TEACHER COMPANION BOOK Latest Edition Class 4 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 48 refer while answering textbook/workbook questions) 14a Teacher Reference for Textbook In Part 1B 69 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 Sample Days in School (if any) Events IWS Month Apr‐18 (if any) going forward) 20 None Opening PTM 19 23 1, 2, 3 16 0 7 (1 day) 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 Learners to bring Chart – The Digestive and Excretory Systems 2) Digestive System Teacher to arrange Chart – The Digestive and Excretory Systems 3) Excretory System Chart sheets and drawing materials 1) Growing up with Family Chart sheets and drawing materials 4) Diseases Clay 7) Importance of Soil Visuals of foster parents, foster home 1) Growing up with Family Visuals showing a comparison of the length of the intestines with the 2) Digestive System height of a child Visuals of the Great Bengal famine 2) Digestive System Chart sheets and drawing materials 3) Excretory System Visuals of different modes of transmission of diseases 4) Diseases Chart sheets and drawing materials 4) Diseases Beaker with some muddy water, a glass vessel, a mesh/cloth, a sieve, 6) Water Storage and Quality piece of alum Plastic tray, soil, water, uprooted plant 7) Importance of Soil Soil and sand sample, two beakers, two funnels, water 7) Importance of Soil Cardboard, brown paper, tubing or piping of six different sizes, markers, stickers, adhesive materials (glue or tape), empty soft‐drink Activity – A1 can, a plastic bottle, empty tetra pack juice carton, empty toothpaste tube 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 Chart paper, marker, paper box, mark sheet to mark the scores and a Activity – A2 pair of scissors 8) Roots and Flowers 8) Roots and Flowers Specimens or visuals of plants with taproots and fibrous roots 8) Roots and Flowers Specimens or visuals of flowers with different colours or shapes, hibiscus flower specimen Placards of various flowers A cloud of trash 5) Keeping Our Neighbourhood Clean 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: Growing up with Family 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, Train My Brain Terms – family, babies, adult, body Day 2 WB: R young ones of various animals Day 3 Day 4 TB: I Remember, I Understand DDeessiirreedd LLeeaarrnniinngg OOuutcommeess ffoorr tthhee LLeessssoonn WB: U R U TB: I Apply, Be Amazed WB: A • Tell the names of animals • Describe the care received TB: I Explore, Connect the Dots, A Note to Parent and the way they give birth by different young ones WB: H to their young ones from their parents • Illustrate that babies grow up to become adults A H • Explain the terms orphans, • Differentiate between adoption and adoptive foster parents and parents adoptive parents • Identify the relevance of • Explore the role of a father adoption and the need for it in child care and appreciate the role of adoptive parents in the life of orphans Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Chart sheets and drawing 2) IMAX Workbook materials (Day 2) 2) Visuals of foster parents, foster home (Day 4) Page 26
Day 1 / 4 Day Annual Day: 1 / 3 6 Actual Date: Progress Class Outcome(s) Duration: 2 min Page 27 Tell the names of animals and the way they give birth to their young ones New Words: cub, hatch Transactional Tip(s) Duration: 19 min Real‐life Connect: • Read the ‘I Think’ content to the learners and ask, “Have you or your friends ever adopted a puppy? Have you ever wondered where young ones of animals come from?” • Ask them, “Have you ever seen a bird coming out of its egg?” Show images of the hen, chick and snake given on pg. 2 of the textbook. Explain that young ones of some animals hatch out of eggs. • Show the images of the dog, lion, mother with their young ones on pg. 2 and explain that some animals are born from their mother’s body; humans are one of them. Class Pulse Check Duration: 4 m i n 1) Name an animal that lays eggs. (TMB, Pg. 3) 2) Name an animal which gives birth to its young ones. (TMB, Pg. 3) Duration: 5 min CW 1) Ask learners to bring HW 1) WB: R – Pgs. 1, 2, chart sheets and Q. 1–4 drawing materials for the next class. 2) WB: R – Pgs. 1, 2, Q. 5–7
Day 2 / 4 Day Annual Day: 2 / 3 6 Actual Date: Progress Class Outcome(s) Duration: 1 min Describe the care received by different young ones from their parents New Words: – Transactional Tip(s) Duration: 10 min Peer Learning – Group: • Group the learners, let them go through the content on pgs. 2–3 of the textbook and let them discuss how different types of animals feed and look after their young ones. • Let them share their views with other groups. • Compare the differences in feeding between animals that lay eggs and the ones that give birth to young ones. • Use images given on pg. 3 of the textbook to show and explain how different animals feed their young ones. Class Pulse Check Duration: – – Duration: – CW – HW – Page 28
Day 2 / 4 Day Annual Day: 2 / 3 6 Actual Date: Progress Class Outcome(s) Duration: 1 min Illustrate that babies grow up to become adults New Words: Transactional Tip(s) Duration: 11 min Interactive Discussion: • Ask the learners, “Do you have a younger sibling? Do you like to spend some time with them? How do you take care of your sibling?” • Talk about the role of all family members in baby‐care. • Ask them, “Do you know your mother and father were also born as small babies?” Mention that babies gradually grow up to become adults. Show the image given on Pg. 3 of the textbook. • Let the learners draw the images of the different stages – from a baby to an adult as shown in the textbook. • Let the learners draw the images of the different stages – from a baby to an adult as shown in the textbook on the chart sheets. Class Pulse Check Duration: 2 m i n 1) How do animals that give birth to young ones feed the babies? Duration: 5 min CW 1) WB: U – Pg. 3, HW Q. 14 1) WB : U – Pg. 2, Q. 8–13 Page 29
Day 3 / 4 Day Annual Day: 3 / 3 6 Actual Date: Progress Class Outcome(s) Duration: 2 min Page 30 Explain the terms orphans, adoption and adoptive parents Identify the relevance of adoption and the need for it and appreciate the role of adoptive parents in the life of orphans New Words: adoptive parents, orphans, adoption, nests Transactional Tip(s) Duration: 19 min Interactive Discussion: • Recall the ‘I Think’ section and ask, “Have you seen small puppies left alone without a mother to look after them? If we bring a puppy home like Reena and her friends did, how can we make sure that it is taken care of?” • Discuss how some animals may look after the young ones of other animals. Similarly, humans may also look after babies who were not born to them. • Explain the term orphans, adoption and adoptive parents with the help of images given on pg. 4 of the textbook. • Talk about the cuckoo – it never feeds and takes care of its young ones. The young ones of cuckoos are fed and brought up by other birds. Class Pulse Check Duration: 5 m i n 1) What is adoption? 2) Reena adopted a puppy. Who is the adoptive parent here? Duration: 4 min CW 1) WB: A – Pg.4, Q. 19 HW 1) WB: A – Pgs. 3, 4, Q. 15–18
Day 4 / 4 Day Annual Day: 4 / 3 6 Actual Date: Progress Class Outcome(s) Duration: 1 min Differentiate between foster parents and adoptive parents Explore the role of a father in child care New Words: foster parents Transactional Tip(s) Duration: 10 min Interactive Discussion: • Show visuals of foster parents or foster home. • Ask the learners about differences between foster parents and adoptive parents. • Let some learners recall a few things or an act of caring that their parents do for them. • List down the points on the blackboard by using a table with two different columns. Add additional points if required. • Explain how a father's role in childcare is important too. • Talk about the benefits of a father sharing the responsibility of child care. Class Pulse Check Duration: 2 m i n 1) What is the difference between foster parents and adoptive parents? Duration: – CW – HW – Page 31
Day 4 / 4 Day Annual Day: 4 / 3 6 Actual Date: Progress Class Outcome(s) Duration: 1 min Relate the topics learnt to other subjects New Words: situations Transactional Tip(s) Duration: 16 min Reinforcement: • Let learners write about a situation wherein their parents appreciated or scolded them. Let them also write their views on those situations. Discuss some of them in class without mentioning the names of the learners. • Explain the word problem given in the Maths Fun section to the learners by converting it into numbers and writing the steps on the blackboard to help learners solve it easily. Class Pulse Check Duration: – – Duration: – CW 1) TB: Pg. 5, ANTP HW – 2) WB: H – Pg. 4, 5, Q. 20 Page 32
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 33
Lesson 2: Digestive System 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, Train My Brain Terms organ system, digestive system, mouth, stomach, food Day 2 WB: R pipe Day 3 TB: I Understand, Train My Brain Day 3 WB: U DDeessiirreedd LLeeaarrnniinngg OOuutcommeess ffoorr tthhee LLeessssoonn Day 4 TB: I Apply, Be Amazed WB: A R U TB: I Explore WB: H • Define digestion and the • Describe the process of digestive system digestion • Name the important parts • Describe the role of of the digestive system different organs in the digestive system TB: Connect the Dots, A Note to Parent A H • Explain the importance of • Describe the conditions eating healthy food and taking care of the digestive during hunger and famine system • Discuss the importance of food for survival Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Visuals showing a comparison of the length 2) IMAX Workbook of the intestines with the height of a child (Day 4) 3) Chart – The Digestive and Excretory systems (Day 2) 2) Visuals of the Great Bengal famine (Day 4) Page 34
Day 1 / 4 Day Annual Day: 5 / 3 6 Actual Date: Progress Class Outcome(s) Duration: 2 min Define digestion and digestive system Name the important parts of the human digestive system New Words: energy, digestion, liver, small intestine, large intestine, anus Transactional Tip(s) Duration: 19 min Interactive Discussion: • Ask the learners, “Does your mother tell you to chew the food properly before swallowing? Why does she say so? How do we get the energy to do different activities?” • Show images from pg. 6 of the textbook and discuss the digestion of food and the energy it gives for various activities. • Show the image of the human digestive system given on pg. 7 of the textbook and introduce the various organs of the digestive system. • Ask a few learners to define the terms digestion and digestive system. Repeat the definitions to summarise. Class Pulse Check Duration: 4 m i n 1) How do we get the energy to play? 2) Which is the largest and heaviest organ in our body? (TMB, Pg. 8) Duration: 5 min CW 1) WB: R Pgs. 6, 7, HW 1) WB: R Pg. 6, Q. 1–4 Q. 5–7 Page 35
Day 2 / 4 Day Annual Day: 6 / 3 6 Actual Date: Progress Class Outcome(s) Duration: 2 min Illustrate the process of digestion Describe the role of different organs in the digestive system New Words: stomach juices, bile juice, saliva Transactional Tip(s) Duration: 20 min Interactive Discussion: • Ask the learners, “What happens to the food we eat?” • Display the chart of the digestive system and explain in detail about the role of the digestive system and the process of digestion. • Ask the learners to draw a labelled diagram of the digestive system by referring to the picture on pg. 7 of the textbook. • Ask one learner to explain the diagram and the functions of the organs. Pitch in to add more points. Class Pulse Check Duration: 3 m i n 1) What do we use to chew the food? (TMB, Pg. 8) 2) Name the juice that is produced by the liver. Duration: 5 min CW 1) WB: U Pg. 8, HW Q. 12–14 1) WB: U Pg. 7, Q. 8–11 Page 36
Day 3 / 4 Day Annual Day: 7 / 3 6 Actual Date: Progress Class Outcome(s) Duration: 1 min * Explain the importance of eating healthy food and taking Page 37 care of the digestive system New Words: indigestion Transactional Tip(s) Duration: 11 min Interactive Discussion: • Ask the learners, “What will happen if we do not eat food? What will happen if the digestive system does not work? How can we take care of our digestive system? • Explain the importance of eating healthy food and taking care of the digestive system. • Discuss the salivary glands and the quantity of saliva produced in our mouth as given in the ‘Be Amazed’ section. *Note: Please strike off the repetitive word ‘body’. Class Pulse Check Duration: 3 m i n 1) Why should we take care of our mouth, tongue and teeth? 2) What is indigestion? Duration: 2 min CW 1) WB: A Pg. 9, HW Q. 17–19 1) WB: A Pgs. 8, 9, Q. 15, 16
Day 3 / 4 Day Annual Day: 7 / 3 6 Actual Date: Progress Class Outcome(s) Duration: 1 min Describe the conditions during hunger and famine Discuss the importance of food for survival New Words: hunger, famine Transactional Tip(s) Duration: 9 min Real‐life Connect: • Ask the learners, “Why do we feel hungry after every few hours? Have you ever felt hungry and did not get anything to eat for some time? Do you know that many people in the world do not get food to eat? Do you know what we call such shortage of food?” • Discuss hunger and the effects of famine in detail. • Stress on the topics like avoiding the wastage of food and fresh drinking water. Class Pulse Check Duration: 3 m i n 1) What is hunger? 2) What is famine? Duration: – CW 1) WB: H Pgs. 9 ,10, HW – Q. 20 Page 38
Day 4 / 4 Day Annual Day: 8 / 3 6 Actual Date: Progress Class Outcome(s) Duration: 2 min Relate the topics learnt to other subjects Revise the concept of digestion and digestive system through a quiz New Words: – Transactional Tip(s) Duration: 28 min Reinforcement (15 min): • Refer to the ‘Social Studies Fun’ section, and explain the Bengal Famine and its impact with the help of visuals if any. • Show a picture which compares the length of the intestines with the height of a child to explain the ‘Maths Fun’ section. • Discuss the length of the human intestine. Questioning (13 min): • Divide the class into two groups and conduct a quiz based on the lesson to revise the concepts taught. Class Pulse Check Duration: – – Duration: – CW 1) TB: Pg. 10, ANTP HW – Page 39
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 40
Lesson 3: Excretory System Allocated Teaching Days 4 Speed up/Slow down Plan Prior knowledge needed (for the learners): Terms digestive system Day No. Planned Summary of Day’s Plan Date Day 1 TB: I Think, I Remember, Train My Brain Day 2 DDeessiirreedd LLeeaarrnniinngg OOuutcommeess ffoorr tthhee LLeessssoonn Day 3 WB: R Day 4 TB: I Understand , Train My Brain R U WB: U • Define excretion and • Illustrate the process of TB: I Apply, Be Amazed excretory system excretion WB: A • List various parts of the • Describe the role of the TB: I Explore, Connect the Dots, A Note to Parent excretory system skin and lungs in the WB: H process of excretion A H • Analyse the importance of • Discuss kidney stones and the excretory system the care to be taken to • Discuss the ways to take avoid their formation care of our excretory organs Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Chart sheets and drawing 2) IMAX Workbook materials (Day 2) 3) Chart The Digestive and Excretory systems (Day 2) Page 41
Day 1 / 4 Day Annual Day: 9 / 3 6 Actual Date: Progress Class Outcome(s) Duration: 2 min Define excretion and excretory system List various parts of the excretory system New Words: solid waste, liquid waste, excretion, excretory system, ureters, urinary bladder, urethra Transactional Tip(s) Duration: 19 min Interactive Discussion: • Read aloud the ‘I Think’ section and ask the learners, “What happens to all the water we take in? Does our body store all the water we drink?” • Show the chart of the human excretory system. • Introduce the concepts of excretion and excretory system. • Discuss the important organs of the excretory system. Class Pulse Check Duration: 4 m i n 1) What is excretion? 2) What is the shape of the kidneys? (TMB, Pg. 13) Duration: 5 min CW 1) WB: R Pgs. 11, HW 1) WB: R Pg. 11, Q. 1–4 12, Q. 5–7 Page 42
Day 2 / 4 Day Annual Day: 1 0 / 36 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 43 Illustrate the process of excretion Describe the role of the skin and lungs in the process of excretion New Words: urine, urinating Transactional Tip(s) Duration: 20 min Peer Learning – Group: • Ask the learners, “Explain the process of excretion. What are the roles of the different parts of the excretory system? Are there any other organs in our body that are involved in the process of excretion?” • Form learners’ groups and ask them to read the content on pg. 12 of textbook . • Distribute the chart sheets and drawing materials among groups. • Let the groups discuss and make a process chart to illustrate the process of excretion. • Discuss and explain the process of excretion through the skin and lungs. Class Pulse Check Duration: 2 m i n 1) Name the part of the excretory system that stores urine. (TMB, Pg. 13) Duration: 7 min CW 1) WB: U Pg. 13, HW Q. 14 1) WB: U Pgs. 12, 13, Q. 8–13
Day 3 / 4 Day Annual Day: 1 1 / 36 Actual Date: Progress Class Outcome(s) Duration: 2 min Page 44 Analyse the importance of the excretory system Discuss the ways to take care of our excretory organs New Words: swelling, mask Transactional Tip(s) Duration: 19 min Real‐life Connect: • Ask the learners, “Have you ever seen a swelling on the feet of your grandparents or any elderly persons due to illness? Do you know it might be because the excretory system may not be working properly?” • Ask the learners, “What should we do to take care of our excretory system? Do you know any fruits and vegetables that can help us to keep our kidneys healthy?” • Explain how to take care of the excretory system. • Read the ‘Be Amazed’ section to the learners. Class Pulse Check Duration: 4 m i n 1) How can we take care of our skin? 2) How can we protect our lungs from dust and smoke when we go outside? Duration: 5 min CW 1) WB: A Pg. 14, HW Q. 17–19 1) WB: A Pgs. 13, 14, Q. 15, 16
Day 4 / 4 Day Annual Day: 1 2 / 36 Actual Date: Progress Class Outcome(s) Duration: 2 min Page 45 Discuss kidney stones and the care to be taken to avoid their formation Relate the topics learnt to other subjects taught New Words: kidney stones Transactional Tip(s) Duration: 16 min Interactive Discussion (8 min): • Ask the learners, “Have you heard of anyone suffering from kidney stones? Do you know what they are?” • Show the image of the ‘kidney stones’ given on pg. 14 of textbook. • Discuss the formation of kidney stones. • Explain the importance of drinking plenty of water to avoid them. Reinforcement (8 min): • Write the origin of the words given in the ‘English Fun’ section. • Help learners to solve the ‘Maths Fun’ question by writing the hint on the blackboard – 1 L = 1000 mℓ Class Pulse Check Duration: 4 m i n 1) What are kidney stones? 2) What should we do to avoid the formation of kidney stones? Duration: 8 min CW 1) WB: Pg. 14, ANTP HW 1) WB: H Pgs. 14, 15, Q. 20
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 46
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 47
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