TEACHER COMPANION BOOK Latest Edition Class 5 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 56 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 – Muscular system 1) Muscular System Chart – Respiratory System 2) Respiratory System Teacher to arrange Chart – Nervous System 3) Nervous System A balloon, sticky tape or string 1) Muscular System Different types of seeds, small paper bags 5) Fruits and Seeds Graph sheets 5) Fruits and Seeds Stopwatch 2) Respiratory System Stethoscope 2) Respiratory System Placards for the sender, postman, receiver and scooter 3) Nervous System Placards for brain, nerves, organ/body part, spinal cord 3) Nervous System Visuals of sense organs 3) Nervous System A glass of water, sugar, ink or neel, paper, a piece of chalk 4) Floats, Sinks and Mixes A glass of water, cooking oil, salt, sugar 4) Floats, Sinks and Mixes A glass of water, cooking oil 4) Floats, Sinks and Mixes Glasses, hot water, cold water, normal water, sugar 4) Floats, Sinks and Mixes Three balloons, scissors, knife, a large plastic bottle, two straws (that can be bent), clay and a rubber band Activity A1 Four glasses of clean water, spoons, baking soda, pepper, flour, soap A4 size sheets Activity A2 5) Fruits and Seeds 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 Sprouted seeds 5) Fruits and Seeds A4 size sheets 6) Plants and Environment Video of the insectivorous plant trapping insects 6) Plants and Environment Pieces of chart papers 6) Plants and Environment Avani and the Pea plant 5) Fruits and Seeds Let's Go Seed Collecting 5) Fruits and Seeds 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: Muscular System Allocated Teaching Days 6 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 – elbow, organ systems, bones, muscles, blood, WB: R fracture DDeessiirreedd LLeeaarrnniinngg OOuutcommeess ffoorr tthhee LLeessssoonn Day 2 TB: I Understand R U • Define muscles and • Describe the functions of muscular system muscles • List the different types of Day 3 TB: I Understand, Train My Brain Day 4 WB: U muscles Day 5 TB: I Apply, Be Amazed A H WB: A TB: I Explore • Identify the practices that • Explore the injuries related WB: H help to keep the muscles healthy and strong to muscles and their treatment methods Day 6 TB: Connect the Dots, A Note to Parent Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) A balloon, sticky tape or 2) IMAX Workbook string (Day 2) 3) Chart – Muscular system (Day 1) Page 26
Day 1 / 6 Day Annual Day: 1 / 3 7 Actual Date: Progress Class Outcome(s) Duration: 2 min Page 27 Define muscles and muscular system List the different types of muscles New Words: muscles, muscular system, skeletal muscle, smooth muscle, cardiac muscle Transactional Tip(s) Duration: 21 min Real‐life Connect: • Read aloud the ‘I Think’ section and ask learners about the term ‘muscles.’ • Demonstrate the activity on pg. 1 of the textbook in the ‘I Remember’ section for the learners to try out. Ask the learners, “Can you feel a soft and spongy material inside? Can you feel some movement inside your upper arm?” • Show the chart of the muscular system and elaborate on muscles and the muscular system. • Show the images of three types of muscles given on pg. 2 of the textbook. Use a tree diagram to describe the types of muscles and their features. *Note: Please remove the word ‘lungs’. (pg. 2 of the textbook) Class Pulse Check Duration: 3 m i n 1) What are muscles? 2) Name the muscles that are found only in the heart. Duration: 4 min CW 1) WB: R Pg. 1, Q. 5–7 HW 1) WB: R Pg. 1, Q. 1–4 2) Ask a learner to bring a balloon, sticky tape or string for the next class.
Day 2 / 6 Day Annual Day: 2 / 3 7 Actual Date: * Progress Class Outcome(s) Duration: 1 min Demonstrate the spring‐like action of muscles during movement New Words: – Transactional Tip(s) Duration: 25 min Real‐life Connect: • Ask the learners, “Why do we have muscles in our body?” • Guide the learners to perform the ‘Try this’ activity given on pg. 2 of the textbook. • Show the images of ‘muscles becoming tight and loose’ given on pg. 3 of the textbook to explain the spring‐like movement of muscles that help in body movements. • Tie or attach a partially inflated balloon on the inside of the arm. Demonstrate by moving your arm to explain the tightening of the muscle by showing the compressed balloon. Explain that the muscle loosens when the arm is moved back by showing the balloon. Class Pulse Check Duration: 4 m i n 1) How do muscles help in movements? 2) What is the main function of the muscular system? Duration: – CW – HW – Page 28
Day 3 / 6 Day Annual Day: 3 / 3 7 Actual Date: Progress Class Outcome(s) Duration: 1 min Describe the functions of muscles New Words: dome, chest cavity * Transactional Tip(s) Duration: 19 min Interactive Discussion: • Ask the learners about the body functions (breathing, eating, talking, etc.) and the organs involved in these functions. List them on the blackboard using a table. • Elaborate on the fact that all these body functions are assisted by muscles. Show the images on pg. 3 of the textbook to explain the functions of muscles and the body functions. Explain the different types of internal and external body movements that muscles help to perform. *Note: Correct the boxed content as “Muscles around the lungs (rib cage muscles and a dome shaped muscle at the base of the chest cavity) help in breathing. When these muscles become tight and loose, air flows in and out of the lungs.” Class Pulse Check Duration: 5 m i n 1) **Which muscles help in breathing? (TMB, Pg. 3) 2) Which muscles help the heart to pump blood? ** (TMB, Pg. 3) Duration: 5 min CW 1) WB: U Pg. 2, HW Q. 14 1) WB: U Pg. 2, Q. 8–13 Page 29
Day 4 / 6 Day Annual Day: 4 / 3 7 Actual Date: Progress Class Outcome(s) Duration: 2 min Identify the practices that keep muscles healthy and strong New Words: warm up, cool down, brisk walk, light jog, stretch, balanced diet Transactional Tip(s) Duration: 20 min Interactive Discussion: • Show the images on pg. 4 of the textbook. • Ask the learners, “Why do people go for a walk or a jog?” • Explain that how different activities make our muscles strong. • Ask the learners to stand in their places. Help them do some stretching or warm‐up exercises that help to keep the muscles healthy and strong. • Elaborate on the importance of drinking water and following a balanced diet plan. • Read aloud the ‘Be Amazed’ section. Recall the functions of heart muscles. Describe why the heart muscles need to work non‐stop. Class Pulse Check Duration: 4 m i n 1) State one practice we should follow to keep our muscles healthy. 2) Name one nutrient that should be included in our diet. Duration: 4 min CW 1) WB: A Pg. 3, HW Q. 17–19 1) WB: A Pg. 3, Q. 15, 16 Page 30
Day 5 / 6 Day Annual Day: 5 / 3 7 Actual Date: Progress Class Outcome(s) Duration: 2 min Discuss muscle injuries and their treatment methods New Words: strain, cramp, bruises, hamstring, bandage, sprained, swells up, massage Transactional Tip(s) Duration: 23 min Real‐life Connect: • Ask the learners, “Have you ever felt a sudden pain in legs while playing or while trying to lift something heavy? What did your parents or teacher do to help you get some relief? Have you ever heard or seen any sports person getting injured?” • Show pictures of muscle injuries from pg. 5 of the textbook. • Explain strain, cramp and bruises and the treatment options. • Show the image of hamstring muscles on pg. 5 of the textbook and explain about the hamstring injury. Class Pulse Check Duration: 5 m i n 1) What is the cause of muscle strain? 2) What is a cramp? Duration: – CW 1) WB: H Pg. 4, HW – Q. 20 Page 31
Day 6 / 6 Day Annual Day: 6 / 3 7 Actual Date: Progress Class Outcome(s) Duration: 2 min Summarise the functions of muscles and the practices for healthy strong muscles Relate the current topic to other subjects taught New Words: muscle memory Transactional Tip(s) Duration: 28 min Summarising (18 min): • Ask the learners about the functions of the muscles and record their responses in a tree diagram. • Summarise with a discussion on the practices for healthy and strong muscles Reinforcement (10 min): • Discuss the ‘English Fun’ section and explain how muscle memory helps in speaking a language. • Explain the word problem given in the ‘Maths Fun’ section. Give a hint: 1 week = 7 days. Class Pulse Check Duration: – – Duration: – CW 1) TB: Pg. 6, ANTP HW – Page 32
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 33
Allocated Teaching Days 6 Speed up/Slow down Plan Lesson 2: Respiratory System 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 We need air to breathe Day 2 WB: R TB: I Understand, Train My Brain Terms trachea, oxygen, carbon dioxide, rib cage, dome, WB: U elastic, intestine DDeessiirreedd LLeeaarrnniinngg OOuutcommeess ffoorr tthhee LLeessssoonn Day 3 TB: I Apply R U • Define respiration and • Describe the steps respiratory system involved in the process of • Name various parts of the breathing respiratory system Day 4 TB: I Apply, Be Amazed A H Day 5 WB: A • Identify the variations in • Analyse the use of a TB: I Explore breathing rate during WB: H activities stethoscope Day 6 TB: Connect the Dots, A Note to Parent • Make use of blowing air to warm up or cool down things Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Stopwatch (Day 3) 2) Stethoscope (Day 5) 2) IMAX Workbook 3) Chart Respiratory system (Day 1, 2) Page 34
Day 1 / 6 Day Annual Day: 7 / 3 7 Actual Date: Progress Class Outcome(s) Duration: 2 min Define respiration and respiratory system Name various parts of the respiratory system New Words: respiration, respiratory system, nostrils Transactional Tip(s) Duration: 20 min Interactive Discussion: • Ask the learners to hold a finger under their nose for some time. (Activity from the ‘I Think’ section) • Ask them, “What do you feel on your finger? What do you do while breathing? Do you breathe continuously or for a short time only?” • Collect responses on the board. Explain respiration and the respiratory system. • Describe the structure and position of the various parts of the respiratory system using the chart of the respiratory system. Class Pulse Check Duration: 4 m i n 1) What do we call the process of taking in oxygen and giving out carbon dioxide? (TMB – Pg. 10, Q. 1) 2) What are the openings in the nose called? Duration: 4 min CW 1) WB: R Pg. 5, HW Q. 5–7 1) WB: R Pg. 5, Q. 1–4 Page 35
Day 2 / 6 Day Annual Day: 8 / 3 7 Actual Date: Progress Class Outcome(s) Duration: 2 min Describe the steps involved in the process of breathing New Words: inhale, exhale Transactional Tip(s) Duration: 20 min Interactive Discussion: • Ask the learners to name the organs of the respiratory system. Collect the responses using a process chart as per the sequence of the presence of organs starting from the nose. • Demonstrate breathing in and breathing out, let the learners repeat the same. Point out the movement of the chest. • Ask them, “What happens to the chest when we breathe in? What happens when we breathe out?” • Display the chart of the respiratory system to describe the process of respiration. Elaborate on the role of the diaphragm during breathing. Class Pulse Check Duration: 4 m i n 1) Name the dome‐like muscle that helps in breathing. (TMB Pg. 8, Q. 2) 2) What do you breathe out when you exhale? Duration: 4 min CW 1) WB: U Pg. 6, Q. HW 1) WB: U Pg. 6, Q. 8–11 12–14 Page 36
Day 3 / 6 Day Annual Day: 9 / 3 7 Actual Date: Progress Class Outcome(s) Duration: 2 min Describe breathing rate Identify the factors that affect the breathing rate of a person New Words: – Transactional Tip(s) Duration: 23 min Real‐life Connect: • Read aloud the content in the ‘I Apply’ section on pg. 8 of the textbook. Guide the learners to perform the activity in the textbook. • Ask them, “Is your breathing pace the same before and after jumping? Why is it different?” • Build on the responses to explain the breathing rate. • Ask one learner to operate the stopwatch. Start the Stopwatch and count your breathing rate per minute. In the same way, ask two or three more volunteer learners to measure their breathing rate. Note the breathing rates using a table to summarise the change in breathing depending on age and the activity types. Class Pulse Check Duration: 5 m i n 1) Name any one activity that makes us breathe faster. Duration: – CW – HW – Page 37
Day 4 / 6 Day Annual Day: 1 0 / 37 Actual Date: Progress Class Outcome(s) Duration: 1 min Conclude that blowing air can warm up or cool down things New Words: – Transactional Tip(s) Duration: 24 min Interactive Discussion: • Ask the learners, “What do you do when the food or milk is too hot to consume? Why do people blow into their closed palms during cold weather?” • Discuss with the learners how blowing air cools the hotter things and warms the things that are cold. Use the examples given on pg. 9 of the textbook to elaborate. • Show the image of ‘a woman blowing into a chulha’ and ask them “Why is the woman in the picture blowing on the fire?“ Note responses from the learners and explain how blowing air into the fire makes it burn faster. • Describe the ‘Be Amazed’ section given on pg. 9 of the textbook. Class Pulse Check Duration: 1 m i n 1) What makes a fire hotter? Duration: 4 min CW 1) WB: A Pg. 7, HW Q. 17–19 1) WB: A Pg. 7, Q.15, 16 Page 38
Day 5 / 6 Day Annual Day: 1 1 / 37 Actual Date: Progress Class Outcome(s) Duration: 2 min Analyse the uses of a stethoscope New Words: stethoscope, instrument Transactional Tip(s) Duration: 24 min Interactive Discussion (12 min): • Ask the learners, “What does the doctor do during a checkup?” Drive the discussion towards the usage of the stethoscope. • Display a stethoscope. Ask one learner to act as a doctor and check the breathing and heart rate of another learner. The learner acting as doctor will inform the class about the sound of the heart beat and breathing. • Explain the uses of the stethoscope to the learners. Quiz (12 min): • Form groups of learners and conduct a quiz on all the topics learnt in the lesson. Class Pulse Check Duration: 4 m i n 1) When do our breathing rate and heartbeats change? 2) What is a stethoscope? Duration: – CW 1) WB: H Pg. 8, HW – Q. 20 Page 39
Day 6 / 6 Day Annual Day: 1 2 / 37 Actual Date: Progress Class Outcome(s) Duration: 2 min Summarise what respiration and the respiratory system mean Relate the current topic to other subjects taught New Words: altitude sickness, ache, dizziness Transactional Tip(s) Duration: 28 min Summarising (15 min): • Summarise the important concepts covered in the lesson using a concept map on the blackboard. Reinforcement (13 min): • Convert the problem given in ‘Maths Fun’ into a mathematical expression. Let the learners solve the problem. Ask one of the learners to come to the front and show the solution on the blackboard. Others can check their answers. • Explain the term ‘altitude sickness’ to the learners mentioned in the ‘Social Studies Fun’ section. Class Pulse Check Duration: – – Duration: – CW 1) TB: Pg. 10, ANTP HW – Page 40
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 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: Muscular System I Think 1) While playing kabaddi with friends, Raghav injured his hand. His mother took him to a doctor. After checking his hand, the doctor said that it was a muscle injury and not a fracture. Raghav wondered what a muscle is and how it looked. Do you know about muscles? Ans. Muscles are the soft materials under the skin. They help in movement by becoming tight and loose. They also maintain the body posture, help in the digestion of food and provide heat to the body. Page 43 Train My Brain 1) What do muscles in our lungs do? Ans. Note: Please change the question to ‘Which muscles help in breathing?’ Muscles around the lungs help in breathing. When the muscles contract, air flows out. When they relax, air flows inside the lungs. 2) Which muscles help the heart to pump blood? Ans. heart muscles 1) Do you know what a hamstring injury is? Find out. Ans. A hamstring is a group of muscles in the back of our thigh. It allows us to bend our leg at the knee. A hamstring injury is a strain or tear to these large muscles. It happens during activities that involve a lot of running and jumping or sudden jerking movements. A hamstring injury is common among athletes. TB: Muscular System
Teacher Reference – Textbook Maths Fun If you warm-up for 15 minutes each day, how much time will you spend in doing warm-up in one week? Ans. One week has 7 days. Amount of time spent doing warm-up exercises in one day = 15 minutes Amount of time spent doing warm-up exercises in 7 days = 15 × 7 minutes = 105 minutes = 1 h 45 minutes Page 44 TB: Muscular System
Lesson Muscular System 1 I Remember Multiple Choice Questions 1) All the muscles together form the organ system called: [B] (A) bruise (B) muscular system (C) digestive system (D) skeletal system 2) The activity of which type of muscles can be controlled? [C] (A) smooth muscles (B) heart muscles (C) skeletal muscles (D) neck muscles Page 45 Fill in the Blanks 3) ___________S_k_e_l_e_t_a_l______________ muscles are attached to the bones. 4) __________S_m__o_o__th________________ muscles are found on the walls of internal organs. Very Short Answer Questions 5) Name the muscles which are attached to the bones. Ans. _sk_e__le_t_a_l_m__u_s_c__le_s_____________________________________________________________________ 6) Which type of muscles are found in our stomach? Ans. _sm__o__o_t_h_m__u_s_c_l_e_s_____________________________________________________________________ Short Answer Question 7) Name the type of muscle shown in the picture. Where do we find these muscles? Ans. _H_e_a__rt_(_c_a__rd__ia__c_)_m__u_s_c_l_e_s_._T_h_e_s_e__m__u_s_c_le__s_a_r_e__f_o_u_n_d__i_n_o__u_r_h_e__a_r_t.________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 1
I Understand True or False 8) Heart muscles help the heart to pump blood. [ True ] 9) When the lung muscles relax, air flows out. [ False ] Note: Please change the question to ‘When the rib cage muscles relax, air flows out.’ 10) The main function of the muscular system is digestion of food. [ False ] 11) Skeletal muscles help in movements of hands and legs. [ True ] Short Answer Questions 12) What are our lips and tongue made of? How do they help us? Ans. _O_u__r _li_p_s_a__n_d__to__n_g_u__e_a__re__m__a_d__e__o_f_m__u_s_c_l_e_s_._T_h_e_y__h_e_l_p__u_s_i_n__ta__lk_in__g__a_n_d__e_a__ti_n_g_.__________ ____________________________________________________________________________________ ____________________________________________________________________________________ Page 46 13) How do muscles help in body movements? Ans. _M_u__sc__le_s__h_e_l_p__in__m__o_v_e_m__e__n_t_b_y__b_e__c_o_m__i_n_g__ti_g_h_t__a_n_d__l_o_o_s_e__li_k_e_a__s_p__ri_n_g__o_r_a__r_u_b_b__e_r_b_a__n_d_. ____________________________________________________________________________________ ____________________________________________________________________________________ Long Answer Question 14) Why do we shiver when we feel cold? Ans. _M__u_s_c_le__s _p_r_o_v_i_d_e__h_e_a__t_t_o__o_u_r_b__o_d_y_._W__h__e_n__w_e__f_e_e_l_c__o_ld__,_o_u_r__m_u__sc__le_s__v_ib__ra__te__r_a_p__id_l_y_t_o___ _g_e_n__e_ra__t_e_b__o_d_y__h_e__a_t_. _T_h_is__is_t_h_e__r_e_a_s_o_n__w__h_y__w_e__s_h_i_v_e_r_w__h_e_n__w__e__fe__e_l_c_o_l_d_._____________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2
I Apply Multiple Choice Questions 15) What should Neha do if she wants healthy muscles? [C] (A) She should not do any type of activity. (B) She should eat junk food. (C) She should exercise for 15–20 minutes every day. (D) She should strain her muscles continuously. 16) Which of the following exercises our muscles? [ B] (A) playing mobile games for hours (B) playing outdoors in the evening (C) watching television (D) eating junk food Page 47 Short Answer Questions 17) Write two ways to make our muscles strong and healthy. Ans. _L_e_a_r_n_e_r_’_s_r_e_s_p_o_n__se__(_H_i_n_t_: _1_)_W__a__rm___u_p__Æ__e_x_e_r_c_i_s_e_Æ___c_o_o_l_d__o_w__n__2_)_S_t_re__tc__h_e__v_e_r_y_d__a_y_____ _3_)_D__ri_n_k_a__l_o_t_o__f _w_a__t_e_r_4_)_H__a_v_e__a__b_a__la__n_c_e_d__d__ie_t__(a__n_y__tw__o_)_)____________________________ ____________________________________________________________________________________ 18) Why is it important to do warm-up before exercise? Ans. _W__a_r_m__in_g_-_u_p__b__e_f_o_re__e__x_e_r_c_is_e__p_r_e_p_a__re__s_t_h_e__b_o__d_y_._W__h_e__n_w__e__w__a_rm__-_u_p__, _th__e_h__e_a_r_t________ _p_u_m__p__s_m__o_r_e__b_lo__o_d__t_o_m__u__sc__le_s_._I_t_re__d_u_c__e_s_t_h_e__c_h__a_n_c_e__s_o_f__in_j_u_ry__. ______________________ ____________________________________________________________________________________ Long Answer Question 19) Why should we have a balanced diet for healthy muscles? Ans. _L_e_a_r_n_e_r_’_s_r_e_s_p_o_n__se__(_H_i_n_t_: _O__u_r_d_i_e_t_h_e__lp__s_o_u_r__m_u__sc__le_s__s_tr_e_n_g__th__e_n_,_r_e_p__a_ir_t_h_e__m__se__lv_e_s__a_n_d__ _fu__n_c_t_io_n__p__ro__p_e_r_ly_._A__b__a_l_a_n_c_e__d__d_ie__t_h_a__s_a_l_l _th__e_n__u_t_ri_e_n_t_s_t_h_a_t__o_u_r_b__o_d_y__n_e_e__d_s_i_n__re__q_u_i_re_d_ _a_m__o_u__n_ts_._S_o__, _w_e__s_h_o__u_ld__h_a__v_e__a__b_a_l_a_n_c__e_d__d_i_e_t_f_o_r_h_e__a_l_th_y__m__u_s_c_l_e_s_.)___________________ ____________________________________________________________________________________ WB: Muscular System 3
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