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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

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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

s TENs and ONEs

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


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.


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


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


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


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.


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


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


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


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


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• ÝCKò˜ ð£ìˆF¡ è®ùˆ î¡¬ñ¬ò ºîL«ô«ò ÜP‰¶, ÜîŸ«èŸøõ£Á õ£CŠ¹‚°PŠ¬ð â¿î «õ‡´‹. è®ùñ£ù õ£˜ˆ¬îè¬÷ âO¬ñŠ ð´ˆF‚ªè£œ÷ô£‹. ñ£íõ˜èœ õ£C‚è„ CóñŠð´‹ õ¬èJ™ Ü¬ñ‰î Iè c‡ì õ£‚Aòƒè¬÷‚ Ãì, CÁ CÁ õ£‚Aòƒè÷£è ñ£ŸP‚ ªè£œ÷ô£‹.

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• ñ£íõ˜èœ Þ¼õó£è «ê˜‰¶ õ£Cˆ¶Š ðö°‹ «ð£¶ å¼õ¼‚ªè£¼õ˜ îõÁè¬÷„ êKªêŒ¶ ªè£œÀ‹ õ£ŒŠ¹ A¬ì‚°‹. è‡í£® º¡ G¡Á õ£Cˆ¶Š ð£˜ˆî™ CøŠ¹.

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âÁ‹¹ : “â¡ «î£N ªõ‡¬ì‚è£Œ õ‰¶ M´õ£œ, M¬ó‰¶ ð£ò£ê‹ Ý‚èô£‹” “Ý …. ð£¬ù‚°œ M¿‰¶ M†«ì«ù!”

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ñó‹ : ÜìŠð£õ«ñ... ÜŠð®ò£ ïì‰î¶. Ý... â¡ Þ¬ôèª÷™ô£‹ è£í£ñ™ «ð£ŒM†ì«î!

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CÁI : ñó«ñ,Þ¬ôèª÷™ô£‹âƒ«è«ð£ù¶?

ð£Â : Ü¶õ£? âÁ‹ð‚è£, ð£¬ù‚°œ M¿‰î¶...

CÁI : ÜŠð®ò£!

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Ü¬ùõ¼‹ : ò£N¬ê‚° â¡ù Ýù«î£?

ªî£°Šð£÷˜ : âùŠ ðîPòð® â™ô£‹ æ® õ‰îù.

Ü¬ùõ¼‹ : Üì, àù‚° å¡Á«ñ ÝèM™¬ô«ò! c âî¬ù»‹ Þö‚è¾‹ Þ™¬ô«ò !

ªî£°Šð£÷˜ : â¡øù.


4. ¶‡´ ÜP‚¬èèœ

5. ºî™ àîMŠªð†®

6. bò¬íŠ¹‚è¼Mèœ

7. ðEˆî£œèœ (worksheets)

8. i®«ò£‚èœ(Videos)

Þ‰îŠ ð£ìˆ¬î ïìˆîˆ ¶õƒ°õîŸ° º¡

õ°ŠH™ àœ÷ ñ£íõ˜è¬÷‚ °¿‚è÷£èŠ

HKˆ¶‚ ªè£œ÷«õ‡´‹.

ß´ð´î™:

ªêò™ð£´ 1:

ÝCKò˜ °ö‰¬îèOì‹ Mðˆ¬îŠ ðŸP‚

«èœMè¬÷‚ «è†´ Mõ£Fˆî™, Mðˆ¶

«ïK™ ð£˜ˆî¶ à‡ì£? «è†ì¶ à‡ì£?

ÜŠªð£¿¶ àù‚° âŠð® Þ¼‰î¶? «ð£¡ø

Mù£‚èœ â¿ŠH Ü‰î Mðˆ¬îŠ ðŸP‚ Ãø„

ªêŒî™. Üšõ£Á ÃÁ‹ªð£¿¶ ñŸøõ˜è¬÷‚

èõQ‚è„ ªêŒ¶ Ü‰î Mðˆ¶ Gèö‚ è£óí‹

â¡ù â¡ð¶ °Pˆ¶ Mõ£F‚è„ ªêŒî™.

°ö‰¬îèœ î£ƒèœ ãî£õ¶ Mðˆ¬î «ïK™

ð£˜ˆF¼‰î£™ Ü™ô¶ îù‚° «ï˜‰F¼‰î£™

Ü¬îŠ ðŸPˆ ªîOõ£è â´ˆ¶‚ ÃÁî™.

Üšõ£Á ÃÁ‹ ªð£¿¶ ñŸøõ˜èœ Ü‰î

Mðˆ¶ ã¡ ïì‰F¼‚°‹, âŠð® ïì‰F¼‚°‹

ñ. ê£‰î°ñ£Kºî½îM ªêŒõF™ õò¶ õó‹¹ A¬ìò£¶. å¼õ¼‚° è£ò‹

ãŸð†ì£™, õ£ŒŠ¹ Þ¼‚°‹ ð†êˆF™ àìù®ò£è àîõ «õ‡´‹...

«ï£‚è‹:

1. Ýðˆ¶ «ïó‚Ã®ò Þìƒèœ ñŸÁ‹ Ýðˆ¬î

ãŸð´ˆ¶‹ ªð£¼†èœ ðŸP ÜPò„ ªêŒî™.

2. Mðˆ¶ ãŸðì è£óíƒèœ ðŸP ÜPò„

ªêŒî™

3. MðˆFL¼‰¶ ï‹¬ñŠ ð£¶è£ˆ¶‚ªè£œÀ‹

º¬øè¬÷Š ðŸP ÜPò„ ªêŒî™

4. ºî½îM ðŸP ÜPò„ ªêŒî™

èŸø™ Fø¡èœ:

1. ªï¼Š¹,c˜,I¡ê£ó‹,õ£èù‹«ð£¡øõŸø£™

ãŸð´‹ Mðˆ¶‚èœ ðŸP ÜPî™.

2. ªï¼Š¹,c˜,I¡ê£ó‹,õ£èù‹«ð£¡øõŸø£™

Mðˆ¶‚èO¡ è£óíƒè¬÷ ÜPî™.

3. Mðˆ¶èO¼‰¶ ï‹¬ñ âŠð®Š ð£¶è£Šð¶

â¡ð¶ °Pˆî ð£¶è£Š¹ º¬øè¬÷ ÜPî™.

4. Mðˆî£™ ð£F‚èŠð†ìõ¼‚° ï£‹ ªêŒò

«õ‡®ò ºî½îM ÜPî™.

èŸø™ èŸHˆî™ ¶¬í‚è¼Mèœ:

1. ªêŒFˆ î£œ ªî£°Š¹

2. õ‡íŠðìƒèœ

3. ê£¬ôMF °Pf†´ ðìƒèœ

ð£¶è£Š¹

êñ„Y˜ è™M, êÍè ÜPMò™, õ°Š¹ 4, ð¼õ‹ 3, ð£ì‹ 2

Le

sson

ld

ea

s


â¡ð¶ °Pˆ¶ Mõ£Fˆî™.

ÝCKò˜ °ö‰¬îèO¡ º¡ ÜP¬õ„

«ê£Fˆî™: î£¡ ð£˜ˆî ê‹ðõ‹ Ü™ô¶ îù‚°

«ï˜‰î Mðˆ¶ °Pˆ¶„ êKò£è‚ «è£˜¬õò£è

â´ˆ¶‚ Ãø º®Aøî£, èô‰¶¬óò£ìL™

ðƒ«èŸÁ, îƒèœ è¼ˆ¬îŠ ðF¾ ªêŒò

º®Aøî£, ñŸÁ‹ è£óíƒè¬÷ ÎA‚è º®Aøî£

â¡ðùõŸ¬ø„ «ê£Fˆî™.

Ýó£Œî™:

ªêò™ð£´ 1:

ªêŒFˆ î£œèO¼‰¶ â´ˆî Mðˆ¶ ðŸPò

ªêŒFè¬÷‚ °ö‰¬îèOì‹ ªè£´ˆ¶Š

ð®‚è„ ªêŒî™. åšªõ£¼ °¿ML¼‰¶‹

î£ƒèœ ð®ˆî ªêŒFè¬÷ åšªõ£¼õó£è

â´ˆ¶¬ó‚è„ ªêŒî™. Ü‰î„ ªêŒFJ™ õ¼‹

Mðˆ¶ âîù£™ ïì‰î¶, Ü¬îˆ îM˜‚è

â¡ù â¡ù ªêŒF¼‚è «õ‡´‹ Üšõ£Á

Mðˆ¶ ïì‰î£™ â¡ªù¡ù ºî½îMèœ

ªêŒò «õ‡´‹ â¡ð¶ «ð£¡ø è¼ˆ¶‚èO™

Mõ£Fˆî™. (ð‚è‹ â‡ 35-™ ªêŒFˆ

î£™èOO¼‰¶ â´ˆî Cô Mðˆ¶ ªêŒFèœ

ªè£´‚èŠð†´œ÷¶)

ñ£íõ˜èœ °¿‚èO™ îƒèÀ‚°‚

ªè£´‚èŠð†ì ªêŒFˆ î£O™ àœ÷ Mðˆ¶„

ªêŒFè¬÷Š ð®ˆî H¡ù˜ Ü‰î„ ªêŒF¬òˆ

ªîOõ£è ñŸøõ¼‚° â´ˆ¶¬óˆî™.

îƒèÀ‚°‚ ªè£´‚èŠð†ì «èœM‚è£ù

ðF¬ô, °¿M™ Mõ£Fˆ¶ b˜¾ è£í™. H¡ù˜

ªîOõ£è â´ˆ¶‚ ÃÁî™.

ÝCKò˜, °ö‰¬îèœ ªêŒFè¬÷„ êKò£èŠ

ð®ˆ¶Š ¹K‰¶ ªè£‡´ ªîOõ£è â´ˆ¶¬ó‚è

º®Aøî£ âù ñFŠHì¾‹. Üõ˜èœ b˜¾ ðŸP

âšõ÷¾ ªîOõ£è‚ ÃÁA¡øù˜ â¡ð¬î»‹

ñFŠHì¾‹.

ªêò™ð£´ 2:

åšªõ£¼ °¿MŸ°‹ ð£ìŠ ð°Fè¬÷Š

HKˆ¶‚ ªè£´ˆ¶Š ð®‚è„ ªêŒî™. ð®‚°‹

ªð£¿¶ ªîKò£î ð°Fè¬÷‚ °Pˆ¶‚ ªè£œ÷

ÜP¾Áˆî™.

ºîL™ î£ƒèœ îƒèœ °¿‚èO™ è‡ì

b˜¾èÀ‚°‹, ¹ˆîèˆF™ àœ÷ ð£ìŠ

ªð£¼À‚°‹ àœ÷ ªî£ì˜¬ð àíó„ªêŒî™.

Þî¡ Íô‹ îƒèÀ‚°ˆ ªîKò£î, â¡ªù¡ù

¹Fò ªêŒFè¬÷Š ¹ˆîèˆFL¼‰¶ ªîK‰¶

ªè£‡ìù˜ âùŠ ð†®òLì„ ªêŒî™. ÞÁFJ™

ñŸø °¿‚èÀ‚° â´ˆ¶‚ Ãø„ ªêŒî™.

ñ£íõ˜èœ ð£ìŠ ¹ˆîèˆF™ ªè£´‚èŠð†ì

ªêŒFè¬÷Š ð®ˆ¶ Mõ£Fˆî™.

î£ƒèœ â¿î£ñ™ M†ì °PŠ¹è¬÷ â¿F‚

ªè£‡´ e‡´‹ Ü¬îŠðŸP èô‰¶¬óò£ì™.

ñ£íõ˜è÷£™ Å›G¬ô¬òŠ ¹K‰¶ ªè£œ÷

º®Aøî£, êKò£ù b˜¾ è£í º®Aøî£

â¡ð¬î„ «ê£Fˆî™.

M÷‚°î™:

ªêò™ð£´ 1:

ºî½îM ªêŒ»‹ i®«ò£‚è¬÷Š «ð£†´‚

è£‡Hˆ¶ ñ£íõ˜è¬÷‚ èõQ‚è„ ªêŒî™.

ñ£íõ˜èœ i®«ò£ è£†Cè¬÷‚ èõùñ£èŠ

ð£˜ˆ¶ ºî½îM ªêŒ»‹ º¬øè¬÷ ÜPî™

ñ£íõ˜èœ èõùñ£èŠ ð£˜ˆ¶ õNº¬øè¬÷ˆ

ªîK‰¶ ªè£œ÷ º®Aøî£ â¡ð¬î ñFŠHì™.

''ºîL™ î£ƒèœ îƒèœ °¿‚èO™ è‡ì b˜¾èÀ‚°‹, ¹ˆîèˆF™ àœ÷ ð£ìŠ ªð£¼À‚°‹ àœ÷ ªî£ì˜¬ð àíó„ªêŒî™."


Video link:

https://www.youtube.com/watch?v=_WUDLgLwsro

https://www.youtube.com/watch?v=QonD60vfcak

https://www.youtube.com/watch?v=_mCWrQ3eMi0

ªêò™ð£´ 2:

è¼ˆî£÷˜è¬÷ Ü¬öˆ¶ õ‰¶ «ðê„ ªêŒî™

(à.‹) ñ¼ˆ¶õ˜, bò¬íŠ¹ˆ ¶¬ø ÜFè£K,

ê£óí˜ (scout) ðJŸCò£÷˜.

ñ£íõ˜èœ Üõ˜èœ ÃÁ‹ è¼ˆ¶‚è¬÷‚

èõùˆ¶ì¡ «è†ì™. îƒèÀ‚° â¿‹

äòƒè¬÷ Üõ˜è¬÷‚ «è†´ ªîO¾ ªðÁî™;

è¼ˆî£÷˜èÀì¡ èô‰¶¬óò£ì™.

ñ£íõ˜èO¡ ðƒ«èŸø™ ñFŠHìŠðÁø¶.

MKõ£‚°î™:

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ÝCKò˜ ñ£íõ˜èOì‹ åšªõ£¼ °¿õ£è

õ‰¶ ã«îÂ‹ å¼ Mðˆ¶ Gè›õ¶ «ð£™

ï®ˆ¶‚ è£‡H‚è„ ªêŒî™. Ü´ˆî °¿

ÜîŸè£ù b˜¾ â¡ù ã¡ Gè›‰î¶ âŠð®

îM˜Šð¶ «ð£¡ø Mù£‚èÀ‚° M¬ìòOˆî™.

ñ£íõ˜èœ °¿‚è÷£è Mðˆ¬î ï®ˆ¶

è£‡Hˆî™. à.‹: ê£¬ôJ™ M¬÷ò£®‚

ªè£‡´ ªê™½î™, èõùI¡P ð†ì£²

ªõ®ˆî™ «ð£¡ø ãî£õ¶ å¼ Mðˆ¬î

ï®ˆî™. ñŸø °¿‚èœ ã¡ ïì‰î¶, âŠð®

îM˜ˆF¼‚èô£‹, b˜¾ â¡ù, â¡ð¬î

åšªõ£¼ °¿¾‹ M÷‚°î™.

ï®ˆîL™ êKò£èŠ ðƒ«èŸÁ Gè›„C¬òˆ

ªîOõ£èŠ M÷‚è º®Aøî£, ÜîŸ°Kò b˜¬õ„

êKò£è ÃÁA¡øùó£ â¡ð¬î ñFŠHì™.

ªêò™ð£´ 2:

ê£óí˜ (scout) ðJŸCò£÷˜ àîM»ì¡

ñ£íõ˜èÀ‚° ºî™ àîM ðJŸCèœ

ÜOˆî™.

ñ£íõ˜èœ ºî½îMè¬÷ ï¡° èŸø™.

ñ£íõ˜èœ ðƒ«èŸÁ, ªêòô£ŸÁ‹ Fø¡,

èõQˆî™, àŸÁ«ï£‚è™ «ð£¡ø¬õ

ñFŠHìŠðÁø¶.

ªêò™ð£´ 3:

Þ¶õ¬ó «ðê£î «õÁ Mðˆ¶‚èœ ò£¬õ

âù ñ£íõ˜è¬÷‚ °¿‚èO™ Mõ£Fˆ¶

ð†®òLì„ ªêŒî™.

1. ðœOJ™ ãŸð´‹ Mðˆ¶‚èœ ò£¬õ?

2. i´èO™Gè¿‹«õÁMðˆ¶‚èœò£¬õ?

3. M¬÷ò£´‹ ªð£¿¶ ãŸð´‹ Mðˆ¶‚èœ

ò£¬õ?

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˜

ñŸø °¿‚èÀ‚° º¡ â´ˆ¶¬óˆî™. Þƒ°

Üõ˜èœ ªê£™ô£ñ™ M†ì ªêŒFè¬÷ ñŸø

°¿Mù˜ ðF¾ ªêŒî™.

ñ£íõ˜èO¡ C‰Fˆî™ Fø¡, èŸð¬ùˆFø¡,

ðƒ«èŸø™ ºîLò¬õ ñFŠHìŠðÁø¶.

«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 ï®ˆ¶ è£‡Hˆî™."


ñ. ê£‰î°ñ£K, ªî£.ð.Ý, Üó² ªî£ì‚èŠ ðœO,º¼ƒèð£‚è‹

2. bò¬íŠ¹ˆ ¶¬ø‚°‚ è÷Šðòíñ£è„

ªê¡Á àŸÁ «ï£‚è™

3. ê£¬ô MFè¬÷ ÜPî™

4. ê£¬ô‚° Ü¬öˆ¶„ ªê¡Á «ð£‚°õóˆ¶‚

è£õô˜èO¡ (Traffic Police) ªêò™ð£´è¬÷

àŸÁ «ï£‚A, ê£¬ôMFè¬÷ˆ

ªîK‰¶ ªè£œÀî™.

5. ªêŒFˆ î£œè¬÷ Fù‹ ð®ˆ¶, Mðˆ¶„

ªêŒFèœ, ÜîŸè£ù è£óí‹, îM˜‚°‹

º¬ø ÝAò¬õè¬÷Š ð†®òL´î™.

6. ²õªó£†®èœ îò£˜ ªêŒ¶ Ýƒè£ƒ«è

å†´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™.

ñFŠd´:

ªêò™ð£´ 1:

ðJŸCˆî£œ ªè£´ˆ¶ ñ£íõ˜è¬÷ M¬ì

â¿î„ ªêŒî™

1. ê£¬ôJ™ ªê™½‹ ªð£¿¶ ÜFè

_____________ «î¬õ

2. ªõ†´‚è£ò‹ ãŸð†ì Þìˆ¬î ºîL™ Éò

____________ è¿õ «õ‡´‹.

3. è‡èO™ É² M¿‰î£™ è‡è¬÷

_________________ Ãì£¶

4. è£™èO™ ________________ ÜEõ¶

ÜõCò‹.

M¬ìòO:

1. ð†ì£² ªõ®‚°‹ ªð£¿¶ ï£‹ èõQ‚è

«õ‡®ò¬õ ò£¬õ?

2. ñ¬ö‚è£ôƒèO™ ï£‹ «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£¿¶ ï£‹ èõQ‚è

«õ‡®ò¬õ ò£¬õ?


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

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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


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)


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.


S. Rajkumar, TGT, GHS, Katterikuppam


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


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


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Ü‰î ºèÍ®è¬÷ ¬õˆ¶‚ªè£‡´ ‘ò£¬ù õ¼¶’ ð£ì¬ô‚ è¬îò£è‚ ÃP«ù¡. ð£ìL™ Í¡Á Môƒ°èœ ñ†´«ñ õ¼õî£™, Ü¬ùˆ¶ ñ£íõ˜è¬÷»‹ Þ„ªêòL™ ß´ð´ˆî «õ‡´‹ â¡ø â‡íˆF™ «ñ½‹ Cô Môƒ°è¬÷„ «ê˜ˆ¶‚ ªè£‡«ì¡. Üîù£™, ð£ìL™ àœ÷ è¼ˆ¶‚è¬÷‚ èì‰¶, «ñ½‹ Cô ªêò™ð£´è¬÷‚ è¬îJ™ Þ¬í‚è «õ‡®òî£è Þ¼‰î¶. Þ‚è¬îÃÁ‹ Gè›M™ ñ£íõ˜èO¡ ß´ð£´ ÜFèñ£è«õ è£íŠð†ì¶. ñ£íõ˜èO¡ ¹Kî¬ô ÜPò Þ¬ìJ¬ì«ò «èœMè¬÷»‹ «è†´‚ªè£‡«ì õ‰«î¡. è¬î¬ò e‡´‹ å¼º¬ø ï®ˆ¶‚ è£†®«ù¡.

ñÁï£œ Ü¬ùõ¼‹ ðœOJ¡ M¬÷ò£†´ ¬ñî£ùˆFŸ°„ ªê¡«ø£‹. e‡´‹ å¼º¬ø è¬î¬ò à¬óò£ìL¡ Íô‹ G¬ù¾ Ã˜‰«î£‹. ¬ñî£ùˆ¬î‚ è£ì£è ð£Mˆ¶ Üõóõ¼‚°Š H®ˆî ºèÍ®¬ò ÜE‰¶ ªè£‡´ M¬÷ò£®«ù£‹. ï£Â‹ ÜF™ å¼ èî£ð£ˆFóˆ¬î â´ˆ¶‚ ªè£‡«ì¡.

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Hø° ªñ¶õ£è âƒèÀ‚°œ õ¬óº¬øè¬÷ õ°ˆ¶‚ ªè£‡«ì£‹. ò£˜ ºîL™ õó«õ‡´‹, õ‰¶ â¡ù ªêŒò «õ‡´‹, å¼õ˜ «ð²‹«ð£¶ ñŸøõ˜ â¡ù ªêŒò «õ‡´‹, «ðê «õ‡®òõ˜èœ / «ðC º®ˆîõ˜èœ âƒ«è GŸè«õ‡´‹.... â¡Á º¬øŠð´ˆF‚ ªè£‡«ì£‹. ÞõŸ¬øŠ ðô «ïóˆF™ ñø‰î£½‹, Cô «ïóƒèO™ è¬ìH®‚è º®‰î¶.

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¹Fò â¿ˆ¶‚è¬÷ ÜPºè‹ ªêŒî™:

‘à’ ñŸÁ‹ ‘á’ õK¬ê â¿ˆ¶‚è¬÷‚ è¼‹ðô¬èJ™ âŠð® â¿î «õ‡´‹ â¡ð¬îŠ ªðKî£è â¿F‚è£†®‚ èŸHˆ«î¡. à, á õK¬ê â¿ˆ¶‚èœ °öŠð‹ ãŸð´ˆ¶‹ â¿ˆ¶‚èœ. à, á àJ˜ªñŒ â¿ˆ¶‚èœ å«ó «ð£™ â¿îŠ ð´õF™¬ô.

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â¿ˆ¶‚è¬÷‚ èŸø Hø° Ü‰î â¿ˆ¶ ÜìƒAò ªê£Ÿèœ ªè£‡ì ðì Ü†¬ì¬ò‚ è£†® M÷‚A«ù¡. (à.‹.) ï£¡ ò£˜? - ¯„ê˜; ðv æ†´ðõ˜ ò£˜? - ®¬óõ˜, Ü¶ «ð£ô Þõ˜ ò£˜? - â¡Á àöõK¡ ðìˆ¬î‚ è¼‹ðô¬èJ™ õ¬ó‰¶ «è†«ì¡. ò£¼‚°‹ ªê£™ôˆ ªîKòM™¬ô. â¡ù ªêŒõ¶? âŠð® õóõ¬öŠð¶?

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â.è£. Ýõ£ó‹ Ì, è£AîŠÌ, ªêšõ‰FŠÌ, ÝAòõŸP¡ ªðò˜èœ ªîKòM™¬ô. ï£¡ ðôº¬ø ÃPò¶‹ Üõ˜èœ ªîK‰¶ ªè£‡ìù˜. õ‡í õ‡íŠ Ì‚èœ ð£ì¬ô Þ¬ê»ì¡ ð£®«ù¡. ªî£ì˜‰¶ ñ£íõ˜èœ ð£ì¬ôŠ ð£®ù˜. Hø° Ü†¬ì¬ò‚ è£†® Þ¶ â¡ù Gø‹ â¡Á «è†«ì¡. ñ£íõ˜èœ


ðô˜ êKò£ù Gøˆ¬î‚ ÃPù˜.

àŠ¹ˆî£œ â¿ˆ¶‚èÀ‚°Š ðFô£è ï£¡ ªê£™ Ü†¬ì¬ò à¼õ£‚A«ù¡. ñ£íõ˜èOì‹ â¿ˆ¶‚è¬÷‚ ªè£´ˆ¶, ªê£™L‚ ªè£‡«ì Ü´‚è„ ªê£¡«ù¡. â¿ˆ¶‚è¬÷»‹ ªê£™ à¼õ£‚°‹ Ü†¬ì¬ò»‹ ªè£´ˆ¶ ï£¡ Ì‚èO¡ ªðò¬ó‚ Ãø, ñ£íõ˜èœ ÌM¡ ªðò¬ó„ êKò£è Ü´‚AŠ ð®ˆ¶‚è£†®ù˜. ÞF™ ñ£íõ˜èœ å¼ Cô˜ îMó ñŸøõ˜èœ àŸê£èˆ¶ì¡ ß´ð†ìù˜. Þõ˜è¬÷ ß´ð´ˆî, Ì‚èO¡ ªðò˜ Ü†¬ì¬ò‚ ªè£´ˆ¶ ÜF™ àœ÷¶ «ð£™ â¿ˆ¶‚è¬÷ Ü´‚è„ ªêŒ«î¡. ï£¡° º¬ø Ü´‚Aò¾ì¡ Üõ˜èœ î£ù£è«õ Ì‚èO¡ ªðò˜è¬÷ ï£¡ ÃÁ‹«ð£¶ Ü´‚Aù˜. Hø°, ñ£íõ˜èœ Ì‚èO¡ ªðò¬ó‚ ÃP, å¼ ñ£íõK¡ ²†®‚ è£†ì, Ü‰î ñ£íõ˜ è¼‹ðô¬èJ™ õ‰¶ â¿Fò Hø°, Üõ˜ «õªø£¼ ñ£íõ¬ó‚ è£†ì - Þšõ£Á Þ‰î ªêò™ð£´ M¬÷ò£†ì£è ïì‰î¶.

ï£¡ ñ£íõ˜èOì‹ A, W, ªê£Ÿè¬÷ ÜPºèŠ ð´ˆF«ù¡. Hø° è£†®™ å¼ °÷ˆF™ ð£†¬ìŠ ð£®‚ è£†®«ù¡. Üõ˜èÀ‹, â¡¬ùˆ ªî£ì˜‰¶ ãŸø Þø‚èˆªî£´‹, ð£õ¬ùè«÷£´‹ ð£®«ù¡.

ð£ìL¡ è¬ìC ï£¡° õKèO™ “ßˆªî£™¬ôˆ î£ƒè£ñ™” å¼ õK F¬êñ£QJ™, M´ð†´M†ì¶ â¡ «ï£‚èˆFŸ° õ‰î¶.

Hø° e¡, WK, ß «ð£¡ø ªê£Ÿè¬÷ Ü†¬ì¬òŠ (poster) ð£˜ˆ¶ â¿î„ ªê£¡«ù¡.

MKõ£‚°î™:

Ì‚èO¡ ð£ì¬ôŠ «ð£¡Á Môƒ°è¬÷ ¬õˆ¶ å¼ ð£ì¬ôŠ ð£ì ¬õˆ«î¡.

"ò£¬ù‚ °†®, ò£¬ù‚ °†® âƒ«è «ð£lƒè' â¡ø ð£ì¬ôŠ ð£ì„ ªêŒ«î¡. ñ£íõ˜èœ Ý˜õºì¡ ðƒ«èŸøù˜.

ï£Â‹ Cô âOò ¹F˜èœ Íôñ£è Üõ˜èOì‹ Þ¼‰¶ ªê£Ÿè¬÷ õóõ¬öˆ«î¡.

• Ü‹ñ£¹ì¬õ¬òñ®‚èº®ò£¶,ÜŠð£ðíˆ¬î â‡í º®ò£¶ - Ü¶ â¡ù?

M¬ì¬ò‚ è‡´H®‚è ºîL™ FíPù˜. ªñ¶õ£è, Cô °PŠ¹èœ ªè£´ˆ«î¡. “cô GøˆF™ Þ¼‚°‹, «ñ«ô Ü¡ù£‰¶Š ð£˜ˆî£™, è£¬ôJ™ ñ£¬ôJ™ ªîK»‹, è£¬ôJ™ ªõO„êñ£è¾‹, ÞóM™ Þ¼†ì£è¾‹ ªîK»‹, Ü¬î ñ®‚è º®ò£¶, Ü¶ â¡ù?” â¡Á «è†ì¾ì¡ õ£ù‹ â¡øù˜.

ÜF™ C™ô¬óŠ «ð£™ ÞóM™ â¡ù Þ¬ø‰¶ Aì‚°‹ â¡Á «è†ì ªð£¿¶, ï†êˆFó‹ â¡Á âOF™ ÃPù˜.

• Ü‡íÂ‚° â†ì£¶, î‹H‚° â†´‹,Ü¶ â¡ù? - à„êKˆ¶Š ð£˜ˆî£™ ªîK‰¶M´‹ â¡«ø¡ - å¼ ñ£íõ˜ ‘àî´’ â¡Á êKò£è„ ªê£¡ù£¡.


Þ‹ñ£FKò£ù ¹F˜èœ, ñ£íõ˜è¬÷„ C‰F‚èˆ É‡´Aø¶ â¡ð¬î ÜP‰¶ ªè£‡«ì¡. Ü«î êñò‹, ï£º‹ Üõ˜èO¡ Þ‰î„ C‰î¬ùŠ ðòíˆF™ å¼ ðƒ° õA‚A«ø£‹ â¡ð¬î»‹ ¹K‰¶ ªè£‡«ì¡.

ñFŠHì™:

ð‚è‹ 40,44,48 ÝAòõŸP™ àœ÷ ðJŸCè¬÷ M¼Šðˆ«î£´ ªêŒò àîM ªêŒ«î¡. ñ£íõ˜èœ îQˆîQ«ò Üñ˜‰¶

². G˜ñô£, ªî£.ð.Ý, Üó² ªî£ì‚èŠ ðœO, ªð¼ƒèÙ˜

ªêŒîù˜. ªê£™õ¬î â¿¶î™, ð£˜ˆ¶ â¿¶î™ «ð£¡øõŸ¬ø»‹ CøŠð£è„ ªêŒîù˜. «ñ™ ÃPò ð‚èƒèO™ àœ÷ ªêò™ð£´èœ Íô‹ èŸø¬ô ñFŠH†«ì¡. F¬êñ£QJ™ ªõO õ‰î ð£ìˆF†ìˆ¬îŠ ðò¡ð´ˆF«ù¡. Ì‚èœ ñŸÁ‹ Ì‚èœ ªðò˜ Þì‹ ªðŸø ªê£™ô†¬ì Iè¾‹ ðòÂœ÷î£è Þ¼‰î¶.â¡ ÜÂðõˆ¬î àƒèOì‹ ðA˜õF™ I‚èñA›„C Ü¬ìA«ø¡.


ð£ìŠ¹ˆîè‹ ñ†´‹ ðˆî£¶! G¬øò è¬îŠ

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Þó‡ì£‹õ°Š¹‚°ö‰¬îè¬÷ËôèˆFŸ°Ü¬öˆ¶„ ªê¡Á ¹ˆîè‹ õ£C‚°‹ õö‚èˆ¬î á‚èŠð´ˆ¶õîŸè£ù ð£ì‹ Þ¶. î£«ù èŸø™ ñŸÁ‹ CÁõ˜ ðˆFK‚¬èè¬÷ ñ£íõ˜èœ õ£C‚èˆ É‡´‹ õ¬èJ™ Ü¬ñ‰¶œ÷¶.

ð£ì «ï£‚è‹:

• Ëôè‹ðŸPÜPî™

• ðôîóŠð†ì¹ˆîèƒèO¡õ¬èè¬÷ÜPî™

• CÁõ˜Þî›è¬÷õ£Cˆî™

• Ëôèˆ¬îŠ ðò¡ð´ˆ¶‹ Ý˜õˆ¬îˆ É‡´î™

ß´ð´î™:

• ð£ìˆF¡ðJŸCŠð°FJ™îóŠð†´œ÷Ý¬ñ õ¬óî™ ªêò™ð£†¬ì„ ªêŒò ¬õˆ¶ Ü¬î õ°Šð¬øJ™ è£†CŠð´ˆ¶î™.

Ýó£Œî™:

• ñ£íõ˜èÀì¡ ¹ˆîè õ£CŠ¹ °Pˆ¶ à¬óò£´î™.

- ð£ìŠ¹ˆîè‹ õ£CŠð¶ ñ†´‹ «ð£¶ñ£? ñŸø ¹ˆîèƒè¬÷»‹ õ£C‚è «õ‡´ñ£?

- è¬îŠ¹ˆîè‹ H®‚°ñ£? ï£‹ ã¡ è¬î ð®‚A«ø£‹?

- ¹ˆîèˆ¬î âŠð®Š ðò¡ð´ˆî «õ‡´‹?

• åšªõ£¼õ¼‚°‹å¼¹ˆîèˆ¬î‚ªè£´ˆ¶Š ð®‚è„ªê£™½î™. (Üõ˜èœ ¹ˆîèˆ¬î

õ£C‚èô£‹/ ðìˆ¬îŠ ð£˜ˆ¶‚ è¬î ªê£™ôô£‹)

• °ö‰¬îèœ õ£CŠðîŸ«èŸø è¬îè¬÷ à¼õ£‚A õ£C‚è‚ ªè£´ˆî™.

M÷‚°î™:

• ð£ìˆ¬îñ£íõ˜èÀ‚°õ£Cˆ¶‚è£†´î™.

• Üõ˜è¬÷ Ü¼A½œ÷ ËôèˆFŸ° Ü¬öˆ¶„ ªê™½î™. Üƒ° ð£ìˆF™ ð®ˆîõŸ¬ø åŠH†´ à¬óò£´î™.

MKõ£‚°î™:

• ñ£íõ˜èÀì¡ Þ¬í‰¶ õ°Šð¬ø õ£CŠðè‹ à¼õ£‚°î™.

• 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™.

ñFŠH´î™:

• ð£ìŠðJŸCJ½œ÷, ñ£íõ˜èœ õ£Cˆî ¹ˆîèƒèœ ðŸPò °PŠ¹è¬÷Š ðF¾ ªêŒ»‹ Ü†ìõ¬íJ™, ðF¾ ªêŒ»‹ ðö‚èˆ¬î à¼õ£‚°î™.

• ñ£íõ˜èœ ªî£ì˜‰¶ Ü´ˆî´ˆî õ£CŠ¹ G¬ô‚°„ ªê™A¡øùó£ â¡ð¬î‚ èõQˆî™

êñ„Y˜ è™M, îI›, õ°Š¹ 2, ð¼õ‹ 3, ð£ì‹ 7

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ËôèˆF™ ï£ƒèœ

‘¹ˆîè‹ ï™ô ï‡ð¡’ â¡ð¶ ï‹ ªð£¶‚è¼ˆ¶. Ýù£™ Þ¡¬øò °ö‰¬îèOì‹ è¬îŠ¹ˆîè‹, CˆFó‚è¬îèœ, CÁõ˜ Þî›èœ âùˆ «î®ˆ«î® ð®ˆî ÜÂðõ‹ Þ¡¬øò °ö‰¬îèÀ‚° Þ™¬ô«ò£ â¡ø «èœM¬ò Þ¡¬øò ªî£¬ô‚è£†C àôè‹ ãŸð´ˆîJ¼‚Aø¶. Þ¼‰î «ð£¶‹ ï£‹ èõùñ£è Ü¬î„ªêŒò «õ‡®ò ÜõCò‹ àœ÷¬î º¡ ¬õˆ¶ ÞŠð£ì‹ à¼õ£‚èŠð†´œ÷¶. Þó‡ì£‹ õ°Š¹‚ °ö‰¬îèÀ‚° Þšõ÷¾ ªðKò è¼ˆî£ â¡ø ðòˆ«î£´î£¡ ÞŠð£ìˆF†ìˆ¬îˆ îò£Kˆ¶ õ°Šð¬ø‚° â´ˆ¶„ªê¡«ø¡.

ð£ìŠ¹ˆîèˆF™ ðJŸCŠð°FJ™ îóŠð†®¼‰î Ý¬ñ õ¬óî™ ðJŸC¬ò„ ªêŒò ¬õˆ¶, Ü¬î‚ è£†CŠð´ˆFŠ H¡ Ý¬ñ»‹ ºò½‹ è¬î¬ò‚ ÃP«ù¡. ñ£íõ˜èÀ¬ìò è¬î ð®‚°‹ Ý˜õˆ¬îˆ É‡´õîŸè£è Þ¬î„ ªêŒ«î¡. ï£¡ âF˜ð£˜ˆîð®«ò Üõ˜èœ Þ¡ªù£¼ è¬î «õ‡´‹ âù‚ «è†ìù˜. Þšõ£ŒŠ¬ðŠ ðò¡ð´ˆF è¬î ð®‚°‹ ÜõCò‹ °Pˆ¶ à¬óò£ì¬ôˆ ¶õƒA«ù£‹. «ñ½‹ è¬îè¬÷‚ «è†è, ð®‚è Ý˜õ‹ è£†®ù˜.

«èœM 1: ð£ìŠ¹ˆîèˆ¬î ñ†´‹ ð®ˆî£™ «ð£¶ñ£? ñŸø ¹ˆîèƒè¬÷»‹ ð®‚è «õ‡´ñ£? â¡ø î¬ôŠH™ à¬óò£ì™ ¶õƒèŠð†ì¶.

• ñŸø ¹ˆîèƒèœ ð®‚è «õ‡´‹/ï‹ ð£ìŠ¹ˆîèƒè¬÷ ñ†´‹î£¡ ð®‚è «õ‡´‹ âù Þó‡´ ðF™èÀ‹ A¬ìˆîù.

«èœM- 2: è¬î ¹ˆîèƒèœ ð®‚è M¼Šðñ£?

• Þ‚«èœM¬ò‚ «è†ì¶‹«ð£†® «ð£†´‚ ªè£‡´ M¼Šð‹ M¼Šð‹ âù Ü¬ùõ¼«ñ Ã„êL†ìù˜.

«èœM - 3: «õÁ ¹ˆîèƒè¬÷ ï£‹ ã¡ ð®‚è «õ‡´‹?

• ð£ìŠ¹ˆîè‹ å‡«í å‡µî£¡ Þ¼‚°. è¬îŠ ¹ˆîèƒèœ G¬øò Þ¼‚°.

• «õÁ¹ˆîè‹ð®„ê£ê‰«î£üñ£Þ¼‚°‹.

• è¬î¹ˆîè‹ù£¹®„ê¬îâ´ˆ¶‚èô£‹.

• è¬îŠ¹ˆîèˆF™èô˜èô˜ðìƒèœÞ¼‚°‹.

• ðìˆ¬îŠð£˜ˆ«îè¬î¬òˆªîKƒ²‚°«õ£‹.

• âù‚°‹ ðì‹ ñ†´‹ Þ¼‚°‹ ¹ˆîè‹ ¹®‚°‹.

Þ¶ «ð£¡ø ðF™èœ Üõ˜èOìI¼‰¶ªõOŠð†ì¶ âù‚° Ý„ê˜òñ£è«õ Þ¼‰î¶. Þó‡ì£‹ õ°Š¹ ñ£íõ˜èœ è¬îŠ ¹ˆîèˆ¬îŠ ðŸP Þšõ÷¾ «ðêº®»ñ£? ñ£íõ˜èœ õ°Šð¬øJ™ à¬óò£®ò è£†C¬ò «ïK™ ð£˜ˆî£™ ñ†´«ñ Üî¡ Ýö‹ ¹K»‹. Üõ˜èœ M÷‚èñO‚°‹ â¿ˆ¶‚èO™ M÷‚°õ¶ âù‚° è®ù‹.

«èœM -4: ¹ˆîèƒè¬÷ âŠð®Š ðò¡ð´ˆî «õ‡´‹?

• AN‚è‚ Ãì£¶, AÁ‚è‚ Ãì£¶, É‚A iê‚Ãì£¶.

• ¯„ê˜A†ì«è‚è£ñi†´‚°â´ˆ¶‚A†´ «ð£è‚ Ãì£¶.

• ð®‚è£ñ ²‹ñ£ õ„C¼‚è Ãì£¶ Üõ˜èœ ÃPò Þ‰îŠ ðF™èO™ Mò‰¶«ð£ù ï£¡, ï£¡ îò£Kˆ¶ ¬õˆF¼‰î Müòƒèœ â¬î»‹ªê£™ô«õ‡®òÜõCòI™¬ôâùº®¾ ªêŒ¶ Í®¬õˆ¶M†«ì¡. “¹ˆîè‹ ï‹¬ñŠ «ð£¡ø¶. Ü¬îŠ ðˆFóñ£è‚ ¬èò£÷ «õ‡´‹. AN‰¶M†ì£™ è¬î è£í£ñ™ «ð£ŒM´‹” «ð£¡ø â¡Â¬ìò è¼ˆ¶‚è¬÷ˆ «î¬õòŸøî£è àí˜‰«î¡.

Þš¾¬óò£ì¬ôˆ ªî£ì˜‰¶ Üõ˜èœ º¡


¹ ˆ î è ˆ F ™ àœ÷¬îŠ ð£˜ˆ¶ è ¼ ‹ ð ô ¬ è J ™ â ¿ ¶ A ø £ ˜ è œ , õ ¬ ó A ø £ ˜ è œ , Ü´ˆî õ°Š¹‚ °ö‰¬îèÀ‚°‚ è¬î ê£™Aø£˜èœ... Üõ˜èœ õ£CŠ¬ð Þ¡Â‹ º¬øŠð´ˆî âù‚°œ ðô F†ìƒèœ àœ÷¶. ÜFªô£¡Á Üõ˜èœ õ£Cˆî ¹ˆîèƒè¬÷ŠðŸP Üõ˜è«÷ ðF¾ ªêŒõ¶. Üõ˜è¬÷Š ð®Šð®ò£è Ü´ˆî G¬ô‚° Ü¬öˆ¶ ªê™õ¶ â¡ðî£°‹. Ü«î£´ Üõ˜èœ õ£CŠ¹Š ðŸPò â¡Â¬ìò ¹Kî½‚è£è¾‹, Üõ˜è¬÷ Ü´ˆîG¬ô‚° Ü¬öˆ¶„ ªê™ô¾‹ ªî£ì˜‰¶ ðF¾ ªêŒî™ â¡ð¶ ÜõCòñ£ùî£è Þ¼‚Aø¶.

ï£ƒèœ à¼õ£‚Aò âƒèO¡ õ°Šð¬ø õ£CŠðè‹ Þ‰îŠ ð£ìˆFŸè£è ñ†´I¡P,Þšõ¼ì‹ º¿õ¶‹ õ£CŠ¹ ïì‚°‹ Þìñ£è Ü¬ñ»‹!

ñ£íõ˜è¬÷ËôèˆFŸ°Ü¬öˆ¶„ªê¡Áõ¼î™. õ‰î¶‹ ð£ìˆF½œ÷ Ëôè‹ ðŸPòîèõ™è¬÷ ñ£íõ˜èÀ‚° â´ˆ¶‚ÃÁî™, è¬î õ£CŠHŸ°ˆ îò£K‚èŠð†´œ÷ è¬î Ü†¬ìè¬÷ ñ£íõ˜èœ õ£C‚°‹ð®„ ªêŒî™ âù ÞŠð£ìˆF™ º®‚è«õ‡®ò ð°Fèœ Þ¡Â‹ àœ÷ù.

ÞŠðìˆFŸè£ù, ¶¬íŠ ð£ìñ£è ï£¡° è¬î Ü†¬ìèœ à¼õ£‚èŠð†´œ÷ù. ÝCKò˜èœ è£˜ˆF«èò¡ ñŸÁ‹ è¼í£GF»ì¡ Þ¬í‰¶ Þ‚è¬î Ü†¬ìèœ î£ò£K‚èŠð†ìù. Þ¶î£¡ âƒè÷¶ ºî™ è¬î â¿¶‹ ÜÂðõ‹.

è. ²ð£SQ, ªî£.ð.Ý, Üó² ªî£ì‚èŠ ðœO, ïó‹¬ð

âv.âv.ã. õ£CŠ¹Š ¹ˆîèƒè¬÷ ¬õˆ«î¡. îƒèÀ‚°Š H®ˆî ¹ˆîèƒè¬÷ˆ «î˜‰ªî´ˆ¶ õ£C‚°‹ð® ÃP«ù¡. Üõ˜èœ õ£C‚è 15 GIìƒèœÜOˆ«î¡.å¼ñ£íM,î£¡ð®ˆîè¬î¬ò‚ ÃPù£œ. ñŸªø£¼ ñ£íõ¡ Ü‰îŠ ¹ˆîèˆF™ ñJ™ âù‚° ªó£‹ðŠ H®ˆF¼‰î¶ â¡Á ÃPò«î£´ Ü¬î õ¬ó‰¶ è£†®ù£¡. Þó‡´ ñ£íõ˜èœ, ðìˆ¬î‚ ªè£‡´ î£ƒè÷£è«õ å¼ è¬î¬ò„ ªê£¡ù£˜èœ.

H¡ù˜ ð£ìŠ¹ˆîèˆ¬î õ£Cˆ«î£‹. õ£Cˆ¶ º®ˆî¶‹,ËôèˆFŸ°„ªê™ô«õ‡´ªñ¡ð¶âƒè÷¶ F†ì‹. ÜîŸè£è ð™«õÁ ºòŸCèœ â´ˆ«î£‹.Ì†ìŠð†®¼‰îÜ‰îËôèˆFŸ°œªê™ôº®ò£ñ™ ðœO‚°ˆ F¼‹H«ù£‹.

Ü‚°¬ø¬ò c‚è ï£ƒèœ âƒèœ õ°Šð¬øJ™ õ°Šð¬ø õ£CŠðè‹ Ü¬ñˆ«î£‹. âƒèœ ðœOJL¼‰î ¹ˆîèƒèœ ñŸÁ‹ îQò£˜ ªî£‡´ GÁõùˆF¡ Íô‹ ªðøŠð†ì ¹ˆîèƒèœ Þó‡®L¼‰¶‹ «î˜‰ªî´ˆ¶ õ°Šð¬øJ™ ¬õˆ«î¡. ¹ˆîèƒè¬÷ ñ£íõ˜èÀì¡ «ê˜‰¶, HKˆ¶‹ Ü´‚A»‹ ¬õˆ«î¡. Üõ˜èœ ºè‹ ¹¬îò¬ô‚ è‡ì¶ «ð£L¼‰î¶.

• õ£óˆF™Í¡Áð£ì«õ¬÷èœñŸÁ‹ñŸø Þ¬ì «õ¬÷ «ïóƒèO™ ¹ˆîè‹ õ£C‚èô£‹ âù º®¾ ªêŒòŠð†ì¶.

• 15 ï£†èÀ‚° å¼ º¬ø ¹ˆîèƒèœ ñ£ŸÁõ¶ âù º®¾ ªêŒ«î£‹.

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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

Cla

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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


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


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.


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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

Cla

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P. Lakshmi


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.


Horse : I am going to the village.

Child : Why?

Horse : To get some hay. Will you come

with me?

Child : No, not now.


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.


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


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


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Hø° ñ£íõ˜èOì‹ Üõ˜èœ Ü¡ø£ì‹ è£¬ô‚Ã†ìˆF™ ðöªñ£N å¡¬ø‚ ÃÁõ¬î G¬ù¾ Ã˜‰«î¡. Cô ðöªñ£Nè¬÷»‹ ÃPù˜. ÜîŸ°Š ªð£¼œ «è†°‹«ð£¶ î£¡, Þ¶õ¬ó ªð£¼œ ¹Kò£ñ«ô«òŠ ðöªñ£Nè¬÷ ñùŠð£ì‹ ªêŒ¶ ÃP Þ¼‚A¡øù˜ â¡ð¬î â¡ù£™ ¹K‰¶ ªè£œ÷ º®‰î¶.

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°¿ 5: å¡Áð†ì£™ à‡´ õ£›¾ - Þ¼õ˜ ¬è«è£˜ˆ¶ Þ¼Šð¶ (ðì‹)

ð£ìˆ¬î õ£Cˆ¶Š ªð£¼œ ÜPî™:

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• å¼ ï£¬÷‚° âˆî¬ù º¬ø î‡a˜áŸÁi˜èœ?

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î¬ô¬ñ ÝCKòKìº‹ õòî£ù æ˜ àöˆFJì‹º¡ÜÂñFªðŸ«ø£‹.F†ìI†ìï£O™ õò½‚°„ ªê¡«ø£‹; àöˆF«ò£´ à¬óò£®«ù£‹; ¹Fò ðô îèõ™è¬÷„ «êèKˆ«î£‹; ðœO‚°ˆ F¼‹H«ù£‹.

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è÷Šðòí‚ è†´¬ó â¿¶î™:

ñ£íõ˜èœ è÷Šðòí‹ º®ˆ¶Š ðœO‚°ˆ F¼‹Hò àì¡, Üõ˜èO¡ ÜÂðõƒè¬÷ å¼ ðˆFò÷¾ â¿î„ ªê£¡«ù¡. å¼Cô˜ å¼ ð‚è Ü÷M½‹, Cô˜ ï£¡° õKèO½‹ ã¬ù«ò£˜ ä‰¶ õKèO½‹ â¿FJ¼‰îù˜. å¼ ñ£íõ¡, î¬ô¬ñ ÝCKòKì‹ ÜÂñF õ£ƒAòF™ ªî£ìƒA Ü¬ùˆ¶„ ªêò™è¬÷»‹ â¿FJ¼‰î£¡. å¼ Cô˜ Üõ˜èœ «è†ì «èœMè¬÷»‹ îƒèœ è†´¬óJ™ °PŠH†®¼‰îù˜. ªð¼‹ð£ô£«ù£˜ àöˆF ÃPò “ªð£‹ð¬ô‚° ªè£‡ì Üö°; õò½‚° Ü‡ì Üö°” â¡ø ðöªñ£N¬ò â¿FJ¼‰îù˜. Cô ñ£íõ˜èÀ‚°‚ «è£˜¬õò£è â¿îˆ ªîK‰F¼‚èM™¬ô. å¼Cô ñ£íõ˜è÷£™ ªê£™ô º®‰î¶; Ýù£™ â¿î º®òM™¬ô. ï£¡ Üõ˜èÀì¡ Üñ˜‰¶ Üõ˜èœ ÃPò¬î ÜŠð®«ò (Üõ˜èœ ªñ£NJ«ô«ò) â¿F‚è£†®«ù¡. H¬ö¬òŠ ðŸP èõ¬ô «õ‡ì£‹ âù‚ ÃP á‚èñOˆ«î¡.


². èMî£, ªî£.ð.Ý, Üó² ªî£ì‚èŠ ðœO, ñíªõO (Ü)

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Üõ˜èÀ‹ Þó‡´, Í¡Á õKèœ îõÁèÀì¡ â¿F‚ è¼ˆ¬î ªõOŠð´ˆF Þ¼‰îù˜.

â¡ ñ£íõ˜è÷£™ î£ƒèœ ð£˜ˆî¬î å¼ð‚è Ü÷M™ â¿îº®Aø¶ â¡ð¬îŠ ð£˜ˆî«ð£¶, âù‚°œÝ„ê˜ò«ñI…Cò¶.Üõ˜èœªêŒîH¬öè¬÷Š ð£˜ˆî«ð£¶, Þ¡Â‹ ï£¡ ªêŒò «õ‡®ò «õ¬ôèœ ãó£÷‹ â¡Á â¡ ñù‹ âù‚° ÜP¾ÁˆFò¶.

Ü¡ø£ì õ£›M™ ðò¡ð£†®™ àœ÷

ðöªñ£Nè¬÷„ «êèKˆî™:

ñ£íõ˜èOì‹, i†®™ àœ÷õ˜èœ,Ü‚è‹ ð‚èˆF™ àœ÷õ˜èœ, Üõ˜èÀ‚°ˆ ªîK‰îõ˜èœ âù ò£Kìñ£õ¶ «è†´, Üõ˜èœ ðö‚èˆF™ àœ÷ Cô ðöªñ£Nè¬÷ â¿Fõó„ ªê£¡«ù¡. Þó‡´ ï£†èœ èNˆ¶, î£ƒèœ â¿F õ‰îõŸ¬ø ñŸø ñ£íõ˜èÀì¡ ðA˜‰¶ ªè£‡ìù˜.

ðEˆî£œ: Åö«ô£´ ðöªñ£N¬òŠ

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ªè£´‚èŠð†ì Åö¬ô õ£Cˆ¶ÜîŸ«èŸø ðöªñ£N¬òˆ «î˜‰ªî´ˆî™. (à.‹.)

Ü¡ðóC â¡ø CÁI CPò õòFL¼‰«î î¡i†®™ àœ÷õ˜èO¡ ªð£¼œè¬÷ â´ˆ¶¬õˆ¶‚ªè£œÀ‹ ðö‚è‹ ªè£‡ìõ÷£è Þ¼‰î£œ. Þ¶ ªîK‰¶‹ Üõœ Ü‹ñ£ Ýó‹ðˆF«ô«ò Ü‰îŠ ðö‚èˆ¬î„ êKªêŒò£ñ™ M†´ M†ì£˜. ï£÷¬ìM™, ñŸøõ˜ ªð£¼†è¬÷»‹ â´Šðõ÷£è ñ£Pù£œ. ÞŠ«ð£¶ Ü¡ðóC¬òˆ F¼ˆî º®ò£ñ™ Üõœ Ü‹ñ£ èõ¬ôŠ ð´Aø£˜.

a)I¡Âõªî™ô£‹ªð£¡ù™ô

b) å¡Áð†ì£™ à‡´ õ£›¾

c) è¬÷¬ò º¬÷J«ô«ò AœÀ

d) Ý®Š ð†ì‹ «î® M¬î

õ°Šð¬ø¬ò õ£›‚¬è«ò£´ ªî£ì˜¹ ð´ˆ¶‹ «ð£¶ ñ£íõ˜èO¡ èŸø™ «ñ½‹ CøŠð£è Ü¬ñAø¶. Üˆªî£ì˜¬ð ñ£íõ˜è«÷ ªêŒ»‹«ð£¶ Ý›‰î ¹Kî™ ï¬ìªðÁ‹ â¡ðF™ äòI™¬ô. ï‹¬ñ„ ²ŸP»œ÷ õ÷ƒè¬÷ªð¼‹ð£½‹ ï£‹ èõQ‚èˆ îõÁA«ø£‹. ï£‹ F†ìI´‹ªêò™âO¬ñò£ùî£èÞ¼‰î£½‹,ñ£íõ˜èœ à¼õ£‚°‹ ªî£ì˜¹ õL¬ñò£è Þ¼‚è«õ‡´‹. ÞîŸè£è ï£ƒèœ Þ¼õ¼‹ â´ˆî Þ‹ºòŸCèœ ñ£íõ˜èÀ‚° ñ†´ñ™ô âƒèÀ‚°‹ å¼ ï™ô ÜÂðõˆ¬î ÜOˆî¶ â¡«ø Ãøô£‹.


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

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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


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.


ñ£íõ˜èœ ªõš«õÁ õ¬èò£ù ªî£Nô£÷˜è¬÷Š ¹K‰¶

ªè£œÀ‹ð®ò£ù è÷Šðòíˆ¬îˆ F†ìIì™!

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• ñ£íõ˜èO¡ªðŸ«ø£˜èœªêŒ»‹ªî£N™ ñŸÁ‹ «õ¬ôè¬÷Š ðŸP‚ «è†´ Mõê£ò‹ ÃL«õ¬ô ñŸÁ‹ Hø «õ¬ôèœ ðŸPò à¬óò£ì¬ô ïìˆ¶î™.

• Ü«î£´ Üõ˜èÀ‚° àí¾ âšõ£Á A¬ì‚Aø¶ â¡ð¶ ðŸPò èô‰¶¬óò£ì™ ïìˆ¶î™. Þ‚èô‰¶¬óò£ìL™ àí¾ˆF¼Mö£ ð£ìˆ¬î»‹ G¬ù¾ÃÁî™.

Ýó£Œî™:

• Mõê£ò‹ ªî£ì˜ð£è ñ£íõ˜èœ ªîK‰¶ªè£œ÷ M¼‹¹‹ îèõ¬ôŠªðø, Üõ˜è«÷ °¿õ£è Üñ˜‰¶, «èœMè¬÷ˆ F†ìIì«õ‡´‹. Þ‚«èœMèÀ‚è£ù ðF¬ôŠ ªðŸ«ø£˜èœ/ ð‚èˆ¶ i†´‚è£ó˜/ î£ˆî£ ð£†®Jì‹ «è†´ ðF™ ÜP‰¶ õ¼‹ð®„ ªêŒî™.

• Ü™ô¶ Þƒ° ï£ƒèœ ªêŒ¶ð£˜ˆî¶ «ð£™ ñ£íõ˜èœ ªõš«õÁ õ¬èò£ù ªî£Nô£÷˜è¬÷Š ¹K‰¶ ªè£œõîŸè£ù è÷Šðòíˆ¬î «ñŸªè£œÀî™.

M÷‚°î™:

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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.


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


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


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).


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


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


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


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


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


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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


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


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


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.


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.

î¬ôòƒè‹ · 2017-01-30 · tamil - yaanai varuthu! yaanai varuthu! 49 tamil - vanna vanna...

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