Day 4 / 10 Day Annual Day: 1 8 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Describe the functions of body parts New Words: warm, protect, chew, breathe, climb Transactional Tip(s) Duration: 20 min Interactive Discussion: • Display the chart ‘Body Parts: Functions and How to Keep Them Clean’. • Discuss various body parts and their functions. Class Pulse Check Duration: 3 m i n 1) Which body part helps us to walk and run? (TMB, Pg. 15) Duration: 5 min CW HW 1) WB: U Pg. 12, Q. 8–11 Page 48
Day 5 / 10 Day Annual Day: 1 9 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Recall the functions of the body parts New Words: Transactional Tip(s) Duration: 28 min Reinforcement: • Divide the class into two groups to play a game. One group will imitate a body part, and the other group has to identify that body part and tell its function. Points can be given for correct answers. Class Pulse Check Duration: – Duration: – CW 1) WB: U Pg. 13, HW Q. 12, 13 Page 49
Day 6 / 10 Day Annual Day: 2 0 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Identify the ways to take care of the body parts New Words: – Transactional Tip(s) Duration: 20 min Real‐life Connect: • Ask the learners, ”What do you do when you get up in the morning?” Write the learners’ responses on the blackboard. • Based on their answers discuss how we should take care of our body parts. Class Pulse Check Duration: 3 m i n 1) How should we wash our hands? 2) Name one thing we should do to keep our teeth clean. Duration: 5 min CW 1) WB: A – Pg. 15, HW Q. 16, 17 1) WB: A – Pg. 14, Q. 14, 15 Page 50
Day 7 / 10 Day Annual Day: 2 1 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Explain the importance of keeping our body clean New Words: – Transactional Tip(s) Duration: 28 min Reinforcement: • Form four groups. Distribute a jigsaw puzzle of a healthy body to each group. Demonstrate how to arrange the pieces to form the body. Let learners repeat the same in their group. • Ask the learners, “What will happen if one of the pieces goes missing?” Take everybody's response. Explain to them that to keep our body healthy, we have to take care of it in many ways. Class Pulse Check Duration: – Duration: – CW – HW – Page 51
Day 8 / 10 Day Annual Day: 2 2 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Discuss the life of differently‐abled people Conclude that we should help differently‐abled people New Words: – Transactional Tip(s) Duration: 20 min Real‐life Connect: • Ask the learners, “Do you know that our nose and ears grow throughout our life?” Discuss the ‘Be Amazed’ section with the learners. • Blindfold a learner. Let them walk from one end of the classroom to other end. Let others help by giving hints. After reaching the other end, open the blindfold and ask about their experience. • Explain to them that not being able to see things is difficult. When others help, it becomes a bit easier. So we should help such people who cannot see, hear, talk or walk. We should never make fun of them. Class Pulse Check Duration: 3 m i n 1) How can we help a person who cannot see? 2) How can we help people who cannot walk? Duration: 5 min CW – HW 1) WB: H Pg. 15, Q. 18 Page 52
Day 9 / 10 Day Annual Day: 2 3 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Revise the body parts, their functions and various ways to keep them clean New Words: – Transactional Tip(s) Duration: 28 min Summarising: • With active involvement of learners, conduct a short role‐play on different body parts, their functions and how to keep them clean. • Summarise the important concepts covered in the lesson in the form of a concept map on the blackboard. Class Pulse Check Duration: – Duration: – CW – HW – Page 53
Day 10 / 10 Day Annual Day: 2 4 / 62 Actual Date: Progress Class Outcome(s) Duration: 2 min Relate the concept of body parts and their functions to the English and Maths Fun activities New Words: Transactional Tip(s) Duration: 28 min Reinforcement: • Read aloud and act out the English Fun poem. Let learners repeat the lines with actions. • On the blackboard, draw the table given in the Maths Fun section. Let learners count the number of fingers and toes. Demonstrate writing it using tens and ones on the blackboard. Class Pulse Check Duration: – Duration: CW 1) TB: Pg. 17, ANTP HW Page 54
My Reflections Progress Passbook 10 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 55
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 56
Page 57 Teacher Reference: Textbook Lesson 1: Who Am I? I Think 1) When you meet new people, they ask for your name. Why do we have names? Ans. People know us by our name. Train My Brain 1) What is your age? Ans. Learner’s response 2) Name the place you live in. Ans. Learner’s response 1) Like school ID cards, there are different kinds of ID cards. Ask your parents and teachers. Ans. PAN card, driving license, Aadhar card, passport and so on Be Amazed 1) Do you know who comes to help when you call 102 and 103? Ans. 102 - ambulance, 103 – traffic police helpline TB: Who Am I?
Page 58 Teacher Reference – Textbook English Fun Complete the words with the missing letters: 1) a g e (Hint: Tells how old you are.) 2) n a m e (Hint: This may have two or three parts. Maths Fun 1) Class A has three girls with the name Mona. Class B has two girls named Mona. What is the total number of girls with the name Mona? Ans. Total number of girls named Mona = Class A + Class B = 3 + 2 = 5 TB: Who Am I?
Lesson Who Am I? 1 I Remember Multiple Choice Questions 1) The full name of a person has: [A] (A) a first name and last name (B) a name and address (C) a surname and contact number (D) a surname and address 2) Which of the following tells the place we live? [C] (A) name (B) surname (C) address (D) gender Page 59 Fill in the blanks using the correct words from the brackets. 3) Contact number is the phone number of one of your family members. (Contact number/Date of birth) 4) Male and female are two different genders. (addresses/genders) Very Short Answer Questions 5) What do we call the day on which we were born? Ans. date of birth (Birthday is also an acceptable answer.) 6) Write which is the boy and the girl in the picture below: boy girl 1
Short Answer Question 7) What is your name? When were you born? Ans. Learner’s response I Understand [Y] [N] Write ‘Y’ for Yes and ‘N’ for No [Y] 8) Your name helps others to know you. [N] 9) Your address tells people how old you are. Page 60 10) Date of birth helps people to know your age. 11) You can call for help using your date of birth. Short Answer Questions 12) Write which is the name and address given on the envelope. Name Rajat Sharma Address House 2, Block 9, Karol Bagh, New Delhi PIN code – 110005 India 2
13) Match the following: boy or girl postman gender phone number address contact number takes the letters to the correct place where you live I Apply Multiple Choice Questions [A] 14) Which of the following is an ID card? (A) (B) (C) (D) Page 61 15) ID card is the short form for: [D] (D) identity card (A) name (B) photo (C) date of birth Short Answer Questions 16) Why do we have our photos on ID cards? Ans. to identify us 17) Draw an ID card of your friend. (Hint: a) Write the name of your friend. b) Draw your friend’s face. c) Write the phone number of your friend.) Ans. Learner’s response WB: Who Am I? 3
Page 62 I Explore (H.O.T.S.) Short Answer Question 18) Look at the given ID cards. Are they of the same person? How do you know they are different? Mark the differences in the picture. Ans. They are different people. They have different photos, last names, addresses and contact numbers. 4
Page 63 Teacher Reference: Textbook Lesson 2: My Family Members I Think 1) In some homes, more people live. And in some, fewer people live. Some are young, and some are old. How many people live in your house? Ans. Learner’s response 1) Are there any other members in your family? Who are they? Ans. Learner’s response (Hint: pets or domestic animals) 1) What are your parents’ jobs? My father is a _____________________. My mother is a ____________________. Ans. Learner’s response (Hint: Jobs may be that of a doctor, policeman, engineer, homemaker, nurse, auto rickshaw driver, vegetable seller and so on.) Train My Brain 1) What are your father’s parents called? Ans. grandparents (Learners may also use their vernacular names.) 2) What is your mother’s sister called? Ans. aunt TB: My Family Members
Page 64 Teacher Reference – Textbook Maths Fun 1) Leena lives with her mother, father and two brothers. How many family members does Leena have? Note: Leena should be excluded while counting the family members. Ans. Total number of family members = mother + father + 2 brothers =1+1+2=4 English Fun Write names of family members using the letters given. 1) ertafh: father 2) ntua: aunt TB: My Family Members
Lesson My Family Members 2 I Remember Multiple Choice Questions 1) What are your father’s parents called? [B] (A) uncles (B) grandparents (C) cousins (D) siblings 2) What do we call our uncles’ and aunts’ children? [A] (A) cousins (B) siblings (C) brothers (D) sisters Fill in the blanks using the correct words from the brackets. Page 65 3) All family members are related to each other. (family members/friends) 4) Your brothers and sisters are your siblings. (siblings/cousins) Very Short Answer Questions Use the given letters to form names of family members: (Hint: aunt, uncle, father, mother and so on) 5) CISONU - COUSIN 6) LEUCN - UNCLE Short Answer Question 7) What is the group of people who are related to each other called? Ans. a family 6
Page 66 I Understand Jobs Match the Following a) doctor b) teacher People c) engineer 8) d) homemaker 9) 10) 11) Short Answer Questions 12) (Artists/Doctors) are the people who (paint/teach), dance, sing and so on. 13) A (teacher/doctor) cures people by giving (medicines/gifts). WB: My Family Members 7
I Apply [B] [D] Multiple Choice Questions Page 67 14) Look at the picture. He is Ronit’s father. What is he doing? (A) cooking (B) cleaning the house (C) playing (D) buying things 15) Look at the picture. She is Richa’s mother. What is she doing? (A) helping in homework (B) making food (C) buying toys (D) looking after her ill child Short Answer Questions 16) Circle what your family does for you. a) b) c) d) 8
17) Lisa has a little brother. How can she help him? Ans. Lisa can help her brother with the homework. I Explore (H.O.T.S.) Short Answer Question 18) Write two things that are special about your family members. (Hint: father - cooks, mother - sings) Ans. Learner’s response Page 68 WB: My Family Members 9
Page 69 Teacher Reference: Textbook Lesson 3: My Body Parts I Think 1) Ajay gets ready for school and looks into the mirror. What body parts does he see? Can you name them? Ans. eyes, ears, nose, legs, face, neck, stomach, hair and so on 1) Do we all have the same type of body? Ans. We all have the same type of body parts. But they may look different. Train My Brain 1) Name three main parts of our body. Ans. head, trunk or torso and limbs 2) Which body part helps us to walk and run? Ans. legs 1) Do you know our nose and ears grow throughout our life? Find out why. Ans. Nose and ears have cartilage. It is a flexible material that continues to grow throughout our life. TB: My Body Parts
Teacher Reference – Textbook Maths Fun 1) Count the total number of your fingers and toes. Write those using tens and ones below. Ans. Fingers: Toes: TO TO 10 10 Page 70 TB: My Body Parts
Lesson My Body Parts 3 I Remember Multiple Choice Questions 1) The three main parts of our body are: [B] (A) trunk, arms and legs (B) head, trunk and limbs (C) face, hair and forehead (D) shoulder, chest and stomach 2) Which of these is not a part of the arm? [A] (A) knee (B) fingers (C) wrist (D) hand Page 71 Fill in the blanks using the correct words from the brackets. 3) Trunk is the middle part of the body. (Head/Trunk) 4) Limbs are our arms and legs. (Trunk/Limbs) Very Short Answer Questions 5) Name any one part of the head. Ans. face/hair/eyes/ears/nose 6) Name the part of the body shown in the picture. Ans. elbow 11
Page 72 Short Answer Question 7) Look at the picture of the boy given below. Draw a circle to show where his stomach is. Stomach I Understand Circle the Correct Word 8) Teeth / Eyes / Ears help us to chew food. 9) Nose / Mouth / Neck helps us to eat and speak. 10) Trunk / Head / Mouth holds all our body parts together. 11) Hands / Legs / Nails protect the tips of our fingers. 12
Page 73 Short Answer Questions 12) Label the following parts of the body. Head Trunk Limbs 13) How do our hands help us? Ans. to eat/write/hold WB: My Body Parts 13
I Apply Multiple Choice Questions 14) What will keep our body parts clean? [B] (A) not cutting nails (B) taking bath daily (C) keeping the hair untidy (D) not washing hands after eating Page 74 15) Choose the odd one out: [D] (A) Wash your face. (B) Cut the nails regularly. (C) Drink lots of water. (D) Do not eat healthy food. 14
Short Answer Questions 16) To take care of our body, we should: a) Drink m i l k daily. b) Drink lots of w a t e r. 17) Think and tell. a) b) brushing t e e t h combing h a i r Page 75 I Explore (H.O.T.S.) Short Answer Question 18) Fill the coloured boxes to complete the names of the body parts. NA I L T OR SO S EYE A R WB: My Body Parts 15
V – Appendices Usage Tip: Additional reading resources that can be read to improve your knowledge and expertise Sub‐Sections: 15. How to be a Rockstar Teacher (In Part 1B) 16. Blackboard Information Organising Tips (Graphic Organisers) Page 76
16. Blackboard Informa on Organising Tips (Graphic Organisers) There are interes ng ways to represent informa on on the blackboard to make learning more engaging and fun. Given below are some of them. Using these will also improve learners’ ability to process, store and recall the informa on presented, later. Mind map Word splash KWL chart Tip chart Table Venn diagram Bubble Star diagram Timeline Process chart diagram Cycle chart Tree diagram Spider Layered diagram triangle/ Pyramid Page 77
Mind map Useful to build connec ons between concepts Helps in understanding informa on and discovering new rela onships Source: h ps://in.pinterest.com/pin/107101297358882191/ Sample blackboard illustra on: Page 78
droplets form Word splash commonly Makes learning terminology easier for kids Bring out the ability to make connec ons during glaciers circulates Keywords discussed can be wri en on the comes places changes waterfrcocomofoomluhseenogadtrroftahcurilnvlsosdeelardsrscilvosfkueonydrrdssmAdAorcncHiftteifiamcearcnartseliacnyats board and learners can be asked to make connec ons see ice You can use this online tool: back vapour various h p://www.abcya.com/word_clouds.htm springs areas forms KWL chart turns cycle But goes rain snow available sources saltwater lakes region droplets ponds Builds outcome orienta on and KW L help learners/teachers to organise informa on before, during and a er a lesson/ac vity I know I want to know I have learned Air is everywhere. Why do we need air? We need air to breath. Air helps in burning. Page 79
TIP chart Term Informa on Picture Help learners to remember and understand complex terms with the help of pictures and informa on Lever A lever is a bar, rod or axle wheel Wheel and axle pla orm that can move about a fixed point. Wheel and axle make work easier by reducing fric on. A wheel helps things to move. The axle helps the wheel turn. Table Useful to note down informa on a er discussions and clearly bring out points about different things from different perspec ves Helps build modular thinking ability in kids Page 80
Venn diagram WHALES FISH Useful to remember logical rela onships between groups of things have hair have scales Can be used to indicate what is common and live in water what is different between two things or groups of things give birth to young ones have fins lay eggs can swim have lungs to breathe have gills to breathe Source: h p://www.learnnc.org/lp/pages/2646 Bubble diagram Can be used to visualise the washroom store components of a concept room along with their rela ve sizes, quan ty and bedroom kitchen connec ons between them dining room bedroom drawing car porch room entrance Page 81
Star diagram Can be used to describe the key points of a story or event using the 5Ws A document that contains a set of rules for the government and the ci zens What? The people of India Whom? Who? BR Ambedkar and a team of 300 leaders Cons tu on How long? When Three years 26 January, 1950 Page 82
Timeline Useful to recall events in chronological order with dates Timeline of evolu on of transporta on 3500 BC 2000 BC 1783 AD 1787 AD 1790 AD 1801 AD 1862 AD 1903 AD Inven on of Domes cated Inven on of Inven on of the Inven on of Inven on of the Inven on of the Inven on of the wheel and animals such as the hot air steamboat the bicycle steam automobile the modern the boat horses and balloon locomo ve aeroplane donkeys begin to carry burden Process chart The blood travels It collects more and Blood enters the Useful to represent through the body. more waste. kidneys. Kidneys filter and remember the blood which passes informa on that When passing urine, the The urinary bladder through them. follows a par cular urine from the bladder is stores this urine. When sequence thrown out through the the bladder is almost Kidneys send all the urethra. half full, we feel like waste to the bladder passing urine. through the ureters in the form of urine. Page 83
Cycle chart Useful to represent and remember informa on that follows a par cular sequence Both open ended simple process or closed cycles can be used Sample blackboard illustra ons: Page 84
Tree diagram Sources of water Helps in classifying or categorising informa on Natural sources Man-made or Ar ficial sources Rain River Pond Lake Well Borewell Tube well Spider diagram Useful to represent and remember Mango Rice complex topics Wheat Fruits Useful to build connec ons within a Grains concept or between concepts Apple Carrot Food Green gram Onion Len l Vegetables Pulses Page 85
Layered triangle/Pyramid Can be used to start with a broad topic and move to a more focussed or complex topic Can be used to start with a basic topic and move to a more evolved/complex topic Structure of State Administra on State Division District Tehsil Block Village Page 86
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