Types of Teaching Aids Names of the Teaching Aids Lessons Used in IMAX resources Chart – Organs and Organ Systems of Human Body 3) Organ Systems Teacher to arrange Chart – Skeletal System 4) Skeletal System Chart – Water Cycle 6) Forms of Water Visuals of different types of hobbies 1) My Hobbies Visuals of coins of different countries 1) My Hobbies Chits with the names of on them 2) Family as First School Cardboard, plain paper, pencil, scissors, glue, crayons 3) Organ Systems A compass/compass application in a smartphone 5) Way around Our Neighbourhood Pictures or videos of different forms of water 6) Forms of Water Glass 6) Forms of Water Ice cubes 6) Forms of Water Common salt 6) Forms of Water 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 Storyweaver resources Salt, some tap water, a saucepan, spoon, stove, tray and a black Inside the Lab – A1 plastic sheet Inside the Lab – A2 A bar magnet, needle, cork disc, cup/bowl/glass, pair of pliers 7) Sources of Light and water 3) Organ Systems Dictionary 6) Forms of Water Know Your Body Through Rhymes “Mom, how does cloud form?\" 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: My Hobbies Allocated Teaching Days 4 Speed up/Slow down Plan Day No. Planned Summary of Day’s Plan Prior knowledge needed (for the learners): Date Terms – holiday, activities, job names of different free‐time activities Day 1 TB: I Think, I Remember Desired Learning Outcomes for the Lesson Day 2 Day 3 TB: I Remember, I Understand, Train My Brain R U Day 4 WB: R, U • Define hobbies • Describe the benefits of TB: I Apply, Be Amazed WB: A • List different types of hobbies TB: I Explore, Connect the Dots, A Note to hobbies Parent WB: H A H • Illustrate the potential of • Analyse the hobbies of hobbies to develop into a parents and explore the profession differences in hobbies then and now Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Visuals of different types 2) IMAX Workbook of hobbies (Day 2) Page 26 2) Visuals of coins of different countries (Day 4)
Day 1 / 4 Day Annual Day: 1 / 3 4 Actual Date: Progress Class Outcome(s) Duration: 1 min List some of the activities done during one’s free time New Words: – Transactional Tip(s) Duration: 10 min Real‐life Connect: • Ask the learners, “What do you like to do in your free time after school?” • Further, ask them, “How do you spend your free time on Sundays and other holidays?” • Write some of the answers given by the learners to the above questions on the blackboard. • Explain how people enjoy doing different types of activities during their free time. Class Pulse Check Duration: 2 m i n 1) Name a game you like to play. 2) Name an activity you like to do in your free time. Duration: – CW – HW – Page 27
Day 1 / 4 Day Annual Day: 1 / 3 4 Actual Date: Progress Duration: 1 min Class Outcome(s) Define hobbies New Words: hobbies, relaxation Transactional Tip(s) Duration: 15 min Interactive Discussion: • Show learners the images of different activities given on pg. 2 of the textbook. Help them write the names of activities. • Let one learner volunteer to read aloud the ‘Think’ section content given on pg. 1 of the textbook. • Introduce the term ‘hobbies’. On the blackboard, break down the definition of hobbies in the form of a three‐ pointed star diagram. (What are they – activities; How are they helpful – relaxation; When – free time) Class Pulse Check Duration: 1 m i n 1) Name any one hobby. Duration: – CW – HW – Page 28
Day 2 / 4 Day Annual Day: 2 / 3 4 Actual Date: Progress Class Outcome(s) Duration: 1 min Identify and describe different types of hobbies New Words: recreation, stargazing, trekking, adventure, mountaineering, birdwatching, scrapbook, knitting, pottery Transactional Tip(s) Duration: 7 min Interactive Discussion: • Show the list of different types of hobbies given on pg. 3 of the textbook. • Display images of all hobbies mentioned in the list. • Explain the different types of hobbies. • List five different hobbies on the blackboard. Let learners tell what types of hobbies they are. Class Pulse Check Duration: 2 m i n 1) What type of hobby is pottery? (TMB, Pg. 4) 2) What type of hobby is mountaineering? (TMB, Pg. 4) Duration: 5 min CW 1) WB: R Pgs. 1, 2, HW 1) WB: R Pg. 1, Q. 1–5 Q. 6, 7 Page 29
Day 2 / 4 Day Annual Day: 2 / 3 4 Actual Date: Progress Class Outcome(s) Duration: 1 min Describe the benefits of various hobbies New Words: – Transactional Tip(s) Duration: 9 min Interactive Discussion: • Ask the learners, “Why do we have hobbies? How are hobbies helpful?“ • Recall the definition of hobbies – activities that we do for relaxation. Ask learners “Are there any other benefits of hobbies?” • Let some learners share their hobbies. Also, let them share the benefits of those hobbies. Discuss various benefits of hobbies. Class Pulse Check Duration: – – Duration: 5 min CW 1) WB: U Pgs. 2, 3, H W 1) WB: U Pg. 2, Q. 8–11 Q. 12–14 Page 30
Day 3 / 4 Day Annual Day: 3 / 3 4 Actual Date: Progress Class Outcome(s) Duration: 2 min Page 31 Illustrate the potential of hobbies to turn in a profession in future New Words: badminton, cricketer, job Transactional Tip(s) Duration: 15 min Interactive Discussion: • Ask the learners the following questions: “Do all your friends have the same hobbies?” “Do you and your siblings like the same games or activities?” “What could be the reason for such differences?” • Explain why people choose different hobbies. • Discuss the possibility of hobbies turning into a profession in future. Talk about famous personalities whose hobbies became their jobs. Class Pulse Check Duration: 3 m i n 1) What kind of hobbies do people choose? 2) What can we carry forward as a job? Duration: 10 min CW 1) WB: A Pg. 4, HW Q. 17, 18 1) WB: A Pg. 3, Q. 15, 16, 19
Day 4 / 4 Day Annual Day: 4 / 3 4 Actual Date: Progress Class Outcome(s) Duration: 2 min Analyse the hobbies of one’s parents and explore the difference in hobbies then and now New Words: – Transactional Tip(s) Duration: 10 min Real‐life Connect: • Ask the learners, “What hobbies do your parents have? Did they have hobbies similar to yours when they were of your age?” • Elaborate how and why hobbies then and now are different. Talk about some reasons like changes in lifestyle, development of technology, availability of materials and so on. Class Pulse Check Duration: 3 m i n 1) Name any one hobby that your mother has. 2) Name a hobby your father had when he was of your age. Duration: 2 min CW – HW 1) WB: H Pg. 4, Q. 20 Page 32
Day 4 / 4 Day Annual Day: 4 / 3 4 Actual Date: Progress Class Outcome(s) Duration: 1 min Relate to the concept of hobbies and their benefits through the English and Social Studies Fun sections New Words: – Transactional Tip(s) Duration: 10 min Reinforcement: • Write the answers to first two questions of ‘English Fun’ section on the blackboard. • Help learners answer the remaining questions. • Display images of coins of different countries. • Talk about the hobby of coin collection (numismatics) and how it helps us learn about different places and people. Class Pulse Check Duration: 2 m i n 1) What is the hobby of collecting coins called? 2) Give one benefit of collecting coins. Duration: – CW 1) TB: Pg. 6, ANTP HW – Page 33
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 34
Lesson 2: Family as First School Allocated Teaching Days 5 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 Terms – actions, thoughts, respect, table manners, Day 2 WB: R discipline, household, festival, garbage Day 3 TB: I Understand, Train My Brain Day 4 WB: U Desired Learning Outcomes for the Lesson Day 5 TB: I Apply, Be Amazed WB: A R U TB: I Explore WB: H • Define habits and values • Infer how habits and values differ among families TB: Connect the Dots, A Note to Parent A H • Identify good habits and • Identify good habits and values of the family values in one’s family member one respects the most • Identify the bad habits, if any in a family member Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Chits with the names of 2) IMAX Workbook family members written on them (Day 5) Page 35
Day 1 / 5 Day Annual Day: 5 / 3 4 Actual Date: Progress Class Outcome(s) Duration: 2 min Define values and habits in families New Words: habits, values, elders, respect Transactional Tip(s) Duration: 20 min Real‐life Connect: • Ask the learners, “What is the first thing that you do when you wake up in the morning? What do you do before going to bed at night? Can you list some activities that you do daily?” • Introduce the concept of habits by giving examples. • Ask the learners, “Do you play with your sibling or fight with them always? Do you help your grandparents in their day‐to‐day activities?” • Introduce the concept of values. Class Pulse Check Duration: 3 m i n 1) Name any two habits. 2) What are values? Duration: 5 min CW 1) WB: R Pg. 5, HW Q. 5–7 1) WB: R Pg. 5, Q. 1–4 Page 36
Day 2 / 5 Day Annual Day: 6 / 3 4 Actual Date: Progress Class Outcome(s) Duration: 2 min Infer how values and habits differ in families New Words: manners, behave Transactional Tip(s) Duration: 20 min Interactive Discussion: • Ask the learners, “Do your parents ask you to practise table manners during meal‐times? Who takes care of you when you are sick? How do your parents talk to elders? Does your family behave in the same way as your friends’ families? Do your family members stand up when elders enter?” • Show learners the pictures on pgs. 8 and 9 of the textbook. • Discuss the good habits and values we learn from our families. Also, explain how habits and values differ in different families. Class Pulse Check Duration: 3 m i n 1) Who is the last person you helped? (TMB, Pg. 9) 2) List any three habits of your family. (TMB, Pg. 9) Duration: 5 min CW 1) WB: U Pg. 6, HW Q. 12–14 1) WB: U Pg. 6, Q. 8–11 Page 37
Day 3 / 5 Day Annual Day: 7 / 3 4 Actual Date: Progress Class Outcome(s) Duration: 2 min Identify good habits and values in one’s family New Words: helpers, drivers, cleaners Transactional Tip(s) Duration: 20 min Reinforcement: • Ask the learners, “What good habits have you learnt from your family members?” • Discuss the importance of learning good habits and values and changing the bad ones. • Mention the good habit of having breakfast everyday. Class Pulse Check Duration: 3 m i n 1) Name any one bad habit. 2) Name any one value that you have learnt from your family. Duration: 5 min CW 1) WB: A Pgs. 7, 8; HW 1) WB: A – Pg. 7, Q. 15, 16 Q. 17–19 Page 38
Day 4 / 5 Day Annual Day: 8 / 3 4 Actual Date: Progress Class Outcome(s) Duration: 2 min Identify good habits and values of the family member one respects the most Identify the bad habits, if any in a family member Relate the current topic to other subjects taught New Words: Transactional Tip(s) Duration: 27 min Reinforcement: • Ask the learners, “Whom do you respect the most in your family? Why do you respect them? Would you like to write a letter to them telling why and how do you respect them?” • Ask learners to write a letter to the family member they respect the most. • Ask a few learners to come to the front of the class and present the letters they have written. Class Pulse Check Duration: 1 m i n 1) Name the person you respect the most. Duration: CW 1) WB: H Pg. 8, HW Q. 20 Page 39
Day 5 / 5 Day Annual Day: 9 / 3 4 Actual Date: Progress Class Outcome(s) Duration: 2 min Reinforce the concept of habits and values through a peer learning activity Relate the current topic to other subjects taught New Words: Transactional Tip(s) Duration: 27 min Reinforcement: • Divide the class into six groups. Make chits of family members like father, mother, brother, sister, grandmother and grandfather. Ask one learner from each group to pick up a chit and read out the name of the family member written on it. Let them write a poem based on that particular family member. Ask each group to present their poem to the others one at a time. • Convert the word problem into a mathematical equation and write it on the blackboard to help children calculate the time. Class Pulse Check Duration: 1 m i n 1) Name any one good habit of your family member you like the most. Duration: CW 1) TB: Pg. 10, ANTP HW – Page 40
My Reflections Progress Passbook 5 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 41
IV – Teacher Reference Usage Tip: Hints/suggestions for the teacher to refer while answering textbook/workbook questions Sub‐Sections: 14. Teacher Reference Material a. Teacher Reference for Textbook b. Teacher Reference for Workbook Page 42
Teacher Reference: Textbook Lesson 1: My Hobbies I Think 1) Sam likes to watch movies in his free time. His sister likes photography. They enjoy doing these activities. What are such activities, that you do other than your studies, called? Ans. hobbies Page 43 1) Some of the activities that you may enjoy doing are shown below. Guess what they are. (Refer to the pictures on page 2 and 3 of textbook) Ans. a) painting b) playing football c) singing d) collecting stamps e) doing yoga f) knitting Train My Brain 1) What type of hobby is pottery? Ans. making 2) What type of hobby is mountaineering? Ans. outdoor recreation TB: My Hobbies
Teacher Reference – Textbook Page 44 1) Do all your friends have the same hobbies? Ans. No 2) Do you and your siblings like the same games or activities? Some of your choices may be the same and some may be different. What could be the reason? Ans. Learner’s response (Hint: We and our siblings may have different interests. So our choices may differ.) 1) Everyone has hobbies. What hobbies do your parents have? Did they have hobbies similar to yours when they were of your age? What could be the reason behind this? Find out. Ans. Learner’s response (Hint: Hobbies of the parents can be singing, photography, bird watching and so on. Parents and children may have common interests, and so they may have similar hobbies.) English Fun Find the names of hobbies hidden in these jumbled letters: 1) rwadngi: drawing 2) sngigni: singing 3) ottpery: pottery 4) goya: yoga TB: My Hobbies
Page 45 Teacher Reference – Textbook Social Studies Fun Some people collect coins and stamps to learn about different places or people. What is the hobby of collecting coins called? Ans. numismatics TB: My Hobbies
Lesson My Hobbies 1 I Remember Multiple Choice Questions 1) Which of the following hobbies is an art? [D] (A) feather collection (B) swimming (C) trekking (D) painting 2) What type of hobby is birdwatching? [A] (A) outdoor recreation (B) arts (C) collection (D) sports and games Page 46 Fill in the Blanks 3) _________G_a__rd__e_n_i_n_g_________ is an outdoor recreation hobby. (Gardening/Collecting stamps) 4) Cricket is a _________s_p_o__rt_________. (collection/sport) Very Short Answer Questions 5) Name any one hobby related to collection. Ans. c__o_ll_e_c_t_i_n_g__st_a_m__p__s_, _le_a__v_e_s_o__r_c_o__in_s__(a__n_y_o__n_e_)___________________________________ 6) Guess the activity given below. Ans. _p_o_t_t_e_r_y______________________________________________________________________ 1
Short Answer Question 7) What are hobbies? Ans. _Th__e__a_c_t_iv_i_ti_e_s_t_h_a__t_p_e__o_p_l_e__e_n_j_o_y_d__o_i_n_g__d_u_r_in_g__t_h_e__ir_f_re__e__ti_m_e__a__re__c_a__ll_e_d__h_o_b__b_i_e_s_. _____________________________________________________________________________ _____________________________________________________________________________ I Understand Match the Following 8) Team sports a) helps us to be creative 9) Painting b) teach us to work in groups 10) Reading books c) keeps us healthy 11) Exercising d) helps us to learn new things Ans. _8_)_–__b_)_, _9_)_–__a_)_,_1_0_)_–_d__)_, _1_1_)_–__c_)________________________________________________ Page 47 Short Answer Questions 12) What is the benefit of hobbies that involve group activities? Give an example. Ans. _H_o_b__b_ie__s_w__h_ic__h_i_n_v_o_l_v_e__g_r_o_u_p__a__c_ti_v_it_ie__s_t_e_a_c__h__u_s_t_o__w_o__rk__in__g_r_o_u_p__s_. _____________ _F_o_r_e_x_a__m__p_le__, _g_a_m__e__s_li_k_e__fo_o__tb__a_l_l,_h_o__c_k_e_y__a_n_d__s_o__o_n__. _(a__n_y__o_n_e_)_________________ _____________________________________________________________________________ 13) List any two hobbies that help us to be creative. Ans. _H_o_b__b_ie__s_li_k_e__p_a_i_n_t_in_g__a__n_d__w_r_it_in__g__h_e_l_p_u__s_t_o__b_e__c_r_e_a_t_iv_e__._______________________ _____________________________________________________________________________ _____________________________________________________________________________ Long Answer Question 14) How are hobbies helpful to us? Ans. _H_o_b__b_i_e_s_l_ik_e__ru__n_n_in__g_,_c_y__c_li_n_g_,_y_o__g_a__a_n__d_s_p__o_r_ts__k_e_e_p__u_s__h_e_a_l_t_h_y_._R_e_a__d_i_n_g__h_e_l_p_s__ _u_s_t_o__le__a_rn__n_e__w__t_h_in__g_s_. _H_o_b__b_i_e_s_l_ik_e__p_a__in_t_in_g__h__e_lp__t_o__b_e__c_r_e_a__ti_v_e_._S_o_m__e__h_o__b_b_i_e_s_ 2
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