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î¬ôòƒè‹
Ü¡¹œ÷ õ£êè˜è«÷!
àƒèœ ܬùõ¼‚°‹ âƒèœ ÞQò ¹ˆî£‡´ õ£›ˆ¶‚èœ! Ü´ˆî å¼ Ü¼¬ñò£ù Þî«ö£´ àƒè¬÷„ ê‰FŠðF™ ñ†ìŸø ñA›„C ܬìA«ø£‹. îƒèO¡ êè ÝCKò˜èO¡ ¹Fò C‰F¬ùèœ, õ°Šð¬ø„ ªêò™ð£´èœ, ð£ìˆF†ìƒèœ, èŸHˆî™ ¸µ‚èƒèœ, 輈¶‚èœ, H¡Â†ìƒèœ âùŠ ð™«õÁð†ì 膴¬óè¬÷ˆ A ªõOõ‰¶ ªè£‡®¼A¡ø¶ F¬êñ£Q.
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F¬êñ£Q â¡ø Æì¬ñŠ¹ ðó‰¶MK‰¶, õ÷˜‰¶ ªè£‡«ì Þ¼‚A¡ø¶. 𣶠‘õ°Šð¬øJ™ F¬êñ£Q’ â¡ø å¼ ¹Fò ÝCKò˜èœ °¿ à¼õ£‚èŠð†´œ÷¶. F¬êñ£QJ™ ªõOõ‰¶œ÷ ð£ìˆF†ìƒèœ, F†ì„ ªêò™ð£´èœ, ¹Fò 輈¶‚èœ «ð£¡ø¬õè¬÷ Þ‰î ÝCKò˜ °¿ îù¶ õ°Šð¬øJ™ ªêò™ð´ˆFˆ îƒèO¡ H¡Â†ìƒè¬÷ ÜOŠð˜.
“å¼ °ö‰¬î, æ˜ ÝCKò˜, å¼ ¹ˆîè‹, å¼ «ðù£ ÝAòù Þ‰î àô般î ñ£Ÿø õ™ôù” â¡ø ñ£ô£ô£ ÎꊬêJ¡ 輈¶Šð®, àƒèO¡ 輈¶‚èÀ‹ â‡íƒèÀ‹ ÜÂðõƒèÀ‹ ¹¶„«êK ðœO ñ£íõ˜è¬÷„ ªê¡ø¬ì‰¶ ðòù¬ìò «õ‡´ñ£? îƒè÷¶ ð¬ìŠ¹è¬÷»‹ 輈¶‚è¬÷»‹ âƒè«÷£´ ðA˜‰¶ ªè£œÀƒèœ. «ñ½‹, îƒèO¡ «ñô£ù ðƒèOŠ¹èœ F¬êñ£QJ¡ ðòíˆFŸ° àÁ¶¬íò£è ܬñ»‹.
ܬùõ¼‚°‹ ÞQò ¬îˆF¼ï£œ õ£›ˆ¶‚èœ!
Ü´ˆî ÞîN™ ê‰F‚°‹ õ¬ó,
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õ°Šð¬ø °PŠ¹èœ
ÞŠð°FJ™ ÝCKò˜èœ îƒèœ õ°Šð¬ø ÜÂðõƒè¬÷Š ðA˜‰¶ªè£œõ˜.
àœ÷ì‚è‹
Editorial
Dear Readers
Wish you all a very happy and prosperous New Year! We are happy to meet you once again with
yet another issue of Thisaimani. Thisaimani has been bringing forth articles of varied nature
- your peer’s novel thoughts, classroom practices, lesson ideas, teaching strategies, views and reflections. Letters in envelopes delivered by postmen have become a thing of the past. In an attempt to
bring back that tradition in young children, a teacher has introduced letter writing in creative
ways through the lesson ‘What’s in the mail box’. In a book review, the author has shared her insights and learnings on Savithri Bhai Phule, the first lady teacher who sowed the seeds of women’s education in India. Through an interesting activity using ‘play money’, two teachers
attempt to concretize abstract concepts like place value to make math more fun and exciting. You will also find an article on setting up a Reader’s Theatre in the classroom to develop reading skills among children.
Thisaimaani community is growing and expanding. We now have a group called ‘Vagupparaiyil
Thisaimaani’ who will regularly try out the lesson plans, activities and new ideas that get published in the magazine in their classrooms and share their reflections with us. As Malala Yousafzai says, “One Child, One Teacher, One Pen and One Book can change the World”. Do you wish that your views, thoughts and experiences should benefit the students of Pondicherry? You can share your articles and ideas with us. Your contributions will also help
Thisaimani in its journey.
Wish you all a very happy Pongal!
Till we meet in the next issue,
Happy Reading and Happy Teaching!
Team Thisaimaani
Grade 1
Tamil - Aelelo Ailasa 5
Grade 2
Maths - One's and Ten's 10
Grade 3
Tamil - Maanin Viduthalai 14
English - My Silly Sister 19
English - What is in the Mailbox? 22
Grade 4
Tamil - Thozhikku Virunthu 26
EVS - Safety First 33
Grade 5
English - The Little Bully 38
Classroom Resources
Grade 6
Science - Chemistry in daily life- plastics 40
Grade 8
Science - Diversity in living organisms 43
Science - Sound 47
Grade 1
Tamil - Yaanai Varuthu! Yaanai Varuthu! 49
Tamil - Vanna Vanna Pookkal 54
Grade 2
Tamil - Noolagathil Naam 58
English - Curly Locks and The Three Bears 61
Grade 3
Tamil - Marabu Sorkalai Arivom 65
English - Puppy and I 67
Grade 4
Tamil - Pazhamozhi 71
English - Milkman's cow 75
Grade 5
Tamil - Kalapayanam Selvom 78
Tamil - Unavuthiruvizha 80
English - Gulliver's Travel 84
Maths - Tenths & Hundredths 86
Grade 6
Science - Separation of substances 91
Project IdeasGrade 4
EVS - An Enquiry on Plants around us 93
Book Review
Tamil - Savitribhai Bhule 96
Teacher ReferenceEnglish - Dictionary - A valuable
class room resource 100
Lesson Ideas
This section is an array of classroom ideas
and lesson plans created by the Puducherry
Teachers’ Circle. They have been created using
the 5E framework to encourage independent
thinking, conceptual understanding and real life
application of classroom learning.
Classroom diaries
In this section teachers share their classroom
experiences.
Table of Content
ûùõK 2016 5F¬êñ£Q
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Prior Knowledge:• Numbers from 1 to 99• Grouping Tens and Units.• Single digit addition upto 20Objectives:
Students should be able to• Expands a number with respect to place values.• Counts and regroups objects into tens and ones.• Uses the concept of place value in the comparison of numbers.• Counts in various ways like starting from any number and group counting, etc.
Resources Used:1. Beads, soda cap, play money/flash card, Spinning board, Cone shaped card, dice
etc.,
ENGAGE
Teacher’s Activity 1: (Count & Colour the
Frames)
The teacher gives an activity sheet as shown
below and asks the students to count and colour
the frames as written. Tells the students that each column contains exactly 10 frames. So this will
Le
sso
nId
ea
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CBSE, Maths, Class – II, Unit-8.
Ten is power but one is important for that C. Sasikumar
N. Rajam
help the students to count fast.
Students’ Activity:Each row and column contains 10 frames. The students have to count and colour the frames as
per the number written below.
Assessment:
The teacher assesses the students by checking the
activity sheet.
Teacher’s Activity 2: (Paper cutting and
grouping)
The teacher asks the students to take a paper and
asks them to fold it twice and cut some pieces and
again fold it and cut some more pieces and do
this procedure again for two or three times. Now asks the students to count the number of pieces/shapes on the paper and group them as tens and
ones.For eg. If there are 18 pieces/shapes. The student has to group as 10 and 8.Students’ Activity: The students now count the
ûùõK 2016 11F¬êñ£Q
total number of pieces/shapes they have cut. And count them as a group of tens by marking in the
paper and tell the remaining as ones.
Assessment: Teacher assesses the students by
checking with the number of pieces on the paper.
Teacher’s Activity 2a:
As a continuation, the teacher asks the students to
tell the count they have got and the students have
to write the same on the blackboard. Now the
teacher separates the number as tens and ones.
Students’ Activity: Now the students have
to write the number as tens and ones in their
notebook.
E.g.
Assessment: The teacher assesses the students
by observing the students’ work.
EXPLORE
Teacher’s Activity 1: (Shopping game)
The teacher divides the class into a group of two
members each, give them some play money of only
ten rupees notes and one rupee coin (alternatively we can give flash cards written as 10’s and 1’s). Give an activity sheet containing the amount of some objects/toys (bag, book, vegetables, fruits, chocolates, biscuits, etc). One student should
act as a grocery vendor and the other student a
customer.
Note: The students should only give the exact
amount as one’s and ten’s.
E.g. The price of a book is 25. The student has to give two 10 rupee notes and 5 one rupee coin.Students’ Activity: The student has to give the
exact amount to the vendor to buy the objects and fill the same amount in the activity sheet. The teacher has to help the students if they are finding any difficulties while playing this game. Assessment: Teacher assesses the students by
evaluating the activity sheet.
Teacher’s Activity 2: (Token/Chips game) The teacher divides the class into two or three groups and gives them big token/chips and some small chips (Alternatively we can use soda caps/bottle caps and beads). Now the teacher tells the students that the big chips are the tens (10’s) and small chips are the ones (1’s). He writes some two digit number on the board and asks the students to bring the exact value of chips(10’s and 1’s). Whoever comes first will be the winner for that round.
Students’ Activity: The students discuss among
the peer members and bring the exact value of
chips to the teacher.
Assessment: Teacher assesses the students with
the help of an activity sheet.
EXPLAIN
Teacher’s Activity 1: [Fix the right pair] Teacher divides the class into 2 or 3 groups. Gives them few sets of cards as shown below and ask the students to fix the pieces with the correct pairs.
Students’ Activity: Students have to fix the numbers and frames as per the cards they
get. From this the students are able to find the number of tens and ones.
ûùõK 201612 F¬êñ£Q
Assessment: The teacher assesses students by
observing the activity of the students.
Teacher’s Activity2: The teacher shows a video
about tens and ones to the students.h t t p s : / / w w w . y o u t u b e . c o m /watch?v=uedvwH6Ay18 [Teenage numbers – Tens and Ones]
Student’s Activity: The students watch the
video and learns
the shortcut for
separating tens and
ones.
Teacher Activity
3: [Ice cone Making
game]
The teacher
divides the class into 2 or 3 groups. Then he shows a
model (Ice cone) as shown below, it consists of three parts, first part contains number, second part has tens and ones and third part has expanded
form of the number.
Student’s Activity: The students have to cut the
chart as shown by the teacher, then they have to
write any numbers of their own and complete
those three parts.
Assessment: The teacher assesses students by
seeing the group activity and their work.
ELABORATE:
Teacher’s Activity1: (Spinning game)
The teacher shows a spinning board as shown
below. The student who scores the largest number
is the winner.
Students’ Activity:
The student has to
spin the board twice
and make a note of the
number. Then they
have form a two digit
number as they wish.
But whoever forms
the largest number is the winner.
Assessment: The teacher assesses the students
by observing the students work. Here the students
understand that the place value of ten is important
for making the largest two digit number.
EVALUATE:
Evaluation is carried out with the help of a
given worksheet.
N. Rajam, P.S.T, GPS, Keezhoduthurai, KaraikalC. Sasikumar, P.S.T, GMS, Vadamattam, Karaikal
ûùõK 2016 13F¬êñ£Q
Assessment Worksheet - TENs and ONEs
I. How much money do you need to buy the objects: Class:2
Rs 40
Rs 12
Rs 33
Rs 42
II. Fill in the blanks:1. 27 = 20 + ……………………2. 53 = ……………………. + 33. ………………….. = 70 + 44. 85 = ………………. + ……………….5. ………………….. = 90 + 9
Rs 23
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Major concepts: • To develop communication skills • To cultivate good habitsLearning Objectives: • Develop integrated language skills• Learn and enjoy the story in detail• Develop emotional bonding between family members
ENGAGE
Activity 1 - Action Song
The teacher sings the rhyme ‘Let’s move and dance’ (text page 83) with a lot of actions. This activity motivates the learners both physically
and mentally. The children will eagerly do this
action song in class if the whole class is involved.
Hands are for clapping
Feet are for walking
Hips are for shaking
Arms are for stretching…
EXPLORE
Activity 1: The teacher asks the students to
share any funny incidents that happened in
their life. To start with, teacher can narrate one funny incident that happened during his/her childhood. This will help students to think of a
couple of funny incidents they’ve experienced
in their homes or outside among their friends. If
students don’t feel comfortable sharing personal
incidents they can talk about other incidents they
have witnessed. This will enable the students to
recall their childhood memories.
This activity will lead to a lot of talk happening
in class. By encouraging them to use English as
much as possible the teacher can slowly develop
their spoken skills in a natural environment.
Once the children have spoken about their
childhood experiences the teacher can introduce
the new set of words by grouping them family-
wise.
Activity 2: Matching picture with words
Teacher gives a set of pictures and words.
Children will have to look at the pictures and try
to match the words with the pictures.
Pebble, donkey, dirty, washer man.
EXPLAIN
Activity 1: Sematic grouping of word cards.
Words of the same family should be clubbed
Every child is innocent at heart M. Sathiya
My Silly SisterCBSE, English, Class - III, Unit - VIII
Le
sson
ld
ea
s
ûùõK 201620 F¬êñ£Q
together under semantic grouping. The teacher
displays two word cards and a set of allied words.
Children are divided into two groups. Each group
is given a word card. There rest of the matching
words are jumbled and placed in front of the
class. Children have to run and read the word and
try and match it with the given parent word.
Example:
Lights Stones
Stars pebbles
Moon bricks
Sun rocks
Activity 2: Opposites
The teacher picks out the following words from
the lesson and gives opposites for those words.
Teacher explains the opposites with actions and
gestures. Furthermore, she uses those words in
some example sentences.
Difference × same, Joy × sad
Open × close, Noise × silent
Anger × happy , Laugh × cry
Activity 3 Role Play
The Story "My silly sister" is turned into a
conversation. Teacher can make this into a drama.
Brother : Your baby is Silly! She is so Very
Childish!
Mother : Oh!
Brother : We played with pebbles
Mother : What happened?
Brother : She tried to put them into her mouth
Mother : Oh! What a funny girl! Then what
happened?
Brother : I opened a book before her.
Mother : What happened then?
Brother : She tore the pages and roared with
joy.
Mother : Oh! so child like. Then what happened?
Likewise teacher can write the script for the
drama and ask the students to perform it. Teacher
can bring a couple of students to act as brothers
to make it easier as well as give opportunity for
all the students in the class. Dialogue for mother
could be a chorus one because the dialogue is
similar and gets repeated throughout the lesson.
ELABORATE
Activity 1: Missing Letters
The teacher teaches the following words in a
missing letter pattern. (book activity)
I) S_LLY
II) STR_ETSIII) D_NK_YIV) N_U_HTYV) S_OLD
Activity 2: The teacher divides the class into 3 groups. Each group is given a set of words that will take the suffix, -ful, -ly and -ish respectively. In groups they have to add the suffix to form the new word, display it to the whole class and read
it aloud.
The teacher displays the following word cards and suffix cards (book activity)ful ly ish
loveSlow
ly
ish
ful
slow
baby
play
play care soft
foolusebaby
ûùõK 2016 21F¬êñ£Q
EVALUATE
The teacher asks the students to match the
words. The words are given in the correct format.
Teacher can change the word box and ask the students to fix it.Lights Stars
Pebbles Food
Looks Quickly
Catch Moon
Call me Dada
M. Sathiya, PST, GPS Irulansandai
The teacher asks the students to write five sentences on how they help at home.
I help my mother in __________________
I help my father in ____________________
I also help my brother in _______________
I also help my sister in ________________
I do _______________________ in the house.
ûùõK 201622 F¬êñ£Q
Major Themes: • Communication and Letter Writing • Games and PlayLearning Outcomes: • Read and enjoy the poem silently. • Recitation of the poem with appropriate actions. • Vocabulary development in context • To develop creativity and writing skills
Previous Knowledge: • The students are familiar with the names of some professions like Doctor, Teacher, Carpenter, Mason etc…. • Students can identify the rhyming words. • Students are able to talk on different modes of communication.
Learning Resources: • Activity Sheets • Model of Postcard, Inland Letter, Envelope, Greeting Card… • Pictures of Professions• Blackboard• Textbook
ENGAGE:
Activity 1: “Enacting a Role”
The teacher performs some actions of different
professions and asks the pupils to identify the
profession related to it. Then the teacher writes
the name of each profession on the blackboard.
DOCTOR POSTMAN NURSE SWEEPERDRIVER TEACHER MASON CARPENTER
MASON POLICEMAN DRIVER VENDOR
The familiar ones are written first and the new professions are introduced in the later part of
the activity (through pictures) such as Astronaut,
Dramatist, Dancer, Musician, Clown, Librarian,
Cobbler and Engineer.
Activity 2: “Drawing a Postbox”
The teacher gives a white paper and asks them
to draw a “Mailbox” or “Postbox” and colour it
appropriately. They are further asked to draw an envelope, postcard, inland letter, greeting card…etc.. (a model of each one could be shown before
they begin to draw)
EXPLORE
Activity 2: Exploring the Model Letter
Le
sso
n
lde
as What’s in the Mailbox?
CBSE, English, Class - III, Unit - VIII
Discovering the joy of writing through letters to friends P. LAKSHMI
ûùõK 2016 23F¬êñ£Q
Warming up to letter writing:The teacher divides the class into 4 groups. He/she gives a copy of a sample letter (make it as
interesting as possible) to each group. It contains
necessary information related to how a letter
should be. Here are some initial questions that
may help the whole class for group discussions.
The teacher asks the pupils to examine the
letter carefully and poses few questions on it to
each group.• Who wrote this letter?• From where was it written? (place)• To whom is it addressed? • When was it written? • What was in your mind as you read the letter?• Did you want to read the letter again?• Did you share your letter with your friend next to you?• Do you feel that you should reply/write back?• Can the class describe differences between a handwritten letter and an email?
The teacher probes the children to read the
letter and give the answers. Thereby the teacher
helps the pupils to get familiar with the letter.
Introducing letter-writing
Teachers can collect a supply of different types
of letters. This allows a discussion to take place
about the different types of letter. Draw up a chart
covering the different aspects of a letter.• Address • Greeting • Style of letter • What is the message?
• How does the letter end?This will allow the children to find out for themselves the different aspects of a letter. This
could be followed by a discussion on the type of
letters the children or their families write. How
many occasions would deserve a letter to be
written?
For example:• Local festivals• Birthday party• Visit to the beach• Family function• Temple/ Church festivalLetter writing can be fun and interesting, it
helps children compose a text and provide hand
writing practice. They are valuable keepsakes.
To reinforce the art of letter writing the teacher
can devise various strategies where the students
become familiar with the process of letter writing
and develop their creative thinking.
Strategy 1:
Teacher gives various themes on which the
students can write a short letter. To keep the level
of interest up, the topics can be related to their
life. Pongal, Deepavali, Birthday party and sport’s
day.
New words: Scaffolding by the teacher assumes significance here. Children should be encouraged to ask teachers’ help for new words. The teacher
can use this opportunity to write the words on the board for all to see. The whole class will benefit from this exercise.
Strategy 2:
To enable students to take the task to the next
level the teacher can give different topics for the
ûùõK 201624 F¬êñ£Q
children to write letters on. The teacher should
tell the children that the letter will be read before
the entire class. This read aloud session will
ensure whole class participation.
Strategy 3:
“Completing a Letter” The teacher helps the
children to write a letter to their friend, telling
about their school. A worksheet is given for this
purpose with some hints. This activity should be
done individually with the support of the teacher.
EXPLAIN
Activity 1: “Reading the poem aloud and
silently”
The teacher reads the poem aloud with proper
pronunciation, rhythm, intonation and stress.
The students repeat after the teacher. The second
reading is done with actions. The poem is read
out several times until the pupils get familiar with
the words of the poem.
Emphasis on silent reading is given. The students
are introduced to silent reading. (Reading with
understanding)
Activity 2: “Underlining the Rhyming Words” By now, the students would be familiar with the identification of the rhyming words. So the
teacher encourages them to highlight the words
which rhyme from the poem by themselves.
Example: • Three, Me• Do, TooMany more words could be derived from the
students and written on the blackboard apart
from the words found in the poem.
Example:• Three, Me, See, Bee, Key, Knee, Fee, Tea, Free
• Do, Too, Clue, Blue, Blew, Chew, Drew, Glue, Flew
This activity might help devlop their imagination
on vocabulary and enable them to learn new
words.
Activity 3: “Vocabulary Enhancement”
New words from the poem are cited with
examples. They are written on the blackboard.
Students are made to highlight them on their
books. Related words could be procured from the pupils themselves and mentioned/ noted on the blackboard by listing one below the other. This
might enable diverged thinking of the pupils. The
following possible words could be derived from
the new word.
This activity could be done as a semantic
grouping WORD WEB.
Example:
LETTERS
Postcard Character Notice
Postman Alphabet Signature
Postbox Capital Message
Stamp Small Letter News
Envelope Sign Wishes
Card Symbol NoteGreeting Hi ComplimentsThanks Hello Salutation
Reply Word Response
Report Sentence
Paper Full stop
ûùõK 2016 25F¬êñ£Q
ELABORATE
Activity 1: Writing a Letter
The teacher asks the pupils to bring an Inland
Letter or Postcard. The teacher asks the pupils
to write a letter based on any topic (imaginative) with the help of the peers. Then he/she assesses if the letter has been written using the new format.
The teacher checks that the letter is written with
a proper beginning and ending.
Further, the teacher could ask the students
to present their letters and display them on the
classroom walls.
Activity 2: “Making an Envelope”
After the activity, the teacher asks the students to take a sheet of paper/ gives a white paper. Then he/she asks them to make an envelope (Seeing
the Book Activity) and put the letter (which they
had already written to their friend) inside the
envelope. Then the teacher helps them to write
the address neatly on the envelope. By posting it
with the school's address on the envelope, see the
joy of the children when they receive a letter in
their name
EVALUATE:
Activity 1: “Preparing a Greeting Card” – Creativity
The teacher emboldens the pupils to make a Greeting Card to their friend or family member with colourful drawings on it. The teacher sees
to it that it contains a proper message such as “HAPPY BIRTHDAY”, “HAPPY PONGAL” or “HAPPY REPUBLIC DAY”.
P. LAKSHMI, PST, GPS, Perungalore
ûùõK 201626 F¬êñ£Q
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ܬùõ¼‹ : Üì, àù‚° å¡Á«ñ ÝèM™¬ô«ò! c âî¬ù»‹ Þö‚辋 Þ™¬ô«ò !
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4. ¶‡´ ÜP‚¬èèœ
5. ºî™ àîMŠªð†®
6. bò¬íŠ¹‚è¼Mèœ
7. ðEˆî£œèœ (worksheets)
8. i®«ò£‚èœ(Videos)
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HKˆ¶‚ ªè£œ÷«õ‡´‹.
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«èœMè¬÷‚ «è†´ Mõ£Fˆî™, Mðˆ¶
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â¡ù â¡ð¶ °Pˆ¶ Mõ£F‚è„ ªêŒî™.
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ãŸð´ˆ¶‹ ªð£¼†èœ ðŸP ÜPò„ ªêŒî™.
2. Mðˆ¶ ãŸðì è£óíƒèœ ðŸP ÜPò„
ªêŒî™
3. MðˆFL¼‰¶ ñŠ ð£¶è£ˆ¶‚ªè£œÀ‹
º¬øè¬÷Š ðŸP ÜPò„ ªêŒî™
4. ºî½îM ðŸP ÜPò„ ªêŒî™
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ãŸð´‹ Mðˆ¶‚èœ ðŸP ÜPî™.
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Mðˆ¶‚èO¡ è£óíƒè¬÷ ÜPî™.
3. Mðˆ¶èO¼‰¶ ñ âŠð®Š ð£¶è£Šð¶
â¡ð¶ °Pˆî ð£¶è£Š¹ º¬øè¬÷ ÜPî™.
4. Mðˆî£™ ð£F‚èŠð†ìõ¼‚°  ªêŒò
«õ‡®ò ºî½îM ÜPî™.
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1. ªêŒFˆ  ªî£°Š¹
2. õ‡íŠðìƒèœ
3. ꣬ôMF °Pf†´ ðìƒèœ
ð£¶è£Š¹
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â¡ð¶ °Pˆ¶ Mõ£Fˆî™.
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«ê£Fˆî™:  𣘈î ê‹ðõ‹ Ü™ô¶ îù‚°
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â¡ðùõŸ¬ø„ «ê£Fˆî™.
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ªêŒFè¬÷‚ °ö‰¬îèOì‹ ªè£´ˆ¶Š
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Mðˆ¶ âîù£™ ïì‰î¶, Ü¬îˆ îM˜‚è
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ðF¬ô, °¿M™ Mõ£Fˆ¶ b˜¾ è£í™. H¡ù˜
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HKˆ¶‚ ªè£´ˆ¶Š ð®‚è„ ªêŒî™. 𮂰‹
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ÜP¾Áˆî™.
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b˜¾èÀ‚°‹, ¹ˆîèˆF™ àœ÷ ð£ìŠ
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ñŸø °¿‚èÀ‚° â´ˆ¶‚ Ãø„ ªêŒî™.
ñ£íõ˜èœ ð£ìŠ ¹ˆîèˆF™ ªè£´‚èŠð†ì
ªêŒFè¬÷Š 𮈶 Mõ£Fˆî™.
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ªè£‡´ e‡´‹ ܬîŠðŸP èô‰¶¬óò£ì™.
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º®Aøî£, êKò£ù b˜¾ è£í º®Aøî£
â¡ð¬î„ «ê£Fˆî™.
M÷‚°î™:
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裇Hˆ¶ ñ£íõ˜è¬÷‚ èõQ‚è„ ªêŒî™.
ñ£íõ˜èœ i®«ò£ 裆Cè¬÷‚ èõùñ£èŠ
𣘈¶ ºî½îM ªêŒ»‹ º¬øè¬÷ ÜPî™
ñ£íõ˜èœ èõùñ£èŠ 𣘈¶ õNº¬øè¬÷ˆ
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Video link:
https://www.youtube.com/watch?v=_WUDLgLwsro
https://www.youtube.com/watch?v=QonD60vfcak
https://www.youtube.com/watch?v=_mCWrQ3eMi0
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輈î£÷˜è¬÷ ܬöˆ¶ õ‰¶ «ðê„ ªêŒî™
(à.‹) ñ¼ˆ¶õ˜, bò¬íŠ¹ˆ ¶¬ø ÜFè£K,
ê£óí˜ (scout) ðJŸCò£÷˜.
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äòƒè¬÷ Üõ˜è¬÷‚ «è†´ ªîO¾ ªðÁî™;
輈î£÷˜èÀì¡ èô‰¶¬óò£ì™.
ñ£íõ˜èO¡ ðƒ«èŸø™ ñFŠHìŠð´Aø¶.
MKõ£‚°î™:
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ﮈ¶‚ 裇H‚è„ ªêŒî™. Ü´ˆî °¿
ÜîŸè£ù b˜¾ â¡ù ã¡ Gè›‰î¶ âŠð®
îM˜Šð¶ «ð£¡ø Mù£‚èÀ‚° M¬ìòOˆî™.
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裇Hˆî™. à.‹: ꣬ôJ™ M¬÷ò£®‚
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ﮈîL™ êKò£èŠ ðƒ«èŸÁ G蛄C¬òˆ
ªîOõ£èŠ M÷‚è º®Aøî£, ÜKò b˜¬õ„
êKò£è ÃÁA¡øùó£ â¡ð¬î ñFŠHì™.
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ð†®òLì„ ªêŒî™.
1. ðœOJ™ ãŸð´‹ Mðˆ¶‚èœ ò£¬õ?
2. i´èO™Gè¿‹«õÁMðˆ¶‚èœò£¬õ?
3. M¬÷ò£´‹ ªð£¿¶ ãŸð´‹ Mðˆ¶‚èœ
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4. Môƒ°è÷£™ ãŸð´‹ Ýðˆ¶èœ ò£¬õ?
ÝCKò˜ î‰î ªð†®JL¼‰¶ î£ƒèœ â´ˆî
Y†®™ «è†èŠ ð†ì Mù£MŸè£ù M¬ì¬ò‚
°¿‚èO™ Mõ£Fˆ¶Š ð†®òL´ˆî™ H¡ù˜
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Üõ˜èœ ªê£™ô£ñ™ M†ì ªêŒFè¬÷ ñŸø
°¿Mù˜ ðF¾ ªêŒî™.
ñ£íõ˜èO¡ C‰Fˆî™ Fø¡, èŸð¬ùˆFø¡,
ðƒ«èŸø™ ºîLò¬õ ñFŠHìŠð´Aø¶.
«ñ½‹ ðK‰¶¬ó‚èŠð´‹ Cô MKõ£‚è„
ªêò™ð£´èœ:
1. ºî½îM ªð†®J¡ ðò¬ù º¿¶‹ ÜP‰¶,
ºî½îM ªð†® ¬õˆî™.
''ñ£íõ˜èœ °¿‚è÷£è Mðˆ¬î ﮈ¶ 裇Hˆî™."
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2. bò¬íŠ¹ˆ ¶¬ø‚°‚ è÷Šðòíñ£è„
ªê¡Á àŸÁ «ï£‚è™
3. ꣬ô MFè¬÷ ÜPî™
4. ꣬ô‚° ܬöˆ¶„ ªê¡Á «ð£‚°õ󈶂
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àŸÁ «ï£‚A, ꣬ôMFè¬÷ˆ
ªîK‰¶ ªè£œÀî™.
5. ªêŒFˆ è¬÷ Fù‹ 𮈶, Mðˆ¶„
ªêŒFèœ, ÜîŸè£ù è£óí‹, îM˜‚°‹
º¬ø ÝAò¬õè¬÷Š ð†®òL´î™.
6. ²õªó£†®èœ îò£˜ ªêŒ¶ ݃裃«è
冴î™
7. è¬ôŠ «ðó¬õJ™ Fù‹ å¼õ˜
º¡ªù„êK‚¬è ïìõ®‚¬èè¬÷‚ ÃÁî™
8. ¶‡´ ÜP‚¬èèœ îò£˜ ªêŒ¶ ñŸø õ°Š¹
ñ£íõ˜èÀ‚° õöƒ°î™.
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â¿î„ ªêŒî™
1. ꣬ôJ™ ªê™½‹ ªð£¿¶ ÜFè
_____________ ǔ›
2. ªõ†´‚è£ò‹ ãŸð†ì Þìˆ¬î ºîL™ Éò
____________ è¿õ «õ‡´‹.
3. è‡èO™ ɲ M¿‰î£™ è‡è¬÷
_________________ Ã죶
4. 裙èO™ ________________ ÜEõ¶
ÜõCò‹.
M¬ìòO:
1. ð†ì£² ªõ®‚°‹ ªð£¿¶  èõQ‚è
«õ‡®ò¬õ ò£¬õ?
2. ñ¬ö‚è£ôƒèO™  «ñŸªè£œ÷ «õ‡®ò
ïìõ®‚¬èèœ ò£¬õ?
«ñ½‹ Cô ñFŠd†´ º¬øèœ:
1. ¹ˆîèŠ ðJŸCèœ
2. Mõóˆ¬î„ ªê£™L, ð£F‚èŠð†ìõ¼‚°
ºî™ àîM ªêŒò„ ªêŒòî™
3. bò¬íŠ¹‚ è¼MèO¡ ñ£FKèœ ªêŒî™
4. Môƒ°èOì‹ ðö°‹ªð£¿¶  èõQ‚è
«õ‡®ò¬õ ò£¬õ?
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Learning Objectives• Realize the evils of bullying• Develop an understanding of adolescent issues• Understand the importance of etiquette in social situations• Familiarize oneself with the animal world
ENGAGE
Activity1: Interpreting situations
Teacher divides the class into two groups and
gives cards with two different situations, makes
the students read and discuss about it, then asks
one representative from each group to talk about
the situation and analyze it.
The situations:• An injured dog was lying unattended on the road side. One boy simply walks past the dog,
but another boy comes and rescues the dog and
provides it succor. • Once while walking along the road you see a lot of trees cut on the road. When you approach
the people nearby they give a rude answer. You
get very upset and angry. How will you tackle this
situation?
Students will be able to understand the
situation and try to express their views about
the characters. Teacher assess students’ ability
to present the situation as well as their language
skills.
Activity2: Self Expression
Teacher gives the activity sheet to each one
and asks them to read and write the answer for it
in simple language. • Do you like to share your favorite food/
toy with others? Why? • Who is your best friend? Why do like him? - describe him/her in one sentence? • Suppose you and your friends were very thirsty and there was only one glass of
water what would you do?• You find a purse on the road. You find some cash and cards in it. What will you
do?
Students can answer the questions in both
the languages. Teacher assesses the students’
understanding and reading skills. This activity
gives scope to assess their writing skill as well.
EXPLORE
Activity 1: Video
Students are shown a short video (https://www.youtube.com/watch?V=IuIYMZLzDc) on
bullying. The teacher then asks a few probing
questions from it. Students will be able to
understand the character of the boy and talk
about it in simple language. Teacher assesses
their grasping power and also checks how they
reproduce this story in simple language.
Activity 2: Favorite friend
Teacher places a box in front of the students
and gives a white paper to them, asks them to
The Little BullyCBSE, English, Grade – V, Unit - VIII
The evils of bullying, and the goodness of being
kind to our friends
B. Manjuladevi
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write the name of their best friend (whom they
like the most) and write the reason why they
selected that person. As it was in polling method,
the students will enthusiastically participate in
this activity. Then, teacher sorts out the name list,
and appreciates the winner (who was selected by
many students). Teacher can also do this activity
without mentioning the student’s name and ask
questions that will motivate the students. • What quality impressed you to select a person? • What are the good qualities you look for in a person?
Probable Students' responses• Respecting other people• Kindness, Caring/protecting a weaker person• Sharing• Being helpful to everyone• Promptness in doing work
EXPLAIN
Activity – Story wheel
Stage 1: Teacher makes a story wheel using the
pictures given in the text. Story wheel will have
two discs. In one disc all the story pictures will
be arranged in a clockwise sequence. The second
disc is a covering disc. Teacher can rotate the top
disc and stop it at a particular picture and narrate
the story. Teacher uses this story wheel to tell the
story to the entire class in English, interspersed
with the vernacular, by stopping the wheel at a
particular picture. While telling the story, teacher
can introduce the new words to the class. Teacher
can use the bilingual method here.
Stage 2: Teacher can stop the story wheel at a
particular point and ask students to tell a sentence
or two in English about that picture. If students find it difficult, teacher can start from vernacular and then to English. In the second round teacher
can stop the wheel at any given picture and ask
the students to say the story of that frame. Stage 3: Divides class into two or three groups. Each group can get a story wheel to play. It
depends on the availability of the story wheel. If
the teacher has only one story wheel then she can ask other students to observe what the first group does and then the rest of the groups can follow it.
ELABORATE
Activity – Proverb expansion
Teacher tells the story of “lion and a mouse”
and explains the proverb, “A friend in need is a
friend in deed”. We can ask the students to write five lines on ‘how one can be a good friend?’Through this activity, students can think about
themselves, in what way, one can be a good friend
to others. So, they’ll try to mould their characters
to shine. This activity gives a scope to think, so
their thinking speaking and writing skill can be
assessed.
EVALUATE
Activity – Sharing experiences
Students are asked to share their experience about some bully boys/girls outside the classroom and explain some incidents which they have
seen. To make all students comfortable, we can
ask about incidents outside the classroom. After getting some five six incidents from students, the teacher can ask students to give solutions to
these situations. The teacher needs to moderate
the students’ answers and handle these situations
sensitively. All the students in class can be given
an opportunity to take part in this activity. This
activity will guide the students to visualize others situations and find solutions for it. B. Manjula Devi , PST, GPS, Karuvadikuppam
ûùõK 201640 F¬êñ£Q
Most of us use plastics in some form or the
other. Bottles to grocery bags to toys for children
are made of plastics. We also know that plastics
are dangerous and cause pollution. Let’s take a
closer look at understanding these plastics and
how to use it to reduce the harmful impact on the
environment.
Plastics are an important class of synthetic
materials. They are organic polymers that are
molded into different shapes by applying heat.
These different polymers display a wide range of
properties that make it suitable for a wide range
of purposes.
Plastics are not biodegradable, hence they
pollute the soil and affect the growth of plants. They
emit toxic gases when burnt. Hence the alternate
solution is to recycle the plastics. Recycling
reduces the amount of resources required to
produce plastics and thereby prevents them from filling the landfills. Most plastic containers have a recycling symbol: the symbol is a number ranging from 1-7 within a triangle with chasing arrows. These symbols are an indicator of the polymer
type and give us information on whether it is safe
or not. It also helps in segregating these materials
for recycling. These symbols are however, not an
indicator of how often the plastic can be recycled.
Identifying plastics using density as the
property.
What if there is no symbol on a particular
material? How do we identify or determine what
it is made of? Since density is a property of a
substance, each type of plastic has a different
density. One good method to determine what type
Plastics - Reduce Re-use Recycle
a sample represents is by determining its density.
Objective:
The objective of this activity is to make students
be able to identify and distinguish between
different kinds of plastics. Students will also be
able to learn about plastics that are safe to use
and the importance of recycling them.
Before introducing density, students must be familiar with the concept of floating and sinking of objects and factors that affect that phenomena.
So introduce the activity where students have
to identify the plastic by doing the sinking and floating experiment using different liquids. Materials Required:
Different solutions of varying density• Vegetable oil – 0.92g/ml• Water – 1.0g/ml• Glycerin – 1.26g/mlPellets of the following four polymers. • HDPE – High Density Poly Ethylene• PP – Poly Propylene• PS – Poly Styrene• PETE – Poly Ethylene TerephthalateProcedure
Divide the students into groups of 5 to carry
out the experiment. Provide them with three jars,
each containing a different solution and label it.
Each group must drop the plastic piece into the
Chemistry in Daily Life - Plastics Samacheer, Science - Chemistry, Class – VI, Term – III, Unit - III
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solution jar. Ensure that it is submerged in the
solution. Avoid touching the solution with hands;
use a clean stick to submerge it in water. Allow it sufficient time to see if the sample floats or sinks in the liquid. Begin the experiment with
water and based on the result, the students will
test the sample piece in the next liquid according to the flowchart until they identify the polymer. Students can note down their observations and
inferences in the table below. For example, first test the material with water. Observe the result. If it floats, test it in vegetable oil. If it floats, it is polypropylene. Repeat the process for the rest of the materials.
Flowchart
The following table provides an example of how the table needs to be filled.
After the experiment, students can be asked to
discuss their inferences. For example, what does
it mean if the material sinks in a liquid and what does it mean if it floats. If students are familiar with the concept of density, they can try to predict
the approximate densities of the materials since
Information Sheet
the densities of the solutions are known.
Once the unknown samples have been identified, link them to the little triangles and numbers found on the bottom of plastic bottles and explain the significance of having a symbol and how it helps in sorting out the plastics. Using the information sheet, discuss the properties and some of the possible recycled
products from each type. Discuss the harmful effects of using plastics and the difficulties in degrading it. Introduce the concept of how
plastics can be recycled and reused to reduce the
impact on the environment. It must be told that
plastics cannot be recycled back into the same
product, but their properties can be manipulated
chemically to create a new plastic object that may
differ functionally from the original object. The
best way is to avoid using plastics as much as possible. Nevertheless, 2, 4 and 5 are considered to be safe and has a lower risk of releasing toxic
materials. These can be recycled and re-used. Avoid using and recycling plastics with symbols 3 and 6. While 1 is also considered relatively safe, it is best to reduce its usage as well.
Table - 1
Sample The liquid on whichthe sample floats/sinks Plastic Type Plastic Type
References: Vanderbuilt Student Volunteers for Science. “Density Column Using Recycled Plastics”. http://www.nclark.net/Density_Column.pdf (6/13/14)
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Activity Sheet
Identifying Plastics
Experiment Procedure1. There are three jars, each containing a different solution. 2. First drop the piece of plastic into the jar containing water. 3. Avoid touching the solution with hands; use a clean stick to submerge it in water. 4. Wait for a few minutes. Check if the sample floats or sinks in the liquid. 5. Based on the result, test the sample piece in the next liquid according to the flowchart. 6. Note down your observations and inferences in the table below. For example, if the sample floats in water, test it in vegetable oil. If it floats, it is polypropylene. Repeat
the process for the rest of the materials.
Flowchart
Table - 1
ûùõK 2016 43
Introduction:
Cells are the smallest unit of life that can
replicate independently, and are often called the
"building blocks of life". Plant cells and animal cells
have some common features like cell membrane,
nucleus, cytoplasm, mitochondria and ribosome.
But plant cells differ from animal cells by having
cell wall and cell organelles like chloroplast and
vacuole. Animal cells are generally irregular in
shape. Cells found in different parts of our body
are also not alike; they differs in size, shape and
function.
Observation of different types of animal cells
Activity 1 - Observation of unicellular animal cells
Materials:• Infusion, a medicine dropper, a small piece of absorbent cotton, clean slides, cover slips
and microscope.
Procedure: • Place a few drops of water from the infusion in the middle of a clean slide. • Carefully cover it with a round cover slip. • Observe the slide first under low magnification and then under high magnification of the microscope.
Observation:
You will see tiny forms of moving animal life.
Types of cells in the human body are quite few.S. Rajkumar
Some protozoa will be darting back and forth across your field of vision. Protozoa of many different shapes and sizes will be visible.
Preparation of infusion: Take dried grass and some water. Add 2 drops of milk. Let the beaker stand open under shade for several days till the
water and starts to smell.
Activity 2 – Human cheek slide
Materials required:• A flat-ended toothpick, a pipette or medicine dropper and a dilute iodine solution.
Procedure: • Using the medicine dropper or pipette, place a drop of iodine solution in the middle of a
clean glass slide.• Gently scrape the inside lining of the cheek with the flat end of a clean toothpick. • Put the scrapings in the drop of iodine solution on the slide.• Observe the slide first under low magnification and then under high magnification of the microscope
Observation: • Small cells, some folded and some flat, scattered either by themselves or in groups will be visible in the microscope fieldDifferent types of cells in human body
DIVERSITY IN LIVING ORGANISMSSamacheer, Science, Class – VIII, Term- 3
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What is the human body made up of? Why
does the shape of the heart differ from that of the
kidney? Why are the lungs unable to pump blood
to all parts of our body? Why are we able to taste
our food only with the tongue and not by lips?
Some such questions can mark the beginning
of the discussion in class to elucidate student
understanding on human cells. Each organ is
made up of unique type of cells to perform its specific function. Our body is not made up single type of cells;
it is made up of many types of cells. Cells club
together to form tissues. Tissues unite to form an organ to perform some specific functions. These cells found on each organ differ in size and shape.
Conduct a discussion using the pictures of
epithelial cell, muscle cell, fat cell, nerve cell, bone
cell, eye cell, ear cell, gland cell, nephron, and neuron. They can be fixed on the human anatomy chart. This will make them realize that our body
is made up of many types of cells and each cell performs specific special functions.Some questions for evaluation:
1. Are all the cells are of same size and shape or are they different? If so, Why?2. How and why do cells with the same genome have different structures and functions?3. How do cells send, receive and respond to signals from the environment?4. Are all the cells of an organisms the same? Are there any cells with specialization?
5. What are specialized cells? And why are only
some cells specialized?6. What factor/ structure makes a cell a specialized one?7. Can we consider a group of eggs as tissue?8. How are blood cells different from ordinary cell?9. Is there any difference between RBC and WBC cells? What and why?
Video reference: https://www.youtube.com/watch?v=URUJD5NEXC8.
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S. Rajkumar, TGT, GHS, Katterikuppam
ûùõK 201646 F¬êñ£Q
Worksheet No.1
Match the cells with its function1. Squamous epithelium - Conduction of nerve impulses2. Muscle cells - Conduction of sound waves3. Fat cells - Rigidity4. Nerve cells - Contractile & Retractile5. Bone cells - Secretory
6. Rods and cone cells - Storing more fat droplets7. Ear cochlear cells - Protective & give shape8. Gland cells - VisionWorksheet No.2
Locate the following organelles in the animal cell1. Lysosomes2. Rough Endoplasmic reticulum3. Smooth Endoplasmic Reticulum4. Mitochondria5. Cytoplasm
6. Nucleolus7. Nucleoplasm8. Nuclear envelop9. Golgi bodies10. Centrioles
ûùõK 2016 47F¬êñ£Q
Introduction:
Sound is the only thing we hear. It plays
an extremely important role in day to day
communications. Sound is a form of energy that
travels as a longitudinal, mechanical, pressure
wave through a medium. It can travel through any
medium, but it cannot travel through a vacuum.
There is no sound in outer space.
Most sound that we hear are transmitted through
air. However any elastic substance, whether solid
or liquid, gas or plasma - can transmit sound.
Sound waves have two main properties –
amplitude, and frequency. In this lesson, students
will explore these properties of sound through
various activities
OBJECTIVE• To explore the various aspects of sound such as amplitude and frequency.
Investigation 1: Tapping stretched rubber band Give a rubber band and ask the students to stretch it using a pencil box or notebook. Place two objects (pens/pencils/erasers) under the rubber-band to elevate it. Using the pointer finger, pluck the rubber band.
After plucking the
rubber band, touch it with a finger while it is
Explore the properties of sound.
10cm7cm4cm
Loudness of the
sound produced
Distance between
the two objects
Sharpness of the
sound produced
still vibrating.• Do you feel a vibration?• As you touch, does the vibration continue as before or does it stop? Why?• After the sound stops, does the rubber band continue to vibrate?
Pluck the rubber band with a constant force.
Observe the loudness and sharpness of the sound
produced for each distance.
Investigation 2: Hitting it hard
Concept: Amplitude is the characteristic of
the wave that determines the loudness or the
feebleness of the sound.
Students are asked to observe different types of sounds produced by tapping a spoon/wooden scale on a table. They are first asked to tap it slowly and gradually increase the force of tapping.
At the end of the activity, the teacher helps
the students relate loudness of the sound to the
amplitude of the wave. The greater the loudness,
the higher the amplitude. Amplitude of the sound
depends on the energy applied by the source.
SOUNDSAMACHEER, Science - Physics, Class - VIII, Term - III, Chapter - IV
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Trial No No. of bounces
Activity 2: Rainbow
Spring
Materials required:• A rainbow spring (plastic)• Ruler/ measuring tape
Procedure:
Class Setting: Pair / group activity
Hold the rainbow
spring, stretch it by 10cms and leave it. Count the number
of times the spring bounces in 10 seconds.
Calculate the frequency by dividing the no. of
bounces by ten.
Table 1: To calculate the frequency of a sound
wave
ûùõK 2016 49F¬êñ£Q
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• õ°Šð¬ø õ£CŠðèˆFŸè£ù º¬øè¬÷ à¼õ£‚°î™. (¹ˆîè‹ ð®‚°‹ «ïó‹, ¹ˆîèˆ¬î‚ ¬èò£Àî™...)
• Üõ˜èœ õ£Cˆî ¹ˆîè‹ ðŸP ðA˜‰¶ ªè£œ÷„ªêŒî™.
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• ð£ìŠðJŸCJ½œ÷, ñ£íõ˜èœ õ£Cˆî ¹ˆîèƒèœ ðŸPò °PŠ¹è¬÷Š ðF¾ ªêŒ»‹ ܆ìõ¬íJ™, ðF¾ ªêŒ»‹ ðö‚般î à¼õ£‚°î™.
• ñ£íõ˜èœ ªî£ì˜‰¶ Ü´ˆî´ˆî õ£CŠ¹ G¬ô‚°„ ªê™A¡øùó£ â¡ð¬î‚ èõQˆî™
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• ð£ìŠ¹ˆîè‹ å‡«í 凵 Þ¼‚°. è¬îŠ ¹ˆîèƒèœ G¬øò Þ¼‚°.
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• AN‚è‚ Ã죶, AÁ‚è‚ Ã죶, É‚A iê‚Ã죶.
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PRIOR KNOWLEDGE:• Members of the family• Basic household items like plates, cups, spoons and kitchen utensils
LEARNING OBJECTIVES:• Develop listening & speaking skills by enacting a role play• Develop fine motor skills by weaving the cut out of a bear as a precursor to writing.• Develop reading skills using word card.• Develop writing skills by learning to draw and label the pictures.
ENGAGE:
Before I started my lesson, I decided to do the
entire lesson through activities as I thought it will
kindle the students’ interest and help them get rid
of their shyness and fear, which in turn will help
them learn better. One of the objectives of the
lesson was to build students’ imagination. This story is based on the fairy tale “Goldilocks and the three bears”. Children, I felt, needed a lot of visual
support as there were words which they weren’t
familiar with. Hence I used a video which created a fine learning ambience. ACTIVITY 1- Weaving a bear or threading the holes
Objective:
• To develop motor skills that would help them write in future• To increase their attention span
• To help them concentrate• To work independentlyProcedure:• Step 1: Take a chart and draw the figure of a bear • Step 2: Cut the bear figure (Teacher may help cut the figure)• Step 3: Put some holes in the corner of the figure (Teacher support)• Step 4: Weave the thread through the holes so
that the bear picture becomes complete.
Reflections:
I gave students each a cut out of a bear with holes
on the sides. With a woolen thread I asked them
Enhancing English Language skills through activities
and video supportG. LAKSHMY
CURLY LOCKS AND THE THREE BEARS
CBSE, English, Class - III, Unit - VIII
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to join all the holes. There was absolute silence
during the activity. They were very focused on
getting it right. however they struggled I helped
them out. I was surprised to see a slow learner finish this activity first. This not only increased their concentration but also their attention span.
The children enjoyed the activity and it was
evident in the way they proudly displayed the finished work. Everybody could complete it and that was the success of this activity. Once the
children knew how a bear looked like it was
natural to take them to the next part of the lesson which was the number “3”. To reinforce this I did the following activity.
Activity 2: Reinforce “3” Children were given water color and a worksheet. The water colour trough had 12 colours and the children avidly pointed to various colours and
gave out the names in English and for some in
vernacular. I slowly spoke about the various
colours and explained what they should do with it. They had to dip their fingers in any color of their choice and mark 3 dots in the worksheet in the space provided. This activity not only helped them learn the number ‘3’ but also the names of various colours. The children enjoyed the activity
as they had the freedom to choose their favorite
colour.
Reflections:
Since the lesson was on bears, I repeatedly
used the word bear to reinforce the animal as
most hadn’t even seen a picture of a bear. I had to reinforce the number’3’ as it was recurring in the lesson. It had 3 bears, 3 cots, 3 bowls, 3 chairs and 3 beds and they had to learn to associate the number with the symbol.
I could talk to them while explaining the
activity. Since the table was a round one, all the
children eagerly came to the center to view the
colours. Though the activity was to reinforce “3”, I could talk to them about certain colours they didn’t know. For some they knew only the
vernacular names and I taught them the English
names.
The children developed a keen interest in
the activity and they pondered over each colour
and talked to themselves saying the names of the colours. By counting 3 several times they could complete the worksheets easily.
EXPLORE
Activity 1: Introduction of vocabulary in context
It was a totally different experience to
introduce the students to new vocabulary through
an activity. They understood all the words except “porridge” which they found difficult to pronounce. Here I used the syllabification method. Po/ridge. I took up a few other words like ‘cottage’, ‘hungry’ ‘Curlilocks’ for syllabification. This way whenever the children encounter a long new word they
will try to syllabify the words or seek help to
know the correct pronunciation. To introduce the
word ‘porridge’, I prepared porridge at home and
brought it to the class and made them taste it. This
way I was sure that they will always remember
the word porridge. Wherever we can concretize
the examples by bringing realia to the class the
learning becomes effective. Even during free
time they were using the word porridge among
themselves.
Activity 2-
Sand game
A tray filled with sand was
kept in front
of the class.
New words
were written
ûùõK 2016 63F¬êñ£Q
on small chart sheets and stuck on ice cream
sticks and planted in sand. Each child had to come
forward take a word spell it and pronounce it.
Wherever children struggled to pronounce the
word, I supported them.
A second set of sticks which had the picture of
these were placed adjacent to the sand tray. After
reading the words the children had to match it
with the pictures.
As much as possible I introduced the words
with picture support. I knew that they will need
repeated exposure to the words before they can retain it. After giving them sufficient practice, we must also constantly use these words in our
regular conversations.
The children need to be exposed to the word in
class and made to listen to it in different contexts.
Two teachers can get together and talk simple
dialogues, two or four lines as process drama
E.g.
Teacher 1: What did you have for breakfast this
morning?Teacher 1I : I had porridge.Teacher 1 : You? Teacher I1 : I had Idli. Every other situation can be converted into
such dialogues and the children can come forward
and do such skits in front of the class. From the
following way in which I taught them about the
nature of objects the children could actually feel
the texture of the objects and understand the
difference.
Activity 3-Touch gameI put a tray filled with objects having opposite textures such as hard and soft, rough and smooth,
curly and straight on the table. I observed whether
the students are able to differentiate the opposite
objects and helped them pronounce the word in
English.
Visual support
and realia in
class are effective
teaching strategies.
It not only helps
the children
connect but also
helps develop their
questioning and
speaking skills.
Activity 4-Comparing sizes
I pasted a chart sheet on the board with
different sized bear
pictures and asked the
students to paste the
pictures of the bowls
and beds according to
their sizes in the space
given below.
Children eagerly
came one by one and
did a neat job. While they were doing it I kept a regular flow of conversation regarding the beds, bears and bowls. This acted as a reinforcement of
all the words they have learnt so far.
EXPLAIN
Activity 1 - Video screening
This lesson had new words that children were
unfamiliar with like porridge, cottage, bowl and
hungry. I felt that it would be easier for students
to understand if they see these words in the
context of the story. So I decided to play the video
of the story (http://youtube/Oaw-d3r_glc) using
a projector. Until I used the video I didn’t realize it would be such an effective tool to tell a story and it helps
teachers in making the process easy and effective.
They were really excited to see the story live on
screen. It also helped them understand the new
words like porridge, bowl and cottage. After
ûùõK 201664 F¬êñ£Q
G. LAKSHMY, PST, GPS, Ramanathapuram
seeing the video, students narrated the story in
their own language and even enacted it in their
mother tongue.
Asking questions
Some of the following
questions can be asked by us to
assess their understanding.
1. Who lived in the cottage in the forest?2. What did Curlylocks see on the table?3. Whose bed did Curlylocks sleep in?ELABORATE
Activity 1 - Story Reading
I read the story from the textbook and explained
the newly introduced words with pictures and
things they already used in the previous activity.
I realized that a little planning goes a long way in
making the teaching learning process effective. I
realized that it must be the silent period wherein
they imbibe the words and may use it later on.
Activity 2 - Role play
I gave masks to students and asked them to enact the story they just saw, first in their own language and then I helped them deliver the
dialogues in English.
Activity 3 - Family chart
I displayed a family chart to the class. I asked
the students to draw their family members in their notebooks using stick figures. I used finger puppets from Thisaimaani to teach about members
of a family. I gave them chart sheets and helped them create finger puppets of their family members by themselves.
While making them write the names
of their family members, I also helped
them practice using ‘Mr.’ & ‘Mrs.’
Students wrote the name of their parents using
“Mr. & Mrs.”
Activity 1 – Creativity in class
I asked them to imagine that they were
Curlylocks and asked them what will happen
when they enter a Bear’s cottage? Students
imagined this story in different ways and shared
their story with their peers. They recounted what
they would have done if they were in Curlylocks.
EVALUATE
Activity 1- Finding match cards
I stuck some word cards on the walls of the
classroom. Then I gave a picture card to them and asked them to find out the correct word related to that picture. Students participated actively in this
type of evaluation.
ûùõK 2016 65F¬êñ£Q
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For the poem "Puppy and I", I used a variety of learning resources such as activity sheets, flash cards with pictures, animal charts, masks of man,
horse and puppy, audio of sounds of animals and
of course the inevitable blackboard and textbook. I was able to fulfil various objectives of the poem such as:
• Appreciating the poem with rhythmic
sense
• Reading and enjoying the poem
• Readiness for writing
• Showing love, care and affection towards
animals
• Identifying the rhyming words from the
poem and developing vocabulary
ENGAGE
Activity 1: Sounds of Animals – (Audio) -
Enabling listening skills
I asked students to make the sound of their
favourite animal. Most of them made dog, elephant
and cat sounds. I played the recorded sounds of
animals and asked them to listen to the sounds
carefully and identify the animals. This was an
easy task for them. Then I made them repeat the
animal sounds.
Example:
Caring for pet animals
A dog – Barks
A cat – Mews
An elephant –
Trumpets
A horse – Neighs
These sounds
of animals were
clearly read out by
me. The students
were also made
to repeat the
sounds. I made them complete the activity in the
textbook. Most of the students were able to match
the sounds correctly as they were familiar with
the sounds by then. Some names were unfamiliar
so I asked them in Tamil and then gave them
the English equivalent for it which helped the
students to remember it.
Activity 2: Identification of Domestic and Wild AnimalsI displayed the poster/chart which included both wild and domestic animals. Then I asked the
students to classify the animals into those two
categories.
Since students had already studied this in their
previous class, they were able to categorize it. I
noticed that they were able to tell the names of
familiar animals both in English and Tamil. But
for some animals like Rhinoceros, Hippopotamus,
Yak, Wolf and Sheep, they knew only the
vernacular version. I told the English names of
those animals. After that, they were asked to do it individually. Some found it difficult so I asked them some questions to make them understand
PUPPY AND I CBSE, English, Grade – III, Unit - 7
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the difference. Posing questions like ‘Will you find this animal in residence? Have you seen this animal in anyone’s home?’ Can we have this
animal in our home?’ helped them distinguish
between wild and domestic animals.
WILD ANIMALS DOMESTIC ANIMALS
Lion Dog
Tiger Horse Leopard Goat Cheetah Sheep
Bear Cat
Activity 3: Discussion on Pet Animals
I asked the students to list out the different kinds
of animals they might have at home. They came out with the names of few animals such as Goat, Dog, Cat, Cow, Buffalo…etc. Here I gave them an opportunity to talk about their love for their pets.
In the beginning students talked in Tamil about
their pet animals. To encourage them to speak in
English, they were asked to share one thing, they
liked about their pet animal in English. We also
discussed on the emotional bonding between
animals and their young ones. Then I asked them
to say one or two more sentences in English. To
start with I said “I love my cow. It gives me milk”.
I asked my students to repeat the same sentence.
When they struggled I helped them with English
words.
Activity 4: Game on Animals- Learning with funThis is a small game which I played in my class for pleasure. I divided the class into 4 groups. I
gave one letter of the alphabet to each group. The
students had to list out animal names starting
with the given letter. Each group got turns to
play the game and the game continued. I wrote
the names of the animals on the blackboard. This
game helped the students to learn names of many
more animals.
Example:
C- cow, cat, camel, cheetahG- goat, gorilla, giraffeL- lion, leopard, lemur
The same animal was not repeated again by
any other group. The group which failed to name
an animal got eliminated and the group which
told the maximum names of animals was declared
the winner.
EXPLORE
Activity 1: Role Play
The poem has many repetitive sentences so
I thought role play will be a good medium for
the students to remember while enacting the
characters. The students were made to wear the
mask of man, horse and puppy as described in the
poem. Students acted out the poem with gestures.
I asked them to say the poem in the following
dialogue format. The dialogue was as follows:
Child : Where are you going?
Man : I am going to the village.
Child : Why?
Man : To buy some bread. Will you come
with me?
Child : No, not now.
Child : Where are you going?
Horse : I am going to the village.
Child : Why?
Horse : To get some hay. Will you come
with me?
Child : No, not now.
Child : Where are you going?
Puppy : I am going to the hills.
Child : Why?
Puppy : To roll and play.
Child : I will come with you.
After giving this role play activity, I found that
the students became familiar with the characters
of the poem and were also able to read the lines of
the poem with ease.
ûùõK 2016 69F¬êñ£Q
Note To Teachers:
Role play will help the children remember
the situations. When students play the roles of
certain characters in certain situations, they begin
to see things from others' point of view.
Activity 2: Making the sounds of animals
Each student was given a mask of an animal
and they were made to produce the sound of that
particular animal. As they had already listened to
various animal sounds, they were able to easily
recollect the sounds and reproduce them. For this
activity I used animal masks which were given
in Thisaimaani earlier. All the students did this
activity with fun and there was lot of excitement
in the class.
EXPLAIN
Activity 1: Reading the poem aloud
I read the poem rhythmically. I asked the
students to follow the reading carefully. I read the
poem with proper pronunciation; intonation and
also used gestures wherever possible. Students
read after me. I read the poem several times until
it became familiar to the children.
Activity 2: Learning new vocabulary
I explained the new words of the poem using the flash cards containing both the words and the picture. I encouraged the children to guess the
meanings of words even before I explained it.
The words were: Village, Hills, Bread, Hay, Roll
and Play My observation was that since the flash cards contained both the picture and the word, it was
easy for the students to understand the meaning
of the word and explain it. Each and every student
was given a chance to read the words aloud. Peer
learning happened. I did not give the Tamil translation in the flash cards. I wanted the students to understand the
words only in English. Therefore I decided not to
translate any word in Tamil. I wrote these words
on the blackboard
so that the students
would look and read
them aloud. Some of
the words had to be
explained.
Example: • Children love to play.• A village is a peaceful place.
Activity 3: Identification of Rhyming WordsI asked the students to identify words that end
with same letter(s). They listed out bay, day, way, mill, bill, fill, rowing, growing and knowing. After listing out those words. I asked students to say
these words. Students then grouped the words
according to the ending rhythm.
Example:
Hay – bay, day, wayHill – mill, bill, fillGoing - rowing, growing, knowingELABORATE
Activity 1: Drawing a Pet Animal- Creativity
I asked them to take a sheet of paper and made
them draw and colour their favourite pet animal
and name it. Most of the students drew only dog
as their pet animal. Then I asked them to say a few
words about it and helped them speak. I told them
to think of other animals for the next class.
Activity 2: Speaking about pets
ûùõK 201670 F¬êñ£Q
P. LAKSHMI, PST, GPS, Perungalore
I asked few questions to enable their speaking
skills. I posed the following questions:
• How do you look after your pet?
• In what ways can we protect animals?
• How do you feed your pet?
The answers derived from the students made them realise what they should/ should not do to
the animals. Some of the answers were…• We should feed the pet animals properly.
• We should not harm the animals.
• We should protect the animals.
• We should not kill them.
Evaluation has been done in all the stages
ûùõK 2016 71F¬êñ£Q
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ûùõK 2016 75F¬êñ£Q
ENGAGE
Activity 1
A video story, “Too much Noise” on sensitivity
to other animals, was projected in class. The
children were very excited because they were
seeing the animated projection of a story for the first time. Children listened to the story with rapt attention and watched the visuals with interest.
At the end of the story, I asked them what the
story was all about. One student said that it
was about sound, another said that the hero of
the story got angry because of too much sound.
Another child said that because of too much
noise the man put on head phones on himself
and on his cows he put headphones for his family
members as well. Though the audio of the story
was very low, children were able to relate to the
visual sequence and come up with a complete
story. Beginning the lesson with a video helped
to get their enthusiasm levels high.
EXPLORE
Activity 1
I gave the children names of animals (cat, hen,
parrot and goat) and asked them to discuss in
pairs what they knew about the animal. They were given five minutes to discuss about the animal. After the discussion, the students talked
about the animals and said two sentences about the animal in English. I helped them the first time
and subsequently the students themselves spoke
in English. A
student who
had the ‘hen’ flash card said,
“Hen gives
us eggs, it
helps us
like a clock.”
I asked
whether it
was the hen
or cock that
sounds louder in the morning to which everybody
answered that it was the cock.
Activity 2
I then gave the children a picture story. They were divided into 2 groups and had to observe the picture and narrate a story on their own. This
was an activity that held their attention. Lots of
peer interaction went on among the children.
The children were engaged in this with utmost
The Milkman’s CowCBSE, English, Grade – IV, Unit - VI
Kindness works better than anger K. Padmini
Cla
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ûùõK 201676 F¬êñ£Q
concentration.
The picture story was child friendly and they
could relate to it. The children could interact and
come up with an imaginative story line. Stories
according to me are an interesting medium for
language learning. A story lends itself to mastering
a lot of language skills. I could ask them a lot of
questions and their interest was kindled. Very
soon they picked up the language
EXPLAIN
Activity 1
I read out the lesson with correct pronunciation,
intonation and pause and made the students to follow the reading and colour the difficult words. Students were very eager to colour and read the difficult words. While they were doing this activity, I went around and observed the
number of words coloured. When I pointed out
that the number of coloured words was less than
the words uncoloured they were happy that they
knew so many words in English.
Activity
2
I made
t h e
s t u d e n t s
f o r m
g r o u p s
and made them find the meaning of the following words using the
dictionary. Like, mood, refuse, pray, wrestler
Students discussed the meaning groups. Students were interested in finding the meaning using dictionary.
Activity 3
I gave students some story strips and asked
them to arrange them in the chronological order.
Students arranged the strips correctly and understood the story. This was the 1st in the series
of activities for developing independent reading.
The children then read the story with relative
ease, as they were familiar with the words they
had looked up in the dictionary.
Stage 2:
I divided the children into groups and gave story
strips without numbers. The children had to look
at the pictures, arrange the strips in an order and
give the story in their own words. The scaffolding
was done in stages. This made the children feel at
ease with the lesson.
Elaborate
Guided book
activity:I gave flash cards to each and
every student
and asked them
to paste the cards
under the correct
tense. Students
pasted the cards
correctly and
learnt the present and past tense of a few words.
I divided the students into groups and gave
each group a paragraph. Students discussed in the
group and underlined the words in simple past
tense and wrote them on the blackboard. I also
gave some sentences and pictures related to the
ûùõK 2016 77F¬êñ£Q
K. Padmini PST, GPS, Ariyur
sentence to two groups in the class. The students
discussed and matched the pictures with the
sentences. The last picture of the story should be
completed by the students. The students came
out with different pictures and the best one was
selected and drawn. They were asked to give
a suitable title to the story. They came up with
many different titles. The best title was selected
for the story.
Students enjoyed this activity very much
because of the story and were happy to give their
own title to the story.
Evaluate: I gave worksheets to the students.
The students can be evaluated by the way they filled the worksheet. Students understanding ability and eagerness towards the lesson are
evaluated throughout the class.
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ûùõK 201684 F¬êñ£Q
Engage
Activity 1: Making ice-cream using charts,
cotton and waste papers.
The lesson had all the elements of excitement
and amusement, adventure, imagination and fantasy. To give a flavor of the ‘hugeness’ to the students. I made them create an imaginary ice
cream cone using brown paper and used waste paper as fillers and cotton as cream. The ice cream making was a huge entertainment and
the children were chattering excitedly. I used
this opportunity to talk to them in English about
hugeness.
To make them understand and feel what a
travel would be like I asked them a few probing
questions like: Where all have you been? What all
was interesting during the course of your travel?
How did you travel? How far did you go? What all
did you take on your travel?
Activity 2: Animated video of “Gulliver’s Travels”
I used this video instead of giving a write
up to read for the students. This was followed
by a discussion about the story to relate it to
the lesson. I noticed that the children had
keenly observed the movie and pointed out the
difference between the animated version and the book version. In the animated version Gulliver was huge and in the book version he was small.
Explore
Activity 1: Arranging the sentence strips to
complete the story.
The lesson was too
long and I felt the
children may not be able
to read and follow fully.
So I decided to break
it into chunks and give
it as an activity where
they could read the
smaller sentences. I took 10 sentences from the lesson which captured
the entire lesson. I wrote
the sentences in strips
and asked them to read
it.
Known to the unknown: Since the children
knew the sight words already they could read the
text with ease. Wherever they had doubts they paused and syllabified the word to read with ease. They could read and understand it through
context.
To assess whether they have comprehended I shuffled the sentences and asked them to sequence the story and they could do it with ease.
Gulliver’s TravelsCBSE, English, Grade – V, Unit - 7
A dwarf’s travel to giant world, a fantasy story to kindle
the children’s imaginationK. Adirai
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In the next step I told them to colour all the
known words after reading the lesson. While
they were able to break words like ‘discovered’
into syllables and read and comprehend, they
struggled with words like ‘huge’. They read it as
‘hug’ or ‘huggy’ as they knew it. They could not
add the ‘e’ and read it as ‘huge’, ‘barren’ was read
as ‘bar’ and then ‘ren’ separately. They could not
combine the syllables.
In the coloring activity there were some words
which were left uncolored as they did not know
it. These were words like: bellow, inhabitant,
barren, astonishment, crumbled, grab for which I
explained the meaning in context.
Explain
Activity 1 : Using realia in class to bring out the qualities of an object (adjectives)
Objects like rose, chalk, cotton, feather, sugar
were used for this activity. When I called out to
the students showing the object mentioned, they
told me about the quality of each object like light
feather, sweet sugar, red rose, white chalk and so
on. Then I asked them to list other sweet things,
and some colored objects in red and white.
Activity 2 : Video on Degrees of comparison h t t p s : / / w w w . y o u t u b e . c o m /watch?v=rogBBoMzVAU - To bring out the degrees
of comparison I showed them this video. This was
followed by a picture activity where they had to
add ‘er’ and ‘est’ using the picture work sheets
created.
Evaluate
Activity: Punctuation
There was a portion of the passage where
the children had to use punctuation. I found the
activity uninteresting. Though it had come in
class 3 they were not sure about it. So I wanted to introduce it in a practical manner. For this they had to know how to read a sentence first and understand its meaning. Only then they will be
able to punctuate the sentence. So I decided to do
it in a practical manner.
Step 1: I made them form groups, I made them
form a sentence using the given words cut in chart
sheets.
Step 2: They had to arrange the words into
sentence and give its meaning. Here I used a lot
of gestures to convey the essence of the sentence and this enabled them to find the meaning of the sentences.
Step 3: I had a cut out of punctuation marks:
K. Adirai, PST, GPS Kirumampakkam
, ! ?
Step 4: I explained the use of a full stop, comma,
question mark and exclamation mark.
Step 5: When the children formed a sentence
I asked the children holding the placard bearing
the punctuation mark to go and stand at the
appropriate place.
In this playful way they understood the
relevance of punctuation marks. In this lesson I
focused mainly on punctuations and adjectives.
The videos helped them understand the concept
and they could remember it well. The punctuation
marks were done in the form of a role play.
ûùõK 201686 F¬êñ£Q
Concept: Uses decimal fractions in the context of money.
Objective• Gains knowledge and understanding in hundredths.• Able to express paise as rupees in decimal format.• Understand the place value of hundredths • Able to read and write hundredthsPre-requirement • Knowledge about fraction and its types. (Mixed fraction, equivalent fraction)• Knowledge about the tenths place in decimal.• Good understanding in the concept of money (Rupees and paise)
Engage• I gave worksheet (Worksheet no 1) to children to check their understanding about tenths
place• Following this, I gave another worksheet (Worksheet no 2) and asked the students to write the number name of the given decimal numbers
(upto tenths place).• I also showed real paise coins (that are not currently in use) to the students. After they took
a look at the coins, I asked the students to use
as many coins as they want so that the collection
should show One rupee. (Since its not possible to
give as many real coins, we may ask the students
Tenths & HundredthsCBSE, Maths, Grade – V, Team - II
Hundredth: Right side, decreas the valueR. Gomadhy
Worksheet no 1
Worksheet no 2
to draw pictures of coins) By this activity I wanted to find their understanding and misconceptions about the money concept. In this activity my expectation is to derive the concept 100 paise makes 1 Rupee.
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Reflection:i. In the first two activities, most of the children were able to write the fraction into decimals
and then the decimals into words. But there
were some children lagging behind in it to
whom I had to once again explain.
Example:
Students have to write this as follows Fraction – 6/10; Decimal notation – 0.6; In words – six tenths.
Students did this conversion of fraction into
decimal notation and writing their names. In
the second worksheet I gave numbers as
follows 9.2 – This was written as nine and two tenths. 54.6 - Fifty four and six tenths. Students felt it very easy to read and write this as fifty four point six. But again I insisted that they read the decimal portion as six tenths
and write it in the same manner. This is because
they can reinforce themselves in the place
value of numbers in the tenths place.
ii. In the third activity one of the girls could not find the value of two twenty five paise. But she could say the value of two fifty paise as one rupee. This shows that she does not have practical knowledge in handling 25 paise coins. Then she added the numbers to make it up to one Rupee. This shows me
that those children who are handling money
were good in mental calculation. Mathematics
is not just knowing the concepts but the real
learning is in the application of the concept.
Explore: I divided the students into four groups. Gave “hundred grid” sheets and flashcards with paise written on it. Asked the students to colour the
grid to represent the coin they are having with
them. Hint given to the students is that one
square of the grid represents one paise. Also told
the students had to write the shaded portion in fraction. (Worksheet no 3)
Worksheet 3
REFLECTION: The main objective of this activity
is to help the students to explore and understand
the hundredths place value. The question is “If
each square is one paise how much is the square worth 25 paise and write it in fraction” Students shaded 25 boxes to show 25 paise and wrote it in fraction as 25/100. They didn’t find any difficulties in doing this activity. Everyone did it. Students also made different patterns while
doing this shading activity.
Students helped each other and were
interactive while working in groups. They didn’t
hesitate to get help from their peers. I could see
cooperation, helping others, caring for their group
members, team spirit among the students while
they were doing this activity as a group. Mostly in
my classroom I used to do group activities so as to enable peer learning. Students didn’t find any kind of difficulties in doing this activity. Explain Student shared their understanding and pose
their queries based on the explore activity. I
ûùõK 201688 F¬êñ£Q
discussed the above activity and explained how
tenth and hundredth from one whole by asking
the following questions:• How many paise make 1 rupee?• Then how can we call that one rupee in fractional terms?• How many parts make one rupee?I introduced the word hundredths. • 1/100 is read as one hundredths.• 25/100 is read as 25 hundredths. ( In Primary classes is better to use this term instead of making the students to read 0.25 as point two five) Had also told them about the way to write 1/100 as 0.01. From this I derived that while writing 1 paise in the decimal notation (Rs.0.01) we are representing that one paise as one hundredths
of a rupee. Had explained that the portion before
the point shows the number of wholes and after
the point shows the fractional part of a whole.
With this explanation the students completed the worksheet 3 of the explore activity by writing the fractions as decimal notations i.e. Converting
paise into rupees.
REFLECTION:
I asked a student from each group to share their
experience. Students said that they shaded the
boxes for the given paise. Simultaneously I started
asking questions as mentioned above. I said that 1/100 ( one hundredth ) should be written as 0.01 (My students didn’t ask me the question that why
we should write it like this ). But I failed to convey
that while representing paise in Rupees, one has
to write a paise as one hundredth of a rupee ( Rs.0.01). Eventually I corrected my mistake.Elaboratei. To create deep understanding about the concept of hundredths I gave a worksheet showing decimals on number line (Worksheet no 4). Had asked the students to fill it by guiding them wherever required. ii. I have given a “tenths grid” showing 2 tenths. Asked students to convert it into a “hundred grid” and see what happens to the 2 tenths part. By this activity students were able to represent 2/10 as 20/100. (We can make use
of the worksheet no1 used in the engage activity for this.)
iii. I gave worksheet no.5 to the students and asks them to split up the rupees and fill it up in the decimal place value chart.
REFLECTION:i. I gave activity 1 in order to make the students realize the relation between the tenths and hundredths. But students found it very difficult to locate the hundredths in that number line. So, I changed my plan. I gave activity 2 prior to activity 1. By doing activity 2 students understood the relation between the tenths
and the hundredths.
Tenths grid Hundredths grid
ûùõK 2016 89F¬êñ£Q
So two tenths (2/10) equals Twenty Hundredths (20/100)ii. After this I asked the students to mark the line
as follows.
Then the students were ready enough to do the first activity with less difficulty. To locate a number say 0.25 on the number line they write as 25/100. They can sense that it comes after 2/10.iii. Third activity is filling up the rupees in the place value chart. It looks like this
This activity helped the children to see the
place value of tenths and hundredths. Here also
students made mistakes like
Since I have told them earlier that there is no
value for the zeros coming after the decimal point,
they left this zero before four and had written it
as above.
My students were aware about the concept of
hundredths but still some of them needed more clarification. So I gave some more problem in converting fraction into decimals to reinforce the
concept.1. 25/1002. 635/1003. 2/1004. 4562/1005. 89/100 Asked the students to write these in decimals.
Students did mistakes like
i. 635/100= 63.5ii. Some did mistakes like this they wrote 25/100= 00.25 and in the same way 4562/100= 00.4562iii. One girl wrote like this36/10= 0.36, 376/10= 0.376, 443/100= 00.443, 5/100= 00.5iv. Another girl did like this 1/10= 0.1, 7/100= 00.7, 4/10000= 0000.4, 5/10000= 0000.5 All these showed that students had not
understood the place value of this decimal. I then
explained the place value using the place value
chart after which I asked my students to do the
sums. This time they could do it correctly but not
all of them could. I explained the concept once
again to those students who
could not do it correctly and reshuffled the group in a way that in each group there were
one or two students who were
not able to do correctly. This
helped them to learn from
their peers.
Regarding this elaborate activity I felt that all
the three activities designed are important, but
sequencing the activity needed some changes.
The place value of the decimals chart should be given first, then the tenths to hundredths activity and finally comes the number line activity.
Evaluate:i. Asked the students to calculate the coins
and write down the rupees in decimal context.
(Worksheet no 6).
ûùõK 201690 F¬êñ£Q
REFLECTION:
Students calculated the rupees and paise and
wrote it in the sheet. Students were able to write. I asked the students to write Rs.42.5 as
fraction. They had some misconception. One girl wrote it as 5/42 taking 42 as the whole and 5 as the fractional part. But some others wrote it as 42 5/l0 (mixed fraction). So, those girls who had written it correctly as mixed fraction are very
clear about the concept of expressing paise as
rupees in decimal contexts. For the rest they need
some more exposure and practice.ii. Asked the students to fill up the columns. Had given this as a follow up activity.
Most of the Students did it correctly but a few children ie 3-5 could not do it.
Overall Reflection: It took six periods for me to execute this lesson plan. I found that students felt it difficult to understand the concept of place value of numbers
which extend in an opposite direction. They could
understand this tenths and hundredths when
taught separately. Their understanding is that
tenths means part of ten and hundredths as part of hundreds. It was difficult to make them realize that tenths and hundredths are part of a whole. Though is seems difficult it is surely not impossible. Everything is possible if we are determined to do
it. So it is possible for my children to understand
tenths and hundredths. Constant and continuous
practice is needed to make them understand.
Their mistakes, their misconceptions, their confusions and their clarification taught me a lot. I learnt the way to teach tenths and hundredths from my students. Good experience.
R. Gomathy, PST, Savarirayalu Government Primary School
ûùõK 2016 91F¬êñ£Q
The lesson was on different separation
techniques. It dealt with methods like hand-picking, winnowing, sedimentation, filtration and evaporation. Most of the children are familiar with
these methods as they have seen and experienced
it in their lives. So instead of talking and reading
the text out to them, I decided to teach this lesson
by assigning them tasks. I first divided the class into different groups. Each group had one child who could lead the
others. Children themselves chose to be a part of
a particular group based on their own interests.
This made it easier for them to belong that group.
Each group was asked to bring a set of materials
for their task. I told them that if any of them failed
to bring the materials, they would be pulled out of
their respective group and shifted to another. This
tactic worked with my students and all of them
brought the materials required for the activity.
The mixtures that students used were: 1. Snack Mixture 2. Vegetables 3. Paddy (with the husk)4. Iron fillings with magnet 5. Filter, sand
6. Sugar, salt water, vessel 7. Sand + water8. Cereals
Making Science Exciting... P. Rajasekaran
Each group was given one particular mixture
and asked to separate it into its components. The
others observed while each group performed their
task. At the end of the task, others were allowed
to ask questions. I did not instruct them anything,
but just asked them to devise their own method
of separation. Once they completed the task, I
would ask them what was the basis of separation
and if there were any other better methods of
separation. Here the students would discuss their
rationale and their attention was directed towards
the properties of substances that lead them to
choose a particular method of separation. The
rest of the class could also offer their suggestions at this stage. After each group finished their task, they received appreciation from everyone and the
next team would take over.
After all these mixtures were done, I gave them
a mixture that had sand mixed with salt dissolved
in water. I asked them what method they would
choose and why. Through a discussion, students
arrived at the conclusion that they had to use a
combination of methods to separate this mixture.
We then discussed which method had to be done first to get this done easily. Here I could assess if students had understood the concept and were
able to apply it appropriately. The entire session took five periods to complete. But it made my work very simple. At the end of five classes, I only had to introduce the terms to the children. Children were also thrilled to learn
that their textbook chapter dealt with concepts
Separation of SubstancesSamacheer, Scinece, Class - VI, Term - II
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they already knew. I asked them to go through the
textbook and answer the evaluation questions at
the end of the chapter. When they read out the
answers, I had another chance to correct any
misunderstandings they had. This method of
teaching not only got all the students very excited
in class, but also boosted their confidence levels and interest towards learning science. They
have started looking at science as a subject that
is enjoyable and easy to learn and this term end
assessment is testimony to that.
P. Rajasekaran, TGT, GHS, Uruvaiyar
ûùõK 2016 93F¬êñ£Q
Plants and plant parts are interesting
topics for children, it is also enjoyable to have
discussions on the topic because there are lots of
exciting observations that can be shared. Three
possible activities that can be done with children
of fourth standard are discussed in this article.
These activities can be linked to the nineteenth
lesson in fourth standard EVS text book ‘Abdul in
the garden’. These activities will help children to
observe, learn and come closer to the nature.
Objective of these activities are: • Identify various kinds of plants and plant parts• Enquire and understand the importance of roots• Understand the importance of plants and develop sensitivity towards them.
Activity 1- Field observation Children can be taken to the nearby field or inside school campus to observe plants. Students
can be asked to form small groups, these groups
will have to note down their observations. They
can write or draw what they see. Some guided
questions for observation and an observation
checklist table can be given beforehand. Major
characteristics such as height of the plant (tall,
medium, and short), nature of the stem, branching
of the stem are to be looked. The table below can
be used for the activity.
What if roots are absent ! M. Ramakrishnan
An Enquiry on Plants around Us
CBSE, EVS, Class - IV, Chapter - 19
Pro
ject
Ide
as
ûùõK 201694 F¬êñ£Q
After the data collection, the class can sit
together and analyze the data which has been
collected. Based on the data, plants can be
categorized into herbs, shrubs and trees. Herbs
are short, green, tender stemmed with base
branching. Shrubs are medium sized plants with
tender or think stem, they commonly possess
base branching. Trees are long, hard stemmed
plants with upper branching.
Provide students a chance to pluck any weed
plant (grass or any other small plants), and
observe different parts of the plant. Ask them to
replant the plucked plant in a pot or coconut shell or a plastic bottle and observe its growth for 3-4 days. Some plants can be watered and some can
be left unattended. Students have to note down
their observations.
Activity 2- Seed germination-
Soak few different seeds one night before the
activity. Tie a piece of cotton on the mouth of a
glass tumbler and place different seeds on it. The
cotton must remain wet throughout. Observe the
seeds from the next day onwards and note down what is seen. Use a variety of seeds like green peas, maize, Bengal gram, green gram, rice to
observe the differential growth of different seeds.
use the table below for observation.
Observation sheet. Activity 3- Experiment to demonstrate ascent of
ûùõK 2016 95F¬êñ£Q
sap through root-
Materials required:• Glass tumbler• Water• Ink (preferably red or black)• Small balsam plant. Procedure: Keep the balsam plant inside a glass of water mixed with ink. Ask students to share
their observations the next day. Ink will be seen
moving up inside the stem. Carry out a discussion
on how the water might have moved up the stem.
Some questions for discussion.
What happens if roots are absent in plants?
Do you think roots of each plant will have different
length? Why do you think that way?
Teacher can organize the learnings through
group presentation and discussion.
Students can work together to develop a School
garden. Plants can be grown in plastic bottles,
pots, in the school ground, this will take care of
space requirement. Teachers could also look for a variety of plants that can be grown- flowering plants, vegetables, climbers, crawlers etc. This
will help the school to develop a garden and also
give students a wonderful learning experience.
M. Ramakrishnan, P.S.T, G.P.S, Vadamangalam
ûùõK 201696 F¬êñ£Q
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Teaching English is not easy especially to
foreign learners. We need to constantly devise
various strategies to make English language
learning a meaningful and pleasurable task. While
teaching an English lesson to my children, it is
essential to make them understand the meaning
of every word in the lesson be it prose or poem.
For this I thought of introducing them to the use
of dictionary in class. In my school days I had no access to a dictionary and I found it difficult to decipher the meanings of most words. I thought
my children should not face this hurdle and hence
introduced them to the world of words. It not only
inculcates the habit of reading but also helps them
imbibe the grammatical structure and the correct
spelling and the habit of self-study. Once this
idea grew strong in my mind I started designing
activities for the children, where, in stages they
will master the use of dictionary and make it a
habit. When I conducted competitions I started
gifting the children a picture dictionary. That was
how the children initially developed an interest in
using a dictionary.
There is a systematic format in using the
dictionary. Since children are introduced to the
Dictionary - A valuable classroom resource
CBSE, English, Grade – IV
Using dictionary as a teaching resource in English class D. Hemamalini
world of dictionary for the first time, I followed these steps to gradually introduce them to
the correct way of referring to and using the
dictionary. I made them understand that the
dictionary can be put to several uses. One can
use it to look up the meaning of a word, check its correct pronunciation & spelling and find out grammatical information of the word.
The most important aspect of learning how to use
a dictionary is to arrange words in the alphabetical
order. To make this more catchy and interesting, I
told them to write and arrange the names of their
friends, months of the year and days of the week.
Activity 1: Arranging the words in alphabetical
order.
A set of words were given and the children had
to arrange them in alphabetical order. I explained
to them the concept of the alphabetical order of
words before starting the activity. Through this
activity they easily understood the concept.
Activity 2: Arranging their friends’ names in an
alphabetical order
I asked them to arrange the names of their
Te
ach
er
Re
fere
nce
ûùõK 2016 101F¬êñ£Q
classmates in an alphabetical order. Students
eagerly participated in this activity. For e.g. Amitha, Hemalatha, Dharshini, Anam, Gajalakshmi. When it came to writing the list in alphabetical order,
they got confused between Amitha and Anam as
both the names begin with the alphabet ‘A’. This is where I explained that when the 1st letters are the same, we should then go to the next letter. In Anam & Amitha the 1st letter is common. So we moved on to the next letter. In Anam the 2nd letter is ‘n’ and in Amitha the 2nd letter is ‘m’. I asked them which letter comes first in the alphabetical order. Then the children arranged Amitha first and then Anam. Through this activity they knew
how to arrange such words.
Activity 3: Arrange the months of the year in
alphabetical order:
When it came to names of the months they had difficulty in arranging June and July, April and August, March and May. In June and July I had to help them look at the 3rd letter as the first two letters were the same. In March the 3rd letter was ‘r’ and in May it was ‘y’. Once they did this
they clearly understood how a dictionary was
arranged.
Activity 4: Text book activity:
I asked them to pick words from a lesson and
arrange them in alphabetical order. Here some did
well and others struggled. At that time I realized
that peer learning may work. I divided the class
into groups and made sure that they learnt from
each other.
Once they understood the concept of using a
dictionary they started using it regularly. Initially
they would identify the meaning of the word in
Tamil and write it and then go for its equivalent in
English.
Activity 5: (Image of activity sheet 5)
I divided the class into 5 groups. We needed 5/6 copies of dictionaries. I gave them simple words and asked them to look up the word in
the dictionary. They discussed the word and its
meaning in groups and came up with the right
answer. Initially they knew the meaning of the
words in their vernacular and then got to know
the English equivalent.
First I initiated them to the concept of
dictionary. Later it became a habit with them. It
took two or three classes to make them master
dictionary usage , so much so that whenever they
came across a new word they went on to refer to
the dictionary on their own volition. I requested
that each one buy a dictionary as it will be of use
always. Now they are proud owners of dictionaries
and use it regularly in my class. It has become a
habit and whenever they encounter an unfamiliar
word, they immediately refer to the dictionary.
Visible changes in my children:
Now, every bench has a dictionary. Children have
acquired the discipline of taking the dictionary
from the class shelf, use it and replace it.
Awareness is created in children that if they do
not know a word they should go and refer to the
dictionary Peer support is there. They help each
ûùõK 2016102 F¬êñ£Q
other. In some lessons when I encounter a word
that has more than one meaning or acquires its
meaning from the context, I give the text related
meaning.
We have a picture dictionary in our reading
corner which has kindled the interest of the
children to a great extent. This has helped me
take it to the next level, creative writing. I give
them simple topics and make them write a few
sentences like about their pet animals, favorite flower and favorite food.
D. Hemamalini, P.S.T, Savarayalu Nayagar GGPS
ûùõK 2016 103F¬êñ£Q
Events and Updates
Science team conducted workshops on topics of academic importance from Samacheer Kalvi text book. These topics were agreed upon by the
teachers. The topics were Plant anatomy and
Structural differences between animal and plant
cells.
A practical session on “Plant Anatomy” was held for TGTs as part of week end workshop. Why is anatomy important to learning and how a plant
should be dissected were shown hands on, to the
teachers. They tried their hands at preparing the
slides and examining under a microscope and
dissected dicot and monocot root, stem & leaf.
Video screening A video on Classroom practices
produced by Centre for Learning, Pune was
screened for the PSTs. The session aimed at
understanding 'task based' approach to enhance
communicative language skills of the children.
This video was followed by a discussion on how
to use the radio, a blind medium for pedagogical
purposes.
ûùõK 2016104 F¬êñ£Q
School Events and Updates
On 20th November children’s day celebrated at GPS – Krishnavaram. School head teacher in-charge D. Bharathi welcomed the guests and started the
program. School SDMC president, members and
children’s parents were attended the program.
Prizes were distributed to the children who won
in the games competition conducted within the
school. Students performance also happened. Teachers P. Abhinaya, V. Vimala and G. Gowri co-ordinated the children’s cultural event.