English • STEM • Environment • Social Studies • Citizenship

Level 3

Level 4

TEACHING GUIDE Vol 2 • Issue 1 • Levels 3 & 4 Ages 9–13 years Dear Educator, CONTENTS Predator Plants 03–18 Welcome to a new school year and to the first issue of The Invaders 19-32 On Top of the World 33-45 engage magazine for this year. While school was out we were busy planning an exciting year of issues for you and your students. We studied the three major MEET THESE OUTCOMES curricula used in India and we have incorporated the ✓ LIFE SCIENCE — Students will observe different types of leaves science, math, social science and English language and sketch their forms, differentiate between arts outcomes into all our stories. Now more than ever, compound and simple leaves; classify leaves engage teaches what you teach and what your students into simple and compound; and identify and label the different parts of a leaf. need to know. — Level 4 students will design a model of a plant with adaptations of leaves, roots and We believe that the best way to learn and remember stems specific to a given habitat. — Students will conduct an experiment to content is through storytelling. Since the beginning of determine which wavelength of light is the human history, people have gathered to tell important best for plant growth and which is the worst. stories and teach vital lessons. This year we have — They will list different types of organisms that live in and on the human body, and will connected with Indian scientists, adventurers, mountain describe at least three pests or parasites that climbers and artists, and they are telling their stories harm the human body. to teach your curriculum. You will not read about many — Students will match facts about given parasites with their names. of these people anywhere else, yet they are changing — They will list ways to stay healthy and protect history. themselves from the invaders mentioned in the story. We want students to do more than read amazing ✓ LANGUAGE ARTS stories and learn content, we are keen on getting them — Level 4 students will define what is a simile, involved in making positive change. We at engage identify and list all the similes they find in this story and create their own similes to describe believe that today’s kids are the greatest generation certain plants. and they are passionate about improving our world. — Level 4 students will write a summary of this So, we have added a section to every issue called Life story in their own words. — Level 3 students will identify adjectives of Skills. In this section, we challenge students to take on quality, quantity, shape and colour in the text. projects that will improve their schools, communities — Level 3 students will identify and classify and even the world. different kind of nouns from the story – common, proper, collective and abstract. — All students will summarise information from We have also listened to the clarion call from Prime the story to present it in the form of a table. Minister Modi to reduce the use of plastic. As a result, — Level 3 students will identify conjunctions used in the story and make their own many of our stories tell students about the dangers sentences using specific conjunctions. plastics pose. In the next issue, we will challenge — Level 4 students will analyse sentence students to take the Plastic Pledge. More on that in structure for length and effective use of conjunctions. Issue 2. ✓ MATH For now, we hope you find that we are laser-focused on — Students will create their own word problems involving doubling numbers up to 100 and teaching your curriculum in the most engaging way. We halving even numbers up to 200. also hope you find our new, improved Teaching Guide — Students will construct a bar graph to be even more helpful in developing your lessons. showing the heights of the Seven Together, we are engaged in developing the most Summits across the world. successful students – ever! ✓ GEOGRAPHY — Students will create their own maps using appropriate symbols.

ENGAGE Page 2 Vol 2, Issue 1, Levels 3 & 4 PREDATOR PLANTS

LIFE SCIENCE OBJECTIVES 1. Students will observe different types of leaves and sketch their forms; differentiate between compound and simple leaves; classify leaves into simple and compound; and identify and label the different parts of a leaf. 2. Level 4 students will design a model of a plant with adaptations of leaves, roots and stems specific to a given habitat. 3. Students will conduct an experiment to determine which wavelength of light is the best for plant growth and which is the worst.

LANGUAGE ARTS OBJECTIVES 1. Level 4 students will define what is a simile, identify and list all the similes they find in this story and create their own similes to describe certain plants. 2. Level 3 students will identify adjectives of quality, quantity, shape and colour in the text. 3. All students will summarise information from the story to present it in the form of a table.

ENGAGE Page 3 Vol 2, Issue 1, Levels 3 & 4 CURRICULUM CONNECTIONS is and ask them for some examples. A predator is In this story, students will learn how plants can a carnivore that hunts other animals. be both producers and consumers. They will briefly explore the process of photosynthesis CONSUMER and understand how all the parts of a plant have to work together to produce food by interacting with the environment. They will also discuss and Herbivores Carnivores explore various carnivorous plants i.e. plants that not only produce their own food but supplement their diet with meat by preying on insects and Predators small animals. Students will study four examples of these ‘predator plants’ in detail, focusing on 7. Ask students to open their copies of engage the particular adaptations of these plants. Level 4 magazine to pages 7 and 10 and to look at the students will also learn about similes and how pictures of the sundew and the Venus flytrap. similes can improve their writing. Level 3 students You can use the flipbook to project the pages will learn about adjectives and how adjectives can on a screen. As they are looking at the pictures, modify nouns, and improve writing by making it ask them to turn to a partner and discuss the more descriptive. following questions: a. What is special about these plants? How are they similar to and different from other BUILD BACKGROUND plants they see every day? 1. Write the word "producer" and "consumer" b. Are these plants producers or consumers? on the board and ask students to discuss the c. Why do these plants need to eat insects? difference between the two words. 8. After the pair discussion is done, take a few 2. After taking a few responses, define the words responses from the students and introduce the for them. A producer is a living thing that makes topic by projecting pages 2-3 of the flipbook on its own food and a consumer is a living thing that a screen. Ask students to turn to those pages in eats or consumes other living things. their copies of engage. Explain that in "Predator 3. Ask students to give you some examples of Plants" students will learn how plants produce producers and consumers. ASK THEM: What their own food as well as how some plants plants need to produce their own food? What is supplement their diet by eating meat! the process called? Can any other living things also produce their own food? If so, which other living things are producers? READY TO READ 4. State that all plants and some microorganisms 9. Divide students into pairs and ask them to turn (some bacteria and algae) are the only known to page 4 of their copy of engage and do a pair ‘producers’ on Earth. Explain that all other living read-aloud. In this, one student reads aloud one things are consumers because they need to eat paragraph while the other listens and follows. plants or other animals to survive. At the end of the paragraph, the students switch 5. Under the word "consumer" on the board, draw and the other partner reads aloud. They go back arrows and write "herbivores" and "carnivores" and forth till they read the entire story. as shown below. Ask students if they know what 10. After students finish pair reading have them these words mean and explain their meanings. reread the story silently on their own. This Herbivores are animals who only eat plants. will improve each individual student’s Carnivores are animals who eat other animals. comprehension. Studies show that the non- Ask students to give some examples. reading student usually pre-reads the following paragraph while the previous paragraph is PRODUCER CONSUMER being read aloud, decreasing comprehension. 11. After the silent reading is done, discuss the following questions with students to ensure they have understood the content: Herbivores Carnivores a. Why is the leaf an important part of a plant? 6. Under carnivore, write the word predator as Why is the shape, size and structure of a shown below and ask students what a predator plant’s leaf important?

ENGAGE Page 4 Vol 2, Issue 1, Levels 3 & 4 b. Explain photosynthesis. take the initiative to water and measure each time. c. Why do some plants need to supplement After 4 weeks, compare the data and discuss the their diet with meat? questions in point 2 below. 12. You might have all students write their responses down and then call on a few to Some background knowledge for the teacher: discuss the answers. This will ensure that all The color of any object is the colour of the light students are thinking about the answers and that is reflected, while other colours or wavelengths not just the ones that raise their hands or are of light are absorbed by the object. For example, called on. a red dress is red because it reflects red light and 13. After students have discussed the answers, absorbs all other wavelengths of light. explain the process of photosynthesis in detail. For Level 4, write down the equation Green leaves contain chlorophyll which does not for photosynthesis on the board introducing absorb green light. It reflects green light which is the symbols (as shown below). During this why the leaves appear green. Leaves absorb other discussion, ensure that you highlight how wavelengths that are needed for growth. The green all living things, including plants depend on cellophane paper does the same (reflect green their environment to survive. If even one of light and absorb other wavelengths needed for the "ingredients" is missing – sunlight, water, plant growth). So the plant under green cellophane nutrients in the soil – plants will not produce should grow more slowly. much or any food. 1. Once you feel confident that students have Carbon Dioxide (CO₂) + Water (H₂O) understood how photosynthesis works, move

Sunlight the discussion to types of leaves. Go to page 4 of engage and discuss how leaves are important because they contain the chemical chlorophyll that facilitates the entire photosynthesis process. Leaves Glucose (C₆H₁₂O₆) + Oxygen (O₂) also take in sunlight and carbon dioxide. Lastly, it is through the leaves that the oxygen produced during photosynthesis exits a plant. EXTENSION ACTIVITIES 2. Point towards the different leaves shown ACTIVITY 1: Which Light is Right? on page 4 of engage magazine. Ask some Objective: Students will conduct an experiment questions using those 4 leaves as examples: to determine which wavelength of light is the best a. Can you use 3-4 different words to tell the for plant growth and which is the worst. differences between these leaves (broad, narrow, long, small, one, many, smooth, Turn to page 11 of engage magazine. This is a needle-like)? good time to set up the activity shown on the page. b. What are some of the advantages and Even if you don’t have materials for each group to disadvantages of having small or big leaves? conduct the experiment, the teacher can set up one (More water loss in large leaves due to experiment as a demonstration in front of the whole transpiration but more sunlight and CO₂ class. We suggest that even if you have enough absorbed). Where would you expect to find materials for the whole class that you demonstrate plants with large or small leaves? Plants in how to set up the experiment. After modeling the dry areas tend to have smaller and more setup, have students set up their own experiments. needle-like leaves to prevent water loss due You can have students work alone, in pairs or small to transpiration. In a tropical forest though, groups, depending on available materials. After the there is enough water in the soil and leaves experiment is set up, have students predict which can grow big). colour of light will be the most and least beneficial 3. Once this discussion is done, ask students to turn to the plant. Use the table on page 7 of this to page 5 in their copies of engage and read it Teaching Guide to record the growth of the plants. with a partner. You can draw the same table on your blackboard and have students copy it, or make copies of the 4. Draw the table shown overleaf on your table for the entire class. Let different students blackboard and ask students to copy it in

ENGAGE Page 5 Vol 2, Issue 1, Levels 3 & 4 their books. Based on the reading on page 5, books to help them understand the information students should fill out the table in their own in an organised manner.

PART OF THE PLANT ROLE IN PRODUCING FOOD

1 Roots

2 Leaves

3 Stem

4 Fruit

ACTIVITY 2: Jigsaw Reading Objective: Students will summarise information Venus flytrap: https://www.youtube.com/ from the story to present it in the form of a table. watch?v=gP7QJXYwilY

Jigsaw is a type of reading strategy where Sundew: https://www.youtube.com/ different groups of students read different sections watch?v=CUT7iZAilWE of a nonfiction text. They discuss their respective sections and become "experts" in the content they Pitcher plant: https://www.youtube.com/ have read. After they finish reading and discussing watch?v=bDCUnxcJYSM their own sections, different groups come together to share their information, thus generating a bigger understanding of the topic (much like AN ENGAGE EXTRA when different pieces of a jigsaw puzzle come together and reveal the whole picture). This is an effective strategy to use for any nonfiction text that Are Mushrooms Plants? has a large amount of information which can be divided into smaller parts. The simple answer is "no". Mushrooms are a kind of fungi and fungi are not 1. Divide the class into four groups. plants. A mushroom is actually part of 2. Assign each group one of the predator plants – a larger fungus. Think of a mushroom sundew, rainbow plant, pitcher plant and Venus as being similar to a flower. A flower flytrap. 3. Draw the table on page 8 of this Teaching Guide makes seeds so a plant can reproduce. A on the blackboard and ask students to copy in mushroom makes spores so a particular their notebooks. You can also make copies for kind of fungus can reproduce. Most of each student. Each group will read about their the rest of the fungus is usually hidden. assigned plant, discuss the information and fill It lives in soil, wood or other materials. in the table. Watch out for mushrooms. Many kinds 4. Each group will only fill the row for their are poisonous. So, never eat a wild assigned plant. 5. When all the groups are done, the four groups mushroom. with four different plants will come together and share their own plant’s information by turn. Other students will listen and complete their tables. Have a student from each group come to the board and add the group’s plant to the table during the discussion.

If you have the resources, show these videos of carnivorous plants to your students:

ENGAGE Page 6 Vol 2, Issue 1, Levels 3 & 4 Data Collection Table: Which Light Is Right?

HEIGHT OF PLANT IN CENTIMETRES DAY Yellow Blue Green Red White

2

4

6

8

10

12

14

16

18

20

22

24

26

28

ENGAGE Page 7 Vol 2, Issue 1, Levels 3 & 4 Information Table: Jigsaw Reading

Draw an image Name of How does it How does it kill showing how Plant attract its prey its prey this plant captures its prey

Sundew

Rainbow Plant

Pitcher Plant

Venus Flytrap

ENGAGE Page 8 Vol 2, Issue 1, Levels 3 & 4 ACTIVITY 3: Observe and Sketch brave as a lion, or to be able to imagine some Objectives: traits e.g. as fragrant as a rose. • Students will observe different types of leaves and sketch their forms. 2. In pair or groups of 3, ask students to find as • Students will differentiate between compound many similes as they can in the story. You can and simple leaves; classify leaves into simple give one example: "The curled leaves of a cobra and compound. lily rise up like a snake ready to strike". • Students will identify and label the different — Chlorophyll acts like a solar collector. parts of a leaf. — The leaf rolls up, holding the insect inside like in a masala dosa. You need: — (The pitcher plant) looks like a pitcher, cup or • a variety of leaves on stems from the goblet. neighbourhood. Collect at least 10-15 different — CO2 rises from the pitchers like an invisible types (ensure you have some simple and some plume. compound). You could even ask students to — Leaves that look like fanged jaws. collect and bring in to class. • engage magazine 3. Collect and then show students pictures of other weird plants and flowers and ask them to come To do: up with their own similes. The names of the 1. Divide students into groups of 3 or 4. Give flowers are provided for the teacher’s reference each group at least 5-6 different types of only. Do not share the names with students else leaves. Ensure they get a mixture of simple and that may hinder their creativity with coming up compound leaves. with similes. Coloured photographs of these 2. Ask them to sketch each leaf. Tell them to pay flowers are provided on page 10 of this Teaching special attention to the midrib, the veins and the Guide. outline of the leaf. Ask them to label the different parts of the leaf as per the diagram on page 5 of Teachers may print and distribute them to engage magazine. students or download them from the following 3. Discuss the difference between simple and websites and show them on a slide: compound leaves. A simple leaf has a single blade attached at the bud with the petiole (as shown in the diagram on page 5. Compound leaves are not single. Many leaflets are attached to a single stalk (see examples on page 4 of engage magazine). 4. Student look at their leaves and classify them as simple or compound

ACTIVITY 4 (Level 4): Similes Objectives: • Students will define what a simile is. • Students will identify and list all the similes they find in this story. • Students will create their own similes to describe certain plants.

To do: 1. Either based on prior knowledge or through a mini discussion, have students define what a simile is. A simile is a figure of speech where you compare one thing with another thing of a different kind. Similes are used in stories and poems to allow readers to imagine certain characteristics e.g. as

ENGAGE Page 9 Vol 2, Issue 1, Levels 3 & 4 Dick Culbert/CC When on Earth/CC PHOTO: PHOTO: PHOTO: PHOTO: Monkey Orchid (Dracula simia) Kissing Lips Plant Par Butterfly voyages serge Ouachée/CC voyages serge Butterfly Par nunes alberto/CC Luis PHOTO: PHOTO: PHOTO: Happy Alien Flowers (Calceolaria uniflora) Naked Man Orchid Jef Poskanzer/CC Sirinuntananon/Shutterstock Beatrice

PHOTO: PHOTO: Bat Plant (Tacca chantrieri) Ballerina Orchid PHOTO:

ENGAGE Page 10 Vol 2, Issue 1, Levels 3 & 4 ACTIVITY 4 (Level 3): Adjectives 5. Instruct students to work with a partner and find Objective: Students will identify adjectives of as many examples as they can of adjectives of quality, quantity, shape and colour in the text. each type from the story within a given frame of time (7-10 min). They should continue filling To do: the same table they drew earlier. The adjectives 1. Write the word "adjective" on the board and are listed in the table alongside for your benefit. ask students what an adjective is. After taking a Please note that not all numbers automatically few responses, share the definition with them. qualify as adjectives. It depends on the way they An adjective is a word that describes a noun or are used in the sentence. describes a person, place, animal or thing. 2. Show the following sentences which you could Adjective Adjective of Adjective Adjective keep ready on a chart to save time in class. With of Quality Quantity of Shape of Colour a partner ask students to identify the adjectives in each sentence and list them. They have been Curled Many Round Green underlined for your benefit. Large Enough Purple — This chocolate is so sticky. — Ruchi is wearing shiny, red shoes. Long More Red — Rehan has many friends in school. — Kirti wants some mangoes from my farm. Wide 600 — Akhil is a tall boy. Narrow Very — I want round aloo parathas for lunch. — The sky is so blue today. Notched Some — My bag is big. I can fittwenty , fat, square Poor 21,000,000,000 books in it. Sweet One Adjective Adjective Adjective Adjective of Quality of Quantity of Shape of Colour Sticky 20

Sticky Many Round Red Tall Few

Big Some Square Blue Pretty

Fat Twenty Beautiful

Shiny Deadly

Tall Lethal

Fine 3. Take responses from students and as a whole class, underline all the adjectives on the chart Shimmering paper. 4. Draw four columns on the board as shown below. Shiny Explain to students that there are different Gummy types of adjectives – quality, quantity, shape and colour. Go through each column and adjective Unlucky type. Explain what each type of adjective means and list examples from the sentences overleaf Odd under the correct column. Slippery An adjective of quality describes the "quality", nature or characteristic of a person, place, animal Hard or thing. For example, what is the nature of the Tasty chocolate in sentence 1? It is sticky. So sticky is an adjective of quality. Write sticky in column 1. Ask students which other adjectives from the given 6. Discuss their answers. You can collect their books sentences are adjectives of quality? Discuss and list and check their answers if you wish. them in column 1.

ENGAGE Page 11 Vol 2, Issue 1, Levels 3 & 4 ACTIVITY 5: Adaptations and Habitat Objective: Students will design a model of a plant with adaptations of leaves, roots and stems 1. Receives heavy rainfall 1. Receives little rainfall throughout the year. and only in a specific specific to a given habitat. season. 2. Rainforests have heavy vegetation and huge 2. Vegetarion is sparse, You need : biodiversity. seen mostly where there is • copies of given Information card. Make enough water. Less biodiversity. 3. Small variations in prints such that each group of four students has temperature through 3. Extreme temperatures all the cards they need. Preferably make coloured the year. possible in some deserts. copies. • different types of paper (provide as much variety as you can) – sand paper, plain white paper, Rainforest Desert tissue paper, cellophane, origami paper, card paper, wax paper, etc. • straws 4. Ask students the following questions: • ice cream sticks a. Do you think the kinds of plants we see in a • glue forest are the same as what we see in a desert? • scissors Why? • different coloured sketch pens b. What do you think are some of the differences • any reusable materials students can bring from between plants that grow in a tropical home or available in the school from other rainforest and those which grow in a desert? projects – cardboard, bubble wrap, plastic c. Why do you think these differences exist? bottles, bottle caps, pens, water paints, broken pencils, plastic spoons, paper cups 5. After discussing their answers, explain to students what adaptation is. Write the word To do: "adaptation" on the board. An adaptation is a 1. Write the word "habitat" on the board and ask special feature or characteristic of a living thing students if they know what it means. After taking that allows it to survive in a particular habitat. a few responses from students, define the word All animals or plants in a population of a given for them by writing the definition on the board. species in a particular habitat will have that A habitat for any living thing is the specific type common feature. For example, camels have of natural environment where that living thing certain adaptations that let them survive in a can survive. A habitat for any given organism desert. They have nostrils that can open and provides food, shelter, water and mates for close to prevent excessive sand from entering reproduction for that particular organism. their nose. A camel can consume large amounts of food and water and store it as fat in its hump 2. Give one or two examples of different habitats allowing it to survive without either for a long from around the world and ask students to give period of time. Camels also have wide, soft a few examples as well. Make a list of different feet allowing them to walk more easily in sand habitats they mention on the board. than other animals. These features of a camel ­— Forests – nostrils that open and close, hump, structure ­— Deserts of their feet – are called adaptations and they ­— Grasslands help the camel survive in a very specific kind of ­— Oceans habitat – the desert. ­— Rivers ­— Polar ice caps 6. Divide students into groups of 3 or 4. Assign one of the following habitats to each group. 3. Explain to students that each habitat has its own a. Desert special features which makes it different from b. Polar region other habitats. In each habitat, the availability c. Aquatic habitat of light and water, type of soil, temperature, d. Forest number and type of predators vary. Use a Venn diagram like the one shown alongside to 7. In their groups, ask students to read their compare and contrast two habitats. respective Information Cards and discuss the

ENGAGE Page 12 Vol 2, Issue 1, Levels 3 & 4 adaptations of plants in their assigned habitats. ­a. Their habitat and its features They should list at least 3 different adaptations in ­b. The specific adaptations on their model and a notebook. how those adaptations help the plant survive in the habitat. 8. Instruct students that they now have access to all the materials at the front of the room. Give them 10. As a quick check for understanding, hand out a set amount of time (say 30 minutes) to create a sheet of paper to each student and ask them a model of a plant that lives in their assigned to write down three things they learned about habitat using the given resources. Their model habitats and adaptations. Collect these sheets must show the leaf adaptations of their plant as before you leave the class. Reading them should well as one other type of adaptation that best give you a good sense of how much students helps the plant survive in the given habitat. As have understood. students are working, walk around the room and guide them to use appropriate materials that We have provided Information Cards for each represent certain adaptations. For example, they habitat on pages 13-16 of this Teaching Guide. could use straws to show hollow stems or sand Ensure each group gets all cards for their respective paper to show a rough surface. habitat. For Level 3, you could read and explain each card to the students after they have copies of 9. Each group comes to the front of the class and the same. You can repeat the habitats if you have presents their model. They describe: more than 4 groups.

Unanswered Questions

Plants and Oxygen

Oxygen is the third most abundant element in the universe. Humans and all other animals need to breath oxygen. Yet, there was little free oxygen in Earth’s atmosphere when life began on Earth. Blue-green algae were probably the first organisms to produce oxygen. It took nearly half a billion years before there was enough oxygen in Earth’s atmosphere to support animal life. So the first organisms on Earth were plants. Without plants and photosynthesis, there would be no animals.

There are still many questions concerning the amount of oxygen in Earth’s atmsophere. For example, if plants continually produce oxygen, why are oxygen levels a constant 21%? Also, oxygen quickly combines with other elements. For example, it combines with hydrogen to make water. Why didn’t all the early oxygen combine with hydrogen and other elements?

ENGAGE Page 13 Vol 2, Issue 1, Levels 3 & 4 Information Cards

DESERT

How Do Plants Survive The Desert?

• A cactus has a long tap root to reach water deep under the ground.

• It has a thick, fleshy stem to store water.

• It has needle-shaped leaves to prevent water loss through the stomata.

• The needles help to stop animals Beskova Ekaterina/Shutterstock Beskova from eating it. PHOTO: PHOTO:

PLANT ADAPTATION Roots: grow near the surface to collect rainwater quickly. Thick stems: to store water Leaves with hair: help shade the plant, reducing water loss. Spines: to discourage animals from eating plants for water. Waxy coating on stems and leaves: help reduce water loss. Flowers that open at night: lure pollinators who are more likely to be active during the cooler night. Slower growing: requires less energy. The plants don't have to make as much food and therefore do not lose as much water.

PHOTOS (top to bottom): Cindy Gustafson/Pexels; Madison Inouye/Pexels; Pixabay

ENGAGE Page 14 Vol 2, Issue 1, Levels 3 & 4 POLAR REGION

Plant Adaptations in the Polar Region

Plants need warmth and sunlight to grow and reproduce. In the Arctic, warmth and sunlight are in short supply, even in the summer and the ground is often covered with snow until June.

Arctic plants have shallow root systems because the ground is permanently covered in frost and this prevents plants from sending their roots down past the active layer of soil. The active layer of soil is free from ice for only 50 to 90 days in the year.

Plants in this habitat also grow close together and low to the ground. These adaptations help the plants survive because they can resist the effects of cold temperatures and reduce the damage caused by the impact of tiny particles of ice and snow that are driven by the dry winds.

Arctic plants also have a small leaf structure. Plants lose water through their leaves via transpiration. By producing small leaves the plant is more able to retain the moisture it has stored.

Arctic plants have a very short growing season as summer is so short. Flowering plants have adapted to this by producing flowers very quickly once summer begins.

One of the few trees that grows in the Tundra, the Arctic Willow, towers over other Tundra plants. It grows to one foot tall. Its shallow roots won't let it grow taller. Its branches creep over the ground like a vine. Alexander Piragis/Shutterstock Alexander PHOTO: PHOTO:

Many Tundra plants have tiny leaves to limit transpiration in the dry air. Plants must grow, flower, and reproduce very rapidly because the growing season lasts only from early June through early August. ArgenLant/Shutterstock PHOTO: PHOTO:

ENGAGE Page 15 Vol 2, Issue 1, Levels 3 & 4 AQUATIC HABITAT

Large round leaves

• It is a species of water lily whose leaves float

on the water surface. ) Stems of the • Large air cavities within water lily. bottom

the leaf allow it to float. ( ); CC0 Roots embedded

• Leaves are large and into mud below top right circular with a waxy water water's line repellent on its upper side. This is so that its stomata don't get blocked.

• Leaves are large because they collect sunlight for photosynthesis. ( ); GraphicsRF/Shutterstock top left • Roots are in the mud, below the water line. Mud keeps the roots moist and keeps them nourished with nutrients.

• Its roots and long stems collect the oxygen ( siraphat/Shutterstock in the water. PHOTOS: PHOTOS:

Plant Adaptations in Water: • Underwater leaves and stems are flexible to move with water currents. • Some plants have air spaces in their stems to help gold the plant up in the water. • Submerged plants lack strong water transport systems (in stems); instead water, nutrients and dissolved gases are absolved through the leaves directly from the water. • Roots and root hairs are reduced or absent; roots only needed for anchorage, not for absorption of nutrients and water. • Some plants have leaves that float atop the water, exposing themselves to the sunlight. • In floating plans, chlorophyll is restricted to the upper surfaces of leaves (the part that the sun will hit); and the upper surface is waxy to repel water. • Some plants produce seeds that can float.

ENGAGE Page 16 Vol 2, Issue 1, Levels 3 & 4 FOREST

A tropical rainforest is hot and wet, and it gets a lot of rainfall throughout the year. So the soil in such forests is also wet and spongy. Many plants growing in such a habitat have "stilt" roots which help the plant anchor in the soil, like ropes of a tent or pole (see photo).

Due to heavy rainfall in these habitats, plants have adaptations like leaves with waxy surfaces and "drip tips" i.e. pointed tips that allow excess water to run off effectively.

Since there is so much vegetation in a forest, and trees compete with each other for sunlight, many trees in a forest grow tall and straight so that they can get access to sunlight for photosynthesis. The bark of such trees is also extra thick, allowing them to survive any damage caused by animals.

Some plants like Lianas are woody vines that start at ground level, and use trees to climb up to the canopy where they spread from tree to tree to get as much light as possible.

PHOTOS: Dr Morely Read/Shutterstock (top); liewluck/Shutterstock (bottom)

ENGAGE Page 17 Vol 2, Issue 1, Levels 3 & 4 Comprehension Check

1. Match the part of the plant to its role in the process of photosynthesis.

Stem This is the pigment that absorbs sunlight.

This part of the plant carries water to all other Root parts of the plant.

This part of the plant helps to absorb water Leaves from the soil.

The small openings on this part of the plant Chlorophyll absorb carbon dioxide from the air.

2. Given below are three plants and the conditions in which they were grown. Can you explain what happened to plants B and C?

PLANT A: PLANT B: PLANT A: Kept near a window, watered everyday Kept in a cardboard box, watered everyday Kept near a window, watered every 4 days

PHOTOS (left to right): Freepik; iMoved Studio/Shutterstock; Stephen VanHorn/Shutterstock

ENGAGE Page 18 Vol 2, Issue 1, Levels 3 & 4 3. Draw a diagram that shows how photosynthesis occurs.

ENGAGE Page 19 Vol 2, Issue 1, Levels 3 & 4 THE INVADERS

LIFE SCIENCE OBJECTIVES 1. Students will list different types of organisms that live in and on the human body. 2. Students will list and describe at least three pests or parasites that harm the human body. 3. Students will match facts about given parasites with their names. 4. Students will list ways to stay healthy and protect themselves from the invaders mentioned in the story.

LANGUAGE ARTS OBJECTIVE 1. Level 4 students will write a summary of this story in their own words. 2. Level 3 students will identify and classify different kind of nouns from the story – common, proper, collective and abstract.

MATH OBJECTIVE Students will create their own word problems involving doubling numbers up to 100 and halving even numbers up to 200.

ENGAGE Page 20 Vol 2, Issue 1, Levels 3 & 4 CURRICULUM CONNECTIONS 4. In pairs, ask students to help each other read and In this story, students explore how the human understand the two pages. body acts as a habitat for millions of micro- 5. After students are done reading, discuss the organisms. From head to toe, students will read following questions with the whole class: about and become familiar with some common a. What are bacteria? (Check the definition on pests and parasites that make our body parts and page 15 of engage). internal organs their homes. Students will discuss b. Why does the author of this story call us what steps they can follow to protect themselves "superorganisms"? What does he mean? from these pests and lead a more hygienic c. What is a microbiome? (As you are discussing lifestyle. Level 3 students will learn about different this answer, write the word "microbiome" on kinds of nouns, which will help them develop the the board with the definition. Microbiome subject of their sentences. Level 4, students will is the name given to all the microorganisms learn how to summarise stories and write them (bacteria, fungi, viruses) living together in a into their own words. larger organism (in this case, humans). Micro means microscopic i.e. invisible to the naked BUILD BACKGROUND eye; and biome means a part of a habitat. 1. Hand out copies of engage magazine to the d. Are all the organisms in our microbiomes students. Instruct them to look at the pictures harmful? (While discussing this answer, draw on pages 12-14 as well as read the captions. students’ attention to the word pathogens Teacher can project these using the digital and define what they mean. See page 15 of flipbook. Ask them what they think this story is the magazine for definitions.) about. Take a few responses. e. Why does everyone not have the same 2. Ask students to close their magazine copies. microbiome? (Our microbiome is made Write the word "habitat" on the board. They up of microorganisms from our immediate should be familiar with this word by now as they environment. Hence, where we live, what we have learned about it in the previous story. Ask eat, our lifestyle, our health, etc. determine students to define what a habitat is. After taking the types of organisms found in our a few responses, remind them of the definition. microbiomes. Thus, everyone’s microbiomes A habitat for any living thing is the specific type will differ since our habits are different. of natural environment where that living thing Microbiomes also change when we travel. can survive. A habitat for any given organism So if I go from Mumbai to Dharamsala and provides food, shelter, water and mates for stay there for a few days, my microbiome will reproduction for that particular organism. change.) 3. Tell students that the human body is like a 6. Instruct students to copy the four definitions on habitat for many other living organisms. Some page 15 in their notebooks. of these organisms are microscopic and others 7. Once students understand what a microbiome are slightly bigger. Some live on your body is, ask them to look at the pictures on pages 16 surface and some inside your organs. Some of and 17 of engage magazine. Ask them what they these organisms who live in the human body think these organisms are and where they live on are helpful and essential for us while others are our body? You don’t need to discuss the answers harmful. Tell students that, in this story, they will right now but showing students the pictures will be learning about some specific pests that live build curiosity. on and inside our body that do not help us and 8. Tell students that not all organisms that make in fact may harm us. our bodies their habitat are microscopic. Some 3. Ask students to open their copies of engage are visible to the naked eye and many of them magazine to pages 14-15. Tell students that they are harmful to us. Tell students that they will now will be reading the information on this spread, learn about some of these invaders. but before they start reading instruct them to pay careful attention to the word "microbiome." Ask them to discuss what it means after they are done reading. Giving students a specific instruction, task or focus area to think about before they read helps them concentrate better as they are keen to find that information.

ENGAGE Page 21 Vol 2, Issue 1, Levels 3 & 4 READY TO READ EXTENSION ACTIVITIES 1. For this section of the story, you will conduct a Jigsaw reading. Jigsaw is a type of reading ACTIVITY 1: Body Beasts strategy where different groups of students Objectives: Students will: read different sections of a nonfiction text. They a. List the different types of organisms that live on discuss their respective sections and become the human body. "experts" in the content they have read. After b. List and describe at least three pests or they finish reading and discussing their own parasites that harm the human body. sections, different groups come together to c. List ways to stay healthy and protect themselves share their information, thus generating a from the invaders mentioned in the story. bigger understanding of the topic (much like when different pieces of a jigsaw puzzle come 1. Form groups of 6 students in such a manner that together and reveal the whole picture). This is each student in the group has a different section an effective strategy to use for any nonfiction to read. Thus, 6 members of any group, should text that has a large amount of information have read all 6 sections on pages 16-18. which can be divided into smaller parts. The same reading strategy was also used in the 2. Draw on the board the table on page 23 of this previous story, Predator Plants. Teaching Guide, and ask students to copy it into their notebooks. You could also make copies of 2. Ask students to count from 1 to 6. Assign the the table and distribute one to each student. Go following paragraphs to each child: over the table once with the whole class so they Students who are 1 get Lousy Company understand it well. Students who are 2 get Mighty Mites Students who are 3 get In the Pits 3. Students share information about each of their Students who are 4 get Biting Bed Bugs organisms by turn. As they share, the rest of Students who are 5 get Pests and Parasites the group listens and each student fills his/her Students who are 6 get Stinky Feet individual table. When all six students are done sharing, the entire table should be filled in. 3. Ensure that each student has been assigned at least one of these sections. 4. The teacher discusses the answers and ensures all students have the correct information. 4. Write the following questions on the board and instruct students to copy them into their 5. Ask students to turn to page 19 of their copy of notebooks. As students are reading the engage magazine. You can also project this from paragraph assigned to them, they have to find the digital flipbook. the answers related to these questions below and write them in their notebooks. Read aloud 6. With the whole class, highlight or circle the parts each question so students are clear what of the body that were covered in this reading information to look for. Tell them that they may activity and list the type of invader next to that not find the answer to the last question in the body part. magazine, but they can use their experiences to try and reach an answer. This is an individual 7. Ask the following questions and lead a discussion task. on the same: Name of the organism. a. Other than the body parts we just learned Body part where the organism can be found. about, where else do you think we are more How does this organism survive on our likely to find invaders on our bodies? (ears, body? hands, knee or knee pit) How does this pest or parasite affect us? b. Why would you expect to find more invaders List any steps that you can take to keep on these body parts than on others? (Ears yourself clean and minimise invasion by are hollow, so small bugs like earwigs could this organism. crawl into them. Knee pits are also moist like arm pits. Our palms touch so many surfaces throughout the day, they come in contact with

ENGAGE Page 22 Vol 2, Issue 1, Levels 3 & 4 many invaders, etc. Encourage students to much the students have learned. come up with their own logical answers for a. List any three body parts where invaders live the body part they have listed in the question on human beings. above). b. Next to each body part, write the name of the invader that lives there. 8. As a wrap up and Check for Understanding c. Describe any two ways in which we can (CfU) , ask students to close their notebooks and reduce the number of invaders on our bodies. their copies of engage magazine. Hand each student a blank sheet of paper. Ask the following questions and let them write the answers on their sheet. Collect the sheets at the end of class. You can then review the sheets to check how

AN ENGAGE EXTRA

Mapping Earth’s Microbiome

A group of scientists have banded together to find every microbe on Earth. Its called the Earth Microbiome Project and it began in 2010. To date, the project has reached all seven continents and 43 different countries. Project researchers have identified 307,572 unique microbes, and the researchers feel that there are many more waiting to be discovered. They estimate that there are 100 million times more microbes on Earth than there are stars in the universe.

Project researchers took 27,751 samples from a range of sources. They took samples from a human gut, soil from a volcano in Antarctica and a bird’s mouth. They found samples in a river in Alaska and at the bottom of the Pacific Ocean.

You may wonder why this is important. But just think about it, by mapping all the microbes out there, a doctor can tell where you have been, by just taking a sample from your gut. They can use this information to track all kinds of diseases. That could help decrease the spread of many illnesses.

Of course, this is just the beginning. We have many more microbes to meet.

ENGAGE Page 23 Vol 2, Issue 1, Levels 3 & 4 Information Table: Body Beasts Jigsaw Reading

Directions: Share the information you learned while reading your assigned section of the magazine. As each student shares, fill in this table with the relevant information.

How can we keep Name of the Where does How does it How does it ourselves clean and invader it live? live there? affect us? minimise invasion from this organism?

Louse

Mite

Armpit Bacteria

Bed Bugs

Mosquito

Feet Bacteria

ENGAGE Page 24 Vol 2, Issue 1, Levels 3 & 4 ACTIVITY 2: Organ Organisms 3. Students work in pairs to complete the reading Objectives: and the worksheet. At this time, walk around • Students will list the different types of the room and help students who struggle with organisms that live inside the human body. reading. • Students will list ways to stay healthy and protect themselves from the invaders 4. When all students have finished the scavenger mentioned in the story. hunt, discuss their answers with the whole class.

1. Have the students look at the picture on page 5. Ask students to turn to pages 22-23 of their 20 of engage magazine and read the caption. engage magazine. Project the same pictures You can project this image using the digital flip using the digital flipbook. With the whole class, book. Ask students what they think this part of highlight or circle the organs that were covered the story is about? Introduce this section by in this reading activity and list the type of invader telling students that they will now learn about next to that body part. some invaders that live inside our bodies and 1. Intestines: Hookworm, tapeworm, E.coli, fluke affect our organs. Tell them that they will do 2. Heart: kissing bug chagas parasite this through a "text scavenger hunt". This is a 3. Lungs: fluke fun strategy to help students read nonfiction 4. Brain: fluke texts. It gives them a clear focus and draws their attention to finding key facts. 6. To summarise the lesson, discuss the following questions with the whole class. 2. In this activity, provide students with a copy of the 1. Name any three invaders that live inside the worksheet on page 25 of this Teaching Guide. human body and the organ they invade. You can give one copy of the worksheet per pair 2. Describe how the tapeworm survives in the of students. Read the worksheet to them once intestines and harms the host. and ensure they understand what they have 3. Describe how the parasite from the kissing to do. They have to search for the answers on bug enters our body and harms us. pages 20-21 of their copies of engage magazine 4. Describe any 2 ways in which we can reduce and fill in the blanks on the worksheet. the number of invaders entering our bodies.

ENGAGE Page 25 Vol 2, Issue 1, Levels 3 & 4 Scavenger Hunt: Organ Organisms

1. Hookworms enter our body through our ______.

2. Once inside our body, hookworms head towards and live in our ______.

3. Our intestines process our food into ______which our body absorbs and needs to stay healthy. Hookworms in the intestines "steal" these ______from us (the host).

4. A single female hookworm can lay ______eggs in the intestines while it is alive. This will increase the number of hookworms in your intestine and will cause you to eat ______as the worms keep stealing more and more ______.

5. Another kind of worm that you find in the intestine is the ______.

6. This worm can grow as long as the ______.

7. The tapeworm uses ______to attach itself to the intestines and its ______wiggles through the intestines, growing longer and longer.

8. The tapeworm steals all its host’s nutrients. So the host ______and eventually could die.

9. E.coli are bacteria that can cause ______and ______in their hosts.

10. We can protect ourselves from E.coli by washing our ______, ______and ______.

11. ______bugs are invaders that bite you on the face and leave behind a parasite.

12. This parasite can travel from your face to the ______.

13. A fluke is a parasite that that enters your body if you eat undercooked ______and ______.

14. The fluke travels from your intestines to your ______. It can also travel to your ______.

15. Other than washing your hands and cooking your food well, you can protect yourself from these invaders by ______.

ENGAGE Page 26 Vol 2, Issue 1, Levels 3 & 4 Comprehension Check

1. Match the facts in column A with the organism in column B. Draw a line to connect the matching pairs.

Column A Column B

These invaders eat our blood and cause itchy, Lice red welts to rise on our skin.

These invaders lay eggs on our hair strands. Mosquitoes

These invaders can lay millions of eggs in our Mites intestines and multiply over time.

These pests carry other invaders which can Hookworm enter our body through the pest bite.

These invaders live on our faces, including our Bed Bugs eyelashes.

2. Define the following terms in your own words in the space provided below.

a. Microbiome

b. Host

ENGAGE Page 27 Vol 2, Issue 1, Levels 3 & 4 ACTIVITY 3: Summaries – Short and Sweet you begin. Students will work in pairs for this entire Objective (Level 4): Students will write a summary activity, but every student must complete the of this story in their own words. worksheet individually.

Note for Teacher: In order to write an effective 1. Tell students that what they just read is a non- summary, students need to: fiction text. This means that it is not a made-up • Understand the core message, purpose or story but includes real facts and information. idea of the reading i.e. the gist. Inform students that if an author writes a • Pick out the key points or big ideas in a nonfiction text, she may have many purposes reading while ignoring irrelevant details. for doing so. Make a list on the board of the key • Paraphrase what the author has written words below (in bold. The purpose of writing a i.e. tell the story in their own words, non-fiction text may be to thus improving their understanding and application of new vocabulary. — Entertain the reader. Amuse the reader or • Write succinctly and accurately. make them feel like the text is enjoyable. — Persuade the reader. Convince the reader Thus, the process of writing a summary improves about something. students’ reading and writing skills. Further, — Advise the reader. Give some ideas and summarising is an important life skill. Critics need options to readers to help them make some to summarise books and movies when writing decisions. reviews. Researchers who read a lot of texts need — Explain something to the reader. For example to summarise key ideas when they write a paper. in "Predator Plants" the author’s purpose may Businesses these days generate vast amounts of have been to explain how photosynthesis information and employees need to be able to read works and how carnivorous plants survive. through all of it quickly and summarise the main — Instruct the reader. The author may give a set points for their superiors. Job/college applications of instructions, "how to" steps or procedure often require applicants to summarise important to help the reader do something e.g. install a events, learnings, thoughts and life experiences in a new software. limited word count. — Inform the reader. To tell the reader something new or help the reader get new information However, summarising is a skill that doesn’t that he may not have known before he read come naturally. Students need to be taught how the text. to summarise texts explicitly, with structure and guidance, so they can become masters at it. Non- After a class discussion on these different fiction texts provide a great opportunity to do so. purposes, ask students what they think the The following activity gives you a framework to purpose of "The Invaders" is. Acceptable teach students the skill of summarising a nonfiction answers are: to inform, to explain, to persuade text. Once they have learned the steps, you can (to stay clean). Individually, ask every student to apply it to any chapter in social studies, science or complete STEP 1 of their worksheet. even their language textbooks. 2. The second step is to identify the main ideas of 1. Identify what is the author’s purpose and who the text. Ask students to turn to a partner and the audience for the text is. complete the following sentences (write them on 2. Identify 2-3 key messages/ideas in the story that the board). the author wants to convey and write them in your own words. — In this story, the author wants his readers to 3. Find 1-2 examples details in the story that know ______. support the main messages /ideas and write them in your own words. — He also wants them to know ______. 4. Write the summary. Take several responses from students We have provided details for each step below. Acceptable answers are similar to the following: Hand out a copy of the worksheet on pages 29- 30 of this Teaching Guide to every student before — Know about the different germs/organisms/

ENGAGE Page 28 Vol 2, Issue 1, Levels 3 & 4 parasites that invade the human body. Main Idea 1: The Main Idea 2: The author — Know how different invaders/bacteria/pests author wants us to wants us to learn how invade human bodies (their mechanisms). understand the process some carnivorous plants — Know how we can prevent pests from invading of photosynthesis catch their prey. us. Supporting detail 1: He Supporting detail 1: For Unacceptable answers are: does this by showing us example, he talks about diagrams of how different the pitcher plant whose — Know what a host is; what a microbiome is – parts of the plant play leaves are like cups with basically any key words that form part of the a role in the process of a lid. The rim of the cup is story but are put in there to build background photosynthesis. slippery. When an insect knowledge. They are not the main ideas in the sits on it, it falls in the cup story. Supporting detail 2: He and the plant eats it. — Specific examples of any one pest, organ, also provides us with the mechanism. chemical equation for Supporting detail 2: photosynthesis to show Another example that After the discussion, ask students to complete how glucose is made. the author gives is of the STEP 2 in the worksheet individually. They have sundew plant. Insects get to write in full sentences. attracted to the nectar at the tips of the plant’s 3. Tell students that they have to now give some leaves but then get stuck on the leaf. The plant then examples or evidences to support the main idea. attacks by rolling up and This will help the person reading their summary suffocating the insect. get a better understanding of the actual text. To model this, take the example of "Predator Plants." Show them how you have already done the first two steps for that story: Ask students to work with their partner and complete STEP 3 of the worksheet.

In "Predator Plants", the purpose of the 4. That’s it! Students now have all the parts of author is to inform us that while most plants their summary. They have to now take all their produce their own food by the process of sentences written in the individual components photosynthesis, some plants are carnivorous of the worksheet and write them as a paragraph and supplement their diet by eating meat. i.e. complete STEP 4 of the worksheet.

The author wants us to understand the process of photosynthesis. He also wants us to learn how some carnivorous plants catch their prey.

Now for step 3, you need to add a few supporting details to each main idea. Supporting details tell us how the author achieves the main idea or gives examples of the main idea. Each supporting detail should only be one or two sentences long. Show them your example (given alongside). Explain how you have added small details that clearly support the main idea. For the first main idea, you have written how the author gave diagrams and equations to help achieve that. For the second main idea, you have included two specific examples, but you have shortened them.

ENGAGE Page 29 Vol 2, Issue 1, Levels 3 & 4 Creating a Summary: The Invaders

Directions: Your teacher will guide you and give you specific instructions for each step. Wait for your teacher’s instructions and then complete the steps as instructed by him/her.

STEP 1:

In the story "The Invaders", the purpose of the author is to ______his readers.

STEP 2:

Main Idea 1 Main Idea 2

ENGAGE Page 30 Vol 2, Issue 1, Levels 3 & 4 STEP 3:

Main Idea 1 Main Idea 2

Supporting Detail 1 Supporting Detail 1

Supporting Detail 2 Supporting Detail 2

STEP 4:

ENGAGE Page 31 Vol 2, Issue 1, Levels 3 & 4 ACTIVITY 3: Nouns Copy this paragraph into your notebooks. Objective (Level 3): Students will identify and Underline all the common nouns. Circle all classify different kind of nouns from the story – the proper nouns. Draw a box around the common, proper, collective and abstract. collective nouns. List all the abstract nouns in your notebooks (these are in bold below for 1. Write the word "noun" on the board and ask the your reference). Students will complete this students what a noun is. Take a few responses activity in pairs. and then share the following definition with them: A noun is a word used to identify people, Penguins are amazing birds. They can be found in places or things, or to name a particular one of Antarctica, Australia and New Zealand. A group of these, or to identify a group of these. Explain penguins in the water is called a 'raft'. Penguins further by giving the following three examples: have short but strong legs and when they walk, they a) There is my sister. are not particularly known for their grace. These b) There is Lara, my sister. birds spend a lot of time in water and some species c) There is Lara, my sister, with my family. can reach a speed of 22 mph underwater. Penguins d) There is Lara, my sister, who impresses me don’t have teeth but they are carnivores. They eat with her kindness. fish, squid, crabs, etc. while swimming. Ten species of penguins are under threat of extinction. In the first sentence, sister is a word that identifies a type of person related to you. Sisters are common. Once the students have completed this activity, Any girl could be a sister. So it is a common noun. check their answers in a discussion with the whole In the second sentence, Lara is the specific name class. given to my sister. It is no longer common and because it is someone’s name, it is a proper noun. 3. Form groups of 3. Randomly assign one page Proper nouns are usually capitalised. In the third of the story to each group. Give them a limited sentence, a family is group of people all related to amount of time to find as many common, proper, one another. So it is a collective noun. In the fourth collective and abstract nouns as they can on sentence, kindness is a quality of Lara. Such words their assigned page. that show human qualities or characteristics are called abstract nouns because you can touch, taste, 4. Draw four columns on the board as shown below. hear or see them, literally. These qualities can be Ask one student from each group to come to perceived through actions. the board and list at least three nouns. Give each group a chance to write their words on 2. Prepare a chart paper with the following the board. If there aren’t enough examples of paragraph written on it. Have the chart ready collective or abstract nouns, you can give a few before class so. Reveal the paragraph to the from the list below. students and give the following instructions.

Page Proper Collective Abstract Common Nouns No Nouns Nouns Nouns human, habitat, organisms, bacteria, body, creatures, head, feet, lice, India, Egypt reaction, 16 insects, scalp, blood, spit, eggs, hair, invader, face, animals, mites, species, environment, eye lashes, pores, scientists lives armpits, bacteria, glands, soup, sweat, people, bed bugs, insects, homes, stink, smell, 17 beds, skin, welts infection

pests, parasites, mosquito, skin, blood, nutrients, eggs, germs, killers, Earth stink 18 microbiome, animal, people, predators, feet, glands, soup, scientists, sole

parasites, body, organs, skin, hookworm, intestines, food, nutrients. Meal, E. coli defense 20 wall, worm, eggs, food, tapeworms, human, crown, hooks, head, host, hands, dishes, soap, bacteria, mouth, teeth, stomach, vitamins, life

hitchhikers, body, bug, face, parasite, poop, heart, bite, ride, seafood, fluke, problems 21 intestines, lung, brain, organs, attackers, invaders, bacteria, hands, food, areas, feces, steps, organisms

ENGAGE Page 32 Vol 2, Issue 1, Levels 3 & 4 ACTIVITY 4: Double Trouble or Half the Number of days Number of head lice Problem? Objectives: 1 1 • Students will create their own word problems involving doubling numbers up to 100 and 2 2 halving even numbers up to 200. 3 2 • Students will revise vocabulary from this story by using it to make word problems. 4 4

6 8 1. As a warm up exercise, tell students that you are 8 16 going to show them some simple problems and they will work in pairs to solve them. Whoever does all of them correctly, the fastest, is the winner. The only catch is they have to do it Number of days Number of head lice mentally. 1 25

Have the following problems pre-written on 2 50 (25*2) a chart paper. Reveal the paper to them and ask them to begin. Make it sound competitive 3 50 and every 30 seconds or so shout out the time 4 100 (50*2) elapsed so they feel a sense of urgency. • Double of 36 • Half of 78 Give them three more such word problems to • Half of 54 plus double of 11 solve: • Multiply 3 by the double of 17 a) A female tapeworm living in your intestines • Half of 144 divided by double of 12 is 3 cm long today. It doubles in length every • Double of 35 plus half of 140 divided by itself week. How long will it be in week 3 and how long will it be in week 8? Wait till at least 5 pairs have completed the b) Mahesh has 98 bed bugs living in his bed and exercise and raised their hands. Have the fastest Rehan has half of them. How many bed bugs pair tell you the answers. If even one of them is live in Rehan’s bed today? Bed bugs double wrong, go to the second fastest pair and so on every 3 days. How many bed bugs will be in till you get all correct answers. Rehan’s bed in 3 days? c) A hookworm laid 168 eggs inside Amar’s 2. Tell students that they are going to solve some body. But half of them died. How many baby word problems involving doubling any number hookworms will be born in Amar’s intestines? up to 100 and halving any even number up to Each of those hookworms will double every 200. Give one example of this as below: month? How many hookworms will be present after one year? The number of head lice on a pillow doubles every two days. If 25 head lice live on a pillow, 3. Tell each pair to write one doubling and one how many head lice will there be in two days? halving word problem using examples and How many will live there in four days? vocabulary from the story other than what you have already used. Once they have created their Show them how they can logically solve this problems, exchange these with another pair and problem first starting with 1 louse. get them to solve them. After the students have completed solving them, put two pairs together and let them do a peer-check.

ENGAGE Page 33 Vol 2, Issue 1, Levels 3 & 4 ON TOP OF THE WORLD

GEOGRAPHY OBJECTIVE Students will create their own maps using appropriate symbols.

MATH OBJECTIVE Students will construct a bar graph showing the heights of the Seven Summits across the world.

LANGUAGE ARTS OBJECTIVES a. Level 3 students will identify conjunctions used in the story and make their own sentences using specific conjunctions. b. Level 4 students will analyse sentence structure for length and effective use of conjunctions.

ENGAGE Page 34 Vol 2, Issue 1, Levels 3 & 4 CURRICULUM CONNECTION — What words can you use to describe what This story is actually two stories – of two you see? extraordinary Indian women who have climbed — What do you think this story is about? Mt. Everest against many odds. In this chapter, — What do you think about the caption "Follow students will hear firsthand experiences of two women as they show the world what Premlata Agrawal and Arunima Sinha as they women can do." What do you feel are some succeeded in their quest to scale the world's of the things women can or cannot do? highest peak. They will also learn several interesting facts about Mount Everest including Generate a discussion around these questions. its height, how it was formed and how the mighty Remember that there is no right or wrong mountain is being affected by climate change. answer here. The purpose is to get students Students will also learn about conjunctions. excited about the story and to hear their Conjunctions join words or ideas together and can thoughts. improve student writing. • Tell students that while this story focusses on BUILD BACKGROUND Mount Everest, which is the highest mountain • Ask students what they know about Mount in the world and in the continent of Asia, every Everest. Make a concept map as shown below. continent has its own highest peak. Draw a table Draw a circle in the middle of the board and (as shown below) on the board and ask students write the words "Mount Everest" inside the to copy the same into their notebooks. circle. Ask students to give you as many words and facts about Mt. Everest as they can think of. Highest Continent Height Each time a student gives a response, write it in Mountain a new circle. Connect the new circle to the circle in the middle using a straight line (see below). Take 10-15 different responses. By the end of the discussion, you should have a concept map that looks like this (though the actual words and facts inside each circle may be different).

Highest Mountain

in Nepal cold

• Tell students to turn to page 27 of their copy of engage magazine. Project the page using the Mount digital flipbook. Point to each continent one Everest by one and say the name. Write the name of the continents in the first column on the table above. Next to each continent, write the name of the highest mountain in that continent. Say the the name out loud and let students repeat it a Himalayas snow couple of times. In pairs, ask students to write the height of each mountain next to it in the table.

• Tell the students that since this is a story about • Hand out copies of engage magazine to the climbing in the Himalayas, you would like them students. Instruct them to look at the pictures to understand how the Himalayan range was on pages 24-25 as well as read the captions. formed. Ask them to turn to page 29 of the The teacher can project these using the digital magazine. Using the digital flipbook, project flipbook. Ask them the following questions: the image of the plates colliding to form the

ENGAGE Page 35 Vol 2, Issue 1, Levels 3 & 4 Himalayas. Read the information aloud while You need: pointing to the difficult words. Without going • graph paper or a paper with small into too much detail about plate tectonics, ask squares drawn on it (given on page 36 for students to imagine or visualise how the Earth’s photocopying) uppermost layer is broken up into seven large • ruler plates that are slowly moving around. These • copies of the bar graphs given on page 37 are called tectonic plates. Two of these plates are shown in the picture – the Indian-Australian 1. Tell students that they are going to use the plate and the Eurasian plate. When these two information from the table on page 34 of plates collide, as shown in the picture, the crust this Teaching Guide to plot a bar graph. Ask folds and forms a mountain. This is how the them the following questions and discuss the Himalayan range was formed. answers with the whole class. It is important that students understand what graphs are and what • You can demonstrate this by taking a large they are used for before they construct a bar sheet of plain paper and laying your palms graph. straight down on either side. Push from both • What is a graph? (A graph is a picture or a sides of the paper and you will see the middle diagram that shows how two sets of data part of the paper fold up. are related. In other words it is a way to visually represent data so that it is easier to understand.) READY TO READ • What is the purpose of graphs? (Graphs • Tell the students that they will now read about are used when we have a lot of data or the two women who successfully climbed Mt. information that may be difficult to read and Everest despite many challenges. we want to be able to show this information • For Level 4 students, assign a number – 1 or in a visual way. For example let us say we 2 – to every student. All the 1s will read about have a table with the age of every single Premlata Agrawal and all the 2s will read about person in this school. That would be a lot Arunima Sinha. This is a silent reading. After of data to sit and analyse in a table format. students are done reading, pair up the students Can you imagine how big the table would and ask them to retell the stories in their own be? Graphs allow us to represent this kind of words to each ot. Now ask the 1s to read data in a picture or diagram format making it Arunima’s story and the 2s to read Premlata’s easier to read. Another example is if we want story. to know how much rain a city received every • For Level 3, read aloud the first story to the year for the last fifty years. We would have to students and then ask them to read the second make a long list of 1-50 and write the amount story in pairs so they can help each other read. of rainfall in that list. Instead, we can plot a • Once students are done reading, discuss the simple graph that will easily tell us what we following questions with them as a class: want to know.) — How did the story make you feel? • Can you name some different kinds of — What challenges did these women face graphs? (Bar graph, line graph and pie graph before or during the climb? are the most common ones.) — What made them decide to climb the highest • When do we use a bar graph? (Bar graphs mountain the world? are used to compare quantities across — What qualities do you think they have that different groups e.g. comparing the number made them successful? of boys and girls enrolled in this school — How can these same qualities help us in life? or comparing how many people like math versus science.)

EXTENSION ACTIVITIES 2. Show students some examples of bar graphs given on pages 37 and 38 of this Teaching ACTIVITY 1: Raising the Bar Guide. For each picture that you show discuss Objective (Level 4): Students will construct a bar the following questions: graph showing the heights of the Seven Summits. • Where are the X and Y axes? • What does the X axis show?

ENGAGE Page 36 Vol 2, Issue 1, Levels 3 & 4 • What does the Y axis show? their own bar graph using the heights of the • What is this graph comparing? Seven Summits. Ask them to refer to the table • What is the scale? they filled earlier (on page 34 of this Teaching • Why is the scale in the second graph Guide). different from the first one? • What is the interval on the scale? Why are the 4. Hand out a graph paper to every student. At the intervals different on both scales? same time, you can also stick a graph paper on the board or draw a graph paper-like figure on 3. Tell the students that they will be constructing the board as shown below.

ENGAGE Page 37 Vol 2, Issue 1, Levels 3 & 4 Bar Graphs: Raising the Bar

ENGAGE Page 38 Vol 2, Issue 1, Levels 3 & 4 5. Discuss with the class what the scale of this on one page and that shows the differences graph should be. To determine the scale, look between the various mountains. For this graph, at the highest number in the table – 8,848 m. we can select an interval of 500 or 1000. So 1 So the highest number on the scale on the Y cm= 500 or 1000 m. axis should be at least 8500. Next, ask students what the interval should be. Go through a few 6. Let students individually construct the Y axis iterations. What would happen if the interval with the correct scale. Walk around and help is 1? (We would not be able to fit the scale on them. the graph paper.) Could it be 10? 100? 500? 1000? What if it were 2000? (Then we would 7. Show students how to create one bar on the not be able to clearly plot small differences. graph using the example of any one of the For example, how would we plot the difference mountains. Let them create the other bars. The between Mt. Kilimanjaro and Mt. Elbrus? We final product should look like the bar graph on need to select a scale and an interval that fits this page:

8. Ask students to exchange their graphs and check each other’s work. They should check if the scale is correct, if the heights are plotted correctly, the spellings of the mountains and whether the axes are labelled correctly.

ENGAGE Page 39 Vol 2, Issue 1, Levels 3 & 4 ACTIVITY 2: Map It • What makes this map easy to read? (It is not Objective: Students will create their own maps cluttered, it has different colours and symbols using appropriate symbols. to represent different things and everything is clearly labeled). You need: • an A3 paper per pair of students or half a chart 2. Tell students that they will construct their own paper per pair map using a similar format – different colours, • crayons, colour pencils, sketch pens – any different symbols and clear labels. Students combination of these, enough for all students will be constructing a map of their school’s • rulers neighbourhood. In this map, they need to show • copies of examples of maps given on page ___. the following features: • sticky notes • Their school building • At least two roads that lead to their school 1. Students turn to page 27 of their copy of engage building magazine. You can project this page using the • At least two shops and other buildings around digital flipbook. Discuss the following questions their school with students: • One other feature of the neighbourhood that • What do you see on this page? (Let them list all is outside the school – a park, playground, a that they see.) traffic signal, a market, residential buildings, • What does the blue colour represent? (oceans, their home, bus stop, railway station, etc. water) • Indicate which way is North. • Why are some parts light blue and some parts darker? (shallow and deep parts) 3. Tell students that they will first need to decide • What does the green represent? (land, the symbols they will use for each feature on continents) the map. It is important that everyone uses the • How are the mountains represented on this same symbols otherwise it will become very map? What symbol has been used? (a triangle) difficult to read each other’s maps. Together, as a • What do you notice about the colours on this class, decide the symbols that students will use. triangle and why are these colours used? (the We have given some examples below for your bottom of the triangle is brown and the top is reference. You can draw them on the board for white to represent snow as all these peaks are the students to copy into their notebooks. Draw very high and it is cold there) only the ones that apply to your neighbourhood. • How is information about the mountains You can also come up with your own symbols shown? (A red line connects a mountain to its together with the students. corresponding photo and the name and height of that mountain are written on the red line)

SCHOOL BUILDING TRAFFIC SIGNAL

A TALL BUILDING ROAD

RAILWAY TRACKS SHOP

RAILWAY STATION PLAYGROUND

BUS STOP MARKET

ENGAGE Page 40 Vol 2, Issue 1, Levels 3 & 4 4. In pairs, ask students to make a rough sketch of ACTIVITY 3 (Levels 3 & 4): Fun with their map in their notebooks or a rough sheet Conjunctions of paper. Ask them to leave some space at the Objective: Students will identify conjunctions bottom to make a key, which you will teach used in the story and make their own sentences them later. They have to use the appropriate using specific conjunctions. symbols in their maps and ensure they include all four features mentioned above. You should 1. Write the word "conjunction" on the board and walk around at this time and help the pairs. ask students what it means. Take a few responses Once you approve of their rough sketch, they and then provide the following definition: A can start creating the actual final map. At conjunction is a word used to connect two this time, let them use the colouring tools as sentences that sometimes shows the relationship necessary. between those sentences. Write the following examples on the board. 5. Once all the groups are done, ask them to put a. I have a brother. I also have a sister. ➔ I have a their maps aside and teach them how to make brother and a sister. a key. Tell them what a key is. A map key gives b. I am so full. I still want more food. ➔ I am so you information about what each symbol means full but I still want more food. so that a new person looking at your map can c. I want this game. I cannot buy it. I don’t have read it and understand it. Show students the money right now. ➔ I want this game but I example of a park map made by children and cannot but it because I don’t have money draw your students’ attention to where the key right now. is placed. Examples of maps made by other d. I didn’t win the race. Sheetal also didn’t win students are given on page 41. You can print the race. ➔ Neither I nor Sheetal won the race. these in advance. e. My mother works hard. That is why we can go to a good school. ➔ My mother works hard so 6. Students create their own keys. we can go to a good school.

7. Ask students to stick their posters around the Explain to students that in examples and 4 room and conduct a ‘gallery walk’ so they can the two sentences sound repetitive initially but view and comment on each other’s maps. A when we use appropriate conjunctions, the gallery walk is a strategy used for students to overall sentence becomes shorter and sounds display their own work and give feedback to better. Effective use of conjunctions helps us each other. In a gallery walk, student work, in write more effectively. In examples 2, 3 and 5, this case their maps, are hung or displayed the conjunctions used show how the second around the room. Students then silently walk part of the sentence is related to the first part. around and look at other students’ work. Thus conjunctions help us communicate our Teachers provide a structure to give feedback. thoughts with greater clarity. Good writers use In this case, hand each student three sticky conjunctions well. notes or three small pieces of paper. Students can write one thing they liked about someone’s 2. With the help of the students, list as many map on an individual stick note and stick it on conjunctions as you can on the board. Student that group’s map. They should comment on copy the list into their notebooks. A list is given three different maps. This is a silent, individual below for your reference. activity. • and • or • when 8. Students collect their maps and read the • that • as • than comments. • but • if • because • while • so • until 9. You can review the parts of a map as a summary and ask some students to share their • where • though • whether comments. • after • since • before • although • like • unless • nor • once • except

ENGAGE Page 41 Vol 2, Issue 1, Levels 3 & 4 EXAMPLES OF MAPS CREATED BY STUDENTS https://floridakeys.noaa.gov/mbuoy/maps/archerkey_buoys.html DIAGRAM: DIAGRAM: http://www.bbc.co.uk/scotland/education/sysm/landscapes/highlands_islands/mapskills/ http://www.bbc.co.uk/scotland/education/sysm/landscapes/highlands_islands/mapskills/ DIAGRAM: DIAGRAM:

ENGAGE Page 42 Vol 2, Issue 1, Levels 3 & 4 3. Draw the following table on the board and ask the students to copy it.

Conjunction Sentence in the story Own sentence

4. Divide students into pairs and assign each pair any one page of the story on pages 26-28. With their partner students must find at least six sentences on their page containing any of the conjunctions given below. They should write the sentence in column two next to the conjunction in the first column. At this time, they leave the third column blank.

Page Conjunction Sentence

It is the highest mountain on Earth and I was climbing it. The wind howled and snow whipped around me. 26 and I had to take off at least one of my gloves and use my fingers to clear away the snow. I quickly cleared my mask and went to pick up the glove. If that happened, my hand would have to be cut off and I might even die.

26 when Alone, I continued my struggle to the top when disaster struck. The oxygen tanks are heavy but necessary. 26 but I tried brushing it away, but the thick gloves covering my hands made this impossible.

26 if I decided that if I died on the mountain, I was going to die at the top. As I took my fifth step, I saw a furry patch of white in the snow. 27 as I do know it saved my life as I reached the peak of Mount Everest on 21st May 2011.

I quickly picked it up and put it on my hand. A picture taken at the summit shows me wearing the white glove on my right hand and a black glove on my left hand. I had become arrogant and felt that it was only a matter of time before I climbed all 27 and seven mountains. The bitter cold and blowing snow almost stopped me again. You need to develop intellectual skills, toughness and perseverance. You need team-building and communication skills, too. I got the idea to climb them when I took my daughters to a sports complex in 27 when Jamshedpur Now, some people may think it odd that I climbed Everest first, since it is the highest 27 since peak. 27 after After summiting three of the other peaks, I returned to McKinley. Even though it was not the tallest of the Seven Summits, it now seemed to loom higher 27 though than the rest. You may never climb physical mountains, but you can use the same skills to summit all 27 but the mountains that stand in front of you.

After the train lurched and bumped forward, a group of thugs attacked me. So, after I was fitted with an artificial leg, I set out to train for the climb. 28 after After weeks of climbing, I finally made it to the last 1,100 metres. After 52 days of climbing I reached the summit on 21st May 2013. After climbing Everest, I set out to climb the Seven Summits. Then the group picked me up and tossed me off the train. I flew into an oncoming train and bounced onto a track. I passed in and out of consciousness. Daylight revealed my body and the next day I was finally taken to the hospital. 28 and I loved cycling. I played football and volleyball on the national level. My teachers and trainers taught me important lessons. Everyone who climbs Everest faces challenges and the possibility of death. The ankle and heel of my artificial limb would constantly swivel. I thought I had run out of oxygen and that I would die on the summit.

ENGAGE Page 43 Vol 2, Issue 1, Levels 3 & 4 28 before A third train plowed over my leg before I could move it out of the way. 28 though Even though they were smaller, they were no less dangerous than Everest. 28 when I put up the flag of India when I reached the summit.

5. Discuss students’ answers as a whole class. about the same number of words in most 6. Ask each pair to make their own sentences with sentences. each conjunction they found. They should make 2. Tell students to count the number of words in at least two sentences with each conjunction. each sentence and fill the table below. You can As students are working to make their own draw the table on the board and help students sentences, walk around the room and help fill it. them if needed. 7. Take a few examples from each pair and write Sentence No. No. of Words them on the board. Collect every student’s notebook and mark them on the sentences 1 3 they created. Return their notebooks in the 2 5 next period and ask students to correct their 3 5 mistakes (if any). 8. (Optional Higher Order): Ask students to go 4 5 back to the page assigned to them. Using any 5 4 of the 25 conjunctions on the page, ask them to rewrite at least 3-5 sentences of the story on 6 4 their page. 7 5

For example: "I felt miserable in my hospital 8 4 bed. I had always been active in sports" ➔ As I 9 5 had always been active in sports, I felt miserable in my hospital bed. 3. With students, plot a scatter plot on the board For Level 4 students, continue with the next as shown below. activity after this activity has been completed.

ACTIVITY 4 (Level 4): Sentence Structure Objective: Students will analyse sentence structure for length and effective use of conjunctions.

1. Show students the following paragraph by writing it on the board of having it pre- written on a chart paper to save time. Read the paragraph aloud to your students. Ask them how it sounds. It sounds choppy. This is 4. Now draw a line through the data points. The because the sentences are all short and have line should be almost straight as shown below.

I love mountains. I grew up among mountains. They are the Aravalli range. The range is in Rajasthan. It is very dry. I lived near Ranthambore. Ranthambore is a national park. We have tigers there. I saw a tiger once. It was magnificent. I miss my home.

ENGAGE Page 44 Vol 2, Issue 1, Levels 3 & 4 Using the metaphor of a heartbeat, ask students to think about a patient in a hospital. When does that patient’s heartbeat on the monitor become a straight line? When he is dead. When a person is hale and hearty, the heartbeat looks something like this.

You can draw the image above on the board. It 7. Ask students to analyse the sentence fluency goes up and down. Similarly, when a person’s and structure of the section on "Climate writing is vibrant, the number of words changes Change and Mt. Everest" on page 30 of the in consecutive sentences. Some sentences are magazine, in groups of three. Tell them to short and some are long. This is called sentence make a table and plot a rough graph using the structure and it makes the writing interesting to technique shown above. Once all the groups read. One way to do this is to use conjunctions. have completed the task, discuss with students if the sentence structure is average, good or 5. Using the example above, show students how excellent. Since this is a bit subjective, take you can use conjunctions to improve sentence many responses and try to generate a lively structure and fluency. discussion.

8. In their groups of three, ask students to I love mountains. I grew up among shorten some sentences on page 30 or to mountains in the Aravalli range. The combine sentences to increase their length range is in Rajasthan, where it is using conjunctions. They have to rewrite very dry. I lived near Ranthambore. the paragraph in their notebooks using new Ranthambore is a national park sentences. where there with many tigers. I saw a tiger once and it was magnificent. 9. Ask some groups to read out their rewritten paragraphs. I miss my home.

6. Repeat the exercise of counting words with this modified paragraph. Compare the first and second graphs. Which piece of writing has a "heartbeat"?

Sentence No. No. of Words 1 3 2 5 3 5 4 5 5 4

ENGAGE Page 45 Vol 2, Issue 1, Levels 3 & 4 Comprehension Check

1. Read the chart and answer questions.

a. Which is the longest river as per this chart? ______b. Which is the shortest river as per this chart? ______c. What is the Y axis telling you? ______d. What is the interval on the scale? ______e. The length of river Ganga is 2525 km. Plot the bar on this graph in the space provided.

2. Use complete sentences to answer the questions below. a. Define the word "mountain".

b. Besides Mt. Everest, name the highest peak in two other continents.

c. Name three features that all maps should have to make them easy to read.

ENGAGE Page 46 Vol 2, Issue 1, Levels 3 & 4