TEACHER COMPANION BOOK Latest Edition Class 1 Part Module A EVS
Contents – Part 1A Section No./Name Sub‐section Sub‐section Name Pg. No. 1 IMAX Textbook Features 2 I – Remembering and Understanding 3 (To be read and understood before the 2 IMAX Workbook Features 4 first teaching day and to be revisited 6 during the PSO1) 3 IMAX Curriculum Framework 10 4 IMAX Teacher Companion Book Features 14 II – Application 5 Transactional Tips 16 (To be planned and worked out before 6 Bloom's Taxonomy in IMAX Class 18 the academic year starts) 7 Annual Plan – Teaching and Assessments 19 8 Annual Planning Tool 21 III – H.O.T.S.: Creating a Rockstar Class 9 Formative/Periodic Assessment Patterns 23 (Together, with IMAX inputs and your 10 Mid‐Year/Annual Assessment Patterns unique approach and implementation 11 Teaching Aids List (For Planning) 26 style, let us create a rockstar classroom) 12a Day‐wise Lesson Plan – Learning Outcomes Page 12b Day‐wise Lesson Plan – Content Page In Part 1C IV – Teacher Reference 12c Day‐wise Lesson Plan – Reflection Page (Hints/suggestions for the teacher to 13 End‐of‐Term Reflection 57 refer while answering textbook/workbook questions) 14a Teacher Reference for Textbook In Part 1B 77 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 For the teacher to indicate to cover the lesson 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) Lesson Details Two Semester Exam Syllabus Lesson Lesson Name Theme Teaching Days PA1 MYA No. FA1 FA2 1 Who Am I? Mys el f 2 My Family Members My Family 6 3 My Body Parts My Body 4 Things Around Us Surroundi ngs 8 5 Water for My House Water Activity A1: Body Map 10 ITL – A Activity A2: Living or Non-living Things? Day and Night 8 6 Plants Around Us 7 10 Total 2 Li ght 8 Pl a nts 10 62 24 18 18 Page 16
07. Annual Plan – Teaching and Assessments (Page 2 of 2) Lesson Details Two Semester Exam Syllabus Lesson Lesson Name Theme Teaching Days PA2 AA No. Ani ma l s FA3 FA4 8 Animals Around Us Food and Nutrition 12 9 What Should I Eat? Food and Nutrition 9 10 Cooking 9 Activity B1: Jal Tarang Shel ter ITL – B Activity B2: Fruit Salad Tra ns porta ti on 2 My House Weather and Climate 11 Story of the Wheel 8 12 Seasons of the Year 8 13 Activity C1: Roller 8 Activity C2: Rain Gauge ITL – C 2 Total 58 21 17 16 Page 17
08. Annual Planning Tool for Teachers (to be filled in during/before PSO1) No. of ‘Teaching Other Non‐ No. of Periods’ based on Lesson/Concept IMAX Days Teaching the Subject Time‐ List to be Teaching Allocated Month No. of Working Assessments Teaching Days in Table (referred to as Covered Days Total for IMAX Buffer School ‘Teaching Days’ Days Days in School (if any) Events IWS (if any) going forward) Sample 20 None Opening PTM 19 23 1, 2, 3 16 0 7 Month (1 day) Apr‐18 May‐18 Jun‐18 Jul‐18 Aug‐18 Sep‐18 Oct‐18 Nov‐18 Dec‐18 Jan‐19 Feb‐19 Mar‐19 Page 18
09. Formative/Periodic Assessment Patterns Two-Semester Formative Assessment – 20 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified A Multiple Choice Circle the correct answer. Remembering 1M 2 2M 1 1 Questions Application 1M 3 3M 3 0 B Fill in the Blanks - Remembering 1M 2 2M 11 Remembering 1M 4 4M 31 1 1M Very Short Answer each of the following C Answer questions in a word or a short Understanding 1M 01 Questions sentence. Short Answer Answer each of the following Remembering 2M 1 2M 1 0 Questions 2M D questions in one or two Understanding 2M 2 4M 2 0 sentences. Application 1 2M 1 0 E Surprise Try and answer this for fun. H.O.T.S. 5M This question is provided to instil creativity and other Question This is not counted in the 1 H.O.T.S. skills in the student and will not be counted total marks. towards assessment totals. Total Marks 17 20M 12 4 Page 19
Periodic Assessment – 40 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified A Multiple Choice Circle the correct answer. Remembering 1M 6 6M 4 2 Questions Application 1M 5 5M 1M 5 5M 50 B Fill in the Blanks - Remembering 1M 4 4M 32 22 Remembering 1M 4 4M Very Short Answer each of the following C Answer questions in a word or a short Understanding 22 Questions sentence. Short Answer Answer each of the following Remembering 2M 2 4M 2 0 Questions 2M D questions in one or two Understanding 2M 3 6M 3 0 sentences. Application 3 6M 3 0 E Surprise Try and answer this for fun. H.O.T.S. 5M This question is provided to instil creativity and other Question This is not counted in the 1 H.O.T.S. skills in the student and will not be counted total marks. towards assessment totals. Total Marks 33 40M 24 8 Page 20
10. Mid-Year/Annual Assessment Patterns Two-Semester 50 Marks – Beginner/Proficient Source of the Questions if Source of the Questions if Section Question Type Additional Skill Marks Per Number of Total BEGINNER Paper is chosen PROFICIENT Paper is chosen Instruction Question Questions Marks Direct Modified Twisted Direct Modified Twisted A Multiple Choice Circle the correct Remembering 1M 2 2M 2 0 020 0 Questions 1M 3 3M 3 0 020 1 answer. Application 1M 8 8M 8 0 070 1 1M 2 2M 0 2 001 1 B Fill in the Blanks Remembering 5M 2 10M 0 2 002 0 - Understanding 1M 3 3M 3 0 020 1 C Match the Following - Remembering 1M 2 2M 2 0 010 1 2M Very Short Answer Answer each of the Remembering 4 8M 4 0 030 1 Questions (Including following questions 2M D 3 6M 3 0 020 1 True/False or Yes/No in a word or a short 3M Questions) sentence. Understanding 5M Answer each of the Understanding E Short Answer following questions Questions in one or two Application sentences. F Diagram Based - Understanding 2 6M 1 1 011 0 Question Try and answer this This question is provided to instil creativity and other H.O.T.S. 1 skills in the student and will not be counted towards assessment G Surprise Question for fun. This is not H.O.T.S. counted in the total totals. marks. Total Marks 32 50M 26 5 0 20 4 7 Page 21
80 Marks – Beginner/Proficient Marks Per Number of Source of the Questions if Source of the Questions if PROFICIENT Question Questions Total BEGINNER Paper is chosen Section Question Type Additional Instruction Skill Marks Paper is chosen 6 5 Direct Modified Twisted Direct Modified Twisted 5 Multiple Remembering 1M 5 6M 6 0 041 1 1M 3 A Choice Circle the correct answer. Application 1M 4 5M 5 0 05 0 0 1M Questions 5M 2 2M 3 B Fill in the Remembering 3 5M 5 0 03 0 2 Blanks - 2M 2 5M 2 3 03 2 0 3M Understanding 3M 2 3M C Match the - Remembering 1 15M 0 3 00 3 0 following 4M 41 Very Short Answer each of the Remembering 5M 8M 4 0 04 0 0 Answer following questions in a Understanding D Questions word or a short sentence. 4M 2 0 01 0 1 E Short Answer Answer each of the Remembering 9M 3 0 02 0 1 Questions following questions in Understanding 9M 3 0 02 0 1 one or two sentences. 6M 2 0 02 0 0 Application Diagram F Based Understanding 8M 0 2 01 1 0 Question G Surprise Try and answer this for H.O.T.S. This question is provided to instil creativity and other H.O.T.S. Question fun. This is not counted skills in the student and will not be counted towards assessment in the total marks. totals. Total Marks 80M 32 8 0 27 7 6 Page 22
11. Teaching Aids List (For Planning) Page 1 of 2 Types of Teaching Aids Names of the Teaching Aids Lessons Used in IMAX resources Learners to bring Chart – Body Parts: Functions and How to Keep Them Clean 3) My Body Parts Flashcards – Sources of Water 5) Water for My House Teacher to arrange Chart – Parts of Plants 7) Plants Around Us Chart sheets and drawing materials 1) Who Am I? Clay for making toys 4) Things Around Us Drawing sheets, pencils, crayons 5) Water for My House Visuals of a gift box with name written on it 1) Who Am I? A map of the school’s neighbourhood 1) Who Am I? Samples of ID cards 1) Who Am I? Pieces of chart paper 1) Who Am I? Drawing sheets and crayons 2) My Family Members Toffees/or any other items 2) My Family Members Family member name cards 2) My Family Members Cut‐outs of letters for the word game 2) My Family Members Drawing sheets 3) My Body Parts Healthy body puzzle (4 sets) 3) My Body Parts Black ribbon to blindfold 3) My Body Parts Role play script: Body parts, their functions and how to keep them clean 3) My Body Parts 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 Charts/Visuals/Samples of different things around us 4) Things Around Us Stone or any other non‐living thing 4) Things Around Us Flashcards of natural and man‐made things 4) Things Around Us A glass of water 5) Water for My House Tray, soil, small bowls, watering can, water 5) Water for My House A large sheet of paper, coloured crayons Activity – A1 10–12 mustard seeds, cotton petri dish (dish), water Activity – A2 Visuals of changes during daytime, chart papers, crayons, pencils 6) Day and Night Visuals of different positions of the Sun 6) Day and Night Visuals of the night sky 6) Day and Night Water pipe, Crayons 6) Day and Night Pictures/charts/actual samples of small rooted plants 7) Plants Around Us Chart sheets and drawing materials 7) Plants Around Us Samples of herbs 7) Plants Around Us Picture of a climber and a creeper, Samples of plants with different aromas and colours 7) Plants Around Us Picture of a bamboo Role play script: Different types of plants 7) Plants Around Us Rain, Rain 7) Plants Around Us 7 Colours of a Rainbow 5) Water for My House 6) Day and Night Page 24
Section III – H.O.T.S.* ‐ Creating a Rockstar Class Usage Tip: Together, with IMAX inputs and your unique approach and implementation style, let us create a rockstar classroom Sub‐Sections: 12. Day‐wise Lesson Plan a. Day‐wise Lesson Plan – Learning Outcomes Page b. Day‐wise Lesson Plan – Content Page c. Day‐wise Lesson Plan – Reflection Page 13. End‐of‐Term Reflection (In Part 1C) *Building Higher Order Teaching Skills to drive Higher Order Thinking Skills in the learners!! Page 25
Lesson 1: Who Am I? Allocated Teaching Days 6 Speed up/Slow down Plan Day No. Planned Summary of Day’s Plan Prior knowledge needed (for the learners): Date Everybody has a name Terms – friends, birthday, gift, city, letter, police Day 1 TB: I Think, I Remember DDeessiirreedd LLeeaarrnniinngg OOuutcommeess ffoorr tthhee LLeessssoonn Day 2 TB: I Remember, Train My Brain R U Day 3 WB: R Day 4 • Tell/List personal • Describe the importance of Day 5 TB: I Understand, Train My Brain information – full name, Day 6 WB: U gender, date of birth, knowing one’s personal contact number and TB: I Apply, Be Amazed address information WB: A A H TB: I Apply WB: A • Make use of ID cards to • Explore the ways to TB: I Explore, Connect the Dots, A Note to identify a person Parent identify people with the WB: H • Create ID cards with personal information same name Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Visuals of a gift box with name 2) IMAX Workbook written on it (Day 1) Page 26 2) A map of the school’s neighbourhood (Day 2) 3) Chart sheets and drawing materials (Day 3) 4) Samples of ID cards (Day 4) 5) Pieces of chart paper (Day 5)
Day 1 / 6 Day Annual Day: 1 / 6 2 Actual Date: Progress Class Outcome(s) Duration: 2 min Tell/List personal information – full name New Words: full name, first name, last name, middle name Transactional Tip(s) Duration: 25 min Real‐life Connect: • Ask the learners, “When you meet new people what is the first thing they ask you?” • Ask another question, “If somebody has to send you a gift on your birthday, what would they need to know about you?” • Display an image of a gift box with a name written on it. • Explain the different parts of a 'full name' with examples. Also, mention one name with a middle name. • Ask some learners for their first names and some their last names. Ask if anyone has a middle name. • Write their full name in the space given in the textbook. Class Pulse Check Duration: 3 m i n 1) What are the different parts of a full name? Duration: – CW – HW – Page 27
Day 2 / 6 Day Annual Day: 2 / 6 2 Actual Date: Progress Class Outcome(s) Duration: 2 min Page 28 Tell/List personal information – gender, date of birth, contact number and address New Words: genders, date of birth, contact number, address Transactional Tip(s) Duration: 20 min Real‐life Connect: • Show the symbols of the boy and girl given in the textbook. • Explain what gender means with the help of examples. • Ask the learners, “Why do we celebrate a day as our birthday every year? When is your birthday?” • Explain what a birthday or date of birth is. • Ask the learners, \"If you feel unwell in school and your teacher needs to contact your parents, what information would the teacher need to do so?\" Explain to them about 'contact number' and its importance. • Display a map of the school and its neighbourhood. • Using the map, explain the concept of address. Class Pulse Check Duration: 3 m i n 1) Name a gender. 2) Name the place you live in. (TMB, Pg. 3) Duration: 5 min CW 1) WB: R Pgs. 1, 2, Q. HW 1) WB: R Pg. 1, Q. 1–4 5–7 2) Ask learners to bring chart sheets and drawing materials for the next class.
Day 3 / 6 Day Annual Day: 3 / 6 2 Actual Date: Progress Class Outcome(s) Duration: 2 min Describe the importance of knowing one’s personal information Tell and write one’s address New Words: age, postmen Transactional Tip(s) Duration: 20 min Real‐life Connect: • Ask the learners, “Why do we have names, genders, addresses and phone numbers?” • Elaborate how personal details help us during emergencies and they also help others to get to know about us. • On the blackboard draw an envelope. Write the name of the school principal followed by the school address. • Elaborate on various parts of the address like house number, street name, city and so on. • Help the learners draw the outline of an envelope and write their address on it. Class Pulse Check Duration: 3 m i n 1) What is your age? (TMB, Pg. 3) Duration: 5 min CW 1) WB: U Pg. 3, HW Q. 12, 13 1) WB: U Pg. 2, Q. 8–11 Page 29
Day 4 / 6 Day Annual Day: 4 / 6 2 Actual Date: Progress Class Outcome(s) Duration: 2 min Make use of ID cards to identify a person New Words: Identity Card Transactional Tip(s) Duration: 20 min Real‐life Connect: • Show a school ID card or any other ID cards. • Ask the learners, \"Why do we use ID cards? Besides your name, what other details will you find on an ID card?“ • Elaborate on how ID cards help to identify people. • Discuss the different types of ID cards. • Discuss what should be done if the urgent help of police is required. Discuss the importance of emergency contact numbers. Class Pulse Check Duration: 3 m i n 1) What is the full form of ID? 2) Why do we have our contact number on our ID card? Duration: 5 min CW – HW 1) WB: A Pgs. 3, 4, Q. 14–16 Page 30
Day 5 / 6 Day Annual Day: 5 / 6 2 Actual Date: Progress Class Outcome(s) Duration: 1 min Create ID cards with personal information New Words: – Transactional Tip(s) Duration: 29 min Peer Learning – Group: • Group learners and distribute chart paper pieces to create ID cards. • Let the learners collect the necessary details to make ID cards of four other members in the group and complete the table given on pg. 3 of the textbook. • Let them draw four ID cards using the details they have collected. Class Pulse Check Duration: – – Duration: – CW 1) WB: A Pg. 4, HW – Q. 17 Page 31
Day 6 / 6 Day Annual Day: 6 / 6 2 Actual Date: Progress Class Outcome(s) Duration: 2 min Explore the ways to identify people with the same name Relate the current topic to other subjects taught New Words: surname Transactional Tip(s) Duration: 28 min Real‐life Connect (20 min): • Show the images of ID cards of two children with the same name as given on pg. 4 of the textbook. • Ask the learners to observe the images and identify the differences in the two ID cards which will help to identify the two children. Reinforcement (8 min): • Help learners identify the missing letters in the ‘English Fun’ section with the help of hints. Write the ‘Maths Fun’ on the blackboard and help learners solve the problem. Class Pulse Check Duration: – – Duration: – CW 1) WB: H Pg. 5, HW – Q. 18 Page 32 2) TB: Pg. 4, ANTP
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
Lesson 2: My Family Members Allocated Teaching Days 8 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 – mother, father, grandfather, grandmother, sister, Day 2 WB: R brother, children Day 3 TB: I Remember WB: R DDeessiirreedd LLeeaarrnniinngg OOuutcommeess ffoorr tthhee LLeessssoonn TB: I Remember, Train My Brain WB: R R U • Define family • Discuss the concept of a • Name family members job • Describe different types of jobs Day 4 TB: I Understand Day 5 TB: I Understand A H Day 6 Day 7, 8 WB: U • Identify the roles of family • Appreciate the uniqueness members of different family TB: I Apply members • Illustrate the importance WB: A of role sharing Other Resources TB: I Explore, Connect the Dots, A Note to IMAX Resources 1) Drawing sheets and crayons Parent (Day 3) WB: H 1) IMAX Textbook 2) IMAX Workbook 2) Toffees/or any other items Lesson Preparation Notes (as reward) (Day 4) 3) Family member name cards (Day 6) 4) Cut‐outs of letters for the word game (Day 8) Page 34
Day 1 / 8 Day Annual Day: 7 / 6 2 Actual Date: Progress Class Outcome(s) Duration: 2 min Define family Name some family members New Words: family, family members, parents, daughters, sons, siblings, grandparents, aunts, uncles, cousins Transactional Tip(s) Duration: 20 min Interactive Discussion: • Ask the learners who they live with and what they address or refer to them as. • Randomly pick some learners and ask them to tell the class about the family members they live with. • List the names of family members on the blackboard. • Define family and family members. Class Pulse Check Duration: 3 m i n 1) What is a family? 2) Who are our siblings? Duration: 5 min CW HW 1) WB: R Pg. 6, Q. 1, 2 Page 35
Day 2 / 8 Day Annual Day: 8 / 6 2 Actual Date: Progress Class Outcome(s) Duration: 2 min Summarise the concept of family and different family members New Words: Transactional Tip(s) Duration: 15 min Summarising: • Show the image given on pg. 6 of the textbook. • Provide a brief explanation on each member of Ayush’s family. • Help learners write the answer to the question on pg. 6 of the textbook. Class Pulse Check Duration: 3 m i n 1) How many siblings does Ayush have? 2) How many sisters does Ayush have? Duration: 10 min CW HW 1) WB: R – Pgs. 6, 7, Q. 3–6 Page 36
Day 3 / 8 Day Annual Day: 9 / 6 2 Actual Date: Progress Duration: 2 min Class Outcome(s) Draw a family picture New Words: Transactional Tip(s) Duration: 25 min Real‐life Connect: • Distribute some drawing sheets and ask learners to draw a picture of their family. • Ask the learners to label the family members in the drawing. • Ask them to count the number of family members in their families. Ask some of the learners to share their answers. Class Pulse Check Duration: 3 m i n 1) What are your father’s parents called? (TMB, Pg. 8) 2) What is your mother’s sister called? (TMB, Pg. 8) Duration: – CW 1) WB: R Pg. 7, Q. 7 HW Page 37
Day 4 / 8 Day Annual Day: 1 0 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Discuss the concept of a job New Words: job Transactional Tip(s) Duration: 25 min Peer Learning – Group: • Divide the learners into groups. Assign a small classroom task like cleaning the blackboard, keeping teaching aids in place, collecting workbooks of learners and so on to each group. Keep some chocolates or other small rewards ready to be given on completion of the task. • Distribute the rewards among the learners and say, “We all did some work. We earned some rewards for it. In the same way, our family members do different types of work. Some of them earn money by doing work”. • Discuss the concept of a job. Class Pulse Check Duration: 3 m i n 1) Name one job that a member of you family does. 2) Which family members do a job to earn money in your family? Duration: – CW HW Page 38
Day 5 / 8 Day Annual Day: 1 1 / 62 Actual Date: Progress Class Outcome(s) Duration: 1 min Describe different types of jobs New Words: doctor, teacher, engineer, artist, business person, homemakers, rickshaw drivers, bus conductors Transactional Tip(s) Duration: 22 min Real‐life Connect: • Demonstrate through a role play the job of a homemaker, doctor, teacher, engineer, artist, business person and so on. • Help the learners write the jobs of their parents in the space given on pg. 8 of the textbook. Class Pulse Check Duration: 3 m i n 1) What do we call parents who stay at home and take care of the house? 2) What do we call people who do work like painting, drawing and so on? Duration: 4 min CW 1) WB: U Pgs. 7, HW 8, Q. 12, 13 1) WB: U Pg. 7, Q. 8–11 Page 39
Day 6 / 8 Day Annual Day: 1 2 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Identify the roles of family members Illustrate the importance of role sharing New Words: manners, wives, grandchildren Transactional Tip(s) Duration: 20 min Reinforcement: • Read aloud household responsibilities one by one. Let learners come to the front in turn and pick up and display the name card of the family member who does that work in their family. • Explain the importance of role sharing. • Some families have many members. Talk about the largest family in the world. Class Pulse Check Duration: 3 m i n 1) Which family members make food for you? 2) Who helps you with your homework? Duration: 5 min CW 1) WB: A Pg. 9, HW Q. 16, 17 1) WB: A Pg. 8, Q. 14, 15 Page 40
Day 7 / 8 Day Annual Day: 1 3 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Appreciate the uniqueness of different family members New Words: – Transactional Tip(s) Duration: 28 min Real‐life Connect: • Discuss with the learners if everybody’s family is similar. • Through leading questions, help learners appreciate the uniqueness of different family members. • Read and explain each question in the ‘I Explore’ section on pg. 10 of the textbook. Help learners write the answers in the space given. Class Pulse Check Duration: Duration: CW 1) WB: H Pgs. 9, HW 10, Q. 18 Page 41
Day 8 / 8 Day Annual Day: 1 4 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Relate the current topic to other subjects taught New Words: Transactional Tip(s) Duration: 28 min Reinforcement: • Help learners solve the ‘Maths Fun’ question. • Group the learners. Distribute the cut‐out letters of the words given in the ‘English Fun’ section. Give one set to each group. Let them use the letters to create names of family members. Class Pulse Check Duration: Duration: – CW 1) TB: Pg. 11, ANTP HW – Page 42
My Reflections Progress Passbook 8 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 43
Lesson 3: My Body Parts Allocated Teaching Days 10 Speed up/Slow down Plan Prior knowledge needed (for the learners): Terms – body, tail, wing, cat, bat, boy Day No. Planned Summary of Day’s Plan Date Day 1, 2, 3 TB: I Think, I Remember, Train My Brain Day 4, 5 WB: R DDeessiirreedd LLeeaarrnniinngg OOuutcommeess ffoorr tthhee LLeessssoonn Day 6, 7 TB: I Understand, Train My Brain Day 8 WB: U R U TB: I Apply WB: A • Recognise and list the • Describe the functions of TB: Be Amazed, I Explore WB: H different parts of human the body parts body Day 9, 10 TB: Connect the Dots, A Note to Parent A H • Identify the ways to take • Discuss the life of care of the body parts differently‐abled people • Explain the importance of • Conclude that we should keeping our body clean help differently‐abled people Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Drawing sheets (Day 1) 2) Healthy body puzzle (4 sets) 2) IMAX Workbook (Day 7) 3) Chart – Body Parts: 3) Black ribbon to blindfold (Day Functions and How to Keep Them Clean (Day 4) 8) 4) Role play script: Body parts, their functions and how to keep them clean (Day 9) Page 44
Day 1 / 10 Day Annual Day: 1 5 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Discuss the concept of body parts New Words: body parts Transactional Tip(s) Duration: 25 min Real‐life Connect (20 min): • Show the pictures of the cat, bat and boy given on pg. 12 of the textbook. • Ask the learners, “Do all of them look the same? How are they different? Who has a tail? Who has wings? Do they have the same type of legs?” • Explain the term body parts and how body parts of animals differ. Reinforcement (5 min): • Distribute drawing sheets among learners. Let them draw a cartoon of an animal of their choice showing its body parts, to get a clear idea of what are body parts, e.g. they can draw a cartoon of a cat or a dog or a bird. Class Pulse Check Duration: 3 m i n 1) Name any two body parts. 2) Which body part does a bat have that we don’t? Duration: – CW HW Page 45
Day 2 / 10 Day Annual Day: 1 6 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Recognise and list the different parts of human body New Words: head, trunk, torso, forehead, limbs, elbow, wrist, fingers, nails, knees, ankles, feet, toes Transactional Tip(s) Duration: 20 min Real‐life Connect: • Draw an outline of a girl/boy on blackboard. Ask the learners to say aloud which different body parts need to be drawn in the outline, by looking at their body and identifying parts. Ask them to count as well. Draw and label the parts accordingly. Class Pulse Check Duration: 3 m i n 1) Name the three main parts of our body. (TMB, Pg. 15) 2) What are limbs? Duration: 5 min CW HW 1) WB: R Pg. 11, Q. 1–4 Page 46
Day 3 / 10 Day Annual Day: 1 7 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Reinforce the various parts of the human body New Words: Transactional Tip(s) Duration: 28 min Reinforcement: • Ask the learners to stand up in rows. • Call out names of various body parts. Let the learners show their body parts to recall the names of the body parts taught, e.g. if you call out limbs, the learners should show their arms and legs. Class Pulse Check Duration: – Duration: – CW 1) WB: R Pgs. 11, 12, HW Q. 5–7 Page 47
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